Cultural artifact analysis Essay Example | Topics and Well Written Essays - 1000 words - 1

Cultural artifact analysis - Essay Example In the older times when the wheel was not yet invented, man used animals as means of transportation & carrying load from one place to another. After the advent of the wheel, man invented bicycle which ran by the mechanical force of its bearer & also carts & wagons which were pulled by animals. More time passed & man came to know about the metals, its properties & molding methods. Thus, the era of automobiles came into existence. In the initial stages of evolution, automobiles were run by a steam powered engine. Most of these were lacking a roof. The steam powered automobiles kept on developing till the 20th century but the majority was inclined towards the petrol engines in the late 19th century, so the steam powered engines were only left as curiosity. I chose a car as my artifact as I think a car is one of the most important inventions in the world, it made the world "smaller" and has changed the method of travelling. With a car in campus, I can go anywhere quicker than without a car. I use my car to go to school every day and I can reach distant spots such as Meijer, Target or Meridian Mall in only a while. America is usually referred to as "the country on the wheels" as nearly everyone in the U.S. has at least one car. In China the rate of cars is also increasing everyday and it is through this that they can be able to save a lot of time. Gradually with time cars have also evolved as a fashionable item which people change every now and then. I own a vintage car as it represents my culture and values that have been embedded in me throughout my life. The car makes me proud as it helps to reach certain places at the quickest possible time along with reminding me of the cultural values. The car helps me realize the times when we did not have cars our country and I used to stare at these vintage cars on the road. The vintage cars help me realize that the

Position Paper (Education) on Philosophy Essay Example for Free

Position Paper (Education) on Philosophy Essay The word education is defined as the act or process of imparting or acquiring general knowledge, developing the powers of reasoning and judgment, and generally of preparing oneself or others intellectually for mature life, it is also an art of teaching; pedagogics. Education signify the activity, process, or enterprise of educating or being educated and sometimes to signify the discipline or field of study taught in different schools of education that concerns itself with this activity, process and training. Education has many roots, and since the beginning of man, it has been started and knowledge developed and had been passed from one generation to another. Every generation, it is somehow passed on its stock of values, traditions, methods and skill. The passing on of culture is also known as enculturation and the learning of social values and behaviors is socialization. The history of the curricula of such education reflects history itself, the history of knowledge, beliefs, skills and cultures of man. It is somehow complex because it started with survival and then man paints his own ideas as he travels in life and explore what could be done. He then finds himself being curious and begins finding answers to his questions. One example are the findings of archaeologist who studied the past and came to know different kinds of human activities and cultures, in the caves, based on artifacts, they come to know that people start to draw, write symbols which later was translated and was believed that somehow, man came to learn by himself and knowledge is passed on, their practices somehow gave contribution in our life today, in reading, writing, speaking which is related to education. In pre-literate societies, education was carried out orally and through observation. The young first learned informally from their parents, extended family and grandparents as simple as first steps in reading and writing. At later stages they received instruction of a more structured and formal nature, like the school, imparted by people not necessarily related, in the context of initiation, religion or ritual. There are many forms of education, and it has only one goal: to develop knowledge. Let’s take Philosophical education; it is the process of education or the philosophy of the discipline of education. It is part of the discipline in the sense of being concerned with the articulation, desideratum, arrangement, or results of the process of educating or being educated; or it may be metadisciplinary in the sense of being concerned with the concepts of the discipline, it also aims to investigate the educational significance of philosophy. It all started with the