Displays the result Essay Example for Free

Displays the result Essay To improve legibility the comments are displayed to the right of every TOM line of code, and not in the standard style. read keyin Reads data inputted by keyboard and stores in the store location keyin load keyin Loads data from the store location keyin in to the accumulator sub minus Subtracts the store location minus from the accumulator store display Stores value in accumulator in the store location display print display Displays contents of the store location display on the screen stop Stops program execution minus data. 1 Initialises a store location minus with the value 1 in it keyin data 0 Initialises a store location keyin with the value 0 in it display data 0 Initialises a store location display with the value 0 in it 2. Write a TOM program that reads a number from the keyboard, multiplies it by 2, reads another number b from the keyboard, multiplies it by 3, and then displays the result. In other words, evaluate 2*a+3*b. read keyin1 Reads data inputted by keyboard and stores in the store location keyin1 load keyin1 Loads data from the store location keyin1 in to the accumulator mult val1 Multiplies the accumulator by the store location val1 store display Stores value in accumulator in the store location display read keyin2. Reads data inputted by keyboard and stores in the store location keyin2 load keyin2 Loads data from the store location keyin2 in to the accumulator mult val2 Multiplies the accumulator by the store location val2 add display Adds the store location display to the accumulator store total Stores value in accumulator in the store location total print total Displays contents of the store location total on the screen stop Stops program execution val1 data 2 Initialises a store location val1 with the value 2 in it val2 data. 3 Initialises a store location val2 with the value 3 in it keyin1 data 0 Initialises a store location keyin1 with the value 0 in it keyin2 data 0 Initialises a store location keyin2 with the value 0 in it display data 0 Initialises a store location display with the value 0 in it total data 0 Initialises a store location total with the value 0 in it 3. Write a TOM program that displays two numbers, entered from the keyboard, in descending numerical order. read keyin1 Reads data inputted by keyboard and stores in the store location keyin1 read keyin2. Reads data inputted by keyboard and stores in the store location keyin2 load keyin1 Loads data from the store location keyin1 in to the accumulator sub keyin2 Subtracts the store location keyin2 from the accumulator jifz lower Transfers control to the instruction lower if the zero flag is set print keyin1 Displays contents of the store location keyin1 on the screen print keyin2 Displays contents of the store location keyin2 on the screen stop Stops program execution lower print keyin2 Displays contents of the store location keyin2 on the screen print keyin1. Displays contents of the store location keyin1 on the screen stop Stops program execution keyin1 data 0 Initialises a store location keyin1 with the value 0 in it keyin2 data 0 Initialises a store location keyin2 with the value 0 in it 4. Write a TOM program that reads a number N from the keyboard and displays the sum of all integers from 1 to N i. e. 1+2+3+ +N. read keyin. Reads data inputted by keyboard and stores in the store location keyin loop load sofar Loads data from the store location sofar in to the accumulator add one Adds the store location one to the accumulator store sofar Stores value in accumulator in the store location sofar add total Adds the store location total to the accumulator store total Stores value in accumulator in the store location total load sofar Loads data from the store location sofar in to the accumulator sub keyin Subtracts the store location keyin from the accumulator jifn loop. Transfers control to the instruction loop if the sign flag is set print total Displays contents of the store location total on the screen stop Stops program execution keyin data 0 Initialises a store location keyin with the value 0 in it one data 1 Initialises a store location one with the value 1 in it sofar data 0 Initialises a store location sofar with the value 0 in it total data 0 Initialises a store location total with the value 0 in it Alternatively, a more mathematical approach would be to use the below program. Observing the numbers inputted and outputted from the above program, I was able to find a relationship between the two numbers, this can be summarised by the below formula: (N x 0. 5) + 0. 5 x N = TOTAL The program using the above formula is simpler to write, uses far less processor cycles, and therefore far more efficient. read keyin Reads data inputted by keyboard and stores in the store location keyin load keyin Loads data from the store location keyin in to the accumulator mult val Multiplies. the accumulator by the store location val add val Adds the store location val to the accumulator mult keyin Multiplies the accumulator by the store location keyin store total Stores value in accumulator in the store location total print total Displays contents of the store location total on the screen stop Stops program execution keyin data 0 Initialises a store location keyin with the value 0 in it val data . 