Sherman`s Antitrust Essays - Competition Law,

Sherman`s Antitrust Whilst approaching the Twenty-first Century, America has taken significant strides in the advancement of high technology. With the unveiling of this new frontier comes continued innovation and government regulation. One aspect of the government in particular, the Sherman Anti-Trust Act of 1890, has impeded the progress of exploration into this new field; for the effectiveness of government is a nefarious hindrance to the efficiency of technology. Thus comes the age old question of who governs and to what ends. As a solution government should adopt a more Adam Smith approach to the regulation of high technology; the Sherman Anti-Trust Act should be amended by the legislature to allow more leeway for the technological and dynamic computer industry. The result of such an amendment, especially in a world economy such as ours, would allow American computer companies to thrive and compete with foreign companies as well as lead the way into the technological future of the Twenty-first Century. In the age of reform as a result of public sentiment, Congress passed the Sherman Anti-Trust Act of 1890, named for Senator John Sherman. The one hundred and eight year old Sherman Act forbids monopolizing a market or engaging in any "restraint of trade." Today "unlawful restraints" fall under three categories: 1) having too large a market share; 2) tying the sale of one product to another; 3) predatory pricing. For the past century the federal government has been pursuing a populist attack on big businesses--RCA, U.S. Steel, IBM, AT&T, Brown Shoe, A&P, etc. Most of the companies were ahead of their time and their competitors allowing them to become a successful, albeit big, businesses; however, due to government intervention and anti-trust investigation on the basis of the outdated Sherman Act, many of these cutting edge businesses were hindered in their progress for success. The market became a better trustbuster than the Department of Justice, maybe even better than big-stick, trust-busting Teddy Roosevelt. In 1969 the International Business Machines Corp. dominated the market with a 65% share of the computer industry. As a result of this success, the U.S. government sued IBM for having too large a market share and demanded the company be dismantled. As the "effectiveness" of government and the Sherman Anti-Trust Act were played out in the courts the advancement of technology increased significantly with new companies sprouting up (i.e. Intel, Microsoft). After the battle between IBM and the Justice Department was dropped in 1982, 13 years later, the fiercely dynamic computer industry had already checked the growth of IBM and the once monolithic enterprise was now headed into troubled waters. Another prime example is General Motors, who although were never investigated by the government for anti-trust, always had the fear of encountering the trust problem if they were too successful. Consequently automobile technology and manufacturing in America remained dormant while the Japanese in the 1980s rocked the American market. The current mammoth corporation under the Justice Department anti-trust microscope is Microsoft. This software oriented company stands accused of tying the sale of one product to the sale of another (Microsoft operating system and Internet Explorer) and predatory pricing. The following table illustrates the historic timeline of Microsoft verses the United States government. August 1993 The Justice Department begins investigating Microsoft's business practices. October 1994 Microsoft announces plans to buy Intuit, developer of Quicken, the leading personal finance program. When the Justice Department sues to block the acquisition, Microsoft calls off the deal. June 1995 Court upholds the Justice Department/Microsoft consent decree. Microsoft agrees not to tie the licensing of Windows to the licensing of other applications, but retains the right to develop "integrated products." September 1996 The Justice Department begins investigating Microsoft's bundling of Internet Explorer with Windows 95. April 1997 Justice Department investigates Micorsoft's plan to buy WebTV Networks; later allows deal to go forward. August 1997 Justice Department reviews Microsoft's investment in Apple Computer. October 1997 Department charges that by requiring computer vendors to load Internet Explorer on all systems, Micosoft is in violation of the 1995 consent decree. December 1997 U.S. District Court Judge Thomas P. Jackson orders that the "tying" of IE 4.0 to Windows be temporarily halted. Microsoft appeals. On December 11, 1997, Judge Jackson's ruling against Microsoft could forever alter the technological landscape. If the United States government were to succeed in its efforts it would establish a risky precedent: governmental meddling in software development. In his testimony to Congress, Mr. Gates asked members of the Senate Judiciary Committee, "Will the United States continue its breathtaking technological advances? I believe the answer is yes--if innovation is not restricted

