Destination Management Coursework Example | Topics and Well Written Essays - 1500 words

Destination Management - Coursework Example The interface between sex tourism and business developments offer an unlimited point of reference and this provides total development of the sector. (Hughes, 5) There is growing access to cities, beaches and a host of places which were thought to be very unproductive. There is abundance of benefits that sex tourism brings and this is fully dependent on the community’s perception and the political landscape. The international travel facilitates sex tourism across popular destinations. Further, there are various places that are actively involved in promoting sex tourism and this offers specific reason why you should embrace all that it offers. While examining the reasons why sex tourism is gaining ground, you should look at beliefs and tradition and how it provides stimulus to the economy. As such, the process of tourism development is truly dependent on what many people expect, including the changing trend in woman’s understanding of sex. (Ritcher, 1) Tourism classification according to ethnicity provides a focus for people to forely understand and define the levels of fulfilling tourism trends. Ethnic group’s participation in tourism activities would be classified according to holiday-taking experiences and this when compared to white population; the results demonstrate a huge margin. Many factors influence minority groups and this hugely explain why their tourism levels are low. Most importantly, it is thought that most of these groups get minimal earnings and this is comparatively low and well below the required scale. Further, there is a remarkable higher unemployment rate among these groups. The relevance of employment among the minority has taken a big trend and this brings about a negative impact on their financial positions. There are several cases of poor living conditions and which are not attractive and which do not provide for adequate support for their outings and general touring.

The Lottery by Shirley Jackson Essay Example for Free

The Lottery by Shirley Jackson Essay The short story, The Lottery, by Shirley Jackson is one pf the most shocking stories I have ever read. It caused controversy when it was published in a New York newspaper and for good reason. The ending is very unsettling and I would even categorize it as a horror story. The picture the story paints prepares you for the exact opposite of what actually happens, making this a confusing, yet unforgettable story. It is hard to figure out what the message is in this story. Starting from the beginning there are many things one must notice upon a second reading. Subtle symbolism is used in a genius manner so that only on a second reading can the reader understand what the author is doing in every paragraph she writes. Throughout the story we are never sure about what exactly this lottery is, which keeps the reader in suspense. The story begins with a cheerful mood. It is summertime in a small town of 300 people. Every character comes off as friendly and full of positive energy. Jackson sets the scene for a beautiful day by describing growing flowers and beautiful grass. The reader is reeled into a peaceful mood and becomes comfortable in knowing this is peaceful story. The only confusion in the beginning is when the children are gathering stones and making piles of them. The reader may indicate the children will be throwing the stones, yet in a childlike playful manner and no violent premonitions can be made due to the peaceful setting counteracting and overpowering any violent thoughts. The interaction between characters is 100% friendliness. The story informs us that everybody in town is gathering at the town square, which is located between a post office and a bank. At first this means nothing extraordinary until you realize that no other buildings are mentioned. No courts or police stations, which are usually found in a towns square, are mentioned. No mentions of authority whatsoever except for Mr. Summers, who runs the yearly lottery. It is also interesting how we are informed that he runs a Halloween program, which is known for trickery, yet no other holidays are mentioned. The mood of the story seems to take a turn when we learn about the villagers reaction to the black box that holds the lottery slips. They seem to be  nervous around the box. Once the winner was found, we notice his reaction is not a good one. Then we read on to find that the villagers will throw stones at the winner until they kill him. This is done so casually that it creates an eerie feeling as we read how the villagers surround the victim and prepare to kill him. The story ends there. The Lottery is definitely an interesting tale by Shirley Jackson. But what is she implying by this story? Surely she didnt write this ending because she felt it was cool. There is a not so obvious message we must analyze. My conclusion leads me to believe that this is a story about tradition. The villagers follow tradition without even knowing why the tradition exists. In the story, Old Man Warner states, Theres always been a lottery he said petulantly. In this statement, the reader sees the most ignorant of all excuses for doing anything. This, however, seems normal for the community. The reader then discovers That much of the ritual had been forgotten or discarded, Mr. Summers had been successful in having slips of paper substituted for the chips of wood that had been used for generations.' While reading, the reader starts to understand the lottery tradition from which many rules and regulations disappeared for convenience reasons. This leads the reader to believe that the villagers do not truly understand the origins of the lottery. Mrs. Jackson states The people had done the lottery so many times that they only half listed to the directions?' In this passage, the reader learns through the nonchalant ness of the villagers actions that an important event does not gander much attention. They kill the victim simply because its tradition. To put it simply, the author is trying to say that you shouldnt do things simply because others have done them. There may be a better way of doing things. I think she is implying that traditions found across the globe may be foolish at times and people should think logically and not do things simply because they were born doing it, like the baby who is handed stones, yet to make sense out of things, and discard those which do not make much sense. This is a strong message in todays society where tradition may cause destruction and hate amongst human beings. I could be wrong, but if I am correct, those who read should learn a powerful lesson and take a look at  their beliefs and make the right change.