5 Initialises a store location val with the value 0. 5 in it total data 0 Initialises a store location total with the value 0 in it TOM2 1. A mobile telephone company, Odear, makes a monthly standing charge of i 12. 50 and charges 5 pence per local call. Write a TOM program that reads the amount of calls made and displays the total monthly bill. read calls Reads data inputted by keyboard and stores in the store location calls load calls Loads data from the store location calls in to the accumulator mult rate Multiplies the accumulator by the store location rate add standing Adds the store location standing to the accumulator store total Stores value in accumulator in the store location total print total Displays contents of the store location total on the screen stop Stops program execution total data. 0 Initialises a store location total with the value 0 in it calls data 0 Initialises a store location calls with the value 0 in it standing data 12. 50 Initialises a store location standing with the value 12. 50 in it rate data . 05 Initialises a store location rate with the value . 05 in it 2. Expand your program of (1) so that the program jumps back to the beginning, ready to calculate another bill instead of ending. start read calls Reads data inputted by keyboard and stores in the store location calls load calls Loads data from the store location calls in to the accumulator mult rate. Multiplies the accumulator by the store location rate add standing Adds the store location standing to the accumulator store total Stores value in accumulator in the store location total print total Displays contents of the store location total on the screen jump start Transfers control to the instruction start stop Stops program execution total data 0 Initialises a store location total with the value 0 in it calls data 0 Initialises a store location calls with the value 0 in it standing data 12. 50 Initialises a store location standing with the value 12. 50 in it rate data . 05 Initialises a store location rate with the value . 05 in it 3. Whats wrong with the program in (2)? The program has no way of ending (normally), and will therefore loop continuously. 4. Modify (2) so that if the user enters 0 for the number of units the program terminates. start read calls Reads data inputted by keyboard and stores in the store location calls load calls Loads data from the store location calls in to the accumulator sub check Subtracts the store location check from the accumulator jifz end Transfers control to the instruction end if the zero flag is set mult rate. Multiplies the accumulator by the store location rate add standing Adds the store location standing to the accumulator store total Stores value in accumulator in the store location total print total Displays contents of the store location total on the screen jump start Transfers control to the instruction start end stop Stops program execution total data 0 Initialises a store location total with the value 0 in it calls data 0 Initialises a store location calls with the value 0 in it standing data 12. 50 Initialises a store location standing with the value 12. 50 in it rate data . 05 Initialises a store location rate with the value . 05 in it check data 0 Initialises a store location check with the value 0 in it 5. Now modify (4) so that the user can tell the system how many bills to calculate and the program terminates after running that many times. read billnum Reads data inputted by keyboard and stores in the store location billnum start read calls Reads data inputted by keyboard and stores in the store location calls load calls Loads data from the store location calls in to the accumulator mult rate Multiplies the accumulator by the store location rate add standing. Adds the store location standing to the accumulator store total Stores value in accumulator in the store location total print total Displays contents of the store location total on the screen load billnum Loads data from the store location billnum in to the accumulator sub billsub Subtracts the store location billsub from the accumulator store billnum Stores value in accumulator in the store location billnum jifz end Transfers control to the instruction end if the zero flag is set jump start. Transfers control to the instruction start end stop Stops program execution total data 0 Initialises a store location total with the value 0 in it calls data 0 Initialises a store location calls with the value 0 in it standing data 12. 50 Initialises a store location standing with the value 12. 50 in it rate data . 05 Initialises a store location rate with the value . 