Essay Sample on Odyssey by Homer The Basis of Greek Culture

Essay Sample on Odyssey by Homer The Basis of Greek Culture When we talk about epic poems, no other piece of literature finds as spectacular a position in the Greek Culture as do The Iliad and The Odyssey. Being the author of both these classic works, Homer has influenced the ancient Greek civilization more profoundly than Shakespeare has influenced English literature. â€Å"These two epics provide the basis of Greek education and culture throughout the classical age and form the backbone of humane education down to the time of the Roman Empire and the spread of Christianity.† (Encyclopedia Britannica 2005). The Odyssey consists of twenty-four books, and is a sequel to the Iliad. The story of the Odyssey starts when Troy has been destroyed and the Trojan War has come to an end. It creates a new epic with the adventure story of the Greek hero Odysseus who is struggling to go back to his home after the Trojan War. His journey combines hopes and hopelessness, loyalty and disloyalty, hospitality, vengeance, intelligence, experience, and what it means to be mortals and to be gods. During his entire journey, the gods play an important role. Interestingly, sometimes some of the gods help him, and sometimes some of the gods, like Poseidon, who are not happy with him, create trouble for him. Thus, his journey becomes a matter of argument between the gods. In the absence of Odysseus, some thousand suitors have forcefully entered his palace in Ithaka, and are courting his wife Penelope. His son Telemakhos finds himself helpless. The goddess Athena comes for help in disguise and urges him to go in search of his father. (Trans. Robert Fitzgerald, Book I-IV). Meanwhile, she helps Odysseus to release him from the eight-years long prison in the island of a beautiful goddess, Kalypso. The sea god Poseidon, who is angry because Odysseus had once blinded his son Polyphemus, interrupts Odysseus’ voyage by bringing up a storm. Somehow, with the help of Athena he arrives at Phaiakians, and sweet talk their princess, Nausikaa, into helping him. He gets a warm hospitality there, and before leaving tells them the story of his adventures. (Trans. Robert Fitzgerald, Book V-VIII) In flashback, we come to know that how after the Trojan War, Odysseus and his men suffered during their way back to home, and how his voyage took him to all over the Greek world from one island to another. First, at the hands of Kikones on the island of the Lotos eaters. Then, at the hands of kyklops Polyphemus who ate up many of his men before Odysseus blinded him in order to escape from there. It was here that his personal war with the sea god Poseidon had started. Their next stop was an island of man-eaters monsters. Somehow, Odysseus again managed to escape with his men. On the next island, the goddess Kirke turned his men into pigs, but with the help of the god Hermes, Odysseus became Kirke’s lover, metamorphosed the pigs into men again, and stayed on that island for one year. Next, they landed at the island of Helios, where as per the prophecy of the blind seer Teiresias, all of them except Odysseus were drowned in the sea by a storm. Finally, Odysseus reached Kalypsoâ⠂¬â„¢s island. (Trans. Robert Fitzgerald, Book IX – XII) After telling the story of his adventure, Odysseus, finally, leaves Phaiakians and with Athena’s help arrives at Ithaka in the disguise of a beggar. Athena, then, helps Telemakhos to come back and avoiding the suitor’s ambush he reunites with his father. Odysseus, now, makes a plan to teach a lesson to the suitors. As per the plan he reveals his identity only to his son and his loyal swineherd Eumaios. (Trans. Robert Fitzgerald, Book XIII – XVI) In the same disguise of a beggar Odysseus reaches his palace and analyze the situation, while the suitors and some of his old but disloyal servants treat him badly. He finds that Penelope has been a faithful wife, while Penelope doubts him as she finds some resemblance between the beggar and his supposedly dead husband. She organizes a shooting competition for the suitors with his husband’s great bow. (Trans. Robert Fitzgerald, Book XVII – XX). Odysseus participates, and wins the contest. Then, in the climax, he kills the leader of the suitors, Antinoos, and finally reveals his identity to all following the massacre of the majority of the suitors. Odysseus reunites with his wife and son, and with them visits his father, Laertes. There, an army of the suitors, lead by Antinoos’ father attacks them. Laertes kills the leader. But, before the battle could proceed, gods interfere and order peace between the two sides. (Trans. Robert Fitzgerald, Book XXI – XIV).