Critical Thinking And Education Philosophy Essay

Critical Thinking And Education Philosophy Essay After providing a conceptual foundation of pragmatism, rationality, objectivity, and the goals of education, a discussion of critical thinking is made to present a concept of critical thinking which is 1) normative; 2) comprising of skill, ability, and habits of mind; and 3) acquiring intellectual resources. To address the vagueness of the concept itself, this review lends itself to the work of Israel Scheffler and Harvey Siegel, in order to provide a defensible proposal on how critical thinking can be infused within the educational curriculum. Critical thinking as an educational aim The current interest placed on critical thinking in the education context is well-founded. Citing Scheffler, Combs (2009) stated that education should be centrally concerned with developing rationality, reasonableness, and critical thought (p. 175). Moreover, Siegel (1988) provided the underlying principles on why critical thinking must be emphasized in youth education. First, because the youth make up the crop of tomorrows leaders, the education system must enable them to develop critical thinking as a tool towards a productive and rewarding life. Second, the development of critical thinking is viewed as a moral obligation of administrators and teachers to instill in students the ability to treat diverse views with respect and foster a climate of open-mindedness. Siegel thought that preventing students to critically think was a form of oppression. Third, the thrust of critical thinking is consistent with the belief that rationality is key towards a productive life for all. Fourth, i n line with Deweys thoughts on pragmatism, critical thinking is a crucial element of democratic citizenship. Scheffler further describes critical thinking as an educational ideal which would allow children to assess their beliefs, desires, actions, and their cognitive and non-cognitive emotions based on appropriate criteria or standards and good reason, and engaged them in the critical dialogues that relate to every area of civilization (Scheffler, 1991, p. 64). Education should not only be aimed at the development of critical abilities, but also at the development of the cognitive emotions and virtues, the critical attitude (Scheffler, 1991). Every educator must endeavor to ensure that all children blossom into critical thinkers. Critical thinking is significant to the ethics, epistemology, content, and manner of education (Siegel, 1988). Its ramifications are broad in scope and pose serious implications to society at large, not only to persons being educated. The key aspects of critical thinking include rational virtues (skills and dispositions to judge in an impartial manner) and to deli berate with objectivity, even disregarding self-interest in the process. These elements are indispensable to moral education (Scheffler, 1973). In science education, critical thinking ability helps students evaluate the strength of reasons and the defensibility of arguments in order to evaluate which among competing paradigms or theories is best. Critical thinking is also an indispensable aspect of the practical component of education. The skills and know-how of students which figure prominently into the curriculum require critical thinking. Reading, spelling, and mathematics do not only require processual skills but the ability to apply criteria or good reasoning to specific domains of inquiry. While operative principles may be taught, students need critical thought to practice these skills effectively. Furthermore, in the context of teaching, critical thinking is reinforced by a teachers critical spirit considered a principal obligation (Scheffler, 1973). In the context of teachi ng, good teaching requires educators to develop in students the skills and attitudes as described in the two-component theory of critical thinking which will be discussed later (Siegel, 1988). Critical thinking: a normative concept That critical thinking is a normative concept means that it is an educational ideal a goal that educators and administrators must strive to aim. It also means that critical thinking is considered generally relevant in the educational realm. As an educational ideal, critical thinking is helpful in organizing the educational enterprise as well as set objectives of educational efforts. Mainly, critical thinking as a normative concept addresses the questions of 1) the purpose of education, and 2) the manner of education. Our basic concept of critical thinking is essentially a normative notion, i.e. that critical thinking is in some sense good thinking. It is the quality of the thinking, not the processes of thinking, which distinguishes critical from uncritical thinking. In addition to deciding how to describe critical thinking activities and standards, we need to decide the boundaries of critical thinking, i.e. what sorts of tasks we see critical thinking as encompassing. Critical thinking is sometimes contrasted with problem solving, decision making, issue analysis and inquiry. Terms such as `problem solving and `decision making designate rather general kinds of thinking tasks. But, carrying out these tasks typically requires one to make a number of judgments, and the thinking that leads to these judgments can either fulfill relevant standards of good thinking. One may solve a problem in a critical or an uncritical manner. So, problem solving, decision making, etc., are best seen as arenas in which critical thinking should take place rather than as other kinds of thinking to be contrasted with critical thinking. Critical thinking draws from rationality and reasonableness as fundamental concepts (Scheffler, 1982). However, critical thinking is considered not only an element of rationality but an aspect which co-exists with it (Siegel, 1997). As such, critical thinking may be considered an educational cognate of rationality since it emphasizes both on beliefs and actions (p. 2). By this definition alone, we can consider the critical thinker as an individual who is motivated by reasons both in thought and action. Siegels reasons