Bridging the Global Digital Divide Research Paper

Bridging the Global Digital Divide - Research Paper Example The growth of information technology in a country highly depends on the extent to which policy makers in the country recognize the importance of information and communication technology to the country. The policy makers might come in handy when it comes to things like regulations, taxation, incentives and many others. Some developing countries impose a lot of taxes on ICT related companies thinking that, through taxation, the country’s economy is likely to grow (Brooks, Donovan & Rumble, 2005). One thing that they tend to forget that high taxation can hinder the entrance of new players into this industry. Therefore, the country’s economy lacks the contribution of ICT to its economy. Most developing countries lack the appropriate infrastructure that can enable effective application of information and communication technology in the country. This leads to low level of accessibility of services that ICT can offer to the countries’ economy. The ultimate result of thi s is a scenario in which developing countries are unable to have the complete advantage of ICT being used in their economic sectors. Poor infrastructure also leads to poor performance of the ICT related industries which in a way reflect to the general economic performance of the countries. ... The result of this is that their performance turns out to be lower than the performances of the same types of businesses in developed countries (Norris, 2003). The high prices not only affect the economic sector but also other sectors such education and even social life. Being that most developing countries are always in the struggle of trying to attain economic stability, financial resources that are required for development of ICT infrastructure might in some instances be unavailable. The unavailability is always makes it hard for developing countries to invest highly in ICT infrastructure. The eventual outcome of this is economic, educational, and social institutions that have limited or no access to ICT services and resources (Yu, 2006). The effect of this lack of access to ICT resources is heightened by the ignorance of the level to which ICT can improve the effectiveness of these institutions. In the developing countries, language can also be a hindrance to the application of I CT. Television programs, radio programs, computer software, and on line sites always use languages used in the countries in which these appliances have been developed. Given that very few of these appliances are developed in the developing countries, the local people might have a hard time trying to conform to technological assimilation. This factor makes the application of ICT in almost all aspects of human life in developing countries very hard. Studies have even proved that the low rate of growth of ICT is contributed to by stereotypes that have depicted ICT as a highly complex thing. People from developing countries have the tendency of associating ICT to people with affluence and not just everybody. In most developing countries, ICT