The sovereign funds in the Gulf area and how they are affected by Essay

The sovereign funds in the Gulf area and how they are affected by different international circumstances - Essay Example As per the findings obtained, it has been apparently observed that the occurrence of worldwide financial crisis during the period from 2008 to 2009 largely affected the SWFs operating in the Gulf region. It is strongly believed that over the few preceding years, SWFs have played an imperative role in offering capital globally, making significant improvements in traditional investment approaches. These improvements can be measured in the form of raising direct investments, augmenting the exposure of the SWFs in selective emerging business markets and diversifying their respective portfolio across diverse industries (Ali & Al-Aswad, 2012). Although the numbers as well as the size of the SWFs have risen dramatically in this present day context, as an instrument of maximising investment returns, this research study would provide a brief idea about how these SWFs provide benefits in the Gulf area and gets affected by varied international circumstances. It is worth mentioning that this particular research study will reflect about how the SWFs have imposed extensive impact on maximising the investment returns in the Gulf area and how these fund were in turn influenced by any sort of intern ational situation. This research study has been taken into concern in order to assess the imperative roles that have been played by the SWFs towards making the Gulf area richer in various comprising employment and greater financial liquidity among others. It would be vital to mention in this similar concern that this research study would be backed up by critically analysing various literature studies concerning the above stated research title and framing appropriate research objectives along with questions. In addition, various other important contents that encompass research design, data collection as well as analysis and finally, a conclusion

Risk Management Policy (NHS) Essay Example | Topics and Well Written Essays - 500 words

Risk Management Policy (NHS) - Essay Example This industry is susceptible to many types of risk. For example three percent of America’s $1.7 trillion annual healthcare expenditure is lost due to fraud and over charging (Lexisnexis, 2007). This paper analyzes the risk management policy of a company in the healthcare industry called NHS Greater Glasgow. The focus of the analysis is on the impact of the risk management policy on the managerial team and regular staff of employees. Risk management is taken very seriously at NHS Greater Glasgow. For this company the risk management function is an effort that is accomplished by the cooperation of all the employees working for the firm. The current risk management policy in place in this company was establish in 2005 after the policy underwent a rigorous evaluation process that obtain input from a lot of decision makers in this enterprise working in different division of the company dispersed across the entire country. The application of the policy involves both the regular staff and the managerial staff. The workers in this company were trained in the risk management policy of the company. The function of the non-managerial staff is to actively report incidents and accidents of occurrences, near misses and to make recommendations on how to improve the internal system of the unit they work for. The company has a corporate culture that encourages participation from all employees and any feedback from any member of the organization is analyzed to make continuous improvement of the system. The functions of the managerial staff regarding the application of its risk management policy are: managing risk, performance monitoring, gathering accurate risk information, incorporating effective communication systems and promoting continuous improvements. At the executive managerial level the staff keeps close relationships with its partners and uses a philosophy of mutual cooperation in order to