conception consists of two components: reason assessment and critical spirit; the former deals with the epistemic realm of reasons while the latter focuses on the motivational realm. This theory merits additional discussion. The two-component theory of critical thinking 1. The reason assessment component Siegel considers the critical thinker as an individual possessing the skill and ability to evaluate reasons and arguments using logical or epistemic standards. Siegel (Reason and Education, 1997) quoted Schefflers view that the critical thinker is not just being moved by reasonsà ¢Ã¢â€š ¬Ã‚ ¦ by by appropriate reasons (p. 20). What this means is that a critical thinker takes it within himself or herself the epistemic responsibility for this thoughts. To be appropriately moved by good reasons is to consciously accept and appreciate the importance of having evidential force to justify thought and actions. In determining what standards are considered meritous, Scheffler (as cited in Siegel, Reason and Education, 1997) said: However, what reasons are appropriate is not fixed once and for ever. It depends on principles which themselves are the result of evolving traditions and may be different for various domains. There are no fixed foundations. The most fundamental presupposition underlying Schefflers epistemology and philosophy of education is the possibility of rational evaluation of principles of rationality. (p. 21) While the acceptability of reasons is not fixed, Schefflers (1973) epistemology of rationality warrant reasons to be consistent, impartial, and non-arbitrary. Critical thinking acknowledges that universal and objective principles have a binding force, but subject to evaluation. The principle-based character of critical thinking is what gives it its normative character. Critical thinking is not merely a cognitive mental process but a mental process that meets epistemic criteria, separated by good and bad reasons. An individual who thinks critically is one who is able to evaluate reasons and ascertain whether prospective reasons are good or bad based on their evidential force and in light of standards or criteria. Siegel (1988, 1997) and other theorists who support critical thinking categorized the principle of reasons of assessment into 1) general (subject-neutral), 2) principles (context-bound) and 3) subject-specific. There are debates on whether reasons assessment should be based on the generalist or the specifist view and to what extent reasons can be considered general or specific. As far as Siegel is concerned, the subject-specific criteria overlook the blurring of boundaries between genres and must be debunked. Siegel proposes that while there may be different criteria, the epistemologies operating are more or less similar. The more significant consideration for Siegel is how beliefs are justified: based on good reasons and supported by universal but fallible standards. This could be interpreted as generalist or a form of contextualism because Siegel supports the identification of good reasons across a range of contexts. Siegel (1997) elaborates: We are entitled to regard these various criteria as appropriate criteria of reason assessment, and to appeal to them in order to establish or determine the goodness of putative reasons, only because they are sanctioned by a common epistemology: a theoretical understanding of the nature of reasons, according to which putative criteria are recognizable as appropriate criteria of reason assessment. (p. 32) The point Siegel tries to make is that although various groups may have their own standards to judge whether reasons are good or bad, they are still governed by common epistemology for justification across different contexts. Furthermore, one question is if emotions are relevant to reasons assessment. Scheffler (2010) described the role of emotions in reasoning, showing how the rational passions contribute to critical thinking. Inquiry is not a dispassionate activity, disassociated from emotion. Rather, people can be very emotionally committed to the search for truth and care passionately that the outcome of an inquiry be the best justified. Such rational passions as love of truth, repugnance of distortion and evasion, and respect for the arguments of others as well as emotions such as curiosity, surprise and the joy of verification (Scheffler 1991) all play a significant role in inquiry, and educational efforts should be directed to their development. In addition, emotions play an important role in rational assessment in several ways. One way is by constraining and directing attention and rendering salient certain aspects of our experience. This likely has to do with connections established in the past between certain emotions and rational assessments. Such emotions can provide useful cues for future assessments, but their adequacy must be assessed through rational criteria. 2. The critical spirit component Because critical thinking is, in our view, thinking in such a way as to fulfill relevant standards, it is the standards of good thinking that provide the criteria for determining what attributes are important for critical thinkers. If an attribute is required by persons in order to fulfill a standard of good thinking, or if it will significantly increase the chances that their thinking will fulfill such standards, it can legitimately be regarded as an attribute that should be fostered in a critical thinker. Having the intellectual resources necessary for critical thinking does not, by itself, make one a critical thinker. One must also have certain commitments, attitudes or habits of mind that dispose himor her to use these resources to fulfill relevant standards and principles of good thinking. Moreover, as Siegel (1988: 9) points out, the critical thinkers tendency to ful ® l the standards and principles of good thinking cannot be mindless or simply the result of habituation. Rather, it must be based on a recognition of the value of critical thinking, i.e. its importance in fostering true belief and responsible action. Siegel recognizes that while reason assessment is a necessary condition for critical thinking, it