Kate Chopin s The Awakening - 941 Words

Who is Kate Chopin exactly? Notably, people acknowledge Chopin for her novel â€Å"The Awakening†, in which she is vocal about women gaining independence, but society did not particularly like her vocalizing her opinion. Hence, Chopin was a feminist, who wrote short stories and some novels. â€Å"The Story of an Hour† written by Chopin is an exhibition of a woman coming into her own independence. Chopin wrote this poem around a time when women were inferior to men, although Chopin’s message is clearly heard throughout the poem. In particular, Mrs. Mallard is the main character in â€Å"The Story of an Hour†, and she is waiting for the moment that she will have the privilege as a woman. Knowingly, when Mrs. Mallard got married, she lost her identity, represented by the open window, her name, and heart trouble, which are symbols of her newfound freedom. Provided that the â€Å"open window† is a symbol of her identity, Mrs. Mallard longingly glares out the window hoping for freedom from her husband. With that being said, Mrs. Mallard had an uneasy relationship with her husband because she felt trapped behind her husband’s persona, as if she herself had to share his identity. Given that, Chopin states: â€Å"But now there was a dull glare in her eyes whose gaze was fixed away off yonder on one of these patches of blue sky†. Chopin utilizes imagery to give a visual image of what Mrs. Mallard is viewing; she recalls â€Å"rain, scents that filled the air, and colors, which implies the season of spring.Show MoreRelatedKate Chopin s The Awakening935 Words   |  4 PagesKate Chopin’s â€Å"The Awakening† can arguably be considered a feminist piece, but regardless of whether it is or not, the short story unmistakably describes how life was for women in the late 1800’s. Her story is a great example of the sexist views of the time and existing social roles for each gender. The literature includes a la rge interplay between society and gender roles, which affected the reader’s response to the plot and other literary devices such as imagery back then and even today. ChopinRead MoreKate Chopin s The Awakening1553 Words   |  7 Pagesare evident throughout The Awakening by Kate Chopin. Chopin uses contrasting characters such as Edna Pontellier and Adele Ratignolle to further embody the differing aspects of feminism. Adele Ratignolle represents the ideal woman of the time period, a mindless housewife working to serve her family, whereas Edna signifies an independent and daring woman who does not conform to society’s beliefs. These two women’s differing characteristics and personalities allow Chopin to further compare and contrastRead MoreKate Chopin s The Awakening1497 Words   |  6 PagesEdna Proves that Society Does Not Control Her In Kate Chopin s novella, the awakening, Chopin portrays a story of how the protagonist, Edna Pontellier, undergoes a realization that she has been dumbfounded by the way society assert roles for women. Mrs. Pontellier s awakening stirs up issues in her marriage with her husband. For Mr. Pontellier does not understand why his wife is acting different as someone who does not share the values and duties that society withholds women to. Edna even fallsRead MoreKate Chopin s The Awakening Essay1450 Words   |  6 Pagesâ€Å"The beginning of things, of a world especially, is necessarily vague, tangled, chaotic, and exceedingly disturbing† (Chopin 67). Change: the most frightening word in the English language; it has never came quickly, never came easily, never come without casualties. Throughout history, countless revolutions have fought with blood, sweat, and tears for the acceptance of new ideas to foster change within mainstream culture. Naturally, there is always a resilient resistance to revolution, the norm thatRead MoreKate Chopin s The Awakening1875 Words   |  8 Pageswomen s rights on the grounds of political, social, and economic equality to men.† The Awakening, by Kate Chopin, was written in 1890 during the height of the women s suffrage movement, and essentially the public felt that the author â€Å"went too far† due to â€Å"the sensuality† of the protagonist (Toth 1). The â€Å"male gatekeepers† that scrutinized her work saw her piece as a statement that â€Å"the husband is a drag†, and that traditional American values should be forgotten (Toth 1). In truth, Chopin did notRead MoreKate Chopin s The Awakening2531 Words   |  11 PagesDress to Impress Kate Chopin’s novel, The Awakening depicts sexual affairs, inner struggles, and the conquest of motherhood that most women face today. The conquest of motherhood involves the battle between being a supportive wife and selfless mother. The story revolves around the characters’ dialogue and appearances described beautifully throughout the novel by Kate Chopin. The story is a familiar one that, sadly, most women can relate to: A woman is married without knowing what true love is. HerRead MoreKate Chopin s The Awakening1685 Words   |  7 Pagesconforms, the inward life which questions† (Chopin 18). The Victorian Era created a clear distinguishment between male and female roles in society, where women were expected to behave feminine-like, be responsible for domestic duties and have little involvement in society. This created a heavy oppression upon females and as a result forced many of them to remain entrapped in a male dominant society, in fear of being outcasted . In the novel The Awakening, Kate Chopin depicts how Edna’s defiance of VictorianRead MoreKate Chopin s The Awakening1981 Words   |  8 Pagesthe 1800s The Awakening by Kate Chopin published in 1899 is a novel that can teach the true meaning of family, the importance of friendship, and the value of independence. Chopin teaches the true meaning of family by showing how Edna receives no support from her own family and struggles to succeed without them. Chopin shows the importance of friendship when Edna has no one by her side until she meets a woman named Adele and a man named Robert. The primary area that Chopin focuses on is the satisfactionRead MoreKate Chopin s The Awakening1198 Words   |  5 Pageswoman’s freedom is the driving force behind Kate Chopin’s contextual objections to propriety. In particular, The Awakening and â€Å"The Story of an Hour† explore the lives of women seeking marital liberation and individuality. Mrs. Chopin, who was raised in a matriarchal household, expresses her opposition to the nineteenth century patriarchal society while using her personal experiences to exemplify her fe minist views. Katherine O’Flaherty, later Kate Chopin, was born to Eliza and Thomas O’FlahertyRead MoreKate Chopin s The Awakening1870 Words   |  8 Pagessymbolizes the Marxist cause. A multitude books throughout history and the current day are representing the groundbreaking thoughts of Marxism, and they help to demonstrate how vile Capitalism truly is. In Kate Chopin’s The Awakening there lie countless subtleties of Marxism and its standards. Chopin skillfully injects the ideals into the novel through characters’ actions and behaviors. Three characters in particular represent the evils of Capitalism in the teachings of Marxist, and those characters

Courtly Love in The Knights Tale and The Wife of Baths Tale

