Classification Essay, Types of Drivers

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Since I have gotten my driver's license I have noticed four unique types of drivers everywhere I go. I see at least one of these everyday and it makes my entire ride almost unbearable. I am sure that many people have come across the aggressive driver, the uncertain driver, and the slow driver, and you may also be classified under one of these at one time or another.

The aggressive drivers are seriously the best drivers overall, and they have to be. If they weren't such great drivers they would get into much more accidents then they do. These drivers have the uncanny ability to squeeze through the smallest openings as they weave through every car that gets in their path. They always seem to be in the biggest hurry as they drive inches behind your car waiting for the opportunity to pass you. Then once they pass you they give you some gesture, like you were going twenty miles under the speed limit when actually you were going over the speed limit.

The slow drivers are another type and are always those eighty-year-old grandparents that go at least ten miles under the speed limit at all times. They're usually always driving cars that look almost as ancient as themselves. These types of driver also have the special ability to know when you are in a hurry and get in front of you while your driving on a one way street. While they're in front of you they go 5 in a 45 mile per hour zone and they stop early whenever they see something suspicious in front of them. Even if it is a bicyclist that has five feet of room to spare the slow driver will slow down even more to be careful as they can.

Then there is the uncertain driver who never really knows exactly where they want to go and flashes his blinkers in every direction. They get in the right lane right in front of you, slow down, and are about to turn when they realize they are going the wrong way. Then the car jerks and they continue to drive right in front of you. Like the slow driver the uncertain driver drives at slow speeds but then speeds up when he realizes what speed he is going. The biggest problem is you have no idea where they are going and neither do they.

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These drivers are always the ones who get into the most car accidents. Even though the aggressive drivers are best overall it is inevitable that their dare devil driving will get them into a car accident. The slow driver always seems to get into a lot of accidents that they usually consider is not their fault. They could be stopping suddenly for something that spooks them and the unsuspecting motorist behind them may crash into the rear of their car. Then comes the uncertain driver with their constant lane changing and not knowing where they are going. They inevitably switch lanes and crash right into the side of another vehicle. All of these drivers have their problems but even I am sometime classified as one of these and I feel I am a very good driver.

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What The Hell?

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If hell does exist, why wouldn't ceaseless torture be fitting for such an evil environment? Heaven is an idea of endless paradise for those who have lived a morally good life and who have helped others. Those of us who have earned the torture by being morally corrupted do not deserve to enjoy the pleasantries of heaven that needed to be earned in this world by being virtuous.

One dilemma with hell is the idea of judgement. How are we being judged, what kinds of things are considered to be good enough for heaven and bad enough for hell? We all have different views on this subject depending on how we were brought up. Those of us who have a religious background feel that practicing and believing determine our fate. It is a little more complicated for those who do not believe in any particular religion. There are those who just believe they will go to hell and just don't care, there are also those who live what they believe is a morally good life and feel they will go to heaven, and also those who just don't believe in heaven or hell altogether. We all apply our different views to make opinions on current issues at hand. For example, many people believe that we do not have the right to punish murderers extensively by the death penalty or with torture because they believe that it is God's job to judge them when they arrive at the gates of heaven.

The idea that we should treat prisoners more humanely but that these same prisoners will be tortured endlessly in hell says a lot about the human mind. Since these prisoners will be punished in hell, we don't have to obtain a guilty conscience by torturing them ourselves. It is also a way of making sure that we don't go to hell for punishing them. Even though it seems like the idea of treating prisoners humanely was created for the well being of the prisoners, it seems as though it is more of a self-righteous, self-serving act. I am not a heavy believer in the idea of hell. Admittedly at times, I wish hell existed to get my revenge on those who have caused me grief. But I think that we receive our rewards and punishments in different forms during our present life. Even though many people think they could be in much better situations, I think it could be a lot worse. So it's just a matter of perception, whether you see the glass half empty or half full.

I think that this rejection of hell is an indication of moral progress because it shows the ability to act in a moral and just way without such a consequence as being tortured in the fire pits of hell. We shouldn't need an excuse to be virtuous. But for those who can't help but be immoral the idea of hell is there to give them something to ponder. Because no one really knows whether hell really exists or has just been used as a scare tactic. But whatever the truth, it is an effective idea for those with a conscience.