Othello Essay Example for Free

Othello Essay The narrative of Shakespeare’s Othello is driven by the skillfully interwoven elements of doubt, speculation and posturing that are present and intensified throughout. Though the play is filled with sympathetic characters, Iago and Roderigo being the only two whose intentions are known to the audience as malicious, each character is uniquely flawed and the playwright makes this apparent in even the most pedestrian exchanges.   As the focal point of the plot’s manipulation of its well-intended characters and the unseen catalyst of the ire rising between friends and lovers with no true trespasses toward one another, Iago is brilliant at exploiting such imperfection.    Iago uses the highly charged convergence of race and sexuality to act upon his own jealousies. Acting upon the marriage of Desdemona and Othello, a military hero promoted above Iago, the villain would deceive all parties to induce Othello toward the jealous murder of his faithful wife.   The dramatic resolution is underscored by the progressive discussion engaged by Shakespeare on race and sexuality in Jacobean England. In the opening scene, when Iago demands Brabantio’s attention to his daughter’s deflowering, he immediately inducts the audience into a key principle of the world which the characters inhabit.   Depicting to his advantage a circumstance in which some form of violation has occurred, Iago tells Brabantio that â€Å"Your heart is burst, you have lost half your soul / Even now, now, very now, an old black ram / is tupping your white ewe.† (1.1, 85-87)   This is the first recognition of the theme of race, with Othello’s Moorish ethnicity inciting hostility from Iago.   His jealous and deceptive ancient, Iago uses this characterization to draw a distinction between Othello’s sexual congress with Desdemona as opposed to that of a white man. A theme that would be explored throughout the work, this is a demonstration of the lascivious sexual character which society attributed to blacks.   More a means of differentiation than reality, Iago uses it in this context to inspire indignation from Brabantio over the transgression of his daughter’s purity.   The base terms in which he chooses here to describe Othello’s relationship with Desdemona are indicative of the attitude which pervades the order of men through the play’s five Acts regarding race, sexuality and the dynamic of power amongst all three.   And it is also telling to the perspective of the play itself that Iago’s racism provides the first set of eyes through which we are allowed to observe events and individuals.   As one critic notes of the conflict in the play, â€Å"we find out what it is for the first time only through Iago’s violently eroticizing and racilalizing report to Brabantio.† (Adelman, 25)   This hel ps to manipulate events right before the audience’s eyes.   Such a dynamic is further reinforced by Brabantio’s response: â€Å"Fathers, from hence trust not your daughters’ minds   By what you see them act.   Is there not charms By which the property of youth and maidhood   May be abused?† (1.1, 168-170). Here, Brabantio seems to address the audience, admonishing them of the guile which even young women are capable of.   It is unclear at this early juncture of the play whether it is Shakespeare’s intention to voice his estimation of the female mystique or whether he is beginning to establish what would flourish into a full-fledged lampoon of the vulnerabilities which men suffer to their women.   In the case of Brabantio, it is at least perceptible that he recognizes his susceptibility to manipulation, and that the soft and disarming charms of his beautiful daughter had clouded him of his judgment. This is a recurrent theme throughout the play.   Shakespeare straddles an obfuscating line through the narrative that divides the audience in its perception of his views on gender and race relations.   Without assigning blame to one gender more than the other, he sharply assails both men and women for their vagaries in lust and envy.   The manifestation in Othello is an unending cycle of suspicion and resentment.   In the author’s universe, the yielding and delicate exterior of woman plays easily on the resolution to justice which embodies his men.   For both sexes, this sets off a destructive pattern of deception and misperception. The insertion of race into this dynamic creates something of the explosive situation which Iago exploits. Brabantio in particular is a character who is peculiarly incapable of protecting himself from the manipulative ends of those around him.   It is perhaps of some central importance to the play that much of his consternation and confusion centers around his skewed perspective on sexuality, which he typically characterizes as an act of natural transgression.   Proving himself most permeable to Iago’s suggestions, which wisely prey on the Senator’s sexual complex, Brabantio is equally inclined to view men as capable of deception.   Hurling an accusation at Othello over the violation of his daughter, Brabantio quickly shifts from a misogynistic mode to one of egalitarian mistrust: â€Å"Damned as thou art, thou hast enchanted her! For I’ll refer me to all things of sense, If she in chains of magic were not bound, Whether a maid so tender, fair, and happy, So opposite to marriage that she shunned The wealth, curled darlings of our nation, Would ever have, t’incur a general mock, Run from her guardage to the sooty bosom Of such a thing as thou.† (1.3, 63-70) Beyond another explicitly racist sentiment which Brabantio expresses here, there is a complicated set of views on gender, gender roles and the value system which he uses to contextualize the relationship between men and women.   His emphasis here on Desdemona’s rejection of men with great affluence, rank and reputation, especially in favor of the Moorish Othello, as justification for his scurrilous accusations is based not on a sense of who his daughter is, who Othello is or necessarily even the role that race plays in the matter.   More, Brabantio is inclined to an understanding of gender relations which centers on the material rule of society.   In this way, his perspective represents a conservative conception of how the sexes and races are intended to interact.   As another critical perspective denotes, â€Å"Othello is one play, moreover, that intermixes the differences of race and sexuality as the specters of performance.† (Murray, 93) This is to say that the provocative questions there associated are pitched about with a remarkable candor in a play composed in 1622.   Ultimately, even as Othello becomes an aggressor and his own worst enemy, Shakespeare evades the easy connotations of race and sexuality that seem to be at the basis of Iago’s deceit, weaving instead a deeply nuanced outlook on a very complex subject.

Understanding the Indian Culture :: Cultural Identity Essays

Daughter: Dad, we’ve got a lot of time before your flight out of Ft. Lauderdale. Let’s take the back roads over to the East Coast -- it will give you a chance to see a part of Florida you’ve never seen before. Father: Sounds okay to me. I’m surprised at all the cattle ranches around here thought we Texans were the only ones with this many herds ... of course, these do look pretty scrawny compared to ours! Daughter: Yes, I know, Dad -- no place like Texas. Father: Who owns all these cattle and grazing lands? Some big corporate group I guess? Daughter: Well, I’m not sure about all of it but The Seminole Tribe of Florida is one of the major cattle ranching enterprises. Father: You mean Seminoles as in Indians? Daughter: Yes, Dad, Indians. Father: (After a few miles of silent observance) Well, I find that hard to believe. All Indians are l lazy. All they do is lay around and do nothing. Daughter: I’m curious Dad, where’d you get that idea? Father: Everybody knows it. I’ve been around the Southwest and Midwest and I’ve seen them lay around and drink. Remember Frank, out in Oklahoma, he’s got some pretty ugly stories to tell. Daughter: Well, I’m sure there’s a few bad apples in every bunch -- white or black, Indian or not -- but I don’t think you could say they are all that way. Father: Maybe. But I don’t like my tax dollar going to support them. Now they have casinos and they don’t even pay taxes. Daughter: I’ve got an idea. We’ve got a few extra hours. Let’s make a couple of stops along the way. Here’s the first. Father: What -- this bingo joint? Daughter: Yes, just for a few minutes. I hear they serve great hamburgers and who knows, it could be our lucky day! Father: (Emerging a little while later with a big smile) That was pretty good. I’ve got a little extra change to head home with too. Sure was a big place. Daughter: It was a pretty impressive operation and it provides a lot of employment opportunities for Indians and non-Indians, too.