â€Å"The noble knight slays the dragon and rescues the fair maiden†¦and they live happily ever after.† This seemingly clichà © finale encompasses all the ideals of courtly love, which began in the Medieval Period and still exists today. While these ideals were prevalent in medieval society, they still existed with much controversy. Geoffrey Chaucer, a poet of the period, comments on courtly love in his work The Canterbury Tales. Through the use of satiric elements and skilled mockery, Chaucer creates a work that not only brought courtly love to the forefront of medieval society but also introduced feministic ideals to the medieval society. At times, Chaucer even makes readers question his beliefs by presenting contrasting elements of principle†¦show more content†¦While this idea of daring exploits and melodramatic ideals is intriguing, in reality, courtly love is more of a literary invention. Through works such as Chrà ©tien de Troyes’s Lancelot, Guila ume de Lorris’s Roman de la Rose, and Chaucer’s Troilus and Criseyde, courtly love has evolved from an adventurous race towards love into one of the most important literary influences in Western culture (â€Å"Courtly Love†). While the ideals of courtly love were highly accepted and almost idealized in medieval society, the origin of these ideals remains a mystery because the very definition of courtly love is debated among modern and ancient literary scholars (Wollock 32). Since courtly love is not specifically defined, it exists in many spectrums. Gaston Paris, a French writer and scholar, suggests a worldly idea of courtly love with little attention given to morals. He defined courtly love by the lover’s worship of an idealized lady based on sexual attraction and desire. Being a controversial idea, an opposite idea of courtly love also exists. C.S. Lewis, a French theologian and literary critic, presents a conservative idea of courtly love based on rel igion and morality. His summation of courtly love includes â€Å"Humility, Courtesy, Adultery, and the Religion of Love.† Throughout history, many scholars have commented on their concept of love, and it is safe to say that each scholar responded with a different idea based off his personnel experiences (Wollock 31). Chaucer alsoShow MoreRelatedTheme Of Love In The Canterbury Tales887 Words   |  4 Pagesmessages of love throughout the centuries. There exists many tales and accounts that teach important lessons to the society. The writers have taken the opportunity to express their thoughts and feelings about the society as a whole. For instance, in these Canterbury Tales, love has been painted in many different ways. This paper is going to explore the theme of love in these three chosen Canterbury Tales: the Knight’s Tale, the Wife of Bath’s Tale, and the Miller’s Tale. â€Å"The Knight’s Tale† is the firstRead MoreEssay on The Wife of Bath: Illustrating Courtly Love956 Words   |  4 Pagesthe Middle Ages, when The Canterbury Tales was written, society became captivated by love and the thought of courtly and debonair love was the governing part of all relationships and commanded how love should be conducted. These principles changed literature completely and created a new genre dedicated to brave, valorous knights embarking on noble quests with the intention of some reward, whether that be their life, lover, or any other want. The Canterbury Tales, written in the 14th century by GeoffreyRead More Comparing Love and Marriage in Canterbury Tales, Lanval, Faerie Queene, and Monsieurs Departure675 Words   |  3 PagesLove and Marriage in Canterbury Tales, Lanval, Faerie Queene, and Monsieurs Departure Medieval and Renaissance literature develops the concepts of love and marriage and records the evolution of the relation between them. In Chaucers Canterbury Tales, Christian love clashes with courtly love, as men and women grapple with such issues as which partner should rule in marriage, the proper, acceptable role of sex in marriage, and the importance of love as a basis for a successful marriage. WorksRead MoreEssay about The Significance of Women in Chaucers The Cantebury Tales3353 Words   |  14 Pagesin Chaucers The Cantebury Tales      Ã‚  Ã‚  Ã‚   In Geoffrey Chaucers The Cantebury Tales, many stories are told leading to a wide range of topics.   One particular and significant topic Chaucer touches on many times is the role of women.   In stories such as The Millers Tale, The Knights Tale, and the Wife of Baths Tale the women of each story are portrayed extremely different.   Alisoun, Emelye, and the wife of Bath, each exemplify three dissimilar ways in which women love.   The way Chaucer describesRead MoreEssay about Common Sense, Ethics, and Dogma in The Wife of Bath3354 Words   |  14 PagesSense, Ethics, and Dogma in The Wife of Bath In his Canterbury Tales, Geoffrey Chaucer assembles a band of pilgrims who, at the behest of their host, engage in a story-telling contest along their route. The stories told along the way serve a number of purposes, among them to entertain, to instruct, and to enlighten. In addition to the intrinsic value of the tales taken individually, the tales in their telling reveal much about the tellers. The pitting of tales one against another provides aRead MoreMonty Python and the Holy Grail Essay1672 Words   |  7 PagesTable in a chef’s salad of adventures, mainly the quest for the Holy Grail. Three medieval concepts that reoccur continuously in the movie are knighthood, chivalry, courtly love and the wheel of fortune. These motifs are more seriously depicted in the book Sir Gawain and the Green Knight, and from tales in the book the Canterbury Tales. In medieval times the ideal characteristics of a man were knighthood and chivalry both in battle and at home. The physical attributes included strength, skill atRead MoreThe Inconsistancies of Life in In The Canterbury Tales and The Knights Tale, by Geoffrey Chaucer1707 Words   |  7 PagesIn The Canterbury Tales, composed by Geoffrey Chaucer, the fundamental topic of the tales is the inconsistency of human life — satisfaction and suffering are never far separated from one another, and no one is truly safe from experiencing a tragedy. When an individuals fortunes are up, other individuals are down. This issue is expressed by the pattern of the narrative, in which depictions of favorable luck are immediately followed by disasters, and characters are subject to memorable inversionsRead MoreThe Canterbury Tales By Geoffrey Chaucer Essay1990 Words   |  8 Pagesliterary work being The Canterbury Tales. With Chaucer starting composition between 1386 and 1389, The Canterbury Tal es was originally envisioned by him to be an anthology of four stories from each of the twenty-nine characters that are introduced in the General Prologue of the book. Unfortunately, either due to revising or his untimely death on October 25, 1400 at the age of 57, only 24 stories out of a proposed 120 were completed, leaving The Canterbury Tales far from completion. Nevertheless,Read MoreThe Characters in The Canterbury Tales Essay4000 Words   |  16 PagesCanterbury Tales      Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   The characters introduced in the General Prologue of The Canterbury Tales each represent a stereotype of a kind of person that Chaucer would have been familiar with in 14th Century England. Each character is unique, yet embodies many physical and behavioral traits that would have been common for someone in their profession. In preparing the reader for the tales, Chaucer first sets the mood by providing an overall idea of the type of character who is telling the tale, thenRead More Women and Love In Chaucer1988 Words   |  8 Pagesand Love In Chaucer   Ã‚  Ã‚  Ã‚  Ã‚  Chaucers opinion of women and his views on love are very prominently featured in his poetry. Focusing on women, one must first examine the popular views concerning women during Chaucers time. Arlyn Diamond writes of Chaucer that, . . . he accepts uneasily the medieval view of women as either better or worse than men, but never quite the same. (Green 3) This is evident in Chaucers portrayal of women in such poems as The Wife of Bath and The Clerks Tale which

Night Creature Blue Moon Chapter 3 Free Essays