05 in it billnum data 0 Initialises a store location billnum with the value 0 in it billsub data 1 Initialises a store location billsub with the value 1 in it 6. Finally, modify the program of (5) so that the user can first enter the price per unit, and the standing charge. Read rate Reads data inputted by keyboard and stores in the store location rate read standing Reads data inputted by keyboard and stores in the store location standing read billnum Reads data inputted by keyboard and stores in the store location billnum start read calls Reads data inputted by keyboard and stores in the store location calls load calls Loads data from the store location calls in to the accumulator mult rate Multiplies the accumulator by the store location rate add standing. Adds the store location standing to the accumulator store total Stores value in accumulator in the store location total print total Displays contents of the store location total on the screen load billnum Loads data from the store location billnum in to the accumulator sub billsub Subtracts the store location billsub from the accumulator store billnum Stores value in accumulator in the store location billnum jifz end Transfers control to the instruction end if the zero flag is set jump start. Transfers control to the instruction start end stop Stops program execution total data 0 Initialises a store location total with the value 0 in it calls data 0 Initialises a store location calls with the value 0 in it standing data 0 Initialises a store location standing with the value 0 in it rate data 0 Initialises a store location rate with the value 0 in it billnum data 0 Initialises a store location billnum with the value 0 in it billsub data 1 Initialises a store location billsub with the value 1 in it Modifications in TOM2 In question 1, the program initialises four store locations; rate to store the standard call rate of 0. 5, standing to store the standing charge of 12. 50, calls to store the number of calls made and total to store the total bill. The programs reads a value inputted by the user (number of calls), multiplies this value by the call rate, adds the standing order and displays it. Question 2 introduces a loop after the total has been displayed to the start of the program so that user may calculate another bill, this however is not ideal as there is no correct way to terminate the program normally. Question 4 combats this problem by allowing the user to enter 0 to terminate the program. This is done by introducing an additional store location called check with the value 0 assigned to it. The program subtracts check from the number of calls entered, if the result is 0 (0 0 = 0) then the zero flag is set, the jifz statement then transfers control to the end of the program, where it terminates normally. Question 5, in addition to the store location used in question 1 introduces two more; billnum to store the number of bills required and billsub, a store location containing the value 1. The user initially enters the number of bills required, this is stored in billnum, the program then calculates the bill in same way as question 1. After the bill has been displayed, the program subtracts billsub (1) from the number of bills, if the result is zero (ie no more bill to calculate) the zero flag is set, and using the jifz statement jumps to the end of the program. If the zero flag is not set (more bills to calculate) the program is looped back to enter more bill details. Question 6, allows the user to enter the standing charge, rate of calls and number of bills before the bills are calculated, these are stored in their respective locations (standing, rate and billnum) before the program continues to execute in the same way as question 5. CSO Tutorial 4 Exercise 2. 1 We wish to compare the performance of two different machines: M1 and M2. The following measurements have been made on these machines: Program Time on M1 Time on M2 1 10 seconds 5 seconds 2 3 seconds 4 seconds Which machine is faster for each program and by how much? For program 1, M2 is 5 seconds(or 100%) faster than M1. For program 2, M1 is 1 second (or 25%) faster than M2. Exercise 2. 2 Consider the two machines and programs in Exercise 2. 1. The following additional measurements were made: Program. Instructions executed on M1 Instructions executed on M2 1 200 x 106 160 x 106 Find the instruction execution rate (instructions per second) for each machine running program 1. Instructions executed = Instructions per second (instruction execution rate) time(seconds) M1 200000000 = 20000000 10 = 20 x 106 Instructions per second or 20 Million Instructions per second M2 160000000 = 32000000 5 = 32 x 106 Instructions per second or 32 Million Instructions per second Exercise 2. 3 If the clock rates of machines M1 and M2 in Ex 2. 1 are 200 MHz and 300 MHz respectively, find the clock cycles per instruction (CPI) for program 1 on both machines using the data in Ex 2. 1 2. 2. Clock rate = clock cycles per instruction (CPI) Instruction execution rate M1 200000000 = 10 clock cycles per instruction (CPI) 20000000 M2 300000000 = 9. 375 clock cycles per instruction (CPI) 32000000 Question 4 Draw a full flowchart of the final TOM program produced at the end of exercise TOM2. This should include all the instructions, loops and all the program labels in the appropriate places.