William Shakespeare :: essays research papers

William Shakespeare Born on April 23, 1564 in Stratford-Upon-Avon, England. His father John Shakespeare and his mother Mary Arden. W.S. was able to attend grammer school and learned Greek and Latin classics (this is comparable to college education today). At age 14 his father lost the family fortune and remained poor until his death At 18 he married Anne Hathaway in 1582. She was 26 years old. They had three children Suzanne(1583) and the twins Hamnet and Judith(1585). In his mid-twenties he left Stratford(supposedly because of poaching on the Queen's land) for London. His first job with Richard Burbage's men was as an osler; next an actor. No one knows what he was doing during 1585-1592. By 1592 he had become known in London as an actor and playwright; his rise was rapid. Queen Elizabeth 1 supported the arts and the theater. In 1592 a plague closed the theaters(Shakespeare wrote poetry during this time to support himself). In 1593 a brief reopening of the theater happened. In 1594 theaters reopened. The troupe became the Lord Chamberlain's Men set up on a servant co-op structure. Requirements for actors: 1. loud voice 2. sing and play instruments 3. good swordsman 4. good memories During this time he wrote many comedies: Comedy of Errors first of any status. Histories were written in support of the gov't. This is where they were receiving much of the financial support so they wanted to keep the gov't (Queen) happy. W.S. was a major stockholder in the theater. 1597-bought New Place in Stratford(2nd largest house) 1599-Lord Chamberlain's Men bought land and built the Globe Theater in Southwark(South Bank of the Thames River). W.S. owned 1/10th 1603-Queen Elizabeth died. King James took reign of England. He loved the arts more than the queen. The name was changed from Lord Chamberlain's Men to the King's Men. 1608-Added to the Globe Theater by buying the Black Friars Theater and giving performances there also. W.S. owned 1/7th 1613-Fire at the Globe during a performance of Henry 8th; rebuilt within a year. Left comedies and histories to write tragedies soon after the Globe reopened. Sonnets-published in 1610 but circulated earlier. First Tragedy: The Tragedy of Hamlet