Computer Assisted Instruction in Education Essay

Computer Assisted Instruction in Education Essay INTRODUCTION BACKGROUND OF THE STUDY In recent years, due to advancement of computer technology, the concept of Computer Assisted Instruction is now more prevalent, and has become a trend (Yang Wang, 2001). Electronic learning popularly referred to as e-learning is increasingly becoming acceptable in tertiary institutions all over the world. This is as a result of the opportunity provided by higher institutions and more students taking part in it (OECD, 2005). Digital learning is basically the use of information and communication technologies (ICTs) to enhance and support learning teaching and research (Eteng Ntui, 2009). With digital learning, there is a shift from the traditional approach of teacher-directed didactic to modern methods where computer technology plays an significant role, thereby improving the quality, efficiency and effectiveness of teaching, learning, research and educational management. Its methods including the integration of the World Wide Web, multimedia, information search, electronic libraries , and remote learning. In this digital age, teachers must deal with the challenge and developmental opportunities of how to appropriately use information technology and how to integrate various educational materials into course design and teaching methods (Rosenberg, 2001). The characteristics of digital learning is different from the characteristics of traditional classroom environment learning, and can improve upon some learning problems of students who are physically or mentally challenged, helping them to learn more effectively (Chen, 2003). It provides stimulation from different channels such as words, pictures, sounds, animation, and images, and can frequently help students use learning functions of different sensory organs, and achieve the learning targets of diverse wisdom (Li, 1998). In designing digital learning, scholars emphasize that learning ideals rather than computer technology should lead the design of a computerized learning environment (Chiou Chong, 1993; Yang W ang, 2001). The need for digital learning has now become important more than ever before as the objective of university education in Nigeria as defined in the National Policy on education (2000) includes the provision of high level manpower for national development and this is to be achieved through its programme of teaching, learning and research. Digital learning can help adults in developing their literacy and innumeracy skills, while also building Information Communication and Technology skills for life and work (CILIP, 2005). In spite of the bright prospect of digital learning in the country, it is so worrisome that there are some hurdles militating against the effective use of the educational technology in Nigeria. Folorunso, Ogunseye, Sharma (2006) and Resnick (2002) indicates that mass unawareness, low computer literacy level and cost were identified as critical factors affecting the acceptability of digital learning by students and lecturers of Nigerian universities. Sharma, Ekundayo, Ngige (2009) points out that digital learning place high demand on learners who have to be more proactive and disciplined than in traditional face-to-face education whereas this proactiveness and discipline is lacking. Various barriers to ICT use in Africa schools have been identified to include: poor infrastructure, epileptic power supply, lack of electricity, lack of trained personnel, poverty, inadequate funding and limited or no internet access (Aladejana, 2007; Jegede, 2005). STATEMENT OF THE PROBLEM While there had been a giant attempt at integrating digital learning into instruction in other advanced countries, Nigeria is not yet fascinated by the potential of technology to enhance teaching and learning. Many of our schools are lagging behind in integrating technology into instruction. Teachers are apprehensive about improving and modifying instruction by incorporating the new technologies (Huckle, 1997). According to Salomon (1989), there are clear indications from many developing countries like Nigeria that the supply of relevant and appropriate software is a major bottleneck obstructing wider application and utilization of digital learning in Nigeria tertiary institutions. Schulmeister (2006) states that experience proved that the benefits of digital learning could not be fully taken advantage of, expectations could not be met and that technology often was used to simply reinforce outmoded approaches to learning. Resnick (2002) criticizes that even though Information Communi cation Technology is applied in education, the approaches to teaching and learning remain largely unchanged. There is therefore non-availability of internet access in some tertiary institutions because of the recurrent cost of bandwidth. Inequality of access to technology is the challenge of digital divide existing among the student in Nigeria tertiary institution (Omofaye, 2007). Thus, some of them are unable to afford computers due to the relative cost to the average income of workers in the country (Ajadi, Salawu, Adeoye, 2008). The cost of accessing the internet in Nigeria is still on the high side, some students find it a challenge to afford (Arikpo, Osofisan, Usoro, 2009) PURPOSE Based on the aforementioned research background and the statement of the problem, the purpose of this study is to explore the utilization and effect of digital learning on students in Lagos state Tertiary Institutions. RESEARCH QUESTIONS The following questions will guide this study: What is the level of awareness of students on the availability of Digital learning in Nigeria tertiary institution? What is the status of the utilization of digital learning? What are the challenges faced in the utilization of Digital learning on students? SIGNIFICANCE OF THE STUDY The study is significant in that it will provide information about the current status of utilization of modern technology in Nigerian secondary schools. It will also provide baseline data for future policy regarding technology