is not a sufficient one. For example, a critical thinker may be equipped with the skill to evaluate reasons but not be predisposed to use it. Moreover, it is not enough that a critical thinker is capable of assessing the probative force of reasons; the critical thinker should also be inclined to seek out good reasons and disposed to question whether or not candidate reasons fit epistemological criteria. Hence, for a person to become a critical thinker, he or she must be able to habitually engage in reason assessment. In addition, a person must also have a complexity of attitudes, dispositions, character traits, and habits of mind or what Siegel refers to as the critical spirit. Siegels conception of the critical spirit means that critical thought is not a product merely of skill but also of character and motivation. The critical thinker then not only values the use of good reasons and evidentiary power in judgment or deliberation, he or she must also be willing and motivated to evaluate those reasons based on consistent, impartial and non-arbitrary criteria. In other words, the critical spirit is the life force of reasons. The critical spirit motivates and guides a critical thinker in action and belief-formation. Siegel (1997) considers that having reason assessment ability as well as the critical spirit are significant are individually and jointly sufficient requirements for a person to become a critical thinker.   In defense of the critical spirit component, Siegel (1997) enumerates some of the traits that may figure into a complex of dispositions, attitudes, habits of mind, and character traits (p. 35) found in the critical thinker: dispositions to seek reasons and evidence in making judgmentsà ¢Ã¢â€š ¬Ã‚ ¦; respect for the importance of reasoned judgment and for truthà ¢Ã¢â€š ¬Ã‚ ¦; a rejection of partiality, arbitrariness, special pleading, wishful thinking, and other obstacles to the proper exercise of reason assessment and reason judgment; à ¢Ã¢â€š ¬Ã‚ ¦habits of reason seeking and evaluatingà ¢Ã¢â€š ¬Ã‚ ¦, engaging in the fairminded and non-self-interested consideration of such reasons.  Ã‚  (pp. 35-36) On the other hand, Scheffler (2010) also describes the critical thinker as disposed to the following traits: objectivity, consistency, intense aversion to contradiction, repugnance of error, disgust at evasion, love of reason, love of truth, and admiration of theoretical achievement. That character is indispensable in the formation of the critical thinker has been criticized (Missimer, 1990). The so-called character view espoused by Siegel is said to run in contradiction to the contributions of the worlds greatest thinkers. The intellectual greats such as Marx, Rousseau, Bacon, Freud, Russell, Newton, and Feynmann lacked many of the traits which the character view holds to be necessary for critical thinking. Marx was considered anti-Semitic; Newton was averse to criticism of his work; Rousseau and Fenymann were venal and rude to people who espoused incorrect ideas; Freud was a hothead; and Russell lied about his support for the U.S. nuclear program (Missimer, 1990, pp. 146-147). Accordingly, Siegels definition would not make the greatest intellectuals history has ever known critical thinkers. Critical thinking as identity constitution and autonomy Because critical thinking is fundamental educational ideal, Siegel (1997) considers it crucial in identity constitution. Critical thinking develops not only out of honing reasoning ability but also cultivating a motivational complex to create character disposed to the critical spirit. Character traits are fostered which constitute the critical spirit component, making up the traits of a particular type of person or identity. Thus, developing critical thinking entails no less than the formation of a certain identity. In the context of education, young people must be taught not only how to think critically, but more importantly, how to be critical thinkers. Therefore, making critical thinking a constitutive ideal is to propose for educational programs which focus on character-formation in support of critical thinking. Equally important to the concept of critical thinking is autonomy. Aside from critical thinking being coexisting with rationality, autonomy also figures into the same educational ideal. Siegel (1988) considered the importance of autonomy: If we accept critical thinking as a fundamental educational ideal, we explicitly acknowledge the desirability of the attainment by students of self-sufficiency and autonomy . . . The critical thinker must be autonomous-that is, free to act and judge independently of external constraint, on the basis of her own reasoned appraisal of the matter at hand. (p. 54) Autonomy is a state characterized by self-government. Similar to critical thinking, autonomy is also identity-constitutive in the sense that it makes up a certain type of person. Educators should strive in order to develop students who are autonomous agents. Autonomy is necessarily aligned with rationality: This aspect of the educational ideal of rationality aligns it with the complementary ideal of autonomy , since a rational person will also be an autonomous one, capable of judging for herself the justifiedness of candidate beliefs and the legitimacy of candidate values. (p. 56) An autonomous person is one who makes his or her own choices by evaluating them rationally and critically. Siegel (1988) expresses that choosing is not enough for autonomy to surface. A student must be a competent chooser and not subservient to conditions or standards he or she accepts uncritically. Also, a person can be a proto critical thinker because he or becomes slave to reason without having the necessary motivation to propel critical thought. Autonomy, then, requires not only independence in the execution of the action but also with respect to the motivation behind the action. For autonomy to be present, there must also be autonomy in the feelings, emotions, evaluation, or restructuring of principles. Autonomy must exist not only in relation to the reason assessment component of critical thinking but also on the critical spirit component.