Freud’s Theory of Id, Ego, Superego Essay

Sigmund Freud believed that our mind always have conflicts with itself. Anxiety and unhappiness is the main symptoms for this situation. Bertha Pappenhein alias Anna O case is one of the classic case study by Freud (Stevenson, 1996). Anna O is a young girl in her early twenties; she was a patient of Dr. Breuer. She showed some physiological and psychological disturbance like nervous cough, rigid paralysis, eye movement disturbed, power of speech reduces and others (Stevenson, 1996). After doing some hypnosis, Freud noticed that these disturbances are actually parts of her memories while she was nursing her dying father. There was once where her neighbour played a wonderful music, she was so excited and she started dancing; soon she had an urge to be at her neighbour’s house and thus leaving her father’s bedside. At that moment, she felt guilt and sadness for leaving her father’s bedside. After some time, she covers the internal conflict by coughing (Stevenson, 1996). This case had brought Freud to believe that our mind is divided into three parts- unconscious, conscious and preconscious minds which more commonly known as the id, ego and superego (Ciccarelli & White, 2012). The id or it is the primary personality found in an infant. The ids are usually demanding, immoral, illogical, irrational and selfish. It ignores about other’s desire or the reality and place it’s satisfaction at the first place (Ciccarelli & White, 2012). This is because id only functions to seek and maximize it’s pleasure and avoid pain, we say that id serves the pleasure principle (Schultz & Schultz, 2009). For example, a newborn baby; one who cries when the need is not reached but does not have the knowledge to satisfy the pleasure. Hence, the only way for the hungry infant to bring satisfaction is through reflex action. Freud has proposed this as the primary principle process (Schultz & Schultz, 2009). The only part in our mind which is in contact with reality is the ego (Feist & Feist, 2009). The ego is influenced by the â€Å"reality principle†. Ego will become more rational and logic. Besides, the ego is able to make the right decisions on each level. Ego does not ignore id’s demands but it will try to delay the action to bring satisfaction. As a child is growing up, they tend to receive punishments and gain rewards from their parents. Thus, they will learn how to avoid pain and gain pleasure at the same time (Feist & Feist, 2009). For instance, a child may want to steal some cookies from the kitchen, but will not when the parent is around (King, 2010). In short, ego can be explained as â€Å"if it feels good, do it, but only if you can get away with it† (Ciccarelli & White, 2012). The superego has the meaning of â€Å"above I† in Latin. Superego usually includes the moral values that obtained from the parents or society (McLeod, 2008). This is mainly guided by the idealistic principle where it convinces the ego to turn into moralistic goals rather than simply realistic ones. Freud suggested that around the age of 5, the superego starts to develop. According to Freud, superego consists of two parts, the conscience and ideal self. The conscience punishes the ego by creating feelings of guilt (McLeod, 2008). For example, a child steal some cookies from the kitchen, he or she will feel guilty. While for the ideal self develops from the experiences with reward for telling us how to behave and treat other people. Freud’s theory had attracted many followers due to the theory was new and creative (Plotnik, 2002). Vienna Psychoanalytic Society had formed to commence meetings with the supporters. However, some of the group members disagree with Freud’s theory and assumptions. One of the members who disagreed with Freud’s theory is Carl Jung. He was the first president of the Vienna Psychoanalytic Society. At the beginning he supported Freud fully; however Jung and Freud not only ended their personal relationship but also professional relationship after four years. Jung disagree that Freud emphasis too much on the sex drive, he believes that the collective unconscious is the main force in developing personality (Plotnik, 2002). The collective, universal human memories are called the archetypes (Boreree, 2006). Another member who disagrees with Freud is Alfred Adler (Plotnik, 2002). He was another contemporary of Freud who later became the president of the society. He was criticized badly by other members after he voiced out his disagreement on Freud’s theory, not long later he reigned. Alder believed that child-rearing practices and sibling influence are the main force for the development of personality. He had mentioned that the driving force behind all human endeavors is not seeking for pleasure but for superiority. Other than that, he suggested that the order of a child is born also affects the personality development (Plotnik, 2002). For instance, firstborn feel inferior when a younger child gets all the attention. Thus, they tend to be a little more competitive (Boreree, 2006). Although Freud’s theory had attracted so many followers, however there are some flaws in this theory. The main reason for this is because most of Freud’s researches are based on case study. Due to the inherent subjectivity, case study is difficult to generalize (Achilleos, 2012). The data are not gathered systematically and they are mainly based on the qualitative subjective data. In Freud’s case study, he did not keep any records of the therapy session. Besides, the validity of Freud’s data may be one of the weaknesses of this theory. He believes that taking notes during a therapy session may distract the patient, thus he discourages the analyst to take notes during the therapy session. As a result, Freud only gathers and records data based on his memory, and this might cause the data to be incomplete (Achilleos, 2012). I believed that many of us may be familiar with these three personalities. These personalities are frequently shown in the animated form (Ciccarelli & White, 2012). The little devil as the id, the superego is the little angel while the ego is the individual that is caught in the middle struggling to decide which action is right. Normally the id will demand for an act; the superego put restrictions on how the demand can be reached while the ego will negotiate between id’s demand and superego’s restrictions. Anxiety and unhappiness will form when the id or superego does not get things done according to it’s way. The constant id-superego inner conflict is Freud’s view on how the personality works (Ciccarelli & White, 2012). Although there are some flaws and lack of evidence to prove this theory, but certain parts of the theory does explain the personality of an individual.