birth of philosophy, in the place of Greece and was spread worldwide. All cultures in all forms; prehistoric, medieval, or modern; Eastern, Western, religious or secular have their own unique schools of philosophy, arrived through both inheritance and through independent discovery. Such theories have flourished from different premises and approaches, examples of which include rationalism (any view appealing to reason as a source of knowledge or justification), empiricism (theory of knowledge that asserts that knowledge comes only or primarily from sensory experience.) and even through leaps of faith, hope and inheritance. There may be different kinds of philosophical school, but the goal is to understand the development of philosophical ideas through time. Philosophy of education as such does not describe, compare, or explain any enterprises to systems of education, past or present; except it is concerned with the tracing of its own history, it leaves such delving to the history and sociology of education. Analytical philosophy of education is the logical positivist principle that there are no any specifically philosophical truths and that the basis of philosophy is the logical resolution of thoughts. This may be contrasted with the traditional foundationalism, which considers philosophy as a special, elite science that investigates the fundamental reasons and principles of everything. As an outcome, many analytic philosophers have considered their exploration as continuous with, or subordinate to, those of the natural sciences. It is meta to the discipline of education–to all the inquiries and thinking about education. It comprehends of its task as that of analysis: the definition of educational concepts like teaching, indoctri nation, trait, and ability, and including the concept of education itself. * BODY Philosophical education was traditionally developed by philosophers for example, Aristotle, Augustine, and John Locke Jean Jacques Rousseau, as part of their philosophical systems, in the context of their ethical theories. * Plato Plato’s allegory of the cave in his most important work, the Republic wherein he conceives the following vision: prisoners are chained in such a way that they face the dark and back part of the cave. They have been there for a long time and are like doomed and had nothing to do and has no perception in life. They can see nothing but themselves. They see only shadows of some certain stuff cast by a fire that burnt in a ledge above and behind them which they had no care about, between the fire and the prisoners is a wall line path alon g which people walk carrying vases alongside, they hear echoes of voices. Socrates then supposes that a prisoner is freed and permitted to stand up and explore the cave. Now, he is forced up the â€Å"steep and rugged ascent† (Plato’s allegory of education) and brought outside the sunlit exterior world. But the light blinds him. He must first look at the shadows of the trees, then at the mountains. Finally, he is able to see the sun itself. We are like the prisoners in the cave, still in the darkness not educated and are not yet philosophers. It’s like the cave is our confined world and we are still on our own selves and not merely had explored the outside bright world for our development, and inside the cave we see shadows, hear voices like there is a chaos going on we only implement fear, fear of exploring our own world and its vast approach to us. We are like prisoners in our own life which has no particular benefit to us, we can never attain real knowledge if we do not explore. The journey out the cave is said to be the philosophical education and the prisoner who was unchained is the kind of person who ought to be educated because he explored and find out what is behind the light, he has attained warmth and truth. Through this, one can conclude that most of the human beings would rather live a comfortable, happy and familiar life, than a life full of obstacles and pain, which would ultimately lead them to the larger truths of life. Man is contended with the consensus reality, i.e. the reality agreed by all, even if it is as imaginary and as unreal as the shadows on the walls of the cave man is also contended that they have the security of a family, of a society, of religion around them. However, according to Plato, there will come one questioner, one philosopher, from time to time, who will critically look at himself and the world around him, who will wonder why things are the way they are and then will make his own decisions regarding how things should be and that is being open-minded and being curious. * Jean Jacques Rousseau Jean Jacques Rousseau’s view on education differ to those with Plato, The focus of Émile is upon the individual tuition of a boy/young man in