Pros And Cons Of Globalization Politics Essay

Pros And Cons Of Globalization Politics Essay The 19th century witnessed the advent of globalization in something approaching its modern form. Industrialization permitted the cheap production of household items using economies of scale, while rapid population growth created sustained demand for commodities and manufactures. Globalization in this period was decisively shaped by nineteenth-century imperialism. After the Opium Wars and the completion of the British conquest of India, the vast populations of these regions became ready consumers of European exports. Meanwhile, the conquest of new parts of the globe, notably sub-Saharan Africa, by the European powers yielded valuable natural resources such as rubber, diamonds and coal and helped fuel trade and investment between the European imperial powers, their colonies, and the United States. It was in this period that areas of sub-Saharan Africa and the Pacific islands were incorporated into the world system. The first phase of modern globalization began to break down at the begi nning of the 20th century with the First World War. According to John Maynard Keynes The inhabitant of London could order by telephone, sipping his morning tea, the various products of the whole earth, and reasonably expect their early delivery upon his doorstep. Militarism and imperialism of racial and cultural rivalries were little more than the amusements of his daily newspaper. What an extraordinary episode in the economic progress of man was that age which came to an end in August 1914. The final death knell for this phase of globalization came during the gold standard crisis and Great Depression in the late 1920s and early 1930s. Globalization in the middle decades of the twentieth century was largely driven by the global expansion of multinational corporations based in the United States and the worldwide export of American culture through the new media of film, television and recorded music. Today, cross-border capital flows are more important than trade flows, and some trans national corporations now have budgets larger than the economies of many countries. But what is globalization by itself? Imagine how life was twenty years ago. There were no cell phones, no computers, definitely no laptops. Therefore, there was limited communication not only between people from other countries, but also between people who lived on the opposite site of the same country. Instead of sending emails that only take a few seconds to receive, letters were sent and received within a few days of weeks. In its simplest way we can describe globalization as elimination of borders such as each country becomes socially, politically and economically interdependent with one another. In ideal global community economic globalization will lead to emergence of global market place or single world market. Depending on the paradigm, globalization can have both positive and negative effects on participating nations. On the positive side, globalization has resulted in increased access to more goods and consumers in many countries, reduced prices due to competition with local monopolies and increased food supply due to industrial agricultural in some countries. There is a worldwide market for the companies and for the customers there is a better access to products from different countries. For example, people are quite happy when they are able to purchase label products like Nike shoes, GAP clothes, Sony Play Stations, Apple devices, Toshiba computers for bargain prices. These are just a few items people from first world enjoy purchasing for reasonable prices. The prices are kept low by the manufacturer because the items are produced in the third world countries where labor costs are minimal. Poor people in some countries have been able to buy cheaper imported goods rather than goods produced by local monopolies. Transnational companies provide third world regions technology and employment wages a nd as a result of financial investment the employed workers can afford food, cloth and a shelter for their families. In theory, the region should go on prosperity and eventually start importing goods and services created based on other countries in addition to exporting goods and services created on their own. A recent study by the London-based Center for Economic Policy Research reports that globalization increases economic growth and improved the incomes of both rich and poor people. The researchers claim that the number of people living in poverty today would be even greater without globalization. However, there is more inequality among and within countries today than in the past. Between 1870 and 1990, the gap in per capita income between rich and developing countries has grown fivefold. Closely related to equality and wages, labor conditions is another area influenced by globalization. On the positive side, some workers in lesser developed countries have received more education and training from multinational companies due to globalization. Furthermore, there is some evidence that increased competition has resulted in upgrading educational systems to produce a more highly qualified workforce. The threat of job displacement is one of the most tangible concerns that critics have regarding globalization. Workers have more employment opportunities in some countries, but they have less in others where certain industries and firms have been put out of business by global competitor. Some people have less choice about how they make their living as a result of globalization. In fact, globalization affects everyone; from the villager working in a third world transnational factory to the unemployed former factory worker in North America. These two types of individuals best rep resent people most affected by globalization. The third world factory workers may for the first time in their lives have a predictable and steady income to feed, clothe and shelter their families. In the past they may have been vulnerable to diseases and starvation. It also has significant impact on people in North America as many of manufacturing jobs were relocated offshore where labor cost and taxes were nominal. They not only have lost their jobs, but also their homes and their hopes. Increasing imports from low-wage countries are perceived by some as a threat to manufacturing jobs in industrialized countries, particularly in labor-intensive sectors. The key question regarding globalization and governments is whether or not globalization threatens national sovereignty. Historically, governments played a major role in promoting their countrys economic development and managing its