Banning Tobacco Essay -- Smoking Cigarettes Cigarette Smoker Smoke

Tobacco Tobacco has been around for many years, and it should be stopped, but can the economy handle it. The tobacco is reaching young children, and not to mention the nonsmokers as well. The medical effects alone should convince people to stop smoking. Even if the people wanted to quit, it's hard because they are already addicted. If the health doesn't stop people from smoking the cost should because this year the tax on tobacco has gone up dramatically. So now the cost is weakening our pockets. The only ones that win in the tobacco field are the Tobacco Company, because they make all the money. If profits fall, all they have to do is advertise a little harder and profits will roll in. But the Tobacco Company does employ a lot of people and is a huge part of the economy. There are a lot of smokers and rising, but today more then ever the smokers are the children. "By the age 18, about two-thirds of the young people in the United States have tried smoking."(Elders 1994) We must not let this happen, the kids are our future, and we should want the best for them, but this will help the tobacco company because "Most people are going to smoke are hooked by the time they are 20 years old."(Elders 1994) This will keep the young people from smoking for a long time. We must protect the children from smoking or we are put them in to an early grave. "Tobacco is estimated to have caused around three million deaths a year in the early 1990'a and rising."(Mccuen 1997) Pretty soon the smokers will get younger and young, we must save the children, or who will. Smokers are not the only ones that are effected by tobacco smoke. "Cigarettes don't only kill the smoker, they also kil... ...inors In Your Community, 1992, Stanford CRDP 5. Gold, Mark S. Tobacco, 1995, plenum 6. Hyde, Margaret O. Know About Smoking, 1990, New York 7. Kessler, David A. Smoking; Regulating Nicotine as a Drug be Necessary, 1995, San Diego 8. Mackenzie, Thomas D. Smoking; Smoking Should Be Regulated. 1995, San Diego 9. Marketguide (1996) http://www.marketguide.com/mgi/snap/7043N.html 10. McCuen, Gary E. Tobacco; People Profits and Public Health, 1997, Wisconsin 11. Pringle, Laurence. Smoking; A Risky Business, 1996. New York 12. Robertson, Brian. Smoking; Cigarette Tax Increase Would Be Harmful, 1995, San Diego 13. Waxman, Henry A. Smoking; Smoking Should Be Banned in Nonresidential Building, 1995, San Diego 14. Wilson, Catherine. The Orange County register; Secondhand smoke linked To more illnesses Health, 1997, Miami

Gas Agency Managment

Software Requirements Specification for Version 1. 0 approved Prepared by Table of Contents Table of Contentsii Revision Historyii 1. Introduction1 1. 1Purpose1 1. 2Document Conventions1 1. 3Intended Audience and Reading Suggestions1 1. 4Product Scope1 1. 5References1 2. Overall Description2 2. 1Product Perspective2 2. 2Product Functions2 2. 3User Classes and Characteristics2 2. 4Operating Environment2 2. 5Design and Implementation Constraints2 2. 6User Documentation2 2. 7Assumptions and Dependencies3 3. External Interface Requirements3 3. User Interfaces3 3. 2Hardware Interfaces3 3. 3Software Interfaces3 3. 4Communications Interfaces3 4. System Features4 4. 1System Feature 14 4. 2System Feature 2 (and so on)4 5. Other Nonfunctional Requirements4 5. 1Performance Requirements4 5. 2Safety Requirements5 5. 3Security Requirements5 5. 4Software Quality Attributes5 6. Other Requirements5 Appendix A: Glossary5 Introduction 1 Purpose 2 Document Conventions 3 Intended Audience and Reading Sug gestions 4 Product Scope 5 References Overall Description 1 Product Perspective 2 Product Functions User Classes and Characteristics 4 Operating Environment 5 Design and Implementation Constraints 6 User Documentation 7 Assumptions and Dependencies External Interface Requirements 1 User Interfaces 2 Hardware Interfaces 3 Software Interfaces 4 Communications Interfaces System Features 1 System Feature 1 4. 1. 1Functional Requirements REQ-1: REQ-2: 2 System Feature 2 (and so on) Other Nonfunctional Requirements 1 Performance Requirements 2 Safety Requirements 3 Security Requirements 4 Software Quality Attributes Other Requirements Appendix A: Glossary

Gsm Specification & Air Interface