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Money

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Money is a necessary in our daily life. For one person, he or she can use money to improve the standard of life, to solve many troubles and to plan the future for himself or herself as well. Our society, in the same way, spends money in many ways, but generally speaking, two main uses can be classified into the present use and the future use. Thus it comes a dispute on that which of the two is more important and worthy. In my opinion, money spent either on present problems or on future possible benefits is equally necessary and important for our society.

In most people s view, existing social problems should be firstly treated and allocated money. It is of course reasonable. On one hand, we need money to solve many shortcomings or inconvenience in our life. Firstly, we need money to guarantee the basic living conditions eating, dressing, housing, and traveling. Secondly, every country must spend money in developing its industry, agriculture, and technology. Thirdly, it is also necessary for society to allocate money in improvement of the educational enterprise, the medical care system, and the welfare work, etc. On the other hand, in order to interdict crime and terrorism, government must use much money. In this sense, money spent on immediate, existing social problems is certainly unimpeachable.

However, we should not live only for ourselves; we must make a consideration for our future generations. For instance, although the source and energy in the earth, such as coal, oil, and natural gas, are sufficient for our generation to utilize and consume, scientists also spend money and time in studying new and regenerative resource to replace the conventional ones. Another example is making a long-term study on the university, in which American government and other governments cost much money every year. The aim of the study is to understand the university, the solar system and the earth, and thus to find a way to avoid unexpected disasters caused by the university and find a new planet suitable for our human being when the sun dies. This study seems to be a future matter far from now, but when we have seen the phenomenon of meteorite hitting the Mars, we can conclude that it would actually benefit both our offspring and ourselves.

In addition, we should fully realize that many problems or difficulties we are confronting now couldn¡¯t be solved immediately; it also depends on a long-term research. In the medical field, for example, cancer and AIDS, the most tiresome diseases, that would kill a number of people every day, have not been conquered yet. So researches on these diseases are undoubtedly vital things for our human being--either nowadays or in the future, and we must keep a stiff upper lip on them no matter how much money and how long time it would take.

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To conclude, we should not see the current profits merely and ignore the future crisis. From the above analysis, we could reach a point that both the present problems and the future possible benefits should be treated as equal importance and either of them would necessarily need money. Furthermore, to make a thorough ponderation on how to allocate money more properly and efficiently in these two channels in our society is likely a more valuable issue than that give by the speak.

At this information age, it is impossible for anyone to get full knowledge of all fields of study. That is why there are different branches. While it is quite true that any field of study is basically put forward on the foundation of knowledge accumulated within that field, one important idea should be kept that only knowledge and experience from other field can make it significantly advanced.

Without the help of other knowledge and experience, all fields of study will advance slowly. The already existing knowledge is established. Meanwhile, the unknown one, maybe disputing one, is still unknown. There might be some minor modification, but no substantial movement any more. It seems quite difficult to make great advances again within this field. Whats on earth is the problem? We finally find the key point --- the latest significant advance in this field is actually inspired by borrowing knowledge from others.

Actually, since different fields of study are intrinsically related, more or less, to one another, no study today can be isolated. For example, a successful experiment in chemical lab might lead to birth of a new kind of construction material. Then new industrial technology might subsequently be introduced to manufacture that material. With the help of that advanced material, there will be significantly development in the fields of engineering, such as architecture, automobile, aviation etc. From that point of view, We can say that any field of study is just a local joint of a much wider web of study. Any significant jump of one joint must rely on support by others.

As a matter of fact, breakthroughs in many studies are achieved only after using knowledge and experience from other field. For instance, scientific computation method is quite limited and unchanged for many years in the upper of last century. Using computer technology to this field, many computer-based computation method appeared, allow us able to conduct the most sophisticated calculation. Conventional work of a dentist has no great changes for years. Last year, however, a dentist in Swiss developed a revolutionary method, under which computer was used to gather the D information of teeth, then to make denture automatically and precisely. There are many other examples similar to this about computers wide usage leading to profound improvements to other field. One can even believe that without computer knowledge from outside field, many great advances will be impossible.