Threat of National ID essays

Threat of National ID essays In William Safires The Threat of National ID, Safire argues against a National ID Card, that he says will be used by zealots as the holy grail of snoopery. Safire bases his argument around a comparison of a lost pet with newly developed chips implanted underneath their skin that would let animal shelters alert owners, of their pets whereabouts. In comparison, Safire says of the cards, it would be like making everybody in the United States under penalty of law to carry what the totalitarians used to call papers. Safire seems to strongly appose the ID card, and rightfully so. I believe that like Safire says, In time the card would contain not only a fingerprint, description of DNA and the details of your eyes iris, but a host of other information about you. The reason proponents think these cards should be created is to help prevent future incidences like those that occurred on September 11, 2001. My personal opinion is that this card would not stop these events from occurring. The hijackers of the planes on 9/11 had passports, this goes beyond our National ID to International ID and it still could not stop them. Also I feel that even if the government was effective in not giving these cards to terrorists, they could still obtain them just as they do passports, birth certificates and other forms of identification by both legal and illegal means. Here are another couple of thoughts to ponder. What happens if these cards get stolen or lost? Would I have to wait in an airport like Tom Hanks in the film The Terminal, would I be denied a job or be placed in custody because of what someone who had stolen my card had did while in its possession? If the card isnt returned after being lost, there will have to be a lot of expensive security measures to make sure I am the one who receives a replacement, and not my ...

Free Essays on How To Cook A Turkey

HOW TO COOK A TURKEY You might think that cooking a turkey is one of the easiest things to do, but really it isn’t. You need to have a lot of patients and need to know just the right way to cook it. Through this essay I will show you how to prepare, and cook a turkey. The first thing you must do is thawing it out. This process is the most time consuming part of preparing it, this could take up to5 days or 12 hours depending on the size of it. After the turkey has been thawed out you must now prepare it for the cooking by following these steps: Remove original plastic wrapper from thawed or fresh turkey. Remove the neck and giblets from the body and neck cavities. Thoroughly rinse turkey and inside cavity. Drain juices and blot turkey dry with paper towels. Return legs to tucked position, if untucked. If using an oven-safe meat thermometer, insert into the deepest part of the thigh. Brush with oil to prevent drying of the skin. Once you have prepared it, it is now time for you to cook it. There are many types of ways to cook a turkey you can roast it, smoke it, microwave it, and also deed fry it. But the most traditional way is to roast it and that is the way that I will explain how to do. When roasting it this could take up to 5 hours unstuffed and 5 Â ¼ hours stuffed and it also depends on the sizes. And with the following steps you will be able to create a juicy, golden brown, and perfect turkey: Place thawed or fresh turkey, breast up, on a flat rack in a shallow pan, 2 to 2Â ½ inches deep. Insert oven-safe meat thermometer into the thickest part of the thigh. Brush or rub skin with oil to prevent drying of the skin and to enhance the golden color. Place in a preheated 325 Â °F oven. When the skin is a light golden color and the turkey is about two-thirds done, shield the breast loosely with a tent of lightweight foil to prevent overcooking of the breast. Turkey is done when the meat thermometer reaches t... Free Essays on How To Cook A Turkey Free Essays on How To Cook A Turkey HOW TO COOK A TURKEY You might think that cooking a turkey is one of the easiest things to do, but really it isn’t. You need to have a lot of patients and need to know just the right way to cook it. Through this essay I will show you how to prepare, and cook a turkey. The first thing you must do is thawing it out. This process is the most time consuming part of preparing it, this could take up to5 days or 12 hours depending on the size of it. After the turkey has been thawed out you must now prepare it for the cooking by following these steps: Remove original plastic wrapper from thawed or fresh turkey. Remove the neck and giblets from the body and neck cavities. Thoroughly rinse turkey and inside cavity. Drain juices and blot turkey dry with paper towels. Return legs to tucked position, if untucked. If using an oven-safe meat thermometer, insert into the deepest part of the thigh. Brush with oil to prevent drying of the skin. Once you have prepared it, it is now time for you to cook it. There are many types of ways to cook a turkey you can roast it, smoke it, microwave it, and also deed fry it. But the most traditional way is to roast it and that is the way that I will explain how to do. When roasting it this could take up to 5 hours unstuffed and 5 Â ¼ hours stuffed and it also depends on the sizes. And with the following steps you will be able to create a juicy, golden brown, and perfect turkey: Place thawed or fresh turkey, breast up, on a flat rack in a shallow pan, 2 to 2Â ½ inches deep. Insert oven-safe meat thermometer into the thickest part of the thigh. Brush or rub skin with oil to prevent drying of the skin and to enhance the golden color. Place in a preheated 325 Â °F oven. When the skin is a light golden color and the turkey is about two-thirds done, shield the breast loosely with a tent of lightweight foil to prevent overcooking of the breast. Turkey is done when the meat thermometer reaches t...