Foundation’s Edge CHAPTER SEVEN FARMER

FARMER Stor Gendibal jogged along the country road outside the university. It was not common practice for Second Foundationers to venture into the farming world of Trantor. They could do so, certainly, but when they did, they did not venture either far or for long. Gendibal was an exception and he had, in times past, wondered why. Wondering meant exploring his own mind, something that Speakers, in particular, were encouraged to do. Their minds were at once their weapons and their targets, and they had to keep both offense and defense well honed. Gendibal had decided, to his own satisfaction, that one reason he was different was because he had come from a planet that was both colder and more massive than the average inhabited planet. When he was brought to Trantor as a boy (through the net that was quietly cast throughout the Galaxy by agents of the Second Foundation on the lookout for talent), he found himself, therefore, in a lighter gravitational field and a delightfully mild climate. Naturally he enjoyed being in the open more than some of the others might. In his early years on Trantor, he grew conscious of his puny, undersized frame, and he was afraid that settling back into the comfort of a benign world would turn him flabby indeed. He therefore undertook a series of self-developing exercises that had left him still puny in appearance but kept hint wiry and with a good wind. Part of his regimen were these long walks arid joggings – about which some at the Speaker's Table muttered. Gendibal disregarded their chattering. He kept his own ways, despite the fact that he was first-generation. All the others at the Table were second – and third-generation, with parents and grandparents who had been Second Foundationers. And they were all older than he, too. What, then, was to be expected but muttering? By long custom, all minds at the Speaker's Table were open (supposedly altogether, though it was a rare Speaker who didn't maintain a comer of privacy somewhere – in the long run, ineffectively, of course) and Gendibal knew that what they felt was envy. So did they; just as Gendibal knew his own attitude was defensive, overcompensating ambition. And so did they. Besides (Gendibal's mind reverted to the reasons for his ventures into the hinterland) he had spent his childhood in a whole world – a large and expansive one, with grand and variegated scenery – and in a fertile valley of that world, surrounded by what he believed to be the most beautiful mountain ranges in the Galaxy. They were unbelievably spectacular in the grim winter of that world. He remembered his former world and the glories of a now-distant childhood. He dreamed about it often. How could he bring himself to be confined to a few dozen square miles of ancient architecture? He looked about disparagingly as he jogged. Trantor was a mild and pleasant world, but it was not a rugged and beautiful one. Though it was a farming world, it was not a fertile planet. It never had been. Perhaps that, as much as any other factor, had led to its becoming the administrative center of, first, an extensive union of planets and then of a Galactic Empire. There was no strong push to have it be anything else. It wasn't extraordinarily good for anything else. After the Great Sack, one thing that kept Trantor going was its enormous supply of metal. It was a great mine, supplying half a hundred worlds with cheap alloy steel, aluminum, titanium, copper, magnesium – returning, in this way, what it had collected over thousands of years; depleting its supplies at a rate hundreds of times faster than the original rate of accumulation. There were still enormous metal supplies available, but they were underground and harder to obtain. The Hamish farmers (who never called themselves â€Å"Trantorians,† a term they considered ill-omened and which the Second Foundationers therefore reserved for themselves) had grown reluctant to deal with the metal any further. Superstition, undoubtedly. Foolish of them. The metal that remained underground might well be poisoning the soil and further lowering its fertility. And yet, on the other hand, the population was thinly spread and the land supported them. And there were some sales of metal, always. Gendibal's eyes roved over the fiat horizon. Trantor was alive geologically, as almost all inhabited planets were, but it had been a hundred million years, at least, since the last major geological mountain-building period had occurred. What uplands existed had been eroded into gentle hills. Indeed, many of them had been leveled during the great metal-coating period of Trantor's history. Off to the south, well out of sight, was the shore of Capital Bay, and beyond that, the Eastern Ocean, both of which had been re-established after the disruption of the underground cisterns. To the north were the towers of Galactic University, obscuring the comparatively squat-but-wide Library (most of which was underground), and the remains of the Imperial Palace still farther north. Immediately on either side were farms, on which there was an occasional building. He passed groups of cattle, goats, chickens – the wide variety of domesticated animals found on any Trantorian farm. None of them paid him any mind. Gendibal thought casually that anywhere in the Galaxy, on any of the vast number of inhabited worlds, he would see these animals and that on no two worlds would they be exactly alike. He remembered the goats of home and his own tame nanny whom he had once milked. They were much larger and more resolute than the small and philosophical specimens that had been brought to Trantor and established there since the Great Sack. Over the inhabited worlds of the Galaxy, there were varieties of each of these animals, in numbers almost beyond counting, and there was no sophisticate on any world who didn't swear by his favorite variety, whether for meat, milk, eggs, wool, or anything else they could produce. As usual, there were no Hamish in view. Gendibal had the feeling that the farmers avoided being seen by those whom they referred to as â€Å"scowlers† (a mispronunciation – perhaps deliberately – of the word â€Å"scholars† in their dialect). – Superstition, again. Gendibal glanced up briefly at Trantor's sun. It was quite high in the sky, but its heat was not oppressive. In this location, at this latitude, the warmth saved mild and the cold never bit. (Gendibal ever. missed the biting cold sometimes or so he imagined. He had never revisited his native world. Perhaps, he admitted to himself, because he didn't want to be disillusioned.) He had the pleasant feel of muscles that were sharpened and tightened to keenness and he decided he had jogged just long enough. He settled down to a walk, breathing deeply. He would be ready for the upcoming Table meeting and for one last push to force a change in policy, a new attitude that would recognize the growing danger from the First Foundation and elsewhere and that would put an end to the fatal reliance on the â€Å"perfect† working of the Plan. When would they realize that the very perfection was the surest sign of danger? Had anyone but himself proposed it, he knew, it would have gone through without trouble. As things stood now, there would be trouble, but it would go through, just the same, for old Shandess was supporting him and would undoubtedly continue to do so. He would not wish to enter the history books as the particular First Speaker under whom the Second Foundation had withered. Hamish! Gendibal was startled. He became aware of the distant tendril of mind well before he saw the person. It was Hamish mind – a farmer – coarse and unsubtle. Carefully Gendibal withdrew, leaving a touch so light as to be undetectable. Second Foundation policy was very firm in this respect. The farmers were the unwitting shields of the Second Foundation. They must be left as untouched as possible. No one who came to Trantor for trade or tourism ever saw anything other than the farmers, plus perhaps a few unimportant scholars living in the past. Remove the farmers or merely tamper with their innocence and the scholars would become more noticeable – with catastrophic results. (That was one of the classic demonstrations which neophytes at the University were expected to work out for themselves. The tremendous Deviations displayed on the Prime Radiant when the farmer minds were even slightly tampered with were astonishing.) Gendibal saw him. It was a farmer, certainly, Hamish to the core. He was almost a caricature of what a Trantorian farmer should be tall and wide, brown-skinned, roughly dressed, arms bare, dark-haired, dark-eyed, a long ungainly stride. Gendibal felt as though he could smell the barnyard about him. (Not too much scorn, he thought. Preem Palver had not minded playing the role of farmer, when that was necessary to his plans. Some farmer he was – short and plump and soft. It was his mind that had fooled the teenaged Arkady, never his body.) The farmer was approaching him, clumping down the road, staring at him openly – something that made Gendibal frown. No Hamish man or woman had ever looked at him in this manner. Even the children ran away and peered from a distance. Gendibal did not slow his own stride. There would be room enough to pass the other with neither comment nor glance and that would be best. He determined to stay away from the farmer's mind. Gendibal drifted to one side, but the farmer was not going to have that. He stopped, spread his legs wide, stretched out his large arms as though to block passage, and said, â€Å"Ho! Be you scowler?† Try as he might, Gendibal could not refrain from sensing the wash of pugnacity in the approaching mind. He stopped. It would be impossible to attempt to pass by without conversation and that would be, in itself, a weary task. Used as one was to the swift and subtle interplay of sound and expression and thought and mentality that combined to make up the communication between Second Foundationers, it was wearisome to resort to word combination alone. It was like prying up a boulder by arm and shoulder, with a crowbar lying nearby. Gendibal said, quietly and with careful lack of emotion, â€Å"I am a scholar. Yes.† â€Å"Ho! You am a scowler. Don't we speak outlandish now? And cannot I see that you be one or am one?† He ducked his head in a mocking bow. â€Å"Being, as you be, small and weazen and pale and upnosed.† â€Å"What is it you want of me, Hamishman?† asked Gendibal, unmoved. â€Å"I be titled Rufirant. And Karoll be my previous.† His accent became noticeably more Hamish. His r's rolled throatily. Gendibal said, â€Å"What is it you want with me, Karoll Rufirant?† â€Å"And how be you titled, scowler?† â€Å"Does it matter? You may continue to call me ‘scholar.'