[pic] WHAT IS GSM GSM: GSM (Global System for Mobile Communications: originally from Groupe Special Mobile) is the most popular standard for mobile telephone systems in the world. The GSM Association, its promoting industry trade organization of mobile phone carriers and manufacturers, estimates that 80% of the global mobile market uses the standard. GSM Specifications-I RF Spectrum GSM 900 1. Mobile to BTS (uplink): 890-915 MHz 2. BTS to Mobile (downlink):935-960 MHz 3. Bandwidth: 2* 25 MHz GSM 1800 1. Mobile to BTS (uplink): 1710-1785 MHz 2. BTS to Mobile (downlink) 1805-1880 MHz 3. Bandwidth: 2* 75 MHz GSM Specification-II 1. Carrier Separation : 200 KHz 2. Duplex Distance : 45 MHz 3. No. of RF carriers : 124 4. Access Method : TDMA/FDMA 5. Modulation Method: GMSK 6. Modulation data rate: 270. 833 Kbps ADVANTAGES OF GSM: 1. GSM uses radio frequencies efficiently & due to the digital radio path the system tolerates more intercellular disturbances. 2. The average quality of speech achieved is better than in existing analogue systems. 3. Data transmission is supported throughout the system. 4. Speech is encrypted & subscriber information security is guaranteed. . Due to the ISDN compatibility, new services are offered compared to analogue systems. 6. International roaming is technically possible within all the countries concerned. 7. The large market toughens the competition & lowers the prices both for investments & usages. GSM SPECIFICATIONS The main idea behind the GSM specifications is to define several open interfaces which then are limiting certain parts of the GSM system. Because of this interface, openness the operator maintaining the network may obtain different parts of the network from different GSM network suppliers. Also when an interface is open it defines strictly what is happening through the interface & this in turn strictly defines what kind of actions/procedures/functions should ne implemented between the interfaces. STRUCTURE OF GSM: [pic] GSM Specifications: Before looking at the GSM specifications, it is important to understand the following basic terms: * Bandwidth —the range of a channel's limits; the broader the bandwidth, the faster data can be sent * Bits per second (bps) —a single on-off pulse of data; eight bits are equivalent to one byte * Frequency —the number of cycles per unit of time; frequency is measured in hertz (Hz) Kilo (k) —kilo is the designation for 1,000; the abbreviation kbps represents 1,000 bits per second * Megahertz (MHz) —1,000,000 hertz (cycles per second) * Milliseconds (ms) —one-thousandth of a second * Watt (W) —a measure of power of a transmitter Specifications for different personal communication services (PCS) systems vary among the different PCS networks. Listed below is a description of the specifications and characteristics for GSM. * Frequency band — the frequency range specified for GSM is 1,850 to 1,990 MHz (mobile station to base station). * Duplex distance —The duplex distance is 80 MHz. Duplex distance is the distance between the uplink and downlink frequencies. A channel has two frequencies, 80 MHz apart. * Channel separation —The separation between adjacent carrier frequencies. In GSM, this is 200 kHz. * Modulation —Modulation is the process of sending a signal by changing the characteristics of a carrier frequency. This is done in GSM via Gaussian minimum shift keying (GMSK). * Transmission rate —GSM is a digital system with an over-the-air bit rate of 270 kbps. * Access method —GSM utilizes the time division multiple access (TDMA) concept. TDMA is a technique in which several different calls may share the same carrier. Each call is assigned a particular time slot. * Speech coder —GSM uses linear predictive coding (LPC). The purpose of LPC is to reduce the bit rate. The LPC provides parameters for a filter that mimics the vocal tract. The signal passes through this filter, leaving behind a residual signal. Speech is encoded at 13 kbps. GSM Subscriber Services There are two basic types of services offered through GSM: telephony (also referred to as tele services) and data (also referred to as bearer services). Telephony services are mainly voice services that provide subscribers with the complete capability (including necessary terminal equipment) to communicate with other subscribers. Data services provide the capacity necessary to transmit appropriate data signals between two access points creating an interface to the network. In addition to normal telephony and emergency calling, the following subscriber services are supported by GSM: * Dual-tone multi-frequency (DTMF) —DTMF is a tone signaling scheme often used for various control purposes via the telephone network, such as remote control of an answering machine. GSM supports full-originating DTMF. * Facsimile group III —GSM supports CCITT Group 3 facsimile. As standard fax machines are designed to be connected to a telephone using analog signals, a special fax converter connected to the exchange is used in the GSM system. This enables a GSM–connected fax to communicate with any analog fax in the network. * Short message services —A convenient facility of the GSM network is the short message service. A message consisting of a maximum of 160 alphanumeric characters can be sent to or from a mobile station. This service can be viewed as an advanced form of alphanumeric paging with a number of advantages. If the subscriber's mobile unit is powered off or has left the coverage area, the message is stored and