Generally speaking, for any study, although the knowledge and experience within that field is quite

important which play a fundamental role, it is necessary to get knowledge from other field, for that is critical force for pushing a profound movement.

The notion given by the author seems rather feasible in that it would possibly contribute to a unified national culture as well as the integrity of the nation if it were implemented according to the claim, yet in effect, the author ignores to take into consideration the aspects such traditional, ethnic, religious and regional culture and conventions as are perceived as essential by relevant communities, as well as the aspects concerning the cultivation of personal characteristics as is closely related to an individual¡¯s future. What a nation requires should lie in preserving the diversity and specialty of the nation¡¯s culture and promoting not only an unswerving sense of patriotism but also a sound development of individual personality.

As we know, it is undoubtedly difficult to design a national curriculum applicable to different regions and people while satisfying various needs from students and circumventing the possible objections. Granted that such curriculum can be devised regardless of the adversity, it still appears ineluctable that different problems occur after execution; what is more, how can the quality of education be well ensured in respect of so uniform a curriculum? Can students develop their own interests and religious beliefs under such circumstances? Can an individual¡¯s talent be well-recognized and taken advantage of? Can traditional, religious, regional and ethnic cultures and conventions be well maintained under the pressure of an exclusively unified curriculum? Even if all these problem can be solved and a variety of contents are arranged in the same curriculum, it is fairly easy for people to imagine the probable consequence resulting from such assorted courses the students might be toiled by study; they might be confused by study; they might be bored by study; and finally, they might be tired of study. As a result, our educational regulation and plan will fail to fulfill even the least demand congruent with the nation¡¯s development. Predictably, such curriculum, even though contrived, contains unforeseeable effects, most of which prevent it from being applied.

On the other hand, if the schools are granted entire right to the determination of what courses should be offered, it will inevitably result in an excessively indulgent administration of the education system. Far from achieving an autonomous efficacy, it is likely to cause some group of students in a certain part to suffer from unwholesome education-that is, in the presence of other students, unfair. Furthermore, similar to the national curriculum, it, solely, may also be unable to help the students with its limitations. For example, if a religious school pays too much attention to the instillation of beliefs and hence ignores the infusion of knowledge and morality, the balance of education that assures the equality of distinct content is-as a result, the harmony between them is also demolished-broken. By then, no effective way is available in reversing the situation.

Not far away from a conclusion, as disadvantages of both sides are revealed as a reference to what a suitable curriculum should be, we can suggest the effective combination of both sides as an alternative lest they each be out of control because the eventual victims will be the hope of the nation-the children and adolescents at school. With the national supervision and modification, the curriculum containing the regional and religious features is bound to reach an expected effect over the debate.

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The Trench System

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The Trench System

The trench system was the main defence of both sides of the Second World War when both sides met stalemate in the fields of northern Europe from the earliest days of the war.

Reserve Trenches

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Reserve trenches are used to fall back to when the forward trenches are taken over by enemy troops also for storage uses.

Communication trenches

Communication trenches were dug at an angle to those facing the enemy. These trenches used to transport men, equipment and food supplies. The French had tramways installed while the British tended to rely on manpower to get the supplies to the trenches.

Listening posts

Running out at right angles from the frontline trenches were saps. These saps were about 0 yards long. Small groups of soldiers were sent to the listening posts (sap heads) and were given the task of finding out about the enemy. This included discovering information about enemy patrols, wiring parties, or sniper positions. After a heavy bombardment soldiers would be ordered to seize any new craters in No Mans Land, which could then be used as listening posts. From August 116 all British Army units were under orders to occupy any shell-hole within 60 yards of their forward trench.

Runners

The British Army trained some men to work as runners. Red armbands around their left forearms identified these men. As well as carrying messages runners were responsible for scouting the area before their battalion moved up to the front-line. Runners therefore needed the ability to accurately read complicated trench maps.