† â€Å"If I ask, it matters that I be answered, little up-nosed scowler.† â€Å"Well then, I am titled Stor Gendibal and I will now go about my business.† â€Å"What be your business?† Gendibal felt the hair prickling on the back of his neck. There were other minds present. He did not have to turn to know there were three more Hamishmen behind him. Off in the distance, there were others. The farmer smell was strong. â€Å"My business, Karoll Rufirant, is certainly none of yours.† â€Å"Say you so?† Rufirant's voice rose. â€Å"Mates, he says his business be not ours.† There was a laugh from behind him and a voice sounded. â€Å"Right he be, for his business be book-mucking and ‘puter-rubbing, and that be naught for true men.† â€Å"Whatever my business is,† said Gendibal firmly, â€Å"I will be about it now.† â€Å"And how will you do that, wee scowler?† said Rufirant. â€Å"By passing you.† â€Å"You would try? You would not fear arm-stopping?† â€Å"By you and all your mates? Or by you alone?† Gendibal suddenly dropped into thick Hamish dialect. â€Å"Art not feared alone?† Strictly speaking, it was not proper to prod him in this manner, but it would stop a mass attack and that had to be stopped, lest it force a still greater indiscretion on his part. It worked. Rufirant's expression grew lowering. â€Å"If fear there be, bookboy, th'art the one to be full of it. Mates, make room. Stand back and let him pass that he may see if I be feared alane.† Rufirant lifted his great arms and moved them about. Gendibal did not fear the farmer's pugilistic science; but there was always a chance that a goodly blow might land. Gendibal approached cautiously, working with delicate speed within Rufirant's mind. Not much – just a touch, unfelt – but enough to slow reflexes that crucial notch. Then out, and into all the others, who were now gathering in greater numbers. Gendibal's Speaker mind darted back and forth with virtuosity, never resting in one mind long enough to leave a mark, but just long enough for the detection of something that might be useful. He approached the farmer catlike, watchful, aware and relieved that no one was making a move to interfere. Rufirant struck suddenly, but Gendibal saw it in his mind before any muscle had begun to tighten and he stepped to one side. The blow whistled past, with little room to spare. Yet Gendibal still stood there, unshaken. There was a collective sigh from the others. Gendibal made no attempt to either parry or return a blow. It would be difficult to parry without paralyzing his own arm and to return a blow would be of no use, far the farmer would withstand it without trouble. He could only maneuver the man as though he were a bull, forcing him to miss. That would serve to break his morale as direct opposition would not. Bull-like and roaring, Rufirant charged. GendibaI was ready and drifted to one side just sufficiently to allow the farmer to miss his clutch. Again the charge. Again the miss. GendibaI felt his own breath begin to whistle through his nose. The physical effort was small, but the mental effort of trying to control without controlling was enormously difficult. He could not keep it up long. He said – as calmly as he could while batting lightly at Rufirant's fear-depressant mechanism, trying to rouse in a minimalist manner what must surely be the farmer's superstitious dread of scholars – â€Å"I will now go about my business.† Rufirant's face distorted with rage, but for a moment he did not move. Gendibal could sense his thinking. The little scholar had melted away like magic. Gendibal could feel the other's fear rise and for a moment But then the Hamish rage surged higher and drowned the fear. Rufirant shouted, â€Å"Mates! Scowler he dancer. He do duck on nimble toes and scorns the rules of honest Hamish blow-for-blow. Seize him. Hold him. We will trade blow for blow, then. He may be firststriker, gift of me, and I – I will be last-striker.† Gendibal found the gaps among those who now surrounded him. His only chance was to maintain a gap long enough to get through, then to run, trusting to his own wind and to his ability to dull the farmers' will. Back and forth he dodged, with his mind cramping in effort. It would rat work. There were too many of them and the necessity of abiding within the rules of Trantorian behavior was too constricting. He felt hands on his arms. He was held. He would have to interfere with at least a few of the minds. It would be unacceptable and his cancer would be destroyed. But his life – his very life – was at hazard. How had this happened? The meeting of the Table was not complete. It was not the custom to wait if any Speaker were late. Nor, thought Shandess, was the Table in a mood to wait, in any case. Stor Gendibal was the youngest and far from sufficiently aware of the fact. He acted as though youth were in itself a virtue and age a matter of negligence on the part of those who should know better. Gendibal was not popular with the other Speakers. He was not, in point of fact, entirely popular with Shandess himself. But popularity was not at issue here. Delora Delarmi broke in on his reverie. She was looking at him out of wide blue eyes, her round face – with its accustomed air of innocence and friendliness – masking an acute mind (to all but other Second Foundationers of her own rank) and ferocity of concentration. She said, smiling, â€Å"First Speaker, do we wait longer?† (The meeting had not yet been formally called to order so that, strictly speaking, she could open the conversation, though another might have waited for Shandess to speak first by right of his title.) Shandess looked at her disarmingly, despite the slight breach in courtesy. â€Å"Ordinarily we would not, Speaker Delarmi, but since the Table meets precisely to hear Speaker Gendibal, it is suitable to stretch the rules.† â€Å"Where is he, First Speaker?† â€Å"That, Speaker Delarmi, I do not know.† Delarmi looked about the rectangle of faces. There was the First Speaker and what should have been eleven other Speakers. – Only twelve. Through five centuries, the Second Foundation had expanded its powers and its duties, but all attempts to expand the Table beyond twelve had failed. Twelve it had been after Seldon's death, when the second First Speaker (Seldon himself had always been considered as having been the first of the line) had established it, and twelve it still was. Why twelve? That number divided itself easily into groups of identical size. It was small enough to consult as a whole and large enough to do work in subgroups. More would have been too unwieldy; fewer, too inflexible. So went the explanations. In fact, no one knew why the number had been chosen – or why it should be immutable. But then, even the Second Foundation could find itself a slave to tradition. It took Delarmi only a flashing moment to have her mind twiddle the matter as she looked from face to face, and mind to mind, and then, sardonically, at the empty seat – the junior seat. She was satisfied that there was no sympathy at all with Gendibal. The young man, she had always felt, had all the charm of a centipede and was best treated as one. So far, only his unquestioned ability and talent had kept anyone from openly proposing trial for expulsion. (Only two Speakers had been impeached – but not convicted – in the hemimillennial history of the Second Foundation.) The obvious contempt, however, of missing a meeting of the Table was worse than many an offense and Delarmi was pleased to sense that the mood for trial had moved forward rather more than a notch. She said, â€Å"First Speaker, if you do not know the whereabouts of Speaker Gendibal, I would be pleased to tell you.† â€Å"Yes, Speaker?† â€Å"Who among us does not know that this young man† (she used no honorific in speaking of him, and it was something that everyone noted, of course) â€Å"finds business among the Hamish continually? What that business might be, I do not ask, but he is among them now and his concern with them is clearly important enough to take precedence over this Table.† â€Å"I believe,† said another of the Speakers, â€Å"that he merely walks or jogs as a form of physical exercise.† Delarmi smiled again. She enjoyed smiling. It cost her nothing. â€Å"The University, the Library, the Palace, and the entire region surrounding these are ours. It is small in comparison with the planet itself, but it contains room enough, I think, for physical exercise. – First Speaker, might we not begin?† The First Speaker sighed inwardly. He had the full power to keep the Table waiting – or, indeed, to adjourn the meeting until a time when Gendibal was present. No First Speaker could long function smoothly, however, without at least the passive support of the other Speakers and it was never wise to irritate them. Even Preem Palver had occasionally been forced into cajolery to get his way. – Besides, Gendibal's absence was annoying, even to the First Speaker. The young Speaker might as well learn he was not a law unto himself. And now, as First Speaker, he did speak first, saying, â€Å"We will begin. Speaker Gendibal has presented some startling deductions from Prime Radiant data. He believes that there is some organization that is working to. maintain the Seldon Plan more efficiently than we can and that it does so for its own purpose. We must, in his view therefore, learn more about it out of self-defense. You all have been informed of this, and this meeting is to allow you all a chance to question Speaker Gendibal, in order that we may come to some conclusion as to future policy.† It was, in fact, even unnecessary to say this much. Shandess held his mind open, so they all knew. Speaking was a matter of courtesy. Delarmi looked about swiftly. The other ten seemed content to allow her to take on the role of anti-Gendibal spokesperson. She said, â€Å"Yet Gendibal† (again the omission of the honorific) â€Å"does not know and cannot say what or who this other organization is.† She phrased it unmistakably as a statement, which skirted the edge of rudeness. It was as much as to say: I can analyze your mind; you need not bother to explain. The First Speaker recognized the rudeness and made the swift decision to ignore it. â€Å"The fact that Speaker Gendibal† (he punctiliously avoided the omission of the honorific and did not even point up the fact by stressing it) â€Å"does not know and cannot say what the other organization is, does not mean it does not exist. The people of the First Foundation, through most of their history, knew virtually nothing about us and, in fact, know next to nothing about us now. Do you question our existence?† â€Å"It does not follow,† said Delarmi, â€Å"that because we are unknown and yet exist, that anything, in order to exist, need only be unknown.