offered back to the subscriber when the mobile is powered on or has reentered the coverage area of the network. This function ensures that the message will be received. * Cell broadcast —A variation of the short message service is the cell broadcast facility. A message of a maximum of 93 characters can be broadcast to all mobile subscribers in a certain geographic area. Typical applications include traffic congestion warnings and reports on accidents. * Voice mail —This service is actually an answering machine within the network, which is controlled by the subscriber. Calls can be forwarded to the subscriber's voice-mail box and the subscriber checks for messages via a personal security code. * Fax mail —With this service, the subscriber can receive fax messages at any fax machine. The messages are stored in a service center from which they can be retrieved by the subscriber via a personal security code to the desired fax number. Supplementary Services GSM supports a comprehensive set of supplementary services that can complement and support both telephony and data services. Supplementary services are defined by GSM and are characterized as revenue-generating features. A partial listing of supplementary services follows. * Call forwarding —This service gives the subscriber the ability to forward incoming calls to another number if the called mobile unit is not reachable, if it is busy, if there is no reply, or if call forwarding is allowed unconditionally. Barring of outgoing calls —This service makes it possible for a mobile subscriber to prevent all outgoing calls. * Barring of incoming calls —This function allows the subscriber to prevent incoming calls. The following two conditions for incoming call barring exist: baring of all incoming calls and barring of incoming calls when roaming outside the home PLMN. * Advice of charge (AOC) —The AOC service provides the mobile subscribe r with an estimate of the call charges. There are two types of AOC information: one that provides the subscriber with an estimate of the bill and one that can be used for immediate charging purposes. AOC for data calls is provided on the basis of time measurements. * Call hold —This service enables the subscriber to interrupt an ongoing call and then subsequently reestablish the call. The call hold service is only applicable to normal telephony. * Call waiting —This service enables the mobile subscriber to be notified of an incoming call during a conversation. The subscriber can answer, reject, or ignore the incoming call. Call waiting is applicable to all GSM telecommunications services using a circuit-switched connection. Multiparty service —The multiparty service enables a mobile subscriber to establish a multiparty conversation—that is, a simultaneous conversation between three and six subscribers. This service is only applicable to normal telephony. * Calling line identification presentation/restriction —These services supply the called party with the integrated services digital network (ISDN) number of the calling party. The restriction se rvice enables the calling party to restrict the presentation. The restriction overrides the presentation. * Closed user groups (CUGs) —CUGs are generally comparable to a PBX. They are a group of subscribers who are capable of only calling themselves and certain numbers. AIR INTERFACE In cellular telephone communications, the air interface is the radio-frequency portion of the circuit between the cellular phone set or wireless modem (usually portable or mobile) and the active base station. As a subscriber moves from one cell to another in the system, the active base station changes periodically. Each changeover is known as a handoff. A cellular connection is only as good as its weakest link, which is almost always the air interface. Radio-frequency (RF) circuits are subject to many variables that affect signal quality. Factors that can cause problems include: * Use of the handheld phone set or portable wireless modem inside buildings, cars, buses, trucks, or trains * Proximity to human-made, steel-frame obstructions, especially large buildings and freeway overpasses * Abundance of utility wires that can reflect radio signals and/or generate noise that interferes with reception * Irregular terrain, particularly canyons and ravines * Inadequate transmitter power in phone set or wireless modem Poorly designed antenna in phone set or wireless modem In addition to these variables, some cellular networks have inadequate coverage in certain geographic areas. Usually this is because there are not enough base stations to ensure continuous communications for subscribers using portable (handheld) phone sets. As a network evolves, more base stations may be installed in a given region, and in that case, this problem will dim inish with time. Conversion of a network from analog to digital can result in dramatic improvement.