Sapping

A tactic used on the Western Front was to dig short trenches (saps) across No Mans Land. These were dug towards the enemy trenches and enabled soldiers to move forward without exposure to fire. Several saps would be dug along a section of front-line. These were then joined together at their far ends to create a new trench. Saps were also used as listening posts. Although sapping was slow and gruelling work, especially during summer months, it was a fairly safe way to make territorial gains.

Parapet

The front of the trench was known as the parapet. Both the parapet and the parados (the rear-side of the trench) were protected by two or three feet of sandbags.

Fire step

So that soldiers in front-line trenches could fire through the parapet, a fire-step was dug into the forward side of the trench. The fire-step was or ft high. It was on this that the sentries stood.

Duckboard

Most of the land on the Western Front was only a couple of feet above sea level. As soon as soldiers began to dig trenches they would invariably find water just below the surface. Constantly standing in water caused trench foot and other ailments. In an attempt to alleviate the problem, wooden planking, known as duckboards, were placed at the bottom of trenches and across other areas of muddy or waterlogged ground.

Barbed wire

Barbed wire was usually placed far enough from the trenches to prevent the enemy from the trenches to prevent the enemy from approaching close enough to lob grenades in. Sometimes barbed-wire entanglements were set up in order to channel attacking infantry into machine-gun fire.

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Framing organisation

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Avoiding "War On The Wharves" Is The Non-Confrontational Policing of Major Industrial Disputes "Here to Stay"?

The 18 Australian maritime dispute, heralded as the "War on the Wharves", failed to culminate in full-scale pitched battle between union picketers and the police.

The relationship and protocols that have been developing between policing and unionism in the 180s and 10s were fundamental in avoiding violence at the HUA picket lines. Police, acting with restraint and apprehensive of potential violence, generally sought to maintain public order and control through a consultative and non-confrontational approach.

Historical perspective

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In belligerent industrial times such as the early 180s and the late 10s, policing was inclined to follow the paramilitary path of a legalistic and repressive approach. And unionists have perceived polices as the agent making it possible for the employer to continue production by the use of scab labour, the enemy of the unionised workforce.

During relatively peaceful industrial times, police have often found that discretion was a better method of preserving the peace and marinating legitimacy in the eyes of the populace than prosecuting the law to its fullest.

But sometimes the police-picketers violence are caused by government and employer push for decisive police action; police willingness to confront and defeat the perceived enemy; belligerent and violent picket activities; media and public pressure for police action.

"Blamey Cossacks" versus the stevedores

On November 18, about 150 stevedores, contrary to union leaders' pleas, broke a police line about fifty strong and stormed Station Pier as they rushed towards the P and O liner, Chitral. "The crowd simply, by weight of numbers, brushed the police aside." And police seen conflict as a realm in which they must win in order to preserve law and order and maintain their future authority. Allan Whiteeaker died as a result of a bullet wound to the neck inflicted by police and the stevedores went crazy and berserk and as a result, two constables were seriously injured. This situation shows that potentially unpredictable and explosive character of police involvement in industrial disputation.

According to public order theory, it indicates that state's force, in the form of aggressive policing, can actually escalate the tensions and potential violence of industrial conflict. Today, police who encounter industrial picketing are unarmed, for their own safety as well as that of the public. Using force to disperse a surging crowd without intending to arrest any of them is a feature of 0th century public order policing.

The policing of the 18 maritime dispute was directed and over sighted by a very different group of police leaders; many tertiary-educated and trained in management practices. Modern police command is aware of lessons of the immediate past in policing public order situations, the ubiquitous nature of video cameras at potentially violent situations and the potential civil litigation damages against police.

Policing the 18 Waterfront dispute

In the 18 waterfront dispute, the state police and traders hall councils had been developing procedures and protocols in relation to industrial disputation. For the modern policing ideally keeps industrial peace by reasonable compromises with strikes, by routine procedures, and by tactical negotiation and flexibility.