† And she laughed lightly. â€Å"True enough. That is why Speaker Gendibal's assertion must be examined most carefully. It is based on rigorous mathematical deduction, which I have gone over myself and which I urge you all to consider. It is† (he searched for a cast of mind that best expressed his views) â€Å"not unconvincing.† â€Å"And this First Foundationer, Golan Trevize, who hovers in your mind but whom you do not mention?† (Another rudeness and this time the First Speaker flushed a bit.) â€Å"What of him?† The First Speaker said, â€Å"It is Speaker Gendibal's thought that this man, Trevize, is the tool – perhaps an unwitting one – of this organization and that we must not ignore him.† â€Å"If,† said Delarmi, sitting back in her chair and pushing her graying hair backward and out of her eyes, â€Å"this organization – whatever it is – exists and if it is dangerously powerful in its mental capabilities and is so hidden, is it likely to be maneuvering so openly by way of someone as noticeable as an exiled Councilman of the First Foundation?† The First Speaker said gravely, â€Å"One would think not. And yet I have noticed something that is most disquieting. I do not understand it.† Almost involuntarily he buried the thought in his mind, ashamed that others might see it. Each of the Speakers noted the mental action and, as was rigorously required, respected the shame. Delarmi did, too, but she did so impatiently. She said, in accordance with the required formula, â€Å"May we request that you let us know your thoughts, since we understand and forgive any shame you may feel?† The First Speaker said, â€Å"Like you, I do not see on what grounds one should suppose Councilman Trevize to be a tool of the other organization, or what purpose he could possibly serve if he were. Yet Speaker Gendibal seems sure of it, and one cannot ignore the possible value of intuition in anyone who has qualified for Speaker. I therefore attempted to apply the Plan to Trevize.† â€Å"To a single person?† said one of the Speakers in low voiced surprise, and then indicated his contrition at once for having accompanied the question with a thought that was clearly the equivalent of: What a fool! â€Å"To a single person,† said the First Speaker, â€Å"and you are right. What a fool I am! I know very well that the Plan cannot possibly apply to individuals, not even to small groups of individuals. Nevertheless, I was curious. I extrapolated the Interpersonal Intersections far past the reasonable limits, but I did it in sixteen different ways and chose a region rather than a point. I then made use of all the details we know about Trevize – a Councilman of the First Foundation does not go completely unnoticed – and of the Foundation's Mayor. I then threw it all together, rather higgledy-piggledy, I'm afraid.† He paused. † Well?† said Delarmi. â€Å"I gather you†¦ – Were the results surprising?† â€Å"There weren't any results, as you might all expect,† said the First Speaker. â€Å"Nothing can be done with a single individual, and yet – and yet†¦Ã¢â‚¬  â€Å"And yet?† â€Å"I have spent forty years analyzing results and I have grown used to obtaining a clear feeling of what the results would be before they were analyzed – and I have rarely been mistaken. In this case, even though there were no results, I developed the strong feeling that Gendibal was right and that Trevize should not be left to himself.† â€Å"Why not, First Speaker?† asked Delarmi, clearly taken aback at the strong feeling in the First Speaker's mind. â€Å"I am ashamed,† said the First Speaker, â€Å"that I have let myself be tempted into using the Plan for a purpose for which it is not fit. I am further ashamed now that I am allowing myself to be influenced by something that is purely intuitive. – Yet I must, for I feel this very strongly. If Speaker Gendibal is right – if we are in danger from an unknown direction – then I feel that when the time comes that our affairs are at a crisis, it will be Trevize who will hold and play the deciding card.† â€Å"On what basis do you feel this?† said Delarmi, shocked. First Speaker Shandess looked about the table miserably, â€Å"I have no basis. The psychohistorical mathematics produces nothing, but as I watched the interplay of relationships, it seemed to me that Trevize is the key to everything. Attention must be paid to this young man.† Gendibal knew that he would not get back in time to join the meeting of the Table. It might be that he would not get back at all. He was held firmly and he tested desperately about him to see how he could best manage to force them to release him. Rufirant stood before him now, exultant. â€Å"Be you ready now, scowler? Blow for blow, strike for strike, Hamish-fashion. Come then, art the smaller; strike then first.† Gendibal said, â€Å"Will someone hold thee, then, as I be held?† Rufirant said, â€Å"Let him go. Nah nah. His arms alane. Leave arms free, but hold legs strong. We want no dancing.† Gendibal felt himself pinned to the ground. His arms were free. â€Å"Strike, scowler,† said Rufirant. â€Å"Give us a blow.† And then Gendibal's probing mind found something that answered – indignation, a sense of injustice and pity. He had no choice; he would have to run the risk of outright strengthening and then improvising on the basis of There was no need! He had not touched this new mind, yet it reacted as he would have wished. Precisely. He suddenly became aware of a small figure-stocky, with long, tangled black hair and arms thrust outward – careening madly into his field of view and pushing madly at the Hamish farmer. The figure was that of a woman. Gendibal thought grimly that it was a measure of his tension and preoccupation that he had not noted this till his eyes told him so. â€Å"Karoll Rufirant!† She shrieked at the farmer. â€Å"Art bully and coward! Strike for strike, Hamish-fashion? You be two times yon scowler's size. You'll be in more sore danger attacking me. Be there renown in pashing yon poor spalp? There be shame, I'm thinking. It will be a fair heap of finger-pointing and there'll be full saying, ‘Yon be Rufirant, renowned baby-smasher.' It'll be laughter, I'm thinking, and no decent Hamishman will be drinking with you – and no decent Hamishwoman will be ought with you.† Rufirant was trying to stem the torrent, warding off the blows she was aiming at him, attempting weakly to answer with a placating, â€Å"Now, Sura. Now, Sura.† Gendibal was aware that hands no longer grasped him, that Rufirant no longer glared at him, that the minds of all were no longer concerned with him. Sura was not concerned with him, either; her fury was concentrated solely on Rufirant. Gendibal, recovering, now looked to take measures to keep that fury alive and to strengthen the uneasy shame flooding Rufirant's mind, and to do both so lightly and skillfully as to leave no mark. Again, there was no need. The woman said, â€Å"All of you back-step. Look here. If it be not sufficient that this Karoll – heap be like giant to this starveling, there must be five or six more of you ally-friends to share in shame and go back to farm with glorious tale of dewing-do in baby-smashing. ‘I held the spalp's arm,' you'll say, ‘and giant Rufirant-block pashed him in face when he was not to back-strike.' And you'll say, ‘But I held his foot, so give me also – glory.' And Rufirant-chunk will say, ‘I could not have kiln on his lane, so my furrow-mates pinned him and, with help of all six, I gloried on him.'† â€Å"But Sura,† said Rufirant, almost whining, â€Å"I told scowler he might have first-shrike.† â€Å"And fearful you were of the mighty blows of his thin arms, not so, Rufirant thickhead. Come. Let him go where he be going, and the rest of you to your homes back-crawl, if so be those homes will still find a welcome-making for you. You had all best hope the grand deeds of this day be forgotten. And they will not be, for I be spreading them far-wide, if you do make me any the more fiercely raging than I be raging now.† They trooped off quietly, heads hanging, not looking back. Gendibal stared after them, then back at the woman. She was dressed in blouse and trousers, with roughmade shoes on her feet. Her face was wet with perspiration and she breathed heavily. Her nose was rather large, her breasts heavy (as best Gendibal could tell through the looseness of her blouse), and her bare arms muscular. – But then, the Hamishwomen worked in the fields beside their men. She was looking at him sternly, arms akimbo. â€Å"Well, scowler, why be lagging? Go on to Place of Scowlers. Be you feared? Shall I company you?† Gendibal could smell the perspiration on clothes that were clearly not freshly laundered, but under the circumstances it would be most discourteous to show any repulsion. â€Å"I thank you, Miss Sura†¦Ã¢â‚¬  â€Å"The name be Novi,† she said gruffly. â€Å"Sura Novi. You may say Novi. It be unneeded to moresay.† â€Å"I thank you, Novi. You have been very helpful. You be welcome to company me, not for fear of mine but for company-pleasure in you.† And he bowed gracefully, as he might have bowed to one of the young women at the University. Novi flushed, seemed uncertain, and then tried to imitate his gesture. â€Å"Pleasure – be mine,† she said, as though searching for words that would adequately express her pleasure and lend an air of culture. They walked together. Gendibal knew well that each leisurely step made him the more unforgiveably late for the Table meeting, but by now he had had a chance to think on the significance of what had taken place and he was icily content to let the lateness grow. The University buildings were looming ahead of them when Sura Novi stopped and said hesitantly, â€Å"Master Scowler?† Apparently, Gendibal thought, as she approached what she called the â€Å"Place of Scowlers,† she grew mare polite. He had a momentary urge to say, â€Å"Address you not yon poor spalp?† – But that would embarrass her beyond reason. â€Å"Yes, Novi?† â€Å"Be it very fine like and rich in Place of Scowlers?† â€Å"It's nice,† said Gendibal. â€Å"I once dreamed I be in Place. And – and I be scowler.† â€Å"Someday,† said Gendibal politely, â€Å"I'll show it thee.† Her look at him showed plainly she didn't take it for mere politeness. She said, â€Å"I can write. I be taught by schoolmaster. If I write letter to thee,† she tried to make it casual, â€Å"how do I mark it so it come to thee?† â€Å"Just say, ‘Speaker's House, Apartment 27,' and it will come to me. But I must go, Novi.† He bowed again, and again she tried to imitate the action. They moved off in opposite directions and Gendibal promptly put her out of his mind. He thought instead of the Table meeting and, in particular, of Speaker Delora Delarmi. His thoughts were not gentle.