line with the principles of natural education. This focus tends to be what is taken up by later commentators, yet Rousseaus concern with the in dividual is balanced in some of his other writing with the need for public or national education. Rousseau believed it was possible to preserve the original nature of the child by careful control of his education and environment based on an analysis of the different physical and psychological stages through which he passed from birth to maturity. He also believed we can make good citizens out of training. From the first moment of life, men ought to begin learning to deserve to live; he finds himself reasons why he is living. Jean-Jacques Rousseau (1762) Émile (1911 edn.), London: Dent, pp.6. Jean-Jacques Rousseau (1762) Émile (1911 edn.), London: Dent, pp.6. Now each of these factors in education is wholly beyond our control, things are only partly in our power; the education of men is the only one controlled by us; and even here our power is largely illusory, for who can hope to direct every word and deed of all with whom the child has to do. Viewed as an art, the success of education is almost impossible since the essential conditions of success are beyond our control. Our efforts may bring us within sight of the goal, but fortune must favor us if we are to reach it. What is this goal? As we have just shown, it is the goal of nature. Since all three modes of education must work together, the two that we can control must follow the lead of that which is beyond our control. * CONCLUSION Education is really vast. I can say that I agree with both philosophers, all of us should be educated for education is the grounds for gaining knowledge and wisdom. It is an important tool that can be used for the success of your future. The more you are educated while you are young, the better chance youll have at gaining a successful career. Being educated is being well-informed. Once you have made the decision to attain an education, certain virtues must be possessed. You must be motivated by something, whether it is money, power, or just the desire to learn. It is motivation that drives you to learn new things and to expand your horizons. You must prepare for an education. For everything that you want to know, there is something else you need to know first. It’s like before you can be proficient on a piano you must know music, and before you can be proficient on a computer you must learn to use a keyboard and a mouse before you can dance you should have training grounds. Education is the key to success. * BIBLIOGRAPHY * Phaedo, 82c; and The Republic, book VII, 518d, both in Plato, Complete Works, ed. JohnM.Cooper * Jean-Jacques Rousseau (1762) Émile (1911 edn.), London: Dent, pp.6.

Segregation and Civil Rights Essay -- Black Civil Rights in America

The definition of the term â€Å"American character†, in general, was in fact plagued during the 1950s. Instead of the believable â€Å"picture perfect† definition that American character was portrayed to be, it was really constructed of major struggles between different races. In particular, the significant struggles between blacks and whites. The 1950s was a crucial decade of change for African Americans. The results of the battle for nine African American children to attend Central High School (Little Rock, Arkansas) in 1957 promoted social advance for the permanent desegregation of public school systems. However, even with this nationally recognized social advance, the concept of â€Å"American character† varied between blacks and whites due to racial and social inequality. Back in 1896, the United States Supreme Court ruled in Plessy v. Ferguson that racial discrimination was constitutional. This decision gave the states permission to segregate citizens by race and to operate â€Å"separate but equal† facilities all around. Terrence Roberts, in his novel Lessons from Little Rock, shares his first-hand experience of neglect from society. Roberts states, â€Å"As a black person, I had no legal right to assume that I could participate fully in civic, educational, economic, political, or social affairs† (Roberts 19). Whites lived in great satisfactory after this decision. They remained the group with the upmost authority and continued to mistreat blacks at any cost, including denying them the right to an equal quality of education. Their definition of American character, being the wealthiest and the smartest, was still acknowledged as the existence of African Americans became more and more surreal. In 1954, the Supreme Court ruled in Brown v. Boa... ... Kirp, David L. Political Science and Politics, Retreat into Legalism: The Little Rock School Desegregation Case in Historic Perspective Vol. 30, No. 3 (Sep., 1997), pp. 443-447 Published by: American Political Science Association. (http://www.jstor.org/stable/420120) Lawson, Steven F. and Payne, Charles. ""Mob Rule Cannot Be Allowed to Override the Decisions of Our Courts": President Dwight D. Eisenhower’s 1957 Address on Little Rock, Arkansas." History Matters: The U.S. Survey Course on the Web. Lanham, Maryland: Rowan & Littlefield Publishers, Inc., 1998. Web. . Reumann, Miriam G. American Sexual Character: Sex, Gender, and National Identity in the Kinsey Reports. Berkeley and Los Angeles: University of California Press, 2005. Roberts, Terrence J. Lessons from Little Rock. Little Rock, AR: Butler Center, 2009. Print