As it turned out, he was right. I didn’t find that wolf or any other. The woods were strangely empty that night. We will write a custom essay sample on Night Creature: Blue Moon Chapter 3 or any similar topic only for you Order Now I chalked it up to the brightness of the moon and my less than graceful manner of crashing through the underbrush. But later I wondered. Hell, later I wondered a lot of things. Like who was that unmasked man? He’d learned my name but never offered his. And I’d had little opportunity to ask. I’d stepped from the clearing, searching once more for a trace of the trail, and when I glanced back he’d disappeared as suddenly as he’d appeared. Logically I knew he had gone inside – rude as that was without a good-bye – still, I never heard the creak of a porch board or the click of the door. I moved on, but when the sun came up and I was still empty-handed, I returned to the scene of, the accident. Someone had towed Miss Larson’s oversize vehicle away, leaving the glass, plastic, and blood behind. Peachy. I rousted Zee on the radio. â€Å"Damn, girl. Where have you been? I was gonna send out the cavalry pretty soon.† â€Å"I’m fine. Didn’t Brad tell you where I was?† â€Å"Off in the woods, alone in the night. You nuts?† â€Å"I had a big gun.† â€Å"Someday, Jessie, you are gonna meet someone smarter and meaner than you.† â€Å"Someday,† I agreed. â€Å"I take it you didn’t find what you were lookin’ for.† The stranger’s face, and everything else, flashed through my mind. I’d found something better, but I wasn’t going to tell Zee that. As she informed anyone who would listen, she was old; she wasn’t dead. She’d want more details about the man than I could comfortably give. â€Å"The wolf is gone,† I answered. â€Å"Why wasn’t this scene secured like I asked?† â€Å"Things got a little busy here. Domestic dispute, bar fight.† â€Å"The usual.† â€Å"Damn straight. I didn’t have anyone free to secure anything but their own ass. What difference does it make anyway? You don’t have a major crime scene being contaminated. It’s an accident plain and simple.† I’d learned early on that nothing was plain or simple. My gaze swept over the glass and skid marks. Not even this. â€Å"Have you talked to Brad about the victim?† I asked. â€Å"Yeah. He stayed with her until she left, but – â€Å" â€Å"Left?† â€Å"You don’t have to shout.† â€Å"How could she leave? She was bitten by a wild animal. She needs rabies shots.† â€Å"Only if she’ll take them. And she wouldn’t.† â€Å"Why not?† â€Å"The clinic didn’t have the serum. They could get it from Clearwater, but it would have taken several hours. She refused.† â€Å"That makes no sense.† â€Å"Since when does anything make sense?† Zee had a point. I tried to raise Brad on the radio and got no response. I dialed his cell phone, but he didn’t answer. A glance at my watch revealed the shift had changed ten minutes ago. Brad was nothing if not prompt. My opinions on that would have done Zee proud. The sun was up; I was tired. Working third shift had made me a vampire of sorts, unable to sleep when everyone else did, unable to stay awake when the world was alive. Despite my exhaustion, and the fact that overtime was a no-no, I vowed to hunt down Brad later and find out what he’d learned from Miss Larson. Right now I’d head to the clinic and talk to the doctor. See if I could find Miss Larson and have a word with her – if she wasn’t foaming at the mouth yet. But first†¦ I glanced from my squad car to the glass and plastic still on the pavement. First I got to clean up the mess. I sketched the scene, measured the skid marks, then swept the remains of the accident into a transparent bag and carried my prize to the side of the road. Holding it up, I jiggled the sack. Something caught my eye. I reached inside and withdrew a thin rawhide strip. I’d seen them used as necklaces, usually on men, sometimes teenage girls. If there’d been a jewel or a charm threaded onto this one, it could be anywhere. I jiggled the bag again but saw nothing else unusual. So I walked the center line and found what I was searching for several feet ahead of where the SUV had skidded to a stop. Leaning down, I picked up a carved onyx figure of a wolf, what the Ojibwe referred to as a totem. As I stared at it the image wavered and shifted. Cool air shot down my sweaty back, making me shiver. I shook my head. For a moment, the wolf’s face had appeared almost human. I definitely needed some sleep. Had the totem been here last night? Or for weeks, perhaps months? What did it mean? To whom did the icon belong? Did it even matter? I shrugged and dropped the evidence into the bag. I had enough questions to keep me busy most of the morning. Any more could wait for tonight. My visit to the Miniwa Clinic was not very enlightening. The on-call doctor was young, earnest, and as exhausted as I was. He’d been on duty for forty-eight hours. I was glad I hadn’t been brought in bleeding at hour number forty-seven. â€Å"I cleaned the wound, though the officer who brought the victim in had done a decent job of it.† I made a mental note that Brad had been listening in first-aid class. Good boy. The doctor rested his forehead on one palm and closed his eyes. When he swayed, I grabbed his arm, afraid he was going to tumble face-first onto the floor. â€Å"Doc? Hey! You okay?† â€Å"Sorry. It’s been a long night – or three.† I made sympathetic noises. Why the medical community insisted on pushing physicians to their physical, emotional, and mental limits was beyond me. Did they believe the doctors who survived the training could then survive anything? Probably. â€Å"Miss Larson,† I reminded him. â€Å"Oh, yeah. I treated her like a dog bite victim. Four stitches, antibiotic. Minor really.† â€Å"Why did she leave?† â€Å"She had to work.† â€Å"Is she a brain surgeon?† Confusion flickered over his pale face. â€Å"I’m sorry?† â€Å"Her work couldn’t wait? What if the wolf was rabid?† â€Å"The chances of that are slim, Officer. Rabid animals tend more toward bats or the rodent family – mice, squirrels.† He paused, considered a moment, continued. â€Å"Or stray cats. Nasty things. You definitely need rabies shots if you get bit by a stray cat.† I didn’t plan on getting bit by any stray cats, since it would be an ice-cold day in Miami before I touched one. However, information is always welcome. The doctor shook his head. â€Å"It’s highly unlikely that a wolf is carrying rabies.† â€Å"Doesn’t mean she’s in the clear.† â€Å"No. But she has the right to refuse treatment.† â€Å"And if she starts gnawing on a co-worker, does she have the right to sue you?† He winced at the word sue, an occupational hazard, I’m sure. â€Å"You’re like a dog with a bone on this.† Dog? Bone? I waited for him to snicker, but he was either too tired to get his own joke or he was amusement-challenged. Maybe a little bit of both. â€Å"I like all my ends neat and tidy,† I continued. â€Å"Call me anal. Everyone else does.† His lips never twitched. Definitely amusement-challenged. â€Å"You can follow up.† He scribbled on a notepad. â€Å"Here’s her address and place of business.† Karen Larson’s home was located just off Highway 199. Huh. That huge car had screamed tourist. Getting out of her vehicle to check on an injured wolf shouted moron. If she wasn’t a temporary resident, she was at least very new. Until folks had lived here for a winter they always thought they needed huge tires to roll over the huge snowdrifts. Her address explained her presence on the highway. It did not, however, explain why she was driving home alone at 3.00 a.m. on a weeknight. Maybe I was nosy, but little details like that bugged me. Perhaps that was why I’d become a cop. It gave me license to snoop. I glanced at the doctor’s chicken scratch again. Miss Larson was a teacher at Treetop Elementary. Though some schools finished before Memorial Day weekend, others, like ours, continued classes nearly all the way through June. This was a direct result of the state lawmakers and their brilliant idea that schools should begin after Labor Day in order to make the most out of the tourist season. None of them ever seemed to understand that this only cut several weeks off the other end of summer. Since Miss Larson had been so all-fired concerned about work – I glanced at my watch – and she should be there by now, I headed in that direction, too. My decision was a sound one. By the time I reached Treetop Elementary, there was a whole lot of screaming going on. I was the first officer on the scene. Probably because everyone was more interested in getting out of the building than dialing 911, although sirens in the distance assured me someone had phoned in an emergency. I wasn’t on duty, but what the hell? People running, children screaming, call me silly, but the situation called for a cop. I parked my squad car at the curb, radioed in my location, then got out and pushed against the tide of bodies leaving the building. Once inside, I searched for someone in charge. As no one was volunteering, I snagged the arm of the nearest adult. At my touch she shrieked, causing several of the children around her to burst into tears. Their behavior made me edgy. Had the nightmare of a school shooting reached the north woods? Though I didn’t hear any gunfire, that didn’t mean there hadn’t been any. â€Å"What happened?