J. Joyce Clay

James Joyce was a master storyteller who loved to create plot and thematic nature centered on character paralysis. His mastery came in his subtle ability to weave the main characters true essence of paralysis by slowly seeping it into the veins of the reader. Most of Joyce’s collection of stories casts men in the main role where he follows the male protagonist through strife. In Clay, however, the theme follows a woman and her trials of separation—a loss she denies is ever present due to her paralysis. As we attempt to unfold the meaning of James Joyce’s use of paralysis in his classic tale, Clay, one thing stands out. In most other published fiction, Joyce shows a preference to focus on the voice of the male character. Clay, however, is an exception. Here, his central character—the protagonist—is a female. Yet, just because the focus of most of his fiction is set aside for the male sex, does that mean he hopes to glorify this sex? Hardly. We must look into just how Joyce perceived the male character versus the female character in his stories. From one front, we can say that, by-and-large, because his protagonists were male, there was some gender stereotyping going on in the mind of our author. We must, however, look deeply into his use of paralysis as a central theme. This paralysis is not exactly a place people prefer to be. However, many of us can relate to suffering, pain, and loss. These are some of the reasons Joyce’s story Clay is profoundly telling. Another interesting point to consider is this: Was Joyce using men in the starring role as an opportunity to place them on an award-winning podium? Or, was this an opportunity to bash the male gender? So just what was his biased reasoning behind rarely using female protagonists? Did he stereotype the female persona? Were his stories a form of gender racism? In answering this, it is clear that the main character suffered, to varying degrees of emotional, physical, and social discomfort. These characters—male or female—were not something a reader would aspire to. So, just because the role of the female protagonist was rare in a James Joyce story, there is not sound evidence that he preferred the male gender over the female gender. It could be argued, for instance, that his focus on the troubled male was his way of bashing this sex. Surely glory was not an overtone in Clay or many of his other published works of art. So we go to the next question: Did Joyce treat women differently than his male roles? Some can argue that his paralysis-based stories were a chance for Joyce to belittle the female character. In Clay, Maria, our protagonist was viewed as almost distasteful to look at. However, Maria didn’t see it this way. At the very least, we can say that gender role stereotyping was prevalent. In looking at the female voice, we can see that he did place women in the mother/lover/wife role. In the male role position, we see that the character, Joe, is in a much freer position that Maria. Albeit Joe did have a disease of his own: alcoholism. But, Joe was also typecast in the head-of-household role, and the one who others reported to—even though he had a drinking problem. Yet, Maria was the protagonist, so the lead character is, obviously, going to be the sufferer anyway. What’s more important to remember is the fact that James Joyce placed all his characters in debilitating situations. So, sexism doesn’t seem a likely analysis behind the author’s reasoning for creating such one-sided male character-based stories. If someone is looking for a hero or role model, regardless of sex, they will not find it in Clay, or any of his short fiction paralysis-based stories. Joyce had deep reasoning behind staging the story of a maid and how she relates, reacts, and is portrayed by a family who she’s worked with for many years. Paralysis, once again, was Joyce’s underlying motive that created such magic on the page. Upon an initial read of this short classic, there appears to be very little action in the story, with the main thrust coming from emotion and thoughts surrounding Maria—our seemingly wafer-thin female who is loved and respected by those in her life, at least according to Maria. All the characters in the story, in fact, appear to lack any depth. The spiritual epiphany seems to be missing as well. Maria, as transparent as she first appeared, is shown to reveal herself as a charismatic person who has a gift for touching others. Joyce, once again, did this with clever wit. The author loved to move the reader along at a smooth, almost velvety pace. Then, almost out of thin air, he’d add tiny, silent bombs of description that spoke volumes about a character’s past. Maria, for example, is referred to as†¦ a very, very small person indeed but she had a very long nose and a very long chin. She talked a little through her nose, always soothingly†¦ Joyce, here, uses description of Maria’s facial features to tell so much more about her than the dimensions of her nose and chin. We are given a taste of her past: a soft spoken, generous woman who radiated joy in others by her willingness to aid her fellows in need. This radiating joy, however, is something that only Maria perceives. This dysfunctional means of viewing herself as lovely doesn’t become fully apparent until we are through with the story; for Joyce takes this entire process of painting Maria’s emotional state with slow, yet deliberate, remarks. Many times its the way he casts a scene and how the minor characters act or ignore Maria that truly adds color to his theme of paralysis. According to Maria, people saw beyond her less than charismatic nose and chin, seeing her shimmering inner beauty shine forth. It was her actions and unconditional devotion that created her beautiful persona. However, Joyce goes on to use a narrator who works more like a thief. This thief of a narrator tells the tale in a voice that leads the reader off-course so he can hide the wealth of the true theme and moral. For, beyond Maria’s long nose, the narrator goes on to describe Maria as a petite, small-boned and attractive woman. Joyce does this as our Maria—a woman who is valued as reliable, caring, and wise—gains pleasure by marveling over herself in the mirror. Joyce is so subtle that it doesn’t hit the reader until he or she is two or three sentence beyond the scene where Maria gets pleasure out of looking at the soft, gentle slopes of her frame. But only Maria sees herself as lovely. The story opens with positive embellishments by her tea-party friends. They say she is likable and hard-working, a woman with a knack for â€Å"keeping-house. † In effect, this is the minor characters way of patronizing Maria for her inefficiencies and trappings as a maid. Joe, a man she worked for, adds that she holds the standing of a â€Å"proper mother† whom he has formed a deep bond with. Joyce wrote, Mamma is mamma but Maria is my proper mother Joyce, of course, twists things up nicely by adding the fact that Joe has a drinking problem. So, how reliable is he? Yet, even with his joy for booze, Joyce ties it all together with such clarity that the reader is willing to excuse Joe’s drinking problem and accept him as a reliable source when he relates to how Maria has affected him. In comparison to other short stories by James Joyce, this is a rare example of a protagonist suffering from that subliminal paralysis who is actually liked by the other characters. Take Dubliners, for example. In Dubliners, the protagonist is viewed as shallow and lacking integrity. Maria, in contrast, receives preferential treatment by how the other characters voice their opinion of her. True they like her, but they also feel sorry for Maria. This is very empowering yet, at the same time, places the reader on a cliff of wonder. How can this woman who is viewed so highly be suffering from a life-long paralysis? Something is amiss. But what? This is what makes Joyce such a master at toying with paralysis. A more introspective look at Maria reveals the warped perception she sees in herself. How can a woman look at her own long beak of a nose with bulging chin and consider it glamorous? When she laughed, wrote Joyce, her grey-green eyes sparkled with disappointed shyness and the tip of her nose nearly met the tip of her chin. Although the narrative voice is not Maria, per se, we can see that she fancies her own image, as referenced earlier. Maria screens out the fact that it would be a stretch to say that someone was beautiful if the tip of her nose nearly kissed her pointy chin when she laughed. Joyce mentioned that people ignore her in the pastry shop. Plus, when she is on the crowded tram, no one—initially—considers moving over to make a seat for her. Chivalry, back in the morning of the twentieth century, was much more prevalent than it is today. So why would almost every man on the tram offer her no consideration? Furthermore, there is a man who recognizes her and he offers his seat. But he’s a drunk. Even the drunk had stealthy motives: The drunk stole her cake while on the tram, at least this is what could be inferred from the text. So, with careful examination, it becomes very clear that sweet little Maria, is not the person she feels she is. While on the tram, Joyce hit readers with the following description that parallels her life of solitude. She will always be more than one step shy of fitting into the mold of the American middle class. In the following statement, Maria is placed in yet another metaphor where she is going in the wrong direction in her life. Joyce wrote, The tram was full and she had to sit on the little stool at the end of the car, facing all the people, with her toes barely touching the floor. The paralysis becomes more apparent when we analyze Maria’s life as a single woman. She will never marry and is cemented—trapped—into working as a maid for the rest of her life. Joe’s family, somewhat secretly, mock Maria for living the life of a maid†¦. never to be someone’s maiden. In fact, the initial take is that the family truly loves her. As the family gathers, Joe attempts to show some tact by bringing up the notion of everyone should take a drink, just to loosen up. Joe, of course, wants more port, to feed his alcoholic vice. Yet, at the same time he infers that Maria, too, should take a drink. That way she can forget about her sorrowful life. Joe even insists that Maria take a drink. Maria, still blinded by her own faults, refuses the drink. As the story closes, Maria sings a few stanzas of a poem that speak of the fact that she will never live the wealthy life. This singing even brings tears to Joe’s eyes. The reader, once again, is left to wonder this: Is Joe sinking into the depression of alcohol? Or is he feeling sorry for Maria? That is left to the readers’ imagination. One thing is certain, though: Maria will never overcome the paralysis that stymies her.

Microsoft Corporation Essay Example | Topics and Well Written Essays - 1000 words

Microsoft Corporation - Essay Example Strong Brand Image: Microsoft is a well known brand the world over. Anybody having anything to do with the field of IT, computers or technology finds the italicised brand name easily distinguishable and identifiable. Microsoft was firmly placed at third position after Google and GE in the ranking of brands being finalised by MillwardBrown for the year 2008. In fact, while many of the reputed brands have slipped down their positions, Microsft has firmly held on to its position for couple of years. With a brand value of $ million 70,887, the company saw a rise of 29% in its brand value as compared to 2007. Well Organised R&D set-up: Microsoft is known to be continuously on the lookout for an upgrade or latest product or service with focus on the innovation and customer convenience. Microsoft was one of the first software companies to make provisions for R&D activities way back in 1991 itself. With R&D labs at six places around the world, the company has more than 800 researchers studying more than 55 areas of research. Wide range of Product portfolio: If we talk of an operating system, Windows is the first name that crops up. In fact Windows itself became a brand identity for operating software. Now with valuable upgrades like Vista, the OS range is quite wide. Besides the OS, a number of other products like Office tools, development tools, multimedia software, client-server tools etc. provide a remarkable strength to the company. Strategic tie-ups with a number of reputed companies: Microsoft has been working in close co-ordination with a number of companies. For example computer manufacturers like Dell, HP; multimedia and audio-visual products like Sony, Phillips etc. are the strategic partners of Microsoft. Consistent operating performance: Microsoft has seen healthy operating figures consistently for many years. The results announced for the fiscal quarter ended Sept 30 2008 has shown revenues worth $15.06 billion with a 9% increase over the corresponding period last year2. The average returns of the company over the last five year period ending June 2007 indicate consistency in performance. The average return on assets, return on investments and return on equity figures during the last five years were 14.3%, 18.5% and 20.2% respectively, higher than the industry averages of 11.7%, 16.5% and 19% for the same period (Datamonitor, 2007). Weaknesses Uneven Geographic Concentration: Though Microsoft has operations in many countries around the world, but a cursory look at its financial statements indicate that company's revenues from the US contributed to 62% of the total revenues of the company in 2007 leaving just 38% for the rest of the world (Datamonitor, 2007). In fact, the revenue figures are not indicative of the existing usage of Microsoft software because of a large number of pirated versions doing the rounds in many countries around the world. But Microsoft has not been able to do much to tackle this menance. Decreasing share of search market: Microsoft's search engine MSN search is being replaced by Google all around the world at a rapid pace. Microsoft, having been a leader in software products has not been able to come out with a matching answer to Google indicates sorry state of affairs for the company. Opportunities Increasing emphasis on emerging markets: Microsoft has been strengthening its operations in countries like China and India, the major untapped, yet highly promising markets. With America under recessionary trends, company will do a world of favour to itself if it is able to set off some of the losses by being better focused towards such markets. Launch of Newer Products: The Windows Vista launched in 2007 has come out with many improved features over the

Creative manager Essay Example | Topics and Well Written Essays - 2500 words

Creative manager - Essay Example Several financial institutions are most affected by the crisis, of which HSBC Bank is one. This paper would present pertinent issues resulting to the breakdown of the financial markets of the world and propose strategies to enable HSBC to achieve its organizational goals by: (1) briefly explaining the factors that brought about the breakdown of the global financial markets (2) determining the possible effects on the operations of HSBC in UK utilizing SWOT analyses; and (3) presenting the strategies that HSBC should adopt to achieve her vision and restore public confidence HSBC Bank has been operating in England and Wales at the registered office located at 8 Canada Square, London E14 5HQ. It offers a diverse portfolio of financial instruments including savings and current accounts, investment accounts, credit cards, loans, mortgages, insurance and international services. It supports a wide range of education projects and initiatives throughout the communities where they do business. In addition, â€Å"HSBC supports a wide range of projects and initiatives that underline their commitment to UK businesses.† (HSBC 2009) The management of HSBC promotes diversity and equality of opportunities through programs where they establish partnerships with other business organizations. Accordingly, â€Å"representatives of HSBC Bank plc can provide advice on investment and pension products from selected providers, including companies within the HSBC Group, and on life insurance products from HSBC Life (UK) Limited.† (ibid.) Jarvis (2009) gives a concise and easy to understand presentation of the credit crisis in his video The Crisis of Credit Visualized. According to Jarvis, â€Å"the credit crisis is a world wide financial fiasco involving terms you probably heard such as: sub-prime mortgages, collateralized debt obligations, frozen credit markets and credit default swaps