The Battle of Shiloh

The Battle of Shiloh (also known as the Battle of Pittsburgh Landing), was known to be a major battle in the American Civil War. It was fought on April 6 and April 7, 1862 in southwestern Tennessee, where forces under Confederate Generals Albert Sidney Johnston and P. G. T. Beauregard staged a surprise attack against the Union Army troops of Major General Ulysses S. Grant and almost defeated his military units. The Battle of Shiloh was also regarded as the costliest military engagement within the American Civil War.The American Civil War stemmed from the convoluted issues of slavery and clashing perspectives on federalism, party politics, expansionism, sectionalism, economics and modernization during the Antebellum Period, or the turbulent years prior to the American Civil War. The Antebellum Period saw the emergence of the Industrial Revolution in America. Much of the nation's growth was brought about by technological advancements, a large British demand for cotton and a wave of Mid western settlement that created opportunities for regional specialization and trade.However, the Industrial Revolution in America also institutionalized black slavery. Large cotton plantations were labor-intensive, creating a huge need for slave workers. At the height of cotton production in the United States, about 40% of the Southern population consisted of black slaves. The percentage of slaves rose as high as 64% in South Carolina in 1720 and 55% in Mississippi in 1810 and 1860. All in all, more than 36% of all the New World slaves in 1825 were in the southern United States.These slaves were subjected to abysmal working and living conditions such as starvation, poor housing inadequate clothing allowances, overwork and physical and sexual abuse from their masters. Many Northerners, especially the leaders of the Republican Party (established in 1854), considered slavery a grave social ill and believed that owners of large Southern plantations were responsible for its promotion. Bu t Southerners were instead worried about the relative political decline of their region because the North was more progressive in terms of population and industrial output.As the North and the South's societies diverged, so did their regional identities. The North enjoyed a rapidly growing economy brought about by family farms, industry, mining, commerce and transportation, with a fast-growing urban population (fed by a high birth rate and large numbers of European immigrants) and no slavery outside the Border States. Meanwhile, the South was dominated by the settled plantation system operated through slavery, with a rapid population growth based on high birth rates and low immigration from Europe.Overall, the Northern population grew much more quickly than the Southern population, which made it increasingly difficult for the South to continue its dominance of the national government. Although slave owners controlled the region's politics and economics, two-thirds of the Southern wh ites who were elected into public office did not own slaves and were usually engaged in subsistence agriculture. Hence, it was unclear if they would support the plantation owners in perpetuating slavery.Both the North and the South were influenced by the ideas of Thomas Jefferson, the third President of the United States and the principal author of the Declaration of Independence. The South emphasized the states' rights (from the Kentucky and Virginia Resolutions) and the right of revolution (from the Declaration of Independence), while the North emphasized Jefferson's declaration that all men are created equal. However, the coexistence of a slave-owning South with an increasingly anti-slavery North made conflict unavoidable.The Compromise of 1850 was enacted as an attempt to resolve the territorial and slavery controversies arising from the Mexican-American War (1846-1848). Although the Compromise of 1850 admitted California as a free state (a state in the antebellum United States where slavery was either prohibited or eliminated over time) due to the California Gold Rush of 1849, it ruled that the status of the rest of the territories acquired from the Mexican-American