training and the development of strategic plans aimed at encouraging technology-based innovation in teacher education programs. It is also hoped that this study will trigger off more research studies that will inform/encourage implementation of new technology in teacher education. This study will be useful to inform teachers on how use digital learning to teach students which will address the needs of students with different learning styles and motivation. It will offer great potential to transform and improve student learning, engagement and retention and support student success which will help institutional goals with potential benefits including improved retention and time savings for instructors. Average teachers will benefit as digital learning will help r each their excellent peers and take complex tasks off their to-do lists, enabling them to focus on the parts of teaching at which they can excel. Through technology, they can also obtain real-time data and advice about how to help each of their students succeed, saving time and improving performance. It will make it easy for teachers to personalize instruction, which many average teachers find difficult or impossible to achieve with whole classrooms of students with a wide array of needs. Also teachers will increasingly be able to teach more students in person as digital learning replaces portions of instruction in an individualized fashion and provides time-saving student data; reach students remotely via technology; and capture and share their performances and methods widely through video and smart software that individualizes learning. Even among excellent teachers, various people will thrive in different roles. By emphasizing the use of simulation games to teach mathematics, it is hoped that the study will lead to the improvement of mathematics teaching and learning in our secondary schools. The general poor performance of students in mathematics and their attitudes towards some aspects of the subject are expected to be better. With this study, the researcher aims at exposing the teachers and students to the importance of using simulation games to improve the teaching and learning of mathematics. Technology and digital learning can increase the ability to meet the needs of individual students. Whether through the availability of timely data or the ability to connect students with the content and activities that meet their learning styles and needs, technology and digital learning provide opportunities for teachers to personalize learning for more students at any given time. HYPOTHESES There is no significant difference between the challenges faced in the utilization of digital learning and students performance. There is no significant difference between the level awareness of students and availability of digital learning in tertiary Nigeria institutions. There is no significant difference between status and utilization of digital learning. SCOPE AND LIMITATION OF THE STUDY This study will cover the teaching and learning activities in Lagos State Tertiary Institutions. CHAPTER TWO:  LITERATURE REVIEW DIGITAL LEARNING RESOURCES In this study, the term digital learning resources refers to learning premises and platforms that include technology enablers such as laptops, multimedia, CD-ROMs, and Internet resources. Digital learning resources can give students authentic as well as up-to-date information that is not necessarily available in textbooks. Generally, e-learning resources are useful as they represent a collection of cultural and scientific knowledge accumulated over the years (Yeo Tan, 2008). Moreover, this type of resource can be useful to students because it can foster their learning and their critical thinking, their ability to make connections between different concepts, and bridge the gap between their theoretical and practical knowledge (Palmer, 2007). Despite this, availability of resources does not lead to automatic learning improvement; in fact, productive use of resources can be difficult to achieve (Bera Liu, 2006). Technologies and Methods of Teaching There are evidences supporting the introduction and use of new technologies in instruction. The World Bank (2004) opined that ICTs should be considered within education for the purpose of reforming curriculum, reinforcing teaching/learning and to improve leaning. The UN Secretary of State (2005) speaking on the role of technology in education said we must ensure that Information and Communication Technologies (ICTs) are used to help unlock the doors of education. As a result, Millennium Development Goals (MDGs) came up with this policy to co-operate with the private sector, to make available the benefits of new technologies, especially ICTs to increase educational opportunities and unlock the door of education. As a result of this, new technologies are being disseminated into educational institutions at a rapid rate. For the new technologies to be effectively utilized, teachers at all levels need not only to be proficient in the technologies but must also be well versed in its effect ive integration into their instruction. The major area Nigeria could meet this expectation is the teachers preparation in the methods class. It is in the methods class that the students can see their teachers modelling the use or lack of use of the technology. The use or lack of use of the new technologies may widely affect the students in future as regard whether to use them or not. CHALLENGES OF DIGITAL LEARNING The information on any subject which has been put on the web need to be transformed to knowledge at some stage for it to be made useful. As suggested by Mehdi (2004) it can be extremely easy and quick to transfer information from one place to another, it is often very difficult and slow to transfer knowledge from one person to another .There have been devised several methods to ease the process of conversion of information to knowledge, digital age has enabled swift transfer of information and now strives to produce faster ways to convert it to knowledge. Teresa John (2007) talked about the various evolutions in