Business law Essay Example | Topics and Well Written Essays - 2000 words - 2

Business law - Essay Example The company has grossly violated the contractual terms of the agreement they signed with Mark (Walsh, 2006, pg. 544). The grounds for Mark’s dismissal are that he refused to accept orders from his boss. It is noteworthy that the two have a long history of misunderstanding and criticism of each other’s leadership and professionalism. Whereas Mark accuses his boss for poor leadership and undue targeting with more work, Rebecca thinks that Mark is unprofessional in his attitude towards work (Walsh, 2006, pg. 544). Much as the company felt that they should dismiss Mark, they needed to follow due procedure provided for in the law and anchored in their contractual agreement. The claim that Mark shall use to win the case are many. First, Mark will need to prove that for the 12 years he worked for the company, he has never had a disciplinary issue and the misunderstanding between him and his boss are just based on dissenting opinion on how they perceive situations (Walsh, 2006, pg. 544). This is a valid reasoning because at every workplace, employees must not satisfy the perception of their bosses. Furthermore, the differences between Mark and his boss can better be resolved through conflict resolution mechanisms within the company, which were not even activated before his dismissal (Walsh, 2006, pg. 544). ... Therefore, when the company desires that Mark should work overtime, they should discuss and agreed how compensation for overtime work shall be done (Walsh 2006, pg. 212). The approach Rebecca gave Mark that he should remain behind and work overtime should have been done in a better way. There was supposed to be an agreement signed to dictate how any work that Mark does overtime shall be compensated. Furthermore, there is nowhere in the contract where Mark was to work overtime (Walsh, 2006, pg. 108). Whereas it was better for Mark to show respect for his boss, this was not going to be possible through forcing him to work overtime disregarding plans that he might have had for the evening. Thirdly, Mark shall argue against the procedure the company followed to dismiss him. Mark will show that the company violated his employment and contractual rights. The company is entitled to give Mark 12 weeks’ notice before they dismiss him according to their contractual agreement. Therefore, the company violated this agreement thus leading to wrongful dismissal (Korn and Sethi, 2011, pg. 8). While arguing this case, the mark shall need to prove that the wrongful dismissal has caused him several challenges. The dismissal has caused him to lose his source of income immediately putting him into dire financial problems. Furthermore, he has the rights to seek legal redress on this matter. Mark will need to prove that through the legal process he should be allowed to access the remedies he has. The remedies he has for a wrongful dismissal include reinstatement and compensation (Korn and Sethi, 2011, pg. 8). Therefore, this is a strong case against the company because disciplinary procedures do not form part of Mark’s contractual agreement with the company.

Foreign Currency Matters Essay Example | Topics and Well Written Essays - 500 words - 1

Foreign Currency Matters - Essay Example On the other hand, if the functional currency is the Japanese Yen, then there will be no effect on exchange rates. This means that cash flows will not be impacted, hence not included in net income (Financial Accounting Standards Board, 1981). Â  In a situation where more than half of the subsidiary’s revenue is Singapore sources, the Singapore Dollar will be the functional currency but the end of year finances will be reported in Japanese Yen. On the other hand, if more than half of the subsidiary’s revenue is from Japanese sources then the functional and reporting currency will remain as Japanese Yen (Earnest & Young, 2014). Â  4. Remeasurement means that a subsidiary’s functional currency is dominant in record keeping. At the end of the year, the current exchange rates are put into an account before reporting such that any gain or loss is reflected in the income statement. On the other hand, translation means the books are kept on the functional currency and transferred directly to the reporting currency without reflecting any gain or loss out of the exchange process. This can be reflected in the equity books away from financial books (Carmichael, Whittington & Graham, 2007). Â  5. Windbigler’s statement is incorrect when he says that the current exchange rate is defined as the exchange rate between functional currencies and reporting currencies at the balance sheet. In practice, the current exchange rate is defined as exchange rate at the balance sheet of the functional currency before the reporting currency. Alvarez statement is correct concerning monetary assets and liabilities (Georgiades, 2008). Â  

Service Marketing ( Organization that you have chosen ) Essay

Service Marketing ( Organization that you have chosen ) - Essay Example The remainder represents the amount of money that a customer is prepared to spend for the ambience of the restaurant, including the decor, furniture and furnishing , the music ( and the atmosphere) and the brand experience in general. The Flowchart on front stage and back stage operations helps explain this concept. The Flowchart is given in Appendix 1. The service operations of Mc Donald’s can be defined as the ‘restaurant drama’ which comprises of various acts, both front stage and back stage (Lovelock, Wirtz, & Chatterjee, 2007). These acts are further separated by the order in which they are executed: activities prior to the encounter of the product, activities involved in the actual delivery of the product and the post-delivery activities (Lovelock, Wirtz, & Chatterjee, 2007). The front stage activities of Mc Donald’s comprise of the ambience of the restaurant, including the logo-design (the Golden arches that symbolize the brand), the tag line ( Iâ₠¬â„¢m lovin’ it), the attire of the waiters/ waitresses, the decor, lighting, as well as the way tables and chairs are set along with the famous Mc Donald’s character- the clown. ... This is essentially the first encounter. The second encounter occurs when the customer arrives and is escorted to the table that is reserved for him/her. These front stage operations are supported by back stage operations at Mc Donald’s such as recording the customer’s reservations, handling his/her belongings, greeting him/her, preparation and delivery of the meal and use of IT for storing valuable customer information such as the name, address, telephone number and other order details for future use (a key ingredient of customer relationship management). Customers with Mc Donald’s are then exposed to the final product; that is the meal, when the curtains are raised (Act II). The menu card is given to the customer, along with any recommendations such as Mc Donald’s specialties (provided upon the customer’s request). Another approach is that the customer proceeds to the order counter himself/herself and by visualizing the orders on the electronic sc reen, place the order with the Mc Donald’s salesman. The skills of the person taking the order are crucial here and any mistakes in taking the order can lead to breakdown of quality in organizations. Thus, the person in contact with the customers giving the order is highly trained and has excellent communication skills to avoid such failures. In the next stage, customers at Mc Donald’s evaluate the quality of service and it is extremely important that the order is delivered on time. However, caution must be exercised here as too speedy delivery can lead to the perception that the meal was frozen and has just been re-cooked in the microwave. This was, in fact, one of the insights I got from one of the customers when I brought them the order in less than 10 minutes. Thus,

Youth crime Essay Example | Topics and Well Written Essays - 1500 words

Youth crime - Essay Example Exaggeration of media stories and incidences often leave both the reporters and the public confused, uneasy and suspicious. Though media entities work hard to generate interest among its viewers and audiences, it is important that they remain focused and disseminate true stories and incidents to the members of the society. Criminal activities associated with young people (17 years and below) include arson, breach of bail, breach of conditional discharge, and breach of statutory order, criminal damage, death or injury by reckless driving, domestic burglary, drug offences, fraud & forgery, motoring offences Non-domestic burglary, public order, racial aggravated offences, robbery , sexual offences, theft and handling , vehicle theft and violence against person. It is not easy for an average person to know whether the media is exaggerating incidences or not. However, exaggeration of media content can be identified through Stanley Cohen’s five pointers and by comparing official sta tistics from government agencies to information contained in media reports. Establishing whether youth crimes are spiraling out of control as reported by the media in the United Kingdom Establishing exaggeration of media reports on youth crimes can be difficult for an average person. ... These five pointers based on moral panic concept would be used to establish whether it is true that youth crime is spiraling out of control in the United Kingdom as portrayed by the media. First, it is good to establish whether the media has inflated youth crime rates (statistics). The media has given prominence to youth crime rates over other equally important happenings in Britain. Though youth crimes are only reported as they happen and do not run longer as compared to other stories, they are put as prominent information. Most media in the United Kingdom exaggerates criminal offences perpetuated by young people by putting youth crimes incidences in more prominent parts of the newspaper or the newscasts. In addition, some media uses age to show the magnitude and scope of crime perpetrators. Four year old children were suspected to be involved with arson, assault, burglary and possessing offensive weapons. Reporting children as perpetrators is hard to believe or imagine. Pickard (20 08) claimed that Britain have experienced alarming increases in publicized knife crimes since 2008. The knife crime stories about latest victims and perpetrators are placed in front pages of the newspapers and headlines in the newscasts. The media constantly remind members of the society on imminent danger they face each day as they leave their houses as young people embrace knives as latest fashion accessory. Figure 1 is a graph showing the number of young people who got involved in criminal offences between the years 2003 to 2010. According to the graph below, the number of young people who got involved in criminal offences increased steadily from 2003 to 2006. After 2006, the number of young people who