War (Utah, Nevada, Texas and parts of Wyoming, Colorado, New Mexico and Arizona) will be determined through popular sovereignty.Hence, debates over sectionalism and the Fugitive Slave Laws (at set of laws passed by the United States Congress in 1793 and 1850 to provide for the return of slaves who escaped from one state into another or into a public territory) became prevalent. In 1845, the Kansas-Nebraska Act dictated that each new state of the Union will decide its stance on slavery. This proved to be disastrous for Kansas, as it was home to both pro- and anti-slavery factions, with the former emerging victorious on the slavery debate.The tension between the two parties had already escalated to the point that the admission of Kansas into the Union in 1861 led to the surfacing of numerous ant i-abolitionist movements that espouse racist sentiments that are still prevalent up to this day. Abraham Lincoln, an outspoken opponent of slavery in the United States, was elected president in 1860. After he assumed the presidency, 11 Southern states seceded from the Union between late 1860 and 1861 and established a rebel government, the Confederate States of America, on February 9, 1861.On April 12, 1861, Confederate General P. G. T. Beauregard opened fire upon Fort Sumter in South Carolina, marking the start of the American Civil War. However, with the loss of Forts Henry and Donelson in February 1862, Johnston disengaged his demoralized Confederate forces into west Tennessee, northern Mississippi and Alabama to reorganize. As a response, Grant transported his 58,000-strong Army of West Tennessee into southwest Tennessee from March 1 to April 5, 1862. He then settled at Pittsburgh Landing and waited for Major General Don Carlos Buell's Army of the Ohio from Nashville.According t o instructions from Union Major General Henry W. Halleck, Grant and Buell’s forces will merge in a joint offensive to seize the Memphis-Charleston Railroad. It was the Confederacy’s most reliable supply route, linking the lower Mississippi Valley to cities on the Confederacy's east coast. In order to defend the Memphis-Charleston Railroad, Johnston and Beauregard transported 55,000 Confederates to Corinth as early as March 1, 1862. Corinth was the western Confederacy's most important rail junction, as it was strategically located where the Memphis-Charleston crossed the Mobile-Ohio Railroad.Realizing that Buell would soon reinforce Grant, Johnston advanced towards Pittsburg Landing on April 3, 1862 with his newly-christened Army of the Mississippi. However, rain and bad roads delayed his advance. Johnston launched a surprise attack on the Federals on the dawn of April 6, 1862. Being unfortified, the Federals were easily surrounded. By mid-morning, the Confederates mana ged to overrun one frontline Union division and capture its camp. But Johnston's brigade met stiff resistance from the Federal right, which resulted in a savage fight around Shiloh Church.Johnston's army battered the Federal right all throughout the day. Although the Federal right did not give in, numerous casualties ensued. Johnston died at mid-afternoon after he was struck down by a stray bullet while directing the action on the Confederate right. Meanwhile, Johnston's contiguous assault was mired in front of Sarah Bell's peach orchard and the dense oak thicket the Confederates labeled as the â€Å"Hornet's Nest. † For seven crucial hours, Grant's left border endured Confederate attacks before being forced to yield ground later in the afternoon.The Confederates only drove Grant towards the river, instead of away from it, despite inflicting heavy casualties and seizing ground. By dusk, the Federal survivors have established a solid front before Pittsburgh Landing and revolte d the last Confederate charge. The Union finally got the upper hand on April 7, 1862. The night before, General Buell's Federal Army of the Ohio reached Pittsburgh Landing and positioned itself on the Union left. The Federal Army of Ohio joined forces with a reserve division from Grant's army, led by Major General Lewis Wallace. This merger added over 22,500 reinforcements into the Union lines.Despite being caught unprepared, Beauregard still managed to rally 30,000 of his badly-disorganized Confederates and stage an obstinate defense. Although Beauregard's troops temporarily halted the determined Union advance, strength in numbers provided Grant with a decisive advantage. As waves of fresh Federal troops swept forward by mid-afternoon, the exhausted Confederates were pressed back to Shiloh Church. Realizing the peril his army was facing, Beauregard ordered a retreat. The greatly disorganized Confederates withdrew to their fortified stronghold at Corinth. But the Federals still succ eeded in conquering Corinth.The Battle of