economy. Today, however, some critics argue that government matters less and less in a global economy. On the positive side of the ledger, for some governments, globalization has resulted in expanded infrastructure, more jobs, and more economic development for their citizenry. Certain countries have benefited from the transfer of modern, more effective management techniques to their business sector. Furthermore, some observers believe that the increased interdependence of trading and investment partners will draw countries closer together and serve as deterrent against war. On the negative side, international competitiveness has influenced public policy in some countries by encouraging government officials to lower labor standards. Because governments may view themselves in competition with others in a race to the bottom to attract investors to their country, foreign firms can have the upper hand in negotiations unless governments have something unique such as rare natural resources, highly trained people and a large market to offer. Singapore, for instance, invested heavily in education, attracting high-tech and professional industry rather than limiting its population to employment in low-wage factories. Globalization may be a positive force for greater cross-cultural understanding via more cross-cultural exposure and closer cross-border ties. In the past thirty years we have been socially connected to the internet and have created global links between people and fields of education, medicine, science and technology, art, entertainment, trade, travel, business, politics. The list goes on and on. We surf the internet in search of movies, music and fashion. We can even go on online dating services that connect us up with the perfect guy or girl that we have been dreaming to meet. As Tomlinson stated, A world of complex connectivity thus links the myriad small everyday actions of millions with the fates of distant, unknown others and even with the possible fate of the planet. According to Tomlinson increased connectivity of the world is as a double-edged sword that provides new and wider understanding at the same time that it takes away the securities of ones local world. Critics claim that globalization is creating a monoculture that is rapidly spreading around the world. By this view, weakened cultural traditions combined with the importation of foreign media, stores, and goods encourage cultural homogenization. For instance, television has universally connected many cultures to one another. In fact, many non-western cultures have been influenced by the broad scale of exportation of western culture through music, television and the internet. Critics claim that globalization has irrevocably changed the social landscape of communities and constitutes a threat to national culture in various ways. As what concerning environmental sustainability, positive side of globalization is that it caused some countries to make a narrower range of products more efficiently. In other words, it has given them a comparative advantage. It has been responsible for creating and exporting technologies that use fewer natural resources and result in less waste and pollution. Globalization has facilitated improved energy efficiency, reduced use of materials, metal recovery technologies. The industrial ecology movement has sought to improve environmental responsiveness at the same time that it reduces the global cost of production for corporations. On the negative side, because of globalization, harmful technologies and activities have also been exported. Although better technology is available, companies do not always use it because it may be expensive. Therefore, globalization is blamed as a source of pollution. Since environment is a heritage of all human beings and everyone is affected it become s a global environmental problem. How does globalization affect our life? Because of globalization we have a great number of choices as to what types of movies, food, cloth, technology and books we can purchase and what prices we pay for them. Our choices might become limited if we are not able to secure our jobs because of the negative economic impact of global shift in economic investment outside our country. Since globalization in some degree erases borders, we start to live in cultural diversity. Because some of our friends are foreigners, we are growing in understanding of their cultural heritage and experience some kind of social connection with their home cultures. We look around our house and see goods that have been manufactured all over the world blankets from India, tea from Ceylon, cloth from China, Korea and France, furniture from Canada and so forth. How does economic globalization be fully achieved? The realization of economic globalization can only be achieved through the progressive change of law and policies governing how countries exchange goods and services with one another. The North American trade agreement between USA, Canada and Mexico is a good example of this type of globalization political policy creation. The paradigm of past eras of protection resulted in policies that served as national interest of individual countries to preserve local jobs and produce markets. Tariffs, trade quotas, legislations were passed to assure imports could not have competitive pricing edge and gain significant market foothold within the country. Nationalism and its reluctant trade policy often restrained the flow of goods and services across borders. As time pasts, countries more often start to realize that in order to be competitive they must start to open their borders more widely. In conclusion, the current debates raging on globalization and the explosion of publications on this topic reflect the importance this phenomenon has gained in recent years. We can picture globalization as a process that has resulted in both positive and negative consequences, both winners and losers. Given the complexity and scope of the topic, it is difficult to determine with precision whether some of the problems linked to globalization would exist independently and to what degree. Globalization in its current state often involves serious tradeoffs such as economic development and jobs at the cost of environmental degradation and weakened labor protection. Given the ever-evolving history of economic development, trade, and international relations, there is little reason to assume that globalization as we know it today is the final version. It is time to consider how we as future managers may contribute to globalization and whether we may take a strong leadership role in influenci ng the way people think about and practice global business in the future.