As a result of violent clashes in the 180s, Victoria Police and the Victorian Trades Hall Council (VTHC) established professional protocol arrangements to deal with potentially volatile situations. And the MUA picket line was officially sanctioned by the VTHC, it was recognised by Victoria Police. The Australian Council of Trade Unions (ACTU) executive have developed a reciprocal union policy in relation to authorised strikes and pickets.

The peaceful, non-criminal pickets at the Patrick terminals around the Australian ports were the visible and symbolic centre-piece of the union's campaign, the focus of national and international media coverage and the platform of civil disobediences.

The MUA, fully supported by the ACTU, realised that it need public support if it was to achieve the reinstatement of its members. MUA officials pledged to police that the MUA would maintain control of its peaceful assembly. A ban was imposed on swearing, racial abuse and alcohol at Fremantle Dock. And the MUA made commitments of no violence, only routine yelling at change-overs of non-union labour; police agreed not to employ shields, batons and horses to intimidate protesters.

As a result, the pitched battles on Australian docks of the late 10s were not repeated in 18, despite much media speculation of a "Waterfront War." Because the union organisers were aware of lawful police authority to arrest, move and detain, since the police had the power to act under summary offences legislation against people who were obstructing and hindering people in the execution of their duties.

In April-May 18, the protocols for regular meetings and accepted behaviour between union and police negotiators were intensified and co-ordinated, and such compromises challenged the traditional culture which meant that the employer merely needed to contract police who would clear pickets by either persuasion or force.

Criticism of police inertia

Criticism by some conservative politicians focused on the police's inaction against the MUA assemblies. Police command, exhibiting independence from political pressure, ensured that police members would not be manipulated in the dispute. At East Swanson Dock, Patrick's Chairperson Chris Corrigan, having assumed that police would clear terminal entrances, condemned the police for failing to fulfil statutory obligation to remove people obstructing commerce, the pickets being neither peaceful nor legal. Same as Stuart Wood and Des Moore are both condemned the failure of the police to enforce the law in the waterfront dispute and alleged that police avoided confrontation with large groups, which encourage violent action by protesters, and require to return to Blamey-style policing response to picketing.

But Corrigan appears to have acted upon the traditional assumption that if the employer demands police intervention to clear passage that police will naturally concur without consideration of the consequences. In face, the ultimate responsibility of police is to preserve life and protect property. A modern policing tactic, designed to attain these objectives and common to both minor and major industrial disputes, is to hasten slowly, even at a pace, coz it provides time for the industrial protagonists, employers and workers, to consult and possibly negotiate the conflict without police intervention. The question remains from whom or from where does an aggressive employer seek a coercive force to remove pickets, if dissatisfied with the role of the public police.

The police commissioners at their annual conference in Melbourne on 1 April issued a consensual statement advocating a "negotiate" and "non-violent" resolution of the maritime dispute. The police would act as necessary to deal with unlawful blockades, but reaffirmed their strong desire that the maritime dispute is settled through negotiations and the legal processes rather than violent conflict. After the commissioners' communiqu, there was no further attempt by police to remove picket lines around the Australian ports.

The vicissitudes of policing the Liverpool lockout

In late September 15, dock workers were locked out by the Mersey Dock and Harbour Company (MDHC), and there was no trouble despite the dockers' protest. The cost to the Merseyside Police of deploying a daily police presence including overtime payments until March 17 was between 1.5 and million pounds, and the routine monitoring as not proper police work; the police did not appreciate being at the Liverpool Docks at 5 am in the winter. The dockers were not in conflict with the police, but they perceived the police as being on the side of the MDHC in the dispute. And the vitriolic dockers conclude that the police department certainly supported the dock company and alleged that the OSD have intimidated, beaten and even tortured dockers and their supporters in the pursuit of keeping dockers out of their jobs.

Robocops

0 September 16, a rally of three hundred dockers and supporters erupted into violence and 41 were arrested. The police blamed the presence of eco-warriors and members of the Reclaim the Street brigade for the violence.

Conclusion

Police on the Austalian wharves sought to accommodate the picketing and community protests through a restrained, consultative and non-confrontational strategy. Violence is in neither the police nor the unionists' interest.

Unlike the suppression of Stevedores in 18, the police during the 18 waterfront dispute were praised by union officials but criticised by the employer.