Shiloh led to the defeat of the Confederate Army and the failure of Johnston's plans to prevent the joining of the two Union armies in Tennessee. Union casualties were estimated to have reached 13,047 (1,754 killed, 8,408 wounded, and 2,885 missing); Grant's army alone led to 1,513 killed, 6,601 wounded, and 2,830 missing or captured soldiers. On the Confederates' side, casualties reached up to 10,699 (1,728 killed, 8,012 wounded, and 959 missing or captured). This total of 23,746 fatalities was estimated to be greater than those of the American Revolution, the War of 1812, and the Mexican-American War combined.The Battle of Shiloh was very crucial to the American Civil War in the sense that it secured the Unionists' position on the Western front. After winning the Battle of Shiloh, Grant was able to continue his drive towards Corinth and take control of the Memphis-Charleston Railroad. The Union takeover of the Memphis-Charleston Railroad p aved the way for their victory in the American Civil War. However, this victory came after three more years of bloodshed and eight larger and bloodier battles. The Battle of Shiloh also influenced the Civil War and the way it was fought in the years to come.It imparted that weighing the accomplishments of the victors equally with the lost opportunities of the defeated was an important part of any criteria for military decisiveness. Simply put, what makes a battle decisive is not only what historically happened, but also what became historically unfeasible as a result of the event. For instance, the Battle of Antietam (fought on September 17, 1862, near Sharpsburg, Maryland, and Antietam Creek, as part of the Maryland Campaign) was significant not only because it led to Lincoln's Emancipation Proclamation.Rather, it was also because Confederate General Robert E. Lee's forces did not remain outside Virginia long enough to affect the elections in the North or to relieve the draining ma npower reserves there. Furthermore, the outcome of the 1862 Maryland Campaign failed to elicit support for an independent Southern Confederacy from politically-conscious countries such as Britain and France. In the succeeding campaigns, the Unionist soldiers applied a tactic that was very useful in the Battle of Shiloh – the seizure of locations that are indispensable to the Confederates.In the Siege of Vicksburg (May 18 – July 4, 1863), Grant and his Army of the Tennessee attacked souther forces at Jackson, where Vicksburg's reinforcements were located. As a result, the Confederacy gave the Union total control of the Mississippi River, except for the western states (Arkansas, Los Angeles and Texas). In the Atlanta Campaign (May 1864 – September 1864), Grant and Major General William Tecumseh Sherman defeated the Confederates by destroying their strategic, economic, and psychological capacity for warfare.They then ordered the Union troops to burn crops, kill liv estock, consume supplies, and destroy civilian infrastructure along their path. The Atlanta Campaign eventually led to the hastening of the end of the American Civil War in 1864. What is saddening about the Battle of Shiloh is that it is a war that could have been prevented in the first place. In fact, the entire American Civil War was a war that could have been prevented in the first place. But then, they both happened due to oppression, or the philosophy that a person can subjugate another because of race, creed or social status.Out of profit and a misplaced sense of racial supremacy, the whites enslaved the blacks. The end result was the American Civil War, a hostility that claimed millions of innocent lives at its wake. But what is more saddening is that people never seem to learn the mistakes of the past. Nowadays, despite advances in education and reason, discrimination and racism are still very rampant. People are still persecuted due to their beliefs, the color of their skin or their religion. Those who promote the status quo are called â€Å"freedom fighters,† while those who deviate from it are labeled â€Å"terrorists.†But they just end up waging senseless wars that kill millions of innocent people and turn the oppressed of today into the tyrants of tomorrow. Indeed, those who do not study the past are bound to repeat it.Works Citedâ€Å"Slavery. † 2007. Encyclopedia Britannica's Guide to Black History. 20 December 2007 .â€Å"The Battle of Shiloh, 1862. † 2004. EyeWitness to History. 20 December 2007 .† The Battle of Shiloh Official Records and Battle Description. 20 December 2003 . â€Å"Timeline of the Battle of Shiloh (Pittsburg Landing).† The Battle of Shiloh Official Records and Battle Description. 20 December 2003 .Beason, W. Keith. â€Å"Understanding Shiloh: The Death Knell of the Confederacy (Part 3). † 1999. KeithStuff Homepage. 20 December 2007 .