Sherwood Anderson Life And Influences :: essays research papers

LaBrie 1 Sherwood Anderson's life experiences And the way they influenced how he wrote Sherwood Anderson often wrote of other people's misery in his short stories and used it in ironic ways when writing his endings. After reading several of his these stories and reading several biographies of his life, I have come to the conclusion that Anderson's life experiences greatly influence the method in which he wrote them. Also, when comparing some of his stories to his life, you will see that many of them can be closely compared to difficult times in which he went through while growing up and as a grown man. Sherwood Anderson was born into a rather impoverished circumstance in a small Ohio village named Camden. His father was a heavy drinker and had a particular hard time keeping a job. His mother was a hard working woman with strict religious beliefs and always taught her children to work as hard as they could. Anderson was the third of seven children, making his family large and hard to support. Anderson was not an exceptional student, but rather was average grade wise. He graduated grammar school and completed nine months of highschool. Anderson was forced to drop out because he needed to work for his family and bring in more income than his mother and two brothers were making. Anderson worked as a laborer in 1896- 1898, then served in the Spanish American War. He attended Wittenburg Academy in Springfield, Ohio, in 1900, then went to Chicago. In Chicago he worked at a produce warehouse, and when he was in his teens he began working as an editor for an advertising agency. In 1904 he began to display unusual talent for success in the mail- order paint business. LaBrie 4   Ã‚  Ã‚  Ã‚  Ã‚  In addition to having financial problems Anderson also had numerous family problems. I believe that this is the reason that Anderson would use love in his stories and have his characters unable to be with that love.   Ã‚  Ã‚  Ã‚  Ã‚  Anderson was first married on May 16, 1904, to Cornelia Lane of Toledo. He fathered two sons, Robert Lane and John Sherwood, and a daughter, Marion with her. On July 27, 1916, Anderson divorced his current wife and married Tennessee Claflin Mitchell on July 31, at Chateaugay, New York. This marriage had many difficulties since Anderson and Claflin did not agree on most things such as business and family life. Because of this, they divorced in 1924, and after this Anderson married Elizabeth Prall.

False Consensus Effect :: essays research papers

False Consensus Effect: A Focused Review of Research Categorization and social projection are important ways that people can more successfully navigate their social environment. People need to know that there are others in their in-group that share the same attitudes and behaviors as they do. If people are unable to determine how many people in their environment share their attitudes and behaviors, it would be more difficult to engage in social situations without offending or contradicting others. For this reason, false consensus is an interesting offshoot of this important idea. The false consensus effect refers to the fact that people have a tendency to over-estimate the proportion of the population that shares an attitude or behavior with him or her. Much of the research on false consensus has demonstrated that people tend to over project how many members of their in-group are likely to share their attitudes and behaviors. This effect diminishes when comparing to an out-group. It is thought that this occurs because people feel that people who they do not consider to share a group identity with will likely have different basic attitudes and behaviors than they. An important aspect of the literature is that the vast majority used college students as the primary subjects. While this is extremely convenient for researchers, it may not give us a clear picture about false consensus, in that it is possible that college students' limited "real-world experience" may be influencing their projections. Also, almost all of the behavior measures were taken by self-report. This is somewhat necessary, as many of the behaviors would be difficult to measure directly (e.g., drug use) without a breach of ethics. This too is a source of potential source of error, it is likely that the self-reports would under-estimate the proportion of the population that engages in a particular behavior. The astute reader may notice that this review does not include any papers that did not find a false consensus effect. The reason for this is not that this paper is not representative of the literature, but rather, that it is. The uniformity of the literature suggests that the phenomenon is fairly common. Some interesting arguments as to why this is are motivational or cognitive in nature. The motivational premise is based in the idea that people are motivated to believe that they have a place in their social environment. This argument is a based in self-justification, in that if many people share a given belief or behavior, it makes it easier to justify that this attitude or behavior is either right, or not as bad as it might seem.