digital learning like word-processing, hypermedia, Computer-mediated Communications, New Literacy Studies, Digital Archives and Information Literacy. The best effective method for this conversion cant be defined as learning ability differs from person to person and different tools produce different results in individuals. We usually tend to divide these groups based on age, country or technical background. The various needs for direction of development in the field of digital learning have been felt since a long time. We cant expect every individual to respond in a similar manner to tools that are available for digital learning. Therefore different tools and teaching methods are required for different groups of people which can be implemented with the help of human computer interaction (HCI) as emphasized by Bee Laurel (2004). Another issue is the awareness to all new tools which can be helpful to a learner which can also be done with human computer interaction. Also a matter of concern is that there still exists a small population who is completely devoid of digital learning even if they can afford it. This is largely because of various myths and unawareness. As marked by Guerra, Alfonzo, Suarez, Hernandez Milan (2007) teaching aids have moved from blackboard to projector transparencies and then to video projectors and PowerPoint. The teachers are u sually not able to produce very effective multimedia or other forms of digital learning. This is quite obvious as we cant expect every teacher to be a multimedia expert. The Development of various tools was done so as to enable the learners to acquire he knowledge easily. Another issue is the capital required for the spreading awareness, conducting workshops, providing training and releasing new education tools and multimedia products for learning. PERCEPTION ON DIGITAL LEARNING To successfully create digital learning program, we need to ensure that value really is there and it is in concrete terms. That means we need to sell learners on the truthful proposition that participation will provide benefits worth the time and effort. The curriculum needs to be the point of reference for creating an effective digital learning. Doing so will stimulate vital motivation and give the program a chance to succeed (Allen, 2003). Bad digital learning perception may be due to lack of understanding, lack of communication, and lack of trust or conflicting agendas in appropriate use technology. Some goal coaching and awareness exercises are probably needed to strengthen peoples perception (Allen, 2003). It is important to realize that learners are both emotional and intellectual; and emotions have much effect on peoples perception and what they do. In some digital learning studies conducted in developing countries, it was found that lack of vision and framework in implementin g digital learning lead to a failure of these digital learning projects (Kizito Bijan, 2006; Pal, 2006). Lack of both technical and social skills required for implementation contributes to the failure of some projects. If learners cannot use adaptive tools they might feel ashamed and this affects perception. When learners feel ashamed and guilt it is because they are sent in environment in which they are not entirely pleased. The feeling will influence their study situation, as well as the whole learning process and this result in negative feedback, which may reduce concentration and motivation (Ostlund, 2005). Digital Learning Models Horn Staker (2011) offers this summary of various digital learning models: Face-to-Face Driver This approach retains teachers to deliver most of their curricula in a traditional brick-and-mortar school setting. The teacher deploys online learning on a case-by-case basis to supplement or re-mediate, often in the back of the classroom or in a technology lab.   Rotation   The common feature the rotation model is that students rotate between learning online in a one-to-one, self-paced environment and in a traditional classroom. The face-to-face teacher usually oversees the online work.   Flex   Programs with a flex model feature an online platform that delivers most of the curricula. Teachers provide on-site support on a flexible, as-needed basis through in-person tutoring sessions and small group sessions. Many dropout-recovery and credit recovery blended programs fit into this model.   Online Lab The online lab model relies on an online platform to deliver the entire course, but in a brick-and-mortar lab environment. Usually these programs provide online teachers. Paraprofessionals supervise, but offer little content expertise. Often, students who participate in an online lab program also take traditional courses.   Self-Blend The most common version of blended learning is the self-blend model, where students choose to take one or more courses online to supplement their traditional schools catalog. The online learning is always remote, which distinguishes it from the online lab model, but the traditional learning is in a brick and mortar school. All supplemental online schools that offer a la carte courses to individual students facilitate self-blending.   Online Driver   The online driver model involves an online platform and teacher that deliver all curricula. Students work remotely for the most part, Face-to-face check-ins may   be included. Some of these programs offer brick-and-mortar components as well, such as extracurricular activities. THE NEED FOR DIGITAL LEARNING IN NIGERIA TERTIARY INSTITUTIONS The world is advancing at a rapid rate. Events have moved to the electronic stage with the computer at the centre. This development has brought a lot of innovation and revolution into teaching and learning. The 3Rs (reading, writing and arithmetic) which forms the nucleus of the old system of education has witnessed series of literacy reforms. The world is now in the age of information technology or computers age; hence, there is a need to keep abreast of time. One of the ways of achieving this is through the introduction of computer education in our institutions of learning (Ajibade, 2006).