Mba in Operation Management

NOTE 1: A candidate with a  MBA in Operation Management  would be able to look after a factory or other operations of the factory in a   better manner as compared to others due to their competency and knowledge regarding handling the operations of an   organization. Depending on the type of organization, one might be responsible for a few activities / regions in the initial   stages and consequently growing up to handling broader areas. This career involves handling a few plants/ vendors initially,   followed by the responsibility for an entire factory and eventually undertake a more strategic view like global sourcing /   alternate materials / imports etc. Operations managers pursue careers in service organizations involved in activities such as banking, transportation, insurance, and government, as well as manufacturing firms involved in producing industrial and consumer products. Typical careers in operations management involve activities such as forecasting, supervision, purchasing, inventory planning and control, operations scheduling and control, process methods and planning, quality management, warehouse management, and production planning in diverse industries such as banking, manufacturing, and retailing. Career opportunities in operations management can also involve work in management consulting firms or the development of computer systems for planning and scheduling. NOTE 2: Operations Management  is a comprehensive production-related responsibility that includes Inventory Management, Vendor Development, and Purchase Management. It also includes areas that demand multi-disciplinary skills like SCM (Supply Chain Management) and ERP (Enterprise Resource Planning). An MBA in Operations Management teaches students to manage the processes that lead to successful production and distribution of product(s) in any business organization. Students will learn to oversee manufacturing – product creation, development, production – and its distribution to sales outlets. An MBA Programme in Operations & Supply Chain Management is designed to expand your knowledge of operational efficiencies and effectiveness, while satisfying customer requirements as skillfully as possible from the point-of-origin to the point-of-consumption. A candidate with an MBA in Operations Management would be able to look after a factory or other operations of the factory in a better manner as compared to others due to their competency and knowledge regarding handling the operations of an organization. Manufacturing is one of the most important areas for any product-based business. Management of large as well as small manufacturing companies involves various production and operational techniques and theories. These skills are especially useful for engineering graduates. The career options in the field of Operations Management are: – * Quality Control * Material Management * Productivity Improvement * Inventory Control * Production Planning Supply Chain Management * Logistics The focus of Operations Specialists is not engineering problems, but managerial implications of engineering problems. The specific skills required are behavioural, technical, and statistical. These techniques are largely applied to manufacturing organizations. There are a few consultancies that work with such organizations in this functional area, thereby offering attractive career opportunities to MBAs. In Pharma, you can have the following career options: – * Pharmaceutical Inventory Management * Pharmaceutical Manufacturing Management * Pharmaceutical Quality Control * Total Quality Control * Inventory Management * Statistical Process Control * ISO 9000 Series Quality System Standard Note 3: http://sawaal. ibibo. com/jobs-and-careers/after-doing-mba-operations-what-type-jobs-one-find-manufacturing-industries-518541. html Note 4:

Gunnar Myrdal essays

Gunnar Myrdal essays Born in Gustafs parish, Sweden on December 6, 1898 Graduated from the Law School of Stockholm University in 1923 and began practicing law while continuing his studies at the University. In 1927 he received his juris doctor degree in economics and was appointed docent in political economy. He studied in Germany and Britain from 1925-1929 In 1929 Myrdal took his first trip to the United States and stayed until 1930 as a Rockefeller Fellow. While in the United States he published his first books including The Political Element in the Development of Economic Theory. He then returned to Europe and served for one year as Associate Professor in the Post Graduate Institute of International Studies in Geneva, Switzerland. In 1933 he was appointed to the Lars Hierta Chair of the Political Economy and the Public Finance at the University of Stockholm as successor of Gustav Cassel. Myrdal was active in Swedish politics and was elected in 1934 to the Senate as a member of the Social Democratic Party. Myrdal was commissioned by the Carnegie Corporation of New York in 1938 to direct a study of the American Negro Problem. In 1944 the material collected in his study of the American Negro Problem was interpreted and published as An American Dilemma: The Negro Problem and Modern Democracy. Upon returning home to Sweden in 1942 Myrdal was re-elected to the Swedish Senate, served as a member of the Bank of Sweden, and was Chairman of the Post-War Planning Commission. From 1945-1947, Myrdal served as Swedens minister of commerce; he left this position though to accept an appointment as Executive Secretary of the United Nations Economic Commission for Europe. In 1957 he left this position to direct a study of economic trends and policies in South Asian countries for the Twentieth Century F ...