Hawthornes Young Goodman Brown †Poverty in the Tale and Author’s Lif

â€Å"Young Goodman Brown† – Poverty in the Tale and Author’s Life  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚        Ã‚  Ã‚   Roy Harvey Pearce in â€Å"Twice-Told Tales: A Blend of Stories† makes reference to the widely-known poverty of the aspiring writer,Nathaniel Hawthorne: â€Å"True enough, Hawthorne planned more than once to write groups of tales and sketches somehow linked into a whole; but he could not get a publisher for them. When he did get a publisher in 1837, it had to be through the help of the hack-editor, Samuel Goodrich. . . .† (107) Nathaniel Hawthorne’s â€Å"Young Goodman Brown† includes traits of the modest lifestyle which the author was forced to endure in his personal life. Besides this, there was also an artisitc-resources impoverishment because of the tiny town in which he lived.    Henry Seidel Canby in â€Å"A Skeptic Incompatible with His Time and His Past† mentions of Hawthorne that â€Å"human failures and their causes were more interesting to him than prophecies of success, one might truly say than success itself. †¦He was not, I think, really interested in escape, except in moods of financial discouragement. . . . (57). Such moods of financial discouragement were to plague the author for nearly his entire lifetime.    Hawthorne’s financial impoverishment probably began with the untimely death of his father, and continued for most of his life. Gloria C. Erlich in â€Å"The Divided Artist and His Uncles† states that â€Å"Robert Manning made the essential decisions in the lives of the Hawthorne children and is well known as the uncle who sent Hawthorne to college† (35). After graduation from Bowdoin College, Hawthorne spent twelve years in his room at home in an intense effort to make something of himself literarily. The Norton Anthology: American Literature state... ...6.    Hawthorne, Nathaniel. â€Å"Young Goodman Brown.† 1835. http://www.cwrl.utexas.edu/~daniel/amlit/goodman/goodmantext.html    James, Henry. Hawthorne. http://eldred.ne.mediaone.net/nh/nhhj1.html    Lewis, R. W. B. â€Å"The Return into Time: Hawthorne.† In Hawthorne – A Collection of Critical Essays, edited by A.N. Kaul. Englewood Cliffs, NJ: Prentice-Hall, Inc., 1966.      Ã¢â‚¬Å"Nathaniel Hawthorne.† The Norton Anthology: American Literature, edited by Baym et al.   New York: W.W. Norton and Co., 1995.    Pearce, Roy Harvey. â€Å"Twice-Told Tales: A Blend of Stories.† In Readings on Nathaniel Hawthorne, edited by Clarice Swisher. San Diego, CA: Greenhaven Press, 1996.    Swisher, Clarice. â€Å"Nathaniel Hawthorne: a Biography.† In Readings on Nathaniel Hawthorne, edited by Clarice Swisher. San Diego, CA: Greenhaven Press, 1996.         

Importance of Integrity

Integrity is the number one quality of leadership. Integrity in leadership is expressed in terms of constancy and consistency. It is manifested in an absolute devotion to keeping one’s word. The glue that holds all relationships together-including the relationship between the leader and the led—is trust, and trust is based on integrity. Integrity is so important that functioning in our society would be impossible without it. We could not make even a simple purchase without a high level of confidence that the price was honest and that the change was correct. The most successful individuals and companies in America are those with reputations of high integrity among everyone they deal with. This level of integrity builds the confidence that others have in them and enables them to do more business than their competitors whose ethics may be a little shaky. Earl Nightingale once wrote, â€Å"If honesty did not exist, it would have to be invented, as it is the surest way of getting rich. † A study at Harvard University concluded that the most valuable asset that a company has is how it is known to its customers, its reputation. By the same token, your greatest personal asset is the way that you are known to your customers. It is your personal reputation for keeping your word and fulfilling your commitments. Your integrity precedes you and affects all of your interactions with other people. There are several things you can do to move you more rapidly toward becoming the kind of person that you know you are capable of becoming. The first is to decide upon my five most important values in life. Organize them in order of priority. Then I write a brief paragraph defining what each of those values means to me. A value combined with a definition becomes an organizing principle, a statement that I can use to help me make better decisions. It is a measure and standard which enables me to know how closely I am adhering to my innermost beliefs and convictions. Five of my most important values are: helping those who are less fortunate, working hard to reach my goals, being honest and truthful, working with others to get things done, and being the nicest person anyone could meet. I have always been regarded as a leader and that does not come with ease: backlash of the bullies and those who want to bring me down to get where I am will always encounter me, but because of my high integrity and honesty to do what is â€Å"right† I will not retaliate against them. I must go into others shoes, which enables me to help others in more ways than one, because their situations make me emotionally motivated to get them in a better place to be successful. Integrity is hard work, but that work is nothing but rewarding. I’m a leader and I will continue to develop to be the best leader I am to become, by living with integrity every day.