† I demanded, none too nicely. â€Å"I-I don’t know. Down there.† She jabbed her free hand back the way she’d come. â€Å"Screaming. Crying. Shouting. They said evacuate calmly. Then everyone ran.† Which didn’t sound good. Typical, but not good. I released her, and she ushered the few stragglers onto the lawn. The school had gone eerily silent. I should probably wait for backup, but if there was a gunman inside I didn’t plan to let the little bastard do any more damage than he’d already done. Honestly, if every child who’d ever been teased or tormented grabbed a weapon, none of us would have survived our school years. What was going on in the world that made kids believe it was all right to solve their troubles with a gun? But then again, who was I to throw stones? I drew my service revolver and headed down the deserted hallway. The lack of gunfire and the sudden absence of screaming made it difficult for me to locate the source of the problem. I wouldn’t have, except for a slight, nearly undetectable whimper that drifted from a room ahead and to my left. A sign on the wall outside the door read, Miss Larson. Third Grade. â€Å"Shit,† I muttered. â€Å"I haft being right.† Having my school shooting scenario go up in smoke should have made me happy. Instead, what I found when I opened the classroom door made me sick. Karen Larson wasn’t well. The fairy princess aura had vanished, the air of fragility, too. Her hair hung across her face in sweaty hanks, only partially obscuring her eyes. Too bad. Because her eyes reminded me of a man I’d testified against once in an insanity trial. He’d gone to Happy Hill for the rest of his days. But what bothered me more than her appearance was the little boy in her grasp. He was probably eight years old and not small by any means. Yet she held him aloft with one hand; his Nikes dangled a foot above the floor. His body was limp, though I could see his chest rise and fall with a steady breath. Unconscious. Good. From the appearance of Miss Larson, life was going to get unpleasant. â€Å"Put him down.† I didn’t shout, but I didn’t whisper, either. Calm but firm worked best in almost any situation. Miss Larson glanced up. Her mouth was flecked with pink foam. It wasn’t a good look for her. Out of the corner of my eye, I glimpsed another body nearby. Larger. Not a child, but a man. Maybe the janitor, or the principal. He wasn’t moving, even to breathe, and there was blood spattered all around. I understood why Miss Larson’s foam was pink. Uck. I cocked my gun. My window for playing nice had closed. â€Å"Put him down!† My voice was louder and less calm than before. â€Å"Do it, Karen.† She cocked her head like a dog who had recognized its name somewhere in the jumble of human words. I shivered. This was just too weird. Things got weirder when she growled at me. Seriously. She did. Flecks of foam flew from her mouth, and there were bloodstains on her teeth. I inched forward and she snarled, tugged the limp boy closer, nuzzled his hair, licked his neck. What happened next I’m not certain. I would swear to this day that she smiled at me with perfect clarity. As if she were fine, this had all been a mistake. I would also vow, though never out loud, that in the next instant a feral mask descended over her face; the spirit of an animal lived in her eyes. She lifted her head, reared back as if to tear out the throat of the child in her arms, and a gunshot thundered through the room. I’ll never be able to prove if I imagined the change in Karen Larson or if it was real, because her head snapped back as a bullet took out her brain. Thank God the kid was unconscious. Considering the mess, I wish I had been. How to cite Night Creature: Blue Moon Chapter 3, Essay examples

Issues & Challenges on Contemporary Management Free Solution

Question: Describe about carbon footprints of the aviation sector in UK and benefits for businesses in reducing carbon footprints. Answer: Introduction: Carbon footprints have been a topic for discussion for the climate change monitoring agencies all across the globe. The increasing use of vehicles has added to the carbon emission of the countries worldwide. After the advent of air transport, it has become of the most preferred mode of transport by people. In UK alone it is seen that there is an increase in the use of airlines as the most used mode of transport by the people of the country. Benefits provided by air transport have made the people to use it owing to added functionality and being the fastest means to travel. This alone has added to the pollutants emission as they are the major contributors in the carbon emission in UK. The CO2 emission in UK is accounted to around 6.3% in 2005 (Aef.org.uk. 2016). As the number of air transports have increased since 2005 it has added to the CO2 emission in the country. Thus the companies dealing in the aviation business has to focus its attention on developing and manufacturing flights that emit lesser carbon dioxide. It is necessary for the companies to reduce the carbon footprints as it has been a major environmental issue in the world. Carbon Footprints in UK Stettler et al. (2013, p.10398) opined that carbon footprints can be defined as the amount of greenhouse gases that are emitted in undertaking various activities. As carbon dioxide is one of the major constituents of the green house gases it is used to determine the amount of gases emitted in undertaking an activity. It is seen that vehicles constitute most of the carbon emission in a country Harvey, Williams and Probert (2013, p.168). The increase in demand for vehicles grows across the countries that have in turn increased the carbon footprints in the countries. Air transport has been one of the most popular means of transport for people these days. Air transport has helped in the growth of business all across the world but in turn has affected the environment largely. Aviation industry is seen to contribute the larger amount of carbon footprints in UK in recent times (livestrong.com 2015). Various activities related to the aviation sector have added to the carbon emission in the countries. Flight alone is one of the major sources of green house gases that have degraded the environment in UK. In the years 2011 to 2012 it was seen that there was a rise in the carbon footprints by 2% in UK (Aef.org.uk. 2016). The supermarket sector is among the most motivated sector that has cut down its carbon emissions widely. Tesco is among the leaders in the retail sector that is looking to cut down its carbon emission by 2020 Lee, Seo and Sharma (2013, p.21) In UK companies like Tesco and Asda has taken up the initiative to cut down the carbon emission. They have motivated their suppliers to take up carbon reduction techniques to cut down the emissions jointly in the country. Taking up greener solutions have not just helped in reducing the carbon footprints in the country but has also helped the companies to have competitive advantage in the market (Aef.org.uk. 2016). Carbon footprints of the aviation sector in UK Nakamura, Kajikawa and Suzuki (2013) argued that aviation industry has recently attracted attention of many environment protection agencies as being of the major contributors of the carbon footprint of the country. Aviation industry has recently seen a rise in the demand that has further added to climate problems worldwide. UK is one of the major countries facing challenges from the aviation sector due to the carbon emission of the sector in the country Agarwal, (2012, p.114). In UK, aviation is the major sector that is seen to produce the highest amount of carbon into the air. Aviation industry is among the industry that uses a large amount of fuel for its functioning that emits huge amount of carbon into the environment. As the recent trends predict the emission on from aviation sector can go up to 25 % in 2050 (Aviationbenefits.org. 2016). UK is seen as one of the leaders in terms of carbon emission and thus poses a threat to the environment as a whole globally. Among the aviation sector the airline companies in UK are seen to be least energy efficient and major contributor of the carbon footprints in the country. Carbon is