Academic dishonesty Essay Example for Free

Academic dishonesty Essay The primary objective of Phil 1010 (which fulfills an Area B requirement in the Core) is to help you improve your critical thinking skills. Critical thinking is the skill of recognizing, composing and evaluating arguments. All college courses rely on arguments. Examples include: arguments about business plans, arguments about the qualities of a novel, arguments about the significance of historical events, and arguments about the nature and function of genetic material. Doing well in this course should increase your chances of successfully completing the core curriculum, the courses required by your major, and other courses required to earn your degree. This course is not intended to be an introduction to philosophy and it does not focus on ideas discussed in most philosophy classes (e. g. , justice, knowledge, mind). For an introduction to philosophy, take Phil 2010, Introduction to Philosophy (which fulfills an Area C requirement in the core). Phil 1010 is not a prerequisite for Phil 2010. See more: Old Age Problem essay Prerequisites: There are no other courses required for taking this course; however a significant portion of the course grade involves writing in English, so completion of English composition courses is recommended. REQUIRED MATERIALS: Critical Thinking: The Art of Argument, 2nd custom edition. Rainbolt Dwyer, ISBN 9781133269458 There are used copies of this book available online and in the bookstore. Aplia for Critical Thinking: The Art of Argument PURCHASE ONLINE ONLY at Aplia. com. Other handouts will be sent electronically. IMPORTANT NOTE ON THE VARIOUS EDITIONS OF THE TEXT: There are four different versions of the textbook, but of course you only need one of them. Two are GSU custom editions, and two are national editions. The GSU custom editions are exactly the same as the national editions except that they are printed in black and white and have chapter six removed, since we do not teach chapter six here at GSU. The GSU custom editions were made to save students money and are typically cheaper when purchased new, but the opposite may be the case with used copies, as there are many more used copies of the national edition available for purchase online. As indicated above, I will use the 2nd custom edition, and I recommend that you get this version as well. You may purchase the 1st national edition, however, if you find a copy. Here’s where it gets weird. The 2nd custom edition corresponds to the 1st national edition. If you get either of these texts, you’ll be okay. The 2nd national edition is brand new and has changes in almost every chapter that make it substantially different from the text you need. Do NOT get the 2nd national edition, and do NOT get the 1st custom edition. Specifically, here are the points you need to keep in mind: 1. Critical Thinking: The Art of Argument, 2nd custom edition. (RECOMMENDED, you should purchase this text) Cover picture: the roof of a Greek Temple http://www. amazon. com/Critical-Thinking-Argumet-Edition-University/dp/1133269451 2. Critical Thinking: The Art of Argument, 1st custom edition. (DO NOT PURCHASE) Cover picture: phrenology diagram (four cartoon heads appear on the cover) http://www. amazon. com/Philosophy-Critical-Thinking-Georgia-University/dp/0536864853 3. Critical Thinking: The Art of Argument, 2nd edition (National edition, DO NOT PURCHASE) Cover Picture: a bridge http://www. cengagebrain. com/shop/isbn/9781285197197 4. Critical Thinking: The Art of Argument, 1st edition. (National edition, you may purchase, but NOT recommended) Cover Picture: a bisected nautilus on the cover (a nautilus is a spiral sea shell) http://www. cengagebrain. com/shop/isbn/9780495501572 The links presented above are not purchasing recommendations. I have only provided them so that you can see a picture of books in question. The bookstore is often more expensive than many popular websites. Hunt around for good deals. The authors of this textbook do not receive any money from the sale of the textbook or other course materials to GSU students. GRADE COMPOSITION 1. Components By Weight: Supplemental Instruction Sessions (SIs)10%2 per month minimum, January excluded. Quizzes/Attendance10% Aplia Exercises10% Midterm10% SE 1 10% SE 2 10%Note that later assignments are weighted more to give SE 320%students credit for improvement and to minimize any Final Exam20%penalty for not knowing the material earlier in the term. 2. Grading Scale Assignments in this class are scored on a scale from 1 to 100. Scores transfer to point scale and letter grades as follows: A+4. 398 – 100C+2. 3 77 – 79 A 4. 00 93 – 97C2. 00 73 – 76. A-3. 7 90 – 92C-1. 7 70 – 72 B+3. 3 87 – 89D1. 0060 – 69 B3. 00 83 – 86F0. 000 – 59 B-2. 7 80 – 82 3. To pass the course, students must earn an overall average of 60, get least a 60 on either the midterm or the final, and complete the final, and the SEs. 4. I reserve the right to withdraw any student who, prior to March 4, 2014, misses more than 2 exercises or misses more than 2 quizzes/classes. However, missing more than 2 exercises or 2 quizzes/classes does not guarantee that I will withdraw you. If you want to withdraw, you need to do that yourself via GoSOLAR. 5. If you are not doing as well as you would like in this or any of your other courses, consider making an appointment with the Undergraduate Studies Office, Sparks 224. It offers one-on-one academic coaching, as well as workshops and tutorials on study skills. Important Tip: It is hard to get less than a C in this course if you take all the quizzes, come to all of the class sessions, do all the exercises, take both exams, and complete all three SEs. It is easy to get an F if you miss more than 2 quizzes or class periods, miss more than 2 sets of exercises, miss an exam, or miss an SE. In other words, effort counts. SEs: â€Å"SE† stands for â€Å"Standardize and Evaluate an Argument. † These will be discussed in detail in class. I reserve the right to use any student’s SE for pedagogical purposes. Students’ names and any other identifying marks will be removed to ensure anonymity. Quizzes: Some class meetings will begin with a quiz. The quizzes will begin promptly and last precisely 5 minutes. They will be composed of two multiple-choice questions that cover the reading assigned for that days class. The questions will be easy if you have done the reading. For merely taking the quiz and remaining in class for the full 50 minutes, you will get 50 of a possible 100 points. You will get 75 of 100 if you get one question right, and 100 of 100 if you get both questions right. This is an ideal opportunity to get an A on 10% of your course grade. Exercises Aplia: Exercises are completed electronically via Aplia. You must purchase the software at Aplia. They are due once a week by or before 11:45 pm on Sunday Eastern Time (be careful not to choose Pacific time! ). Note that the computer will close at precisely that time so you need to be sure your exercises are submitted before that time. See the handout on page 6 for accessing Exercises on Aplia. Your grade on each set of exercises is the percentage of the questions you get right. For example, if there are eight questions in an exercise set, and you get six of them right, your grade on that set is a 75. However, your actual Aplia grade will be based on your good faith effort. If you attempt to do all of the questions on the exercises every week, and you average between 60—93%, your total Aplia grade will be set at 93. Scores over 93% will be recorded as they are. This is an ideal opportunity to get an A on 10% of your course grade. Make-Ups: 1. Late assignments and absences are excused only when there is a sufficiently documented, last minute significant emergency. 2. There are no make-ups for daily quizzes. If you have an excused absence on that day, that day’s quiz will simply be dropped from the calculation of your quiz grade. Email: 1. Email is the best way to contact me. 2. You should check your official Georgia State email at least once every 24 hours. 3. By University policy, I must use your official Georgia State student email address. If you send an email from a non-GSU email account, I cannot respond. 4. If you email me from your GSU account and have not received a reply within 24 hours, you should assume that I did not receive the message. Contact me in person. 5. If you turn in any assignment by email, it is your responsibility to confirm that I received it on time. You will know that I got it because I reply to all student emails. If I do not receive it on time, you will not get credit for the assignment without time-stamped email proof that you sent it before it was due. Having trouble with your email, computer, or ISP is not an excuse for a late assignment. Attendance: Everyone’s presence is an intrinsic and vital feature of the class. Even if you do not speak, your presence has an effect on what is said by others. Attendance can be the deciding factor for course grades on the borderline. Class Format: The class will be a combination of lecture, discussion, and practice. This format demands that students be well prepared for class. You do not have to understand all the readings before class, but you need to read all the readings before class and be prepared to ask questions about what you do not understand. Electronic Devices: No computers, cell phones, smart phones, PDAs, pagers, or other electronic devices may be used in the classroom. Please turn off all devices before class begins. Students with Disabilities: If you have a disability that may impair your ability to successfully complete this course, contact your instructor as soon as possible to arrange accommodations. GSU has two programs that provide supports services to students with disabilities. Office of Disability Services http://www2. gsu. edu/~wwwods/ 404. 413-1560 Accessibility At GSU http://www2. gsu. edu/~wwwada/ 404. 464-9044 Students who wish to request accommodation for a disability may do so by registering with the Office of Disability Services (second floor in the Student Center; [emailprotected] edu). Students may be accommodated only upon issuance by the Office of Disability Services of a signed Accommodation Plan and are responsible for providing a copy of that plan to instructors of all classes in which accommodations are sought. ACADEMIC DISHONESTY: Failure of the course is the default departmental penalty for plagiarism, cheating on a test, copying someone else’s work, letting someone else copy your work, or any other form of academic dishonesty. For example, copying someone else’s standardization of an argument is a case of plagiarism and will result in failure of the course. You are encouraged to study for tests with your classmates, but all work turned in for credit must be either your own work, or correctly cited. If you use even a small part of a classmate’s work or a line from an online source, you must use proper citation. If you don’t, you have violated GSU’s academic honesty policy. Finally, note that on assignments in this class, no outside sources are permitted for in-class tests or SEs. Moreover, you are liable for further administrative action, which might include expulsion with notation on your permanent record. See the GSU Policy on Academic Dishonesty attached to this syllabus, available in the University Student Handbook, and found online at http://www2. gsu. edu/~wwwcam/overview/index. html In addition, be sure you give due consideration to what it means to be a good friend! Not infrequently, students draw the natural but erroneous conclusion that allowing or facilitating a friend’s cheating is somehow helping that friend. FAR FROM IT! Good friends, truly good friends, help us to avoid cheating and any other kind of dishonesty. HOW TO DO WELL IN THIS COURSE: Come to Class and Come on Time: Because of the way grades are computed, and the fact that so much of the course is discussion based, your grade will suffer if you are not present for discussions, and your grade will be favorably affected if you are present. Study Outside of Class: 1. A normal expectation is that undergraduate students will spend a minimum of two hours studying outside of class for every hour spent in class. 2. Since this course meets for 2 hours of class time each week, you should plan on spending at least 4 hours outside of class each week studying the material. It is also likely that it will take more than that amount of time to complete the readings in a manner sufficient to understand the material. Remember in Summer session, every day is equivalent to one week in a Fall or Spring term! Read the Assignments Multiple Times: Philosophy is demanding reading. I expect you to do all the readings before class and after class. We will not read a great many pages, but some of the readings might be dense or difficult to follow. First, read the work through quickly to get the general idea and to circle any words you don’t understand. Then look up all the words you don’t know and read the work again slowly. Third, after we cover the reading in class, read it again, slowly. Read. Rinse. Repeat. Final Notes: The course syllabus provides a general plan for the course; deviations may be necessary. Everything in this syllabus can change (and something always does). You are responsible for all changes announced in class, on PAWS, and via email. Your constructive assessment of this course plays an indispensable role in shaping education at Georgia State. Upon completing the course, please take time to fill out the online course evaluation. How to access your Aplia course PHIL 1010- Critical Thinking Spring 2014 Instructor: George Rainbolt Start Date: 01/13/2014End Date: 05/11/2014 Course Key: 5N6Q-MHZW-NQNX Registration Aplia is part of CengageBrain, which allows you to sign in to a single site to access your Cengage materials and courses. 