The future policing of industrial disputes depends fundamentally on police organisation being able to maintain their operational independence from all interested parties and being prepared to deny automatic response to employer demands. Even the non-confrontational approach has been used, but the latent coercive capacity of police even when the overall strategy has been one of peace-keeping and consultation.

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Standarized Test-Should we have them?

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Michele Coulon

7-16-0

Standardized Tests- should we have them?

Standardized tests are exams designed to measure a student's scholastic performance. These tests are a controversial issue, because some people feel the test do not show the students' intelligence. I am one of these people. What the test may cover may not be what the students have learned in class. However, some critics feel "that standardized tests allow administrators, teachers, and parents the opportunity to view solid evidence of the students performance, which in turn could lead to curriculum changes" (Banta, p.1). So, is standardized test really the best way to test?

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No, standardized testing is not the best way to test. Unfortunately these tests do not prove how smart a person is. Standardized testing was a good idea, to test the students capabilities and to see how they compare with other districts, but teachers teach using different methods and focus on different issues. What they think is important may not be what other teachers feel is important or what the state thinks is important. So, as a student you learn more about what the teacher deems important, but are evaluated on by what the state thinks is important. Standardized tests are not a reliable way to evaluate someone's intelligence. Intelligence comes in many forms.

Our society has many different ethnic backgrounds and variations in social classes. So, how can one test acknowledge all variables? The people who make the test would have to have in mind everyone's socioculture theory and social learning theory. This is where people learn from their culture and from the social environment in which they grew up. These issues are a big argument among critics, who are opponents for and against standardized testing, because they say, "Standardized […] tests do not account for [the] differences in social and economic backgrounds among test-takers…." Well the simple answer to the question is that no test can accommodate the difference in social classes (Banta, p.). Upper to middle class society usually have someone to help them do their homework at home. The lower class society, unfortunately does not. My mother, who is an independent high school teacher, works with people in this situation. She has found that this is partly due to the parents lack of education. The parents, therefore, are ill-equipped to help their children with homework. They place a lower value on education. This can make a big difference and allow the cycle to continue.

Critics also argue, "… that the exams do not accurately assess the scholastic performance of female students. Females consistently earn higher grades than males in both high school and college, but their average scores on standardized tests are lower…. " (Encarta, p.). Maybe this occurs because females are social people and don't like to sit for long periods of time. I know I am this way. If I had a choice I would prefer to be taught what is on the test, if that is what needs to take place in order to be evaluated correctly. It would not be an accurately assessment if I have not had instruction on the subject they are testing me on.

Another argument against standardized testing is the multiple choice questions. Do they really have the right answer? A student may deliberate about this because some tests have all correct answers, but one that is the better choice. So, how can it be wrong? Which is why, "the arguments against the multiple choice question tests [should] allow an individual to give reasons for an answer they have chosen" (Banta, p.). This is a vital part of the test. People who come from different backgrounds are going to have a different explanation of why they chose that answer. Which brings us back to what the students were taught in class and how it has been assimilated.

Curriculum is said to be affected by the standardized test. Some critics say, "that teachers are going to teach what will be covered on the test and unfortunately the information not covered on the test is not taught" (Banta, p.). I know that if students have to be tested for a long period of time they get tired. In high school I was not taught all the information that would be on the test and our test scores were not up to the standards. This was not just because we were not being taught the test, but also because many students did not care about taking the test due to being told that it did not affect our grade. Therefore, students did not take the test seriously.

David Coulon is a high school student who I interviewed about his thoughts on standardized testing. He told me, "I do not feel the tests truly evaluate someone's intelligence because some people are not good test takers and what they may be tested on will not have anything to do with the career they want to pursue." I agree with his statement. I feel that if the student knows which career they want to pursue they should be able to take classes that only pertain to that area. I also interviewed Karen Coulon who is a high school teacher. She told me, "I feel standardized tests is one way to evaluate, but should not be used as the sole criteria. When I look at students' test scores that is just my starting point. Then I adjust curriculum and readjust until I get the results I am looking for. I never trust standardized tests to determine ability." These two people make good points because they give two different perspectives, a teacher and student. They both feel that test are not the best way to evaluate someone's intelligence.