identified as one of the factor that has caused the global warming all across the globe. Thus it is needed for the companies in the aviation sector to cut down the emission. British Airways is pointed out as one of the companies that are least fuel efficient in the aviation sector in UK. They are seen to use older flights that are less energy efficient and add to the carbon emission to the atmosphere (Aviationbenefits.org. 2016). British airways and CO2 emission British Airways is among the largest airlines companies in the aviation sector in UK. In the recent reports it is identified as one of the major CO2 emitters in the country. As the aviation sector is among the major contributors it is the duty of the companies associated with the aviation sector to cut down its emission. It is seen that British Airways are still relying on the older aircrafts that were less fuel efficient and contributed largely to the carbon emission. The newer models are more fuel efficient and cause lesser pollution to the environment. As the demand of flights goes on increasing it is needed for the companies to cut down their CO2 emission that in turn can help them have a better competitive edge in the sector Baumeister and Onkila (2014, p.87). The companies can implement the cleaner strategies to cut down their cost as well as build reputation in the market. It is needed for the companies to adapt strategies that can reduce the carbon emission and help in becomi ng a greener company. It helps businesses to set examples and grow as market leaders by paving ways for competitors to follow the greener solution. In todays business environment where the buyers have become aware and are opting to choose the more environment friendly options over others. This has made it necessary for the companies to adapt environment friendly techniques that can help them build favorable image amidst its competitors as stated by (Steven and Merklein 2013, p.114).British Airways has planned to build a plant that can be used to convert the wastes generated by the people of London to jet fuels. This can further help the company in reducing its carbon emission that can help the company to have competitive advantage in the aviation sector (Britishairways.com 2016). Effects of the carbon footprints According to Wu, Qian and Li (2014, p.25) aviation industry is seen as one of the alarming reason for the carbon emission that is affecting the environment of the world as a whole. The aviation sector is responsible for the majority of the greenhouse gases emitted to the environment. Aviation sector is seen to contribute around 2 % to the overall carbon emission. The effects of carbon emission can be harmful for the environment and thus pose a threat to the humans due to increasing number of sources responsible for the emission Malina et al. (2012, p.38). Carbon emission can be of great threat to the environment due to its nature of affecting the climate change and other environmental factors. Greenhouse gases are the major cause for the rising temperature and climatic change that is affecting the world as a whole. Aviation sector does not only releases carbon dioxides but other gases too that if emitted on higher altitude can cause many environmental problems. The rise in temperature in the world has been a major effect of the greenhouse gases that has affected the environment overall. The increase in the temperature has many adverse affect on the environment. This has been an issue that is focused by the aviation industries so as to minimize the carbon emission in the environment. It is also seen that the carbon footprints is responsible for the depletion of resources for the businesses Hari, Yaakob and Binitha (2015, p.1235). Using the sources that emit lesser pollutants can help in gaining competitive advantage over the other companies in the market (Nair and Paulose 2014, p.180). Benefits for businesses in reducing carbon footprints Appeal to investors: investors are willing to invest their money in businesses that are more concerned about reducing their carbon footprints. This would help the firms to establish themselves as business leaders who are responsible towards their environment. It is seen that customers today are choosing businesses that are more environment friendly over the ones neglecting the issue Coles, Fenclova and Dinan (2014, p.157). Companies like British Airways are developing ways to reduce their dependency on non renewable fuels. This would help the aviation businesses to have better control over their waste generation and thus reduce their carbon footprints in the environment. Build reputation: as the aviation business is getting competitive in the market it is necessary for the companies to build its reputation in the market to have a growth in business as opined by Tribe (2015, p.71). As the businesses are willing to invest more on reducing the waste generation aviation business are also required to induce the latest technologies to reduce its carbon footprints. Ethical consideration is necessary for the businesses to succeed in the business. It is thus necessary for companies like British Airways to implement the newer strategies that can help them reduce the carbon footprints of the company (Gssling, Scott and Hall 2015, p.207) Reduce cost: the newer fuels are seen more energy efficient and thus help the companies in reducing the cost of their fuel consumption. Thus aviation giants are looking to switch its dependency on the non renewable fuels to greener and renewable energy sources. It can help the businesses to have competitive advantage over the competitors by reducing the cost of services Cheung, Kragt and Burton (2015, p.105). It is needed for the companies to have options available for them to reduce their cost and provide for better services at lower prices. Many companies are seen to have cut down the cost of their services and tickets to appeal to larger market of audience. Reach wider markets: developing countries like India and China are growing markets for the aviation sector. The companies are looking forward to invest more in developing their strategies to reach wider market and grow their business. Many countries have introduced the carbon emission measuring standards. This makes the companies to adapt techniques that can comply with the terms of that particular country. Thus for companies looking to extend its market must make sure they have their emissions within the standard level permitted in the country (theguardian.com 2012). Conclusion: The aviation business is one of the sectors that are most responsible for environment depletion and carbon emission. Carbon emission has been one of the major causes for environment problems all across the globe. Every country is seen affected by the emissions from the aviation activities that are releasing carbon and other green house gases in the environment. It is seen that the gases that are emitted by flights at higher altitudes are the major reason for the climate change in the world. It is of urgent importance for the various companies in the aviation sector to implement newer techniques to have competitive advantage. It is advisable for the aviation companies to try to implement newer and improved technologies in their operations to reduce the carbon emission from the activities. Especially in UK where the big companies are seen to still depend on older flights that emit a lot more emission. The companies are required to pay more attention to conserve the environment they work in. It is of utmost importance as the consumers today are aware of environment problems and are seen to choose the companies that are more concerned towards protecting the environment. Reference list Aef.org.uk. 2016. Aviation Environment Federation Climate Change and Aviation. [online] Available at: https://www.aef.org.uk/issues/climate/ [Accessed 29 Mar. 2016]. Agarwal, R.K., 2012.Review of technologies to achieve sustainable (Green) aviation. INTECH Open Access Publisher. Aviationbenefits.org. 2016. Aviation and climate change : Aviation: Benefits Beyond Borders. [online] Available at: https://aviationbenefits.org/environmental-efficiency/aviation-and-climate-change/ [Accessed 29 Mar. 2016]. Baumeister, S. Onkila, T., 