1. Connect to http://login. cengagebrain. com/ 2. If you already have an account, sign in. From your Dashboard, enter your course key (5N6Q-MHZW-NQNX) in the box provided, and click the Register button. If you dont have an account, click the Create a New Account button, and enter your course key when prompted: 5N6Q-MHZW-NQNX. Continue to follow the on-screen instructions. Payment Online Only: http://www. cengagebrain. com/micro/gsuphil1010 After registering, you can buy access to Aplia from myhome. cengagebrain. com. Aplia is NOT available from bookstore. Purchase it online only to get special discount price. If you choose to pay later, you can use Aplia without paying until 11:59 PM on 02/02/2014. After paying, you will have the option to purchase a physical book at a discounted price. For more information on registering for Aplia, please visit http://www. cengagebrain. com/aplia/. Phil 1010TENTATIVE Schedule of AssignmentsSpring 2014. January T 1/14Chap 1, What is Critical Thinking, What is an Argument, Why Think Critically, pp. 4-13 R 1/16Chap 1, Finding Arguments, pp. 13-26; Begin Putting in Standard Form Right Away. F 1/17No class, but last day to Add/Drop S 1/19APLIA DUE: How to Use Aplia Due before 11:45pm T 1/21Chap 1, Putting Arguments into Standard Form, pp. 31-36 R 1/23Chap 1, Standardization Practice S 1/26APLIA DUE Ch 1, Sets 1 and 2, before 11:45pm T 1/28SE1 (standardize a passage in class) R 1/30Chap 2, Two Characteristics of a Good Argument, True Premises, and Proper Form, pp. 42-48 and 51-53 February. S 2/2APLIA DUE Ch 1, Set 3, and Ch 2, Set 1, before 11:45pm T 2/4Chap 2, Deductive and Inductive Arguments and Relevance, Fallacies pp. 55-64 and 70-79 R 2/6Chap 3, Three Kinds of Premises, pp. 86-102 S 2/9APLIA DUE Ch 2, Set 22, before 11:45pm T 2/11SE 2 (standardizing and evaluating a passage in class) R 2/13Chap 5, Identifying Propositional Statements, pp. 146-156 S 2/16APLIA DUE Ch 2, Set 3, before 11:45pm T 2/18Chap 5, Evaluating Propositional Arguments, pp. 159-169 R 2/20Chap 5, How PF test differs for Deductive and Inductive Arguments S 2/23APLIA DUE Ch 3, Set 1, before 11:45pm T 2/25Review. R 2/27Midterm in class March S 3/2APLIA DUE Ch 5, Set 1, before 11:45pm T 3/4Chap 7, Identifying Analogical Arguments, pp. 228-234 Last day to withdraw with a W R 3/6Chap 7, Evaluating Analogical Arguments, pp. 244-256 S 3/9APLIA DUE Ch 5, Set 2, and Ch 7, Set 1, before 11:45pm T 3/11Chap 8, Descriptive Statistics, pp. 258-275 R 3/13Chap 8 Identifying Statistical Arguments, pp. 275-278 S 3/16APLIA DUE Ch 7, Set 2, and Ch 8, Set 1, before 11:45pm T3/18 R 3/20NO CLASS SPRING BREAK T 3/25Chap 8, Evaluating Statistical Arguments, pp. 281-285 R 3/27Chap 8, Evaluating Statistical Arguments continued. S 3/30APLIA DUE Ch 8, Sets 2 and 3, before 11:45pm April T 4/1No Fooling! Chap 9, The Many Meanings of â€Å"Cause† and Identifying Causal Arguments, pp. 294-303 R 4/3Chap 9, Evaluating Causal Arguments, pp. 306-314 S 4/6APLIA DUE Ch 9, Set 1, before 11:45pm T 4/8Chap 9, Evaluating Causal Arguments Continued, pp. 316-321 R 4/10Chap 9, The Scientific Method, pp. 326-331 S 4/13APLIA DUE Ch 9, Sets 2 and 3, before 11:45pm T 4/15SE 3 in class (standardizing and evaluating a passage in class) R 4/17Chap 10, Identifying Moral Arguments, pp. 342-345 S 4/20APLIA DUE Ch 9, Set 4, before 11:45pm. T 4/22Chap 10, Evaluating Moral Arguments, Consequentialist Arguments, pp. 351-358 R 4/24Chap 10, Deontic and Aretaic Moral Arguments, pp. 359-366 F 5/2Friday, May 2, 2014, Common Final Exam, 1:30-4:00pm. Room TBA Department of Philosophy General Syllabus Statement Spring 2014 This syllabus provides a general plan for the course. Deviations may be necessary. The last day to withdraw from a course with the possibility of receiving a W is Tuesday, March 4. Students are responsible for confirming that they are attending the course section for which they are registered. Failure to do so may result in an F for the course. By University policy and to respect the confidentiality of all students, final grades may not be posted or given out over the phone. To see your grades, use PAWS. The customary penalty for a violation of the academic honesty rules is an F in the course. See the University Policy on Academic Honesty on the reverse of this sheet. Copying or using material from the internet without citation is a violation of the academic honesty rules. A student may be awarded a grade of W no more than 6 times in their careers at Georgia State. After 6 Ws, a withdrawal is recorded as a WF on the students record. A WF counts as an F in a GPA. Your constructive assessment of this course plays an indispensable role in shaping education at Georgia State University. Upon completing the course, please take the time to fill out the online course evaluation. Students who wish to request accommodation for a disability must do so by registering with the Office of Disability Services in Suite 230 of the Student Center. Students may only be accommodated upon issuance by the Office of Disability Services of a singed Accommodation Plan and are responsible for providing a copy of that plan to instructors of all classes in which an accommodation is sought. Subscribe to one of our department listservs for current information and events: 1. Undergraduate Students: www2. gsu. edu/~wwwphi/2131. html 2. Graduate Students: www2. gsu. edu/~wwwphi/2109. html For more information on the philosophy program visit: www. gsu. edu/philosophy Policy on Academic Honesty, from the GSU Catalog As members of the academic community, students are expected to recognize and uphold standards of intellectual and academic integrity. The university assumes as a basic and minimum standard of conduct in academic matters that students be honest and that they submit for credit only the products of their own efforts. Both the ideals of scholarship and the need for fairness require that all dishonest work be rejected as a basis for academic credit. They also require that students refrain from any and all forms of dishonor? able or unethical conduct related to their academic work. The university’s policy on academic honesty is published in the Faculty Handbook and On Campus: The Student Handbook and is available to all members of the university community. The policy represents a core value of the university, and all members of the university community are responsible for abiding by its tenets. Lack of knowledge of this policy is not an acceptable defense to any charge of academic dishonesty. All members of the academic community—students, faculty, and staff—are expected to report violations of these standards of academic conduct to the appropriate authorities. The procedures for such reporting are on file in the offices of the deans of each college, the office of the dean of students, and the office of the provost. In an effort to foster an environment of academic integrity and to prevent academic dishonesty, students are expected to discuss with faculty the expectations regarding course assignments and standards of conduct. Students are encouraged to discuss freely with faculty, academic advisers, and other members of the university community any questions pertaining to the provisions of this policy. In addition, students are encouraged to avail themselves of programs in establishing personal standards and ethics offered through the university’s Counseling Center. Definitions and Examples The examples and definitions given below are intended to clarify the standards by which academic honesty and academically honorable conduct are to be judged. The list is merely illustrative of the kinds of infractions that may occur, and it is not intended to be exhaustive. Moreover, the definitions and examples suggest conditions under which unacceptable behavior of the indicated types normally occurs; however, there may be unusual cases that fall outside these conditions that also will be judged unacceptable by the academic community. Plagiarism: Plagiarism is presenting another person’s work as one’s own. Plagiarism includes any para? phrasing or summarizing of the works of another person without acknowledgment, including the submitting of another student’s work as one’s own. Plagiarism frequently involves a failure to acknowledge  in the text, notes, or footnotes the quotation of the paragraphs, sentences, or even a few phrases written or spoken by someone else. The submission of research or completed papers or projects by someone else is plagiarism, as is the unacknowledged use of research sources gathered by someone else when that use is specifically forbidden by the faculty member. Failure to indicate the extent and nature of one’s reliance on other sources is also a form of plagiarism. Any work, in whole or in part, taken from the Internet or other computer-based resource without properly referencing the source (for example, the URL) is considered plagiarism. A complete reference is required in order that all parties may locate and view the original source. Finally, there may be forms of plagiarism that are unique to an individual discipline or course, examples of which should be provided in advance by the faculty member. The student is responsible for understanding the legitimate use of sources, the appropriate ways of acknowledging academic, scholarly or creative indebtedness, and the consequences of violating this responsibility. Cheating on Examinations: Cheating on examinations involves giving or receiving unauthorized help before, during, or after an examination. Examples of unauthorized help include the use of notes, computer-based resources, texts, or crib sheets during an examination (unless specifically approved by the faculty member), or sharing information with another student during an examination (unless specifically approved by the faculty member). Other examples include intentionally allowing another student to view one’s own examination and collaboration before or after an examination if such collaboration is specifically forbidden by the faculty member. Unauthorized Collaboration: Submission for academic credit of a work product, or a part thereof, represented as its being one’s own effort, which has been developed in substantial collaboration with another person or source or with a computer-based resource is a violation of academic honesty. It is also a violation of academic honesty knowingly to provide such assistance. Collaborative work specifically authorized by a faculty member is allowed. Falsification: It is a violation of academic honesty to misrepresent material or fabricate information in an academic exercise, assignment or proceeding (e. g. , false or misleading citation of sources, falsification of the results of experiments or computer data, false or misleading information in an academic context in order to gain an unfair advantage). Multiple Submissions: It is a violation of academic honesty to submit substantial portions of the same work for credit more than once without the explicit consent of the faculty member(s) to whom the material is submitted for additional credit. In cases in which there is a natural development of research or knowledge in a sequence of courses, use of prior work may be desirable, even required; however the student is responsible for indicating in writing, as a part of such use, that the current work submitted for credit is cumulative in nature. ID SHEET Please print or write legibly PRINT NAME GSU EMAIL ADDRESS CELL PHONE EMERGENCY CONTACT Name EMERGENCY CONTACT Phone Freshman, Soph, Jr, Sr, PostBac? Number of credit hours completed MAJOR 2ND MAJOR. MINOR 2ND MINOR PREVIOUS PHIL COURSES Intro to Phil or Great Questions? Others at GSU? Phil Courses taken elsewhere? If so what and where? Check reason(s) for taking this course (a) Fulfills Area B Core Reqmt (b) Fulfills another reqmt (C) Good time of day (d) Phil major or minor (e) Other reason: specify Give a definition of Critical Thinking Why are you here? (at least one paragraph, continue on next page) ***********************************TEAR OFF HERE***************************************** Complete the following before or on the first day you attend class, and turn it to your instructor. NAME______________________________DATE__________________ I have received, read, or will read, and accept responsibility for following the policies noted in the syllabus. I have also received, read, or will read, and accept responsibility for fulfilling the requirements outlined in the schedule of assignments. I understand that not following the course policies or not completing all assignments can negatively affect my grade in the course. I also understand that FAILURE OF THE COURSE is the departmental default policy for cases of academic dishonesty, including, but not limited to plagiarism, cheating on a test, copying someone else’s exercises or other work, letting someone else copy my exercises or other work, or any other form of academic dishonesty. I also understand that I am responsible for using and checking my GSU email account daily, and that my instructor is required by university policy to use my GSU email account for all academic correspondence.