How to Return Multiple Values From a Delphi Function

How to Return Multiple Values From a Delphi Function A most common construct in a Delphi application would be a procedure or a function. Known as routines, procedures or functions are statement blocks you call from different locations in a program. Simply put a procedure is a routine not returning a value while a function returns a value. A return value from a function is defined by the return type. In most cases you would write a function to return a single value that would be an integer, string, boolean or some other simple type, also return types could be an array, a string list, an instance of a custom object or alike. Note that even if your function returns a string list (a collection of strings) it still returns a single value: one instance of the string list. Further, Delphi routines can really have many faces: Routine, Method, Method Pointer, Event Delegate, Anonymous method... Can a Function Return Multiple Values? The first answer that comes to mind is no, simply because when we think of a function, we think of a single return value. Certainly, the answer to the above question is, however, yes. A function can return several values. Lets see how. Var Parameters How many values can the following function return, one or two? function PositiveReciprocal(const valueIn : integer; var valueOut : real): boolean; The function obviously returns a boolean value (true or false). How about the second parameter valueOut declared as a VAR (variable) parameter? Var parameters are passed to the function by reference meaning that if the function changes the value of the parameter- a variable in the calling block of code- the function will change the value of the variable used for the parameter. To see how the above works, heres the implementation: function PositiveReciprocal(const valueIn: integer; var valueOut: real): boolean;begin result : valueIn 0; if result then valueOut : 1 / valueIn;end; The valueIn is passed as a constant parameter- function cannot alter it, and it is treated as read-only. If valueIn or greater than zero, the valueOut parameter is assigned the reciprocal value of valueIn and the result of the function is true. If valueIn is 0 then the function returns false and valueOut is not altered in any way. Heres the usage: var b : boolean; r : real;begin r : 5; b : PositiveReciprocal(1, r); //here: // b true (since 1 0) // r 0.2 (1/5) r : 5; b : PositiveReciprocal(-1, r); //here: // b false (since -1 end; Therefore, the PositiveReciprocal actually can return 2 values! Using var parameters you can have a routine return more than one value. Out Parameters Theres another way to specify a by-reference parameter- using the out keyword, as in: function PositiveReciprocalOut(const valueIn: integer; out valueOut: real): boolean;begin result : valueIn 0; if result then valueOut : 1 / valueIn;end; The implementation of PositiveReciprocalOut is the same as in PositiveReciprocal, theres only one difference: the valueOut is an OUT parameter. With parameters declared as out, the initial value of the referenced variable valueOut is discarded. Heres the usage and the results: var b : boolean; r : real;begin r : 5; b : PositiveReciprocalOut(1, r); //here: // b true (since 1 0) // r 0.2 (1/5) r : 5; b : PositiveReciprocalOut(-1, r); //here: // b false (since -1 end; Note how in the second call the value of the local variable r is set to 0. The value of r was set to 5 before the function call but since the parameter in declared as out, when r reached the function the value was discarded and the default empty value was set for the parameter (0 for real type). As a result, you can safely send uninitialized variables for out parameters- something that you should not do with var parameters. Parameters are used to send something to the routine, except here with out parameters :), and therefore uninitialized variables (used for VAR parameters) could have weird values. Returning Records? The above implementations where a function would return more than one value are not nice. The function actually returns a single value, but also returns, better to say alters, the values of the var/out parameters. Because of this, you may very rarely want to use by-reference parameters. If more results from a function are required, you can have a function return a record type variable. Consider the following: type TLatitudeLongitude record Latitude: real; Longitude: real; end; and a hypothetical function: function WhereAmI(const townName : string) : TLatitudeLongitude; The function WhereAmI would return the Latitude and Longitude for a given town (city, area, ...). The implementation would be: function WhereAmI(const townName: string): TLatitudeLongitude;begin//use some service to locate townName, then assign function result: result.Latitude : 45.54; result.Longitude : 18.71;end; And here we have a function returning 2 real values. Ok, it does return 1 record, but this record has 2 fields. Note that you can have a very complex record mixing various types to be returned as a result of a function. Thats it. Therefore, yes, Delphi functions can return multiple values.