2014. Shaping the Industry with a New Standard: Environmental Labels in the Aviation Industry. Britishairways.com. 2016. Book Flights, Holidays Check In Online | British Airways. [online] Available at: https://www.britishairways.com/travel/home/public/en_in [Accessed 29 Mar. 2016]. theguardian.com 2012. British Airways, climate change and a load of rubbish | Damian Carrington. [online] the Guardian. Available at: https://www.theguardian.com/environment/damian-carrington-blog/2012/mar/16/aviation-biofuel-british-airways-carbon [Accessed 29 Mar. 2016]. Cheung, J., Kragt, M. Burton, M., 2015. The awareness and willingness of air travellers to pay for voluntary carbon offsets and their co-benefits.Working Paper, School of Agricultural and Resource Economics, University of Western Australia, (1505). Coles, T., Fenclova, E. Dinan, C., 2014. Corporate social responsibility reporting among Gssling, S., Scott, D. Hall, C.M., 2015. Inter-market variability in CO 2 emission-intensities in tourism: Implications for destination marketing and carbon management.Tourism Management,46, pp.203-212. Hari, T.K., Yaakob, Z. Binitha, N.N., 2015. Aviation biofuel from renewable resources: routes, opportunities and challenges.Renewable and Sustainable Energy Reviews,42, pp.1234-1244. Harvey, G., Williams, K. Probert, J., 2013. Greening the airline pilot: HRM and the green performance of airlines in the UK.The International Journal of Human Resource Management,24(1), pp.152-166. livestrong.com 2015. Effects of Carbon Footprint | LIVESTRONG.COM. [online] LIVESTRONG.COM. Available at: https://www.livestrong.com/article/155968-effects-of-carbon-footprint/ [Accessed 29 Mar. 2016]. Lee, S., Seo, K. Sharma, A., 2013. Corporate social responsibility and firm performance in the airline industry: The moderating role of oil prices.Tourism Management,38, pp.20-30. Malina, R., McConnachie, D., Winchester, N., Wollersheim, C., Paltsev, S. Waitz, I.A., 2012. The impact of the European Union emissions trading scheme on US aviation.Journal of Air Transport Management,19, pp.36-41. Nair, S. Paulose, H., 2014. Emergence of green business models: the case of algae biofuel for aviation.Energy Policy,65, pp.175-184. Nakamura, H., Kajikawa, Y. Suzuki, S., 2013. Multi-level perspectives with technology readiness measures for aviation innovation.Sustainability science,8(1), pp.87-101. Stettler, M.E., Boies, A.M., Petzold, A. Barrett, S.R., 2013. Global civil aviation black carbon emissions.Environmental science technology,47(18), pp.10397-10404. Steven, M. Merklein, T., 2013. The influence of strategic airline alliances in passenger transportation on carbon intensity.Journal of Cleaner Production,56, pp.112-120. Tribe, J., 2015.The economics of recreation, leisure and tourism. Routledge. Wu, L., Qian, H. Li, J., 2014. Advancing the experiment to reality: Perspectives on Shanghai pilot carbon emissions trading scheme.Energy Policy,75, pp.22-30.

Accreditation in Higher Education free essay sample

Accreditation is one of the most complex and confusing issues in higher education. It is also one of the most misused concepts – both intentionally and unintentionally. In its simplest sense, accreditation means validation – a statement by a group of persons who are at least theoretically impartial experts in higher education that a given school or department within a school has been thoroughly investigated and found to be worthy of approval. The process of accreditation is however a voluntary process which means that no school is required to be accredited. Also accreditation is not a government process as the accrediting agencies are, at least in United States, private agencies and are independent organizations. As mentioned, this is a peculiarly American process. In every other country in the world, the government either operates the colleges and universities or directly gives them the right to grant degrees, so an independent agency does not need to say that a given school is okay. We will write a custom essay sample on Accreditation in Higher Education or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page Coming back to United States, there are hundreds of accrediting agencies, some of which are generally recognized as legitimate while others are not. Also as mentioned earlier there is no need for a school to be accredited. In fact there are a small number of acceptable schools and sometimes departments within schools that are not accredited either by their own choice (since accreditation is a voluntary and often expensive procedure) or because they are too new (all schools were unaccredited at one time) or too experimental (some would say too innovative) for the generally conservative accreditors. On the other hand, there are also a few less-than-wonderful schools that are legitimately accredited, though it is extremely rare. A much common scenario is where many bad schools claim to be accredited – but such accreditation is always by unrecognized, sometimes nonexistent, accrediting associations, often of their own creation.Accreditation is a controversial topic in higher education. In fact the last two US secretaries of education stated in no uncertain terms that the accrediting agencies are not doing their jobs, especially with respect to nontraditional schools such as some of the distance-learning agencies. As will also be discussed in the later sections of this report, having accreditation is not the same thing as being licensed, chartered, approved, authorized or recognized.Introduction to AccreditationAccreditation is a process of external quality review used by higher education to scrutinize colleges, universities, and higher education programs for quality assuran ce and quality improvement (Forest, Kinser, p. 29). It is basically a process by which a program or institution is recognized as being in conformity with some formal written agreed upon standard. Another definition of accreditation is â€Å"a process by which an institution of postsecondary education evaluates its educational activities, in who or in part, and seeks and independent judgment to confirm that it is substantially achieving its objectives and is generally equal in quality to comparable institutions of post secondary education† (Bogue, Hall, 2003, p. 22).According to American Psychological Association APA, the accreditation process of is â€Å"a process that involves judging the degree to which a program has achieved the goals and objectives†. The Oxford English Dictionary defines accreditation as â€Å"the act or process of giving official authorization†. It is noteworthy that the definitions do not refer the level of performance of an individual or an organization. It ironically means that, accredita tion could be applied to an organization whose level of performance is inadequate. Although every state and nation accredits schools and professional programs and publishes lists of approved, certified, recognized or registered institutions, the term accreditation more frequently refers to approval association and accrediting agencies rather than to state approval (Williams cited in Drake, 2003, p. 64).The accreditation process is one in which, according to Council for Higher Education Accreditation CHEA,   ccreditation is â€Å"the faculty, administrators, and staff of the institution or academic program conduct a self-study using the accrediting association’s set of expectations about quality as their guide. A team of peers (from within the higher education system that are) selected by the accrediting association reviews the evidence, visits the campus to interview faculty and staff, and writes a report of its assessment† (Asher, 2000, p. 254).An institution or program seeking accreditation must go through a number of steps stipulated by an accred iting organization. These steps involve a combination of preparation of evidence of accomplishment by the institution or program, scrutiny of these materials by faculty and administrative peers, action to determine the accreditation status by the accrediting organizations. Of the several beneficial purposes of accreditation, the two considered to be most fundamental are to ensure the quality and to assist in the improvement of the institution