To Kill a Mockingbird Overview

To Kill a Mockingbird Overview To Kill a Mockingbird is a searing portrayal of racial prejudice, justice, and innocence lost into a complex mixture of childish naivete and mature observation, while simultaneously being a sort of love letter to small town Southern life. The end result is a novel that is both a brilliant rendering of a specific time and place as well as a study in the meaning of justice, the loss of innocence, and the realization that a place can be both a beloved childhood memory and where you first realized there was evil in the world. Plot Summary Scout Finch lives with her father, a lawyer and widower by the name of Atticus, and her brother, a young boy named Jem. The first part of the To Kill a Mockingbird tells of one summer. Jem and Scout play, make new friends, and first come to know of a shadowy figure by the name of Boo Radley, who lives in a neighboring house and yet is never seen. A young black man named Tom Robinson is accused of raping a white woman. Atticus takes on the case, despite the vitriol this arouses in the largely white, racist townsfolk. When the time of the trial comes around, Atticus proves that the girl that Tom Robinson is accused of raping actually seduced him, and that the injuries to her face were caused by her father, angry that she had tried to sleep with a black man. The all-white jury nevertheless convicts Robinson and he is later killed by while trying to escape from jail. The girls father, who holds a grudge against Atticus because of some of the things he said in court, waylays Scout and Jem as they walk home one night. They are saved by the mysterious Boo, who disarms their attacker and kills him. Major Characters Scout Finch. Jean Louise ‛Scout’ Finch is the narrator and main character of the novel. Scout is a ‛tomboy’ who rejects traditional feminine roles and trappings. Scout initially believes that there is always a clear right and wrong in every situation; as Scout grows older, she begins to understand more about the world around her and begins to value reading and education more. Atticus Finch. Scout’s widower father is an attorney. Atticus is a bit of an iconoclast. He values education and indulges his children, trusting their judgment despite their young age. He is an intelligent, moral man who believes strongly in the rule of law and the necessity of blind justice. Jem Finch. Jeremy Atticus ‛Jem’ Finch is Scout’s older brother. He is protective of his status and often uses his superior age to force Scout to do things his way. He has a rich imagination and an energetic approach to life, but displays difficulty dealing with other people who do not rise to his standard. Boo Radley. A troubled recluse who lives next door to the Finches (but never leaves the house), Boo Radley is the subject of many rumors. Boo naturally fascinates the Finch children, and displays affection and kindness towards them, ultimately rescuing them from danger. Tom Robinson. Tom Robinson is a black man who supports his family by working as a field hand despite having a crippled left arm. He is charged with the rape of a white woman, and Atticus defends him. Major Themes Maturation. Scout and Jem are frequently confused about the motivations and reasoning of the adults around them. Lee explores the way that growing up and maturing into adults makes the world clearer while also less magical and more difficult, ultimately connecting racism with childish fears that adults ought not to experience. Prejudice. Lee explores the effects of prejudice of all kinds- racism, classism, and sexism. Lee makes it clear that racism is inextricably linked to economics, politics, and self-image. Sexism is explored in the novel through Scout and her constant battle to engage in behaviors she finds interesting instead of ‛appropriate’ behaviors for a girl. Justice and Morality. In the earlier parts of the novel Scout believes that morality and justice are the same thing. Tom Robinson’s trial and her observation of her father’s experiences teach her that there is often a stark difference between what is right and what is legal. Literary Style The novel utilizes subtly layered narration; it can be easy to forget that the story is actually being told by a grown-up, adult Jenna Louise and not the 6-year old Scout. Lee also restricts the point-of-view to Scout and what she directly observes, creating an air of mystery for the reader that mimics the childish sense of not quite understanding what all the adults are up to. About the Author Harper Lee was born in 1926 in Monroeville, Alabama. She published To Kill a Mockingbird in 1960 to instant acclaim, winning the Pulitzer Prize for fiction. She then worked with her friend Truman Capote on what would become Capote’s ‛nonfiction novel,’ In Cold Blood. Lee retreated from public life afterwards, granting few interviews and making almost no public appearances- and publishing almost no new material. She passed away in 2016 at the age of 89. Fast Facts Literature Study Guide Title: To Kill a MockingbirdAuthor: Harper LeePublisher: J.B. Lippincott Co.Year Published: 1960Genre: FictionType of Work: NovelOriginal language: EnglishThemes: Prejudice, justice, growing upCharacters: Scout Finch, Atticus Finch, Jem Finch, Tom Robinson, CalpurniaNotable adaptations: A 1962 film adaptation starring Gregory Peck as Atticus Finch. Peck won a Best Actor Oscar for the role, and Harper Lee expressed satisfaction with the adaptation.Fun Fact: The ‛sequel’ novel Lee published in 2015 just a year before her death is actually first draft of To Kill a Mockingbird that was rejected by publishers. Lee took what were flashback scenes to Scout’s childhood and built on those to revise the novel into what became To Kill a Mockingbird.