21st Century man is no more knowledgeable than his 19th Century predecessor: he simply thinks he is

To answer this question entirely and accurately it is necessary to define quite what we mean by knowledge. Knowledge is the state or fact of knowing; the familiarity, understanding or awareness gained through experience or study; the sum or range of what has been perceived, studied or learned; learning, erudition: teachers of great knowledge or specific information about someone. This question needs to be answered before we can say whether a layman has become more knowledgeable since the 19th century or not. I will focus on the first definition that states, â€Å"Knowledge is the state or fact of knowing. † A man's knowledge consists of facts and we cannot say whether these so-called facts are true because if somebody tells us something we merely take it for granted that it is the truth. We can mainly tell what the macroscopic properties of something are i. . if someone confronted us with a red baseball bat we would be able to see that it was red and metallic looking and nobody would be able to disprove these facts. If we looked at the baseball bat closer though, going into the realms of science and the theories surrounding it and somebody said that the rod was steel and the atomic structure of steel was such and such and the properties of it were such and such we wouldn't be able to see these things in reality. What we are taught in schools and elsewhere is basically the thoughts of other supposedly clever men and women and we cannot that they are true – to be very honest we cannot prove that anything is true not even that the world we live in is real and that we actually exist as people. An instance of everyone believing the words of some supposedly clever men is when before the time of Galileo (who proved this to be utter rubbish) it was widely believed that the world was flat and anyone who disagreed with this was joshed and laughed at, as everyone knew that the fact was that the earth was flat. This leads to my belief that in years to come things that we take for granted such as that we have landed on the moon will be proved to be complete rubbish and an immense cover-up by an embarrassed nation who could give its people what they wanted and so had to trick them into believing about space flight. From this we discover that knowledge is purely subjective and could not be any other way. Our knowledge of science or at least our layman's grasp of it is in fact a jumble of half-remembered â€Å"facts† which we regurgitate when necessary. My view at the moment would be that a layman in the 21st century does know more a bout science than his predecessor in the 19th century. In the 19th century education was neither compulsory nor state-funded as it is today and so only the rich would have the benefit of a sound education and they could not be counted as lay. Even if they could be counted as lay though due to the fact that there has apparently been extremely large amounts of scientific discoveries made, such as that of electricity, between the 19th century and the present day. Other resources such as the media and the internet help to make information more widely available to us today and these certainly wouldn't have been available or even existed in the 19th century. Every bit of this contributes to our so-called knowledge making us a more knowledgeable human being. We at Winchester College are in a slightly different situation to the your Joe Public on the street but even we have no idea what Phenyl Cyclo Hexyl Hyperidine (otherwise known as PCP) actually is. Now we ask ourselves do the scientists who do these things actually know that they are true or are they merely making educated guesses about them. They don't; they merely speculate and that is the most that anyone can do. The fact that these scientists are always improving their theories suggests even more so that they are speculatory, as a fact cannot be changed in such a way by definition. The only thing that can be said to be a fact upon this apparently realistic earth, actually a simulation, is the Ultimate fact – that God exists. Unfortunately this is only the Ultimate fact to those who believe in God so even this can be argued against. Humans, at least in my knowledge, has not evolved at all since the 19th century thus our brains have no more capacity for extra knowledge, merely that we have extra information crammed into our head due to the fact that information is more readily available to us, rather than actually having more knowledge than we did in the 19th century. We could thus be called more knowledgeable but we don't even know whether this so-called information is actually true or not.