or program. Specifically, the accreditation of an institution or program says to the public in general and to institutional constituencies in particular that is has appropriate mission and purposes, resources necessary to achieve those purposes, and a history and record implying that it will continue to achieve, and a history and record implying that it will continue to achieve its purposes. The needs of several constituencies are served when accreditation fulfills its purposes of quality assurance and institutional or program improvement. The general public is served by being assured that the institution or program has been evaluated internally and externally and conforms to general expectations in higher education.Accreditation benefits students in several wyas. It assures them that an accredited institution has been found to be satisfactory and capable of meeting their needs, facilitates the transfer of credits among institutions, promotes admission to graduate degree programs and serves as a prerequisite, in some cases for entering professions. Institutions also benefit from accreditation. There is first the stimulus for periodic self-evaluation and continuous improvement. Accreditation enables institutions to gain eligibility for themselves and their students in certain programs of governments and private aid to higher education and helps institutions to prevent parochialism by setting expectations that are national in scope. Yet another benefit is the enhanced reputation of an accredited institution, primarily because of the generally high public regard for accreditation (Bogue, Hall, 2003, p. 23).Accreditation of institutions and programs is ongoing: Initial accreditation is not a guarantee of indefinite accredited status. Periodic review is a fact of life for accredited institutions and programs. Self-accreditation is not an option (Forest, Kinser, 2002, p. 30). The public benefits when it can be assured that the accredited institution is ongoing and explicit activities deemed adequate to enable the institution to improve itself continuously and to made necessary modifications to accommodate changes in knowledge and practice in various fields of study. Accreditation decreases the need for intervention by regulatory agencies because institutions are themselves required to provide for the maintenance of quality (Bogue, Hall, 2003, p. 23).Accreditation is based on the evaluation of institutional or program performance against a set of minimal standards. There may be, therefore an understandable variation among accredited institutions. However, without accreditation, the degree of variation would be much greater, and the public’s ability to discern the differences between the institutions of adequate quality and those of inadequate quality would be seriously damaged. Without accreditation, the vagaries of reputational studies also would be greatly exacerbated (Bogue, Hall, 2003, p. 23-24).Usually accreditation and quality assurance in various countries is typically carried out by the government. An exception to this case is United States, where accreditation is carried out by private in-profit organizations designed for this specific purpose. External quality review of higher quality education is a non-governmental exercise in United States.The word accreditation is often and incorrectly used interchangeably with certification and licensure. Whereas accreditation is a status ascribed to an institution or one of its parts, certification usually applies to an individual or connotes a process that determines that he or she has fulfilled requirements set forth in a particular line of work and may practice in that field of work (Bogue, hall, 2003, p. 22). Licensure is also a term applicable to an individual rather than an institution. Often related and sometime slinked to both accreditation and certification, licensure is the process by which an individual is granted the authority to practice in a particular field. It runs the gamut from vehicle operation to brain surgery, from barbering to flying jumbo jets.Generally Accepted Accreditation PrinciplesGAAP is basically an accounting concept i.e. Generally Accepted Accounting Principles. These principles are generally accepted: not absolutely, not always, not universally, but generally. The same concept makes as much sense in the world of accreditation: GAAP – Generally Accepted Accreditation Principles. The term was first used informally at the national convention of the American Association of Collegiate Registrars and Admissions Officers AACRAO in Reno.In United States, the relevant key decision makers – especially university registrars, admissions officers, corporate human resource officers, and governmental agencies are in near-unanimous agreement. Not everyone calls the concept of GAAP, but the idea is the same: is a school meets certain criteria, its credits or degrees will probably be accepted; if not, they probably won’t be. Following are criteria for GAAP in some countries (Bear, Bear, 2003, p. 15):Ø   For schools based in the United States: accreditation by an accrediting agency recognized by the US Department of Education and/or the Council for Higher Education Accreditation CHEA. Ø   For schools in Great Britain and the British Commonwealth: membership in the Association of Commonwealth Universities and a listing in the Commonwealth Universities Yearbook.Ø   For schools in Australia: recognition by the Australian Qualification Framework.Ø   For schools in other countries: a description in the World Education Series (published by Projects in International Education Research PIER, a joint venture of AACRAO and NAFSA, the Association of International Educators, with the participation of the College Board); or a listing in the Countries Series, published by the Australian National Office for Overseas Skills Recognition, NOOSR.Goals and objectives of accreditationAccreditation has the following five key features according to Forest and Kinser (2002, p.2002, p. 30-31):Self-study: Institutions and programs prepare a written summary of performance based on accrediting organizations’ standardsPeer review: Accreditation review is conducted by facu lty and administrative peers in the profession. These colleagues review the self-study and serve on visiting teams that review institutions and programs after the self-study is accomplished. Peers make up the majority of members of the accrediting commissions of the accrediting commissions or boards that make judgments about accrediting status.Site visit: Accrediting organizations normally send a visiting team to review an institution or program. The self-study provides he foundations of the team visit. In addition to the peers described above, teams may include public members i.e. non-academics who have an interest in higher education. All team members are volunteers and are generally not compensated. Action or judgment by the accrediting organization: Accrediting organizations have commissions that affirm accreditation for new institutions and programs, reaffirm accreditation for ongoing institutions and programs, and deny accreditation to institutions and programs.Ongoing external review: Institutions and programs continue to be reviewed periodically on cycles that range from a few years to as much as ten years long. They normally prepare a self-study and undergo a site visit each time.From the stand point of institutional governance, the accreditation process segmented responsibility. It has been criticized for emphasizing the interests of certain programs; for reinforcing the status quo by limiting deviation from conventional practice; for effectually requiring governing boards to spend funds for building, equipment, and staff when it specified faculty-student rations and minimum square footage program operation; and for having standards that tend to be quantitative rather tha n qualitative.However, the accreditation process has been higher education’s way of managing itself in the absence of the national ministry of education found in most other nations. And in peculiarly American fashion the federal agency most responsible for education accredited the accrediting groups; thus far and no further (Cohen, 1998, p. 250).