The Implications of Spanish Essay Example for Free

The Implications of Spanish Essay The United States is the world’s fourth largest Spanish-speaking country. This ranking should not come as a surprise to anyone. According to Renan Alemendarez Coello (qtd. in Hochmuth), it is not that hard to find someone who speaks either limited English or no English at all on the street today. Indeed, recent demographic studies and observations that have been made by researchers have implied that Spanish is the second most widely used language in the country, next to English. This is because as of the year 2000, Mexican immigrants make up 27. 6% of the total foreign-born U. S. population with another 5 million immigrants coming from other Spanish-speaking nations and countless of unaccounted illegal migrants entering the country in the U. S. – Mexico border and Americans learning Spanish through formal education (Carreira 334; Lipski 14; Huntington 26; U. S. English Foundation 15). In certain and territories of the country such as Miami and Puerto Rico, Spanish has become the primary language used not just in homes, but in business and politics (Castro; Lipski 29-31). In fact, in the 1984 national elections Jones had reported to Senator Quentin N. Burdick that in Texas alone 283,000 voters from 1,012 precincts in the states were Hispanics covered by the 1965 Voting Rights Act which mandated that elections be conducted in a language aside from English in order for the minority would be able to exercise in their right to vote (1-2). Even more recently, the Democratic Party’s presidential candidate debate held in September 2003 was done both in English and Spanish (Lipski 30). While the evidence mentioned establishes Spanish as the second language of the United States, these proof that Spanish is flourishing in the country today has given a growing rise of concern among many Americans about its implications. Many have begun to fear that the proliferation of Spanish in the country would cause the nation to be divided and would even hinder the country from progressing (Hochmuth; Lipski 30). One significant issue currently faced by the country today that has been linked to the growth of the Spanish language in the country is the growing academic achievement gap between Hispanics and Caucasians. In a recent study made by Rumberger and Anguiano in 1998 in 120 kindergarten schools in California, they have attributed that the academic achievement gap is caused by two factors namely the socio-economic status of the family of the student and the English proficiency of the student (17). These two factors are interlinked with each other. Since Hispanic immigrants are not fluent or do not speak English efficiently, they are unable to find employment to be able to uplift their socio-economic status (Hochmuth; Lipski 34). Because of this, they are unable to provide their children the skills needed in order to be able to perform competently once they enter school. This is evident in the grade point averages that they receive in secondary schools and in their Scholastic Aptitude Test (SAT) scores as compared to students from other cultural backgrounds (Lavin-Loucks 3-5; Rumberger and Anguiano 4). This would eventually lead to long term consequences ranging from unemployment to dependency on welfare (Lavin-Loucks 7). In order to address the matter, some government organizations have began to lobby for fluency in the English language should be mandated. Dubbed as the â€Å"English Only† movement, its statutes may range from declaring English as the sanctioned language in the state to the exclusion of non-English assistance and services. Today, sixteen states have become â€Å"English Only† states. These states include Arizona, Arkansas, California, Colorado, Florida, Georgia, Illinois, Indiana, Kentucky, Mississippi, Nebraska, North and South Carolina, North Dakota, Tennessee and Virginia. Supporters of this movement see this as the solution to address other concerns such as the academic achievement gap and the high number living in poverty (American Civil Liberties Union 2; Lipski 34). In order to educate immigrants to become fluent in English, they would facilitate the education through the use of English immersion programs. These programs would prohibit the use of any language except English. There are three methods that could be used for these programs. The first is the English as a Second Language (ESL) method which supplements the classes with additional lessons in English. ESL may focus on grammar and language structure or focus on the contents through communication. The second method is the sheltered immersion method where the English taught is dependent on the proficiency level of the student. The third model is called the â€Å"sink or swim† method. This involves were placed in regular classrooms regardless of their proficiency level. This third method was banned by the Supreme Court in 1974 (The Benefits of Bilingual Education). However, there are many who protest to the â€Å"English Only† movement. Coalitions such as the American Civil Liberties Union have noted that while there are some benefits to this movement, there are also a number of consequences which they view as bearing more weight compared to the benefits. For one, the â€Å"English Only† movement would void federal and state laws which require the government to provide services in languages apart from English, such as the 1965 Voting Rights Act (Jones 1) as well as services pertaining to everything from health and education to assistance to victims of crimes or accidents (2). It also leads to the abandonment of multicultural events. This movement would also lead to Spanish-language, and other foreign language, programs in television and radio stations to forfeit their licenses and would eventually go off the air. Furthermore, immigrants who are coerced English one way or another would experience some psychological woes. In an interview, Ronald Rodriguez (qtd. in Torres) found himself becoming aloof in his class where everyone, but him, spoke English as a youngster. When he eventually became fluent with the English language, he began to feel a sense of embarrassment in speaking Spanish and had a feeling that he had betrayed his family for speaking English. Moreover, this movement is contradictory to the Equal Protection Clause protected by the Fourteenth Amendment and would inhibit immigrants who are not proficient in English of certain rights such as the right to vote, education and to be free of discrimination (2-3). This would make the â€Å"English Only† policy as a racist policy (Schmidt 143). Opposing groups have proposed alternatives to the â€Å"English Only† policy. In order to solve national concerns such as the academic achievement gap and the growing poverty due to unemployment on the part of immigrants is through bilingual education (Huntington 30). Bilingual education was initially employed to level out unequal education (Arce 228). Bilingualism refers to an individual’s knowledge of two or more languages apart from his or her own native language and the ability to function in these languages according to the need (Meyer and Fienberg 2; Minami). These abilities include speaking, reading, writing, and understanding (Chiocca). There are three bilingual education models that are currently used in the country today. The first model is the Transitional model. This model accentuates English language development and academic learning using the native language of the students as the medium to instruct them. The second model is the Developmental model. This model is aimed to advance the fluency of the student both in writing, reading and speaking both in their native language and in English. The third model is the dual language program. This program teaches both English and the student’s native language alternately to the students in order to make them fluent in both English and the student’s native language (Lipski 29-30; The Benefits of Bilingual Education). In today’s society, all nations including the United States are geared towards globalization (Robinson). In line with this, more and more individuals view bilingual education and dual language programs to become popular (Lipski 29-30). Children who are enrolled in bilingual education programs in the country have been reported to succeed academically since their language and culture are incorporated in the curriculum of the program and in their daily interactions in the classrooms providing a firm language foundation (Arce 228; Wu and Ito). This environment allows the children enrolled in bilingual programs to foster a feeling of security (Konishi). Being proficient in more than one language also allows students the opportunity to continue their education in other countries (Fallows). Furthermore, bilingual education preserves the student’s sense of pride, making them able to blend in a dominant English speaking easily able to interact with his or her classmates at the same time protecting their sense of identity since language and culture are important to the identity of an individual (The Benefits of Bilingual Education). In line with this, bilingualism also allows Americans in order to understand the other cultures in the country. A few of the languages that Lipski had suggested for Americans to select as a second language to learn are Chinese, Japanese and Spanish (29). Bilingualism also has its benefits in the corporate world. Bilingual candidates, particularly those who are fluent in Spanish and English, have greater employment opportunities than those who can only speak one language (Chiocca). This is due to the growing Hispanic market in the country. As of 2000, the Hispanic community is reported to have a purchasing power of over $300 billion annually (Carreira 334). Thus, many business organizations in the United States prefer to hire individuals who are able to speak both Spanish and English. The need for bilingual employees is more imperative in industries that inquire vast amount of paperwork. Examples of these industries are car sales, insurance, mortgaging companies, and those who cater to foreign clients. In these industries, the transactions between the customer and the company are seen to have high risks. Bilingual employees minimize these risks by being able to communicate effectively with their clients. An employee who is able to speak the same language as the company’s customers would be able to make them feel more secure and important to the business (Jares; Shepherd). An example of this was when Continental Airlines began to service passengers to Latin America and began to hire bilingual stewards and stewardesses for these flights. Erica Roy, spokesperson of Continental Airlines stated that the company decided to hire bilingual stewards and stewardesses because the company’s clientele was improving in Latin America and the company wanted to make the customers feel comfortable (Jares). Despite the many benefits bilingual education may bring about to an individual, particularly to children, many researchers have found that it has its share of disadvantages. According to the studies of these researchers, children who enroll in bilingual education programs experience more hardships in terms of language proficiency as compared to those who grow up learning only one language. Bilingual children have been noted to exhibit vocabulary proficiency scores below normal in either of the two languages. Researchers attribute this to the fact that since they are learning two different languages, they are learning twice as many words within the same time span as that of a child who is only learning one language. Other researchers have also concluded that bilingual education can inhibit the cognitive development of the child which may result to retardation (Minami). Recent studies on the impact of bilingual education to the cognitive development of a child have shown results contrary to the initial findings made by researchers. In fact, studies have shown that children who are raised learning more than one language have a higher potential to become smarter than those who only learned one language. In a study done in Darthmouth College headed by Laura-Ann Petitto, a group of children whose ages were between 4 and 6 years old and spoke either French or English were compared against a group of bilingual children who were learning one spoken and one signed language. The cognitive capability of the participants of the study were compared using a commonly used research device to measure the thinking ability as well as the ability to allocate attention wherein the participants telling the researchers the color of the square appearing on a computer screen and its position on the screen. The results of the study showed that the bilingual children scoring better than those who only knew one language. The results of this study disproved previous studies that cognitive development is compromised in the case of bilingual children (McCoy). Another similar study at the University College in London supported the findings made by Petitto. They had concluded that because they were learning more than one language, the brains of bilingual children are more structurally enhanced as compared to those who can only speak one language (â€Å"Linguists Have Better Brains†). Petitto confirms this by explaining that the increased demands in processing two language systems also increased the computational analysis capabilities of the brains of bilingual children (McCoy). Bilingualism has also shown to cultivate classification skills, concept forming, reasoning through analogy, and a better control in linguistic processing (Chipongian). The latter was evident in a study done by Viberg where bilingual children and monolingual children were given a story which they then needed to relay, the versions given by bilingual children were more detailed than their monolingual counterparts (Minami). Furthermore, bilingual children have been noted to be more flexible mentally and able to conceptualize better. These analytical capabilities demonstrated by bilingual children as well as the recognition of uncertainties and sensitivity towards detail and structure have also been noted to surpass that of children their age who have learned only one language. They are able to focus their attention on important details without being sidetracked by information that have no bearing on the information or details that may be misleading (Chipongian). It is important to remember that currently, the findings on how bilingual education affects the cognitive development of an individual has been concentrated on children. Further research would yet have to be to determine if the same benefits would be exemplified by teenagers and adults who learn a second language.