Standardized test are a good idea to test a students capabilities and to see how students perform compared to each other and other school districts, but they seem to not be testing in a way that is truly reliable. These test have many students who take them non-chalantly because it does not affect them directly. I will be a future educator and hope that we find another way besides multiple choice tests to evaluate our students. The best way to evaluate a person is in a way they feel comfortable and not bored. Their true abilities will not be displayed if they are uncomfortable and bored. This quote says my message best "teachers are being given a schizophrenic message teach one way, but your students will be tested another way"(Bizar, p.). It means that everything teachers are educating their students on is not what the state tests them on. Some of the information is, but not all. Standardized tests is one way to evaluate, but as my mother put it " should not be the sole criteria." We should have other forms of evaluating.

Works Cited

Banta, Tina. Should Testing be Expanded or Restricted? pgs. 1-4

http//ematusov.soe.udel.edu/final.paper.pub/_pwfsfp/00000fc.htm

Bizar, Marilyn, "Standardized Testing is Undermining the Goals of

Reform," pgs. 1-5

http//www.ncrel.org/mands/docs/4-.htm

Coulon, David. Personal interview. June. 00

Coulon, Karen. Personal interview. June. 00

"Standardized Testing," Microsoft Encarta 8 Encyclopedia, C.D. Rom.

1-17 Microsoft Corporation

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Time

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Time

Can you ever image not worrying about time? I could not. I live off time, everything I do is based on time such as my work and school schedule. I work and study a total of 10 hours. Some other parts of the world dont use time as we do in the United States, such as some parts of Africa. Europeans lifestyles depend neatly on time, unlike countries like Africa. Africans in Africa at most time do not take time seriously. In Africa they dont use time, if something happens its because it was meant to happen. The Europeans and Africans have different sense of time.

In the European worldview, time exists outside man, exists objectively, and has measurable and linear characteristics (16). The European feels himself to be times slave, dependent on it, subject to it (16). Europeans use time daily such as work and school schedule and when we go to the doctors, we have a set time for the appointment.

To exist and function he must observe its ironclad, inviolate laws, its inflexible principles and rules. He must heed deadlines, dates, days, and hours. He moves within the rigors of time and cannot exist outside them. They impose upon him their requirements and quotas. An unresolved conflict exists between man and time, and that always end with mans defeat time annihilates him (16).

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We Europeans depend on time. When we tell someone Ill pick you up in a half a hour, or meet you in two hours at Dennys for dinner, we expect them to be there and on time. We base our days on time. We always look at clocks making sure what time it is, just in case we run late.

On the other hand, Africans have a totally different sense of time then Europeans. Africans apprehend time differently (16). For them, it is a much looser concept, more open, elastic, subjective (16). Africans time is more of an easy going attitude, but they are not lazy. It is man who influence time, its shape, course, and rhythm (man acting, of course, with the consent of gods and ancestors) (16). For Africans time is different, they dont depend on time like Europeans. When something happens in Africa its because it was meet to happen. Not because there was a set time for it to happen. Time is even somethings that man can create outright, for time is made manifest through events, and whether an event takes place or not depends, after all, on man alone (16). Africans dont base there days on time. When Africans go to work if they are late, it does not matter as long as they get there work done. Africans work very hard to get there jobs done, but they just dont worry about the exact time as the Europeans.

Time appear as a result of our actions, and vanishes when we neglect to ignore it (17). How do you think the Europeans would react of they had to live like the Africans, I personally would be lost, I base my whole day on time, I wish there was more than 4 hours in a day. The Europeans and Africans have a different sense of time. They both have there own beliefs of time.

Please note that this sample paper on Time is for your review only. In order to eliminate any of the plagiarism issues, it is highly recommended that you do not use it for you own writing purposes. In case you experience difficulties with writing a well structured and accurately composed paper on Time, we are here to assist you. Your persuasive essay on Time will be written from scratch, so you do not have to worry about its originality.

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