How to Return Multiple Values From a Delphi Function

How to Return Multiple Values From a Delphi Function A most common construct in a Delphi application would be a procedure or a function. Known as routines, procedures or functions are statement blocks you call from different locations in a program. Simply put a procedure is a routine not returning a value while a function returns a value. A return value from a function is defined by the return type. In most cases you would write a function to return a single value that would be an integer, string, boolean or some other simple type, also return types could be an array, a string list, an instance of a custom object or alike. Note that even if your function returns a string list (a collection of strings) it still returns a single value: one instance of the string list. Further, Delphi routines can really have many faces: Routine, Method, Method Pointer, Event Delegate, Anonymous method... Can a Function Return Multiple Values? The first answer that comes to mind is no, simply because when we think of a function, we think of a single return value. Certainly, the answer to the above question is, however, yes. A function can return several values. Lets see how. Var Parameters How many values can the following function return, one or two? function PositiveReciprocal(const valueIn : integer; var valueOut : real): boolean; The function obviously returns a boolean value (true or false). How about the second parameter valueOut declared as a VAR (variable) parameter? Var parameters are passed to the function by reference meaning that if the function changes the value of the parameter- a variable in the calling block of code- the function will change the value of the variable used for the parameter. To see how the above works, heres the implementation: function PositiveReciprocal(const valueIn: integer; var valueOut: real): boolean;begin result : valueIn 0; if result then valueOut : 1 / valueIn;end; The valueIn is passed as a constant parameter- function cannot alter it, and it is treated as read-only. If valueIn or greater than zero, the valueOut parameter is assigned the reciprocal value of valueIn and the result of the function is true. If valueIn is 0 then the function returns false and valueOut is not altered in any way. Heres the usage: var b : boolean; r : real;begin r : 5; b : PositiveReciprocal(1, r); //here: // b true (since 1 0) // r 0.2 (1/5) r : 5; b : PositiveReciprocal(-1, r); //here: // b false (since -1 end; Therefore, the PositiveReciprocal actually can return 2 values! Using var parameters you can have a routine return more than one value. Out Parameters Theres another way to specify a by-reference parameter- using the out keyword, as in: function PositiveReciprocalOut(const valueIn: integer; out valueOut: real): boolean;begin result : valueIn 0; if result then valueOut : 1 / valueIn;end; The implementation of PositiveReciprocalOut is the same as in PositiveReciprocal, theres only one difference: the valueOut is an OUT parameter. With parameters declared as out, the initial value of the referenced variable valueOut is discarded. Heres the usage and the results: var b : boolean; r : real;begin r : 5; b : PositiveReciprocalOut(1, r); //here: // b true (since 1 0) // r 0.2 (1/5) r : 5; b : PositiveReciprocalOut(-1, r); //here: // b false (since -1 end; Note how in the second call the value of the local variable r is set to 0. The value of r was set to 5 before the function call but since the parameter in declared as out, when r reached the function the value was discarded and the default empty value was set for the parameter (0 for real type). As a result, you can safely send uninitialized variables for out parameters- something that you should not do with var parameters. Parameters are used to send something to the routine, except here with out parameters :), and therefore uninitialized variables (used for VAR parameters) could have weird values. Returning Records? The above implementations where a function would return more than one value are not nice. The function actually returns a single value, but also returns, better to say alters, the values of the var/out parameters. Because of this, you may very rarely want to use by-reference parameters. If more results from a function are required, you can have a function return a record type variable. Consider the following: type TLatitudeLongitude record Latitude: real; Longitude: real; end; and a hypothetical function: function WhereAmI(const townName : string) : TLatitudeLongitude; The function WhereAmI would return the Latitude and Longitude for a given town (city, area, ...). The implementation would be: function WhereAmI(const townName: string): TLatitudeLongitude;begin//use some service to locate townName, then assign function result: result.Latitude : 45.54; result.Longitude : 18.71;end; And here we have a function returning 2 real values. Ok, it does return 1 record, but this record has 2 fields. Note that you can have a very complex record mixing various types to be returned as a result of a function. Thats it. Therefore, yes, Delphi functions can return multiple values.

Risk Management and the Supply Chain Research Paper - 1

Risk Management and the Supply Chain - Research Paper Example This paper will focus discussing the way unknown-unknown risk has a negative impact to supply chain. Moreover, it will also explain the way investing in redundancy, increasing velocity in sensing and responding, and creating adaptive supply chain community can assist in mitigation of this form of risk. A significant aspect of unknown risk is consequences that cannot be predetermined; through they have adverse effects on supply chain of an organization. For example, earthquake is a type of unknown risk, which occurred in Japan on March 11 2010 leading to the devastation of infrastructures that supported supply chain in the country. In this case, this unknown risk interrupted the power systems, and destroyed infrastructures by dumping debris on roads, which interfered with the transport system (The Economist, 2009). Seemingly, this earthquake led to significant interruption of supply chain, which is associated by numerous Japanese companies. Evidently, there were interruptions caused by this disaster such as halting production in companies operating from the north and east of Japan; in fact, they were forced to evacuate. Therefore, these firms were subjected to this unknown risk since consequences such as closing the plant due to shock caused by the earthquake were not anticipated. On the companies affected by this disaster was Renesas, which is a manufacturer of microcontrollers, whereby they were subjected to this unknown risk that led to closure of six facilities. Damages resulting from this disaster have a negative impact on other components that support supply chain such as ports, railway lines, and roads. Therefore, goods are neither transported to local nor international markets. For instance, occurrence of the earth in Japan led to interference of operations in various organizations that are market based such as Sony, whose supply chain was significant affected. Apparently, the impact of this earthquake was also transmitted to