Descrpition Essay on New York City

Macy Climer The city that never sleeps When you think of New York City, you most likely imagine the extraordinary buildings that fly in the sky or the crowded sidewalks with hundreds of people shopping on every corner. Even with my short visit I found myself lost in the big apple. The streets are filled with the atmosphere that is like teenagers shopping with their parent’s credit card. Although by the end of the day your feet are so swollen from all the walking, you find yourself wanting to keep going in the hopes of having the best â€Å"New York experience. †It was spring break of my senior year and my dance team plus our moms were about to travel to the city that never sleeps. All of us were so anxious to explore this amazing city that most of us have only seen on TV. When arriving at the airport that early spring morning I had butterflies in my stomach, for the thought of the big city that I have always dreamed visiting. The flight was long but it was comfortable. When the captain announced that we would be landing in about 20 minutes, I was the most anxious I have ever been in my life. Twenty minutes felt like forever!Finally the seat belt sign went off and the flight attendants opened the exit doors. The airport was so crowded with every kind of person you could think of. It was a small airport, only being about 10 minutes away from the city. After we collected our luggage we went to flag down our first taxi. I have watched several movies that were based in New York City so getting a taxi was just as simple as raising your hand and waving them down. As the taxi came up from under a bridge I found myself staring at the most amazing city I have ever been to.Time Square is seen in a lot of movies, but it is way better then I imagined. As I was standing right in the middle of Time Square I was overwhelmed with everything that was going on around me. There were people covering every inch of the sidewalk, hot dog stands and people handing out fly ers to shows and other activities. The cars were bumper to bumper while horns came from every direction. Even though NYC is this amazing city, it was kind of a dirty, loud, and crowded place. But behind the crowded loud streets, New York is a beautiful city.Our journey began the second we arrived. I wanted to explore every inch of the city but I knew that was impossible. I was going to try though; the hotel we stayed at was right in the middle of Time Square. It was like a dream every time I walked out our doors. The city was such a fast paced place. People fast walking past you, taxis speeding through the tiny avenues of New York, the people of NYC for sure live off coffee and red bull. The days went by so fast because we were constantly doing something at all times.Mainly sightseeing and shopping, lots and lots of shopping! As the days went by the city became easier to get around. I was a pro at flagging down a taxi, and I understood the whole subway thing. I realized that when th ey say that New York is the city that never sleeps they meant it. At all hours of the night I would hear car horns and loud music and people talking. I loved every bit of the city, even though it was crowded and loud and sometimes a little smelly. The shopping and all the huge skyscrapers made it worth it.Shopping wasn’t the only good thing about New York; I was able to see two Broadway shows. The shows are amazing and filled with really talented people. Triple threats that can sing, dance, and act, I saw wicked which was a show I have wanted to see since it first came out. These shows are the coolest things; New York is a place full of adventure and excitement. Our journey was ending and it was bitter sweet. I loved the city but Texas is my home and I missed it. I will for sure visit New York again sometime in my life.After exploring the city for a week I came to realize that it is a fabulous place to visit, but maybe not such a good place to live. I loved getting to experie nce this city with my mom and seeing all the sights that are so cool, and eating all the food that New York is known for , and even shopping at places that a lot of celebrities shop at. It would take several trips to NYC to get to discover everything there but I feel like my trip to the big apple was the real â€Å"New York experienced. †

Nepal Unity in Diversity Essay

As we all know that Nepal is worldwide known as the only Hindu Nation and it is a matter of Pride to all Nepali’s living in the Country and to those too who have migrated to another Country for Business, Work and other related reasons. I my-self being a ‘Nepali’ had to stay out of Nepal from my childhood for Better Education and better living, This is the reason i don’t know much detail about NepaliSamaj and other cultural History’s of this Great Land. Many of us who stay in other country are called as Nepalese but when i came back home, I have learned that Nepalese are for people who stay in Nepal such as people from India are called Indians. As my days past in Nepal i came through many people who are Nepalese but they also have a sub-caste for e.g., Magar, Tamang, Sherpa, Newar, Gurung and many such more who share equal rights. In one line they are called as â€Å"Indigenous Nationalities† of Nepal. As per the last decade sensex came to know that Magar’s are the maximum habitants living in all over Nepal. I was happy to know this as I, myself belong to Magar sub-caste. Further to my knowing i came across places where there were churches and mosques and Gurudwara’s made and I also saw people going to these holy places to worship. At first I was astonish to find these holy places located in Nepal but then I could also figure that we are no more living in 20th Century but have widened are vision’s and respect other religions too†¦. After all it is a matter of individual choice whether he prefers to practice his religion by birth or he wishes to convert. I do understand how difficult it is to except the facts but I also feel that Nepal is growing and the public awareness about respecting each other’s religion is must. The conclusion of my article ends with one line which we have already studied in our respective schools â€Å"UNITY IN DIVERSITY†. â€Å"unity without uniformity and diversity without fragmentation†[5] that shifts focus from unity based Unity in diversity (also commonly rendered as united in diversity) is a concept of on  a mere tolerance of differences towards a more complex unity based on an understanding that difference enriches human interactions. â€Å"Unity in diversity† is a popular motto within and among nation states, and also in political and social movements. The idea and related phrase is very old and dates back to ancient times in both Western and Eastern Old World cultures. The concept of unity in diversity was used â€Å"in non-Western cultures such as indigenous peoples in North America and Taoist societies in 400-500 B.C.E. In pre-modern Western culture it has been implicit in the organic conceptions of the universe that have been manifest since the ancient G physical, cultural, linguistic, social, religious, political, ideological and/or psychological reek and Roman civilizations through medieval Europe and into the Romantic era.