Civil Rights Breached in The Trial by Franz Kafka essays

Civil Rights Breached in The Trial by Franz Kafka essays The Trial by Franz Kafka is a remarkable study of the effects of a dictatorship upon freedoms granted in most democracies of today. Throughout the book, Josef K. experiences numerous violations of the principles of law that we take for granted in daily life. Kafka takes this idea of a corrupt and omnipresent justice system and tells us of the life of a man that did nothing wrong. Even at the conclusion of the book, when Josef K. is executed, there is still no indication of the nature of the crime with which he was accused. This is the first, and most heinous, violation of the principles of justice. When Josef K. is first arrested, the reader assumes that K. has committed some sort of crime that makes him deserving of the arrest. It is soon found out, however, that the guards arresting K. have no idea of why he is being arrested. K. is then forced to wait, held prisoner in his apartment, for an inspector to arrive, presumably to inform him of what crime he was arrested for and to take him away. In fact, upon the inspectors arrival, K. is simply told, yet again, that he is to be arrested. This continues throughout the book until its conclusion. Yet, throughout the proceedings of the trial, Josef K. and his temporary lawyer were able to submit petitions for evidence to defend K. against a crime that neither of them knew. There is obviously no fairness in this act at all. How is the accused supposed to put up a defense against a charge they do not know of? Evidence is meaningless because there is no idea of what will actually be useful. On top of this, it becomes eviden t to the reader that evidence made no difference in the trial, and instead, the outcome was solely based on connections, contacts, and acquaintances. Even if the right people were known, which seemed to be nearly impossible in the court, the odds of swaying their opinions seemed to be futile because there were so many people involved. Thus it can be...

7 Essential Elements to Consider When Writing an International Executive Resume

7 Essential Elements to Consider When Writing an International Executive Resume I had the privilege last Friday of listening to a webinar led by Tim Windhof, an international executive resume/CV writer. Tim explained many of the challenges U.S. and Canadian writers can face when writing these job search documents for an international audience, and how to address those challenges. To write this article, I also leaned on Sandra Ingemansen’s helpful articles posted on CareerDirectors.com on international CV writing. For simplicity’s sake, let’s say for the purposes of this article that â€Å"CV† is just a European term for â€Å"resume.† Don’t worry for now about the academic or scientific CV you might be familiar with in the United States, which might contain a long list of honors, publications, patents, etc. Where should I start when writing an international executive resume? Let’s start with some good news: The basic purpose of a resume or CV is the same everywhere – to sell yourself as a great candidate for the position by highlighting your talents and accomplishments. And the basic elements of an international executive resume are the same no matter where you are. You’ll always have an Experience section, most often in chronological order, and an Education section. Almost all resumes will begin with a Summary section, though as a caveat, I’ve seen many legal professionals who prefer to skip that section. In a multi-cultural world, you could live in one country and want to apply to positions in several others, or in global companies with an American presence. With all these combinations and permutations, you might be called to write a carefully considered â€Å"hybrid† resumes, and you might need an expert to advise you on the best approach. Here are 7 main points to consider if you are applying to a position in a country other than the United States and Canada: 1. Do your research! There is not one binding â€Å"international† resume standard. You can’t safely make any assumptions about what will be appropriate for any given country. For instance, in some countries, such as Germany, a photo, as well as personal details like marital status, number of children, country of citizenship, and birthday, are standard. These details might be included on a cover page. In other countries, including the UK, these personal details should be left out. In Germany there are some very specific requirements for submitting a job application that often comprise 20+ pages of material. And standards are changing rapidly! So make sure you’re up to date before you submit an application. Formats vary between countries, too, trending simpler, with more white space, in countries outside the U.S. The A4 page format is also generally accepted in most non-U.S. countries. CVs tend to be longer than 2 pages in other countries as well, so you don’t need to focus as hard on shortening your resume to 2 pages. In Europe, dates are usually listed down the left-hand column, a practice that is being moved away from in the United States. I repeat: Do your research! Find out what will be accepted, and respected, in the country where you want a job, and follow that standard. 2. C-A-R (Challenge – Action – Results) stories work no matter where you are in the world. But be careful how you write them. While bullets with stories of your executive accomplishments are desirable regardless of country, they should include less detail in other parts of the world than they do in the United States and Canada. This is in part due to confidentiality and non-disclosure regulations, and in part due to cultural differences. Be especially careful not to violate any regulations when sharing specific numbers (dollar amounts and other metrics) in a resume! Furthermore, on international resumes, â€Å"braggy† verbs like â€Å"Propelled,† â€Å"Championed,† and â€Å"Rocketed† work well in the U.S., but would likely be offensive to a reader in Asia or even some areas in Europe. In some countries, you might need to start bullets with nouns instead of verbs, which is also a way to avoid being â€Å"braggy† about your accomplishments. When writing an international executive resume, be sure to emphasize your cross-cultural skills as you share your accomplishments. You absolutely must demonstrate your multi-cultural fluency. 3. Written reference reports might be standard attachments. These reports are regularly provided in some countries and can be up to 2 pages per position. They might be requested to accompany a resume submission. Some of the details of your accomplishments might be covered in these documents, meaning you don’t have to write as much detail in your resume or CV. 4. Language specifics are important! In an international executive resume, it’s essential to be specific – and brutally honest – about your language skills. Are you fluent or proficient? Native speaker? Business or basic level? Written or spoken? Do you have a score on an internationally accepted language exam that you can share? Or, can you use one of the categories in the Common European Framework of References for Languages? Note: If you claim fluency, you will be asked to interview in that language. So don’t stretch the truth. 5. Education – make it universal. Be sure that whatever degree you obtained, you list it in a language equivalent that will be understood in the country you’re applying to work in. You don’t want to undersell or oversell the degree you obtained. Overseas, you will often be served by writing the full span of years in which you attended school, vs. listing only your graduation date. Furthermore, in Europe you will want to include the date of your high school diploma, as recruiters want to see the full timeline of your schooling and whether you took any breaks. 6. Hobbies might be fair game! Don’t be afraid to share hobbies if they are worth noting and good conversation starters. You could find unexpected interest or even commonality with your interviewer! Interests seem especially welcome in international resumes, though they can sometimes be a boon in a U.S. resume as well. I’m pretty sure I once got a job offer because I could recite Dr. Seuss’s â€Å"The Sneetches† from memory. 7. Citizenship and Immigration Status In an international executive resume, your country of citizenship and your ability to work in the country where you’re applying are essential to include on your resume. If you are an executive with a Blue Card, be sure to include that status up front and center. The most important lesson we can learn here (which I am repeating again) is the importance of doing your research! If you’re targeting a position outside of your home country, you need to conform to the proper standards in order to be taken seriously. As Sandra Ingemansen so aptly points out, â€Å"Taking notice of these subtleties lets employers know that if an applicant is the type of person willing to go above and beyond on a job search campaign, then so will she be on the job as well.† Want to look at sample international executive resumes? Check out Brenda Bernstein’s TORI Award Winning International Executive Resume and other TORI Award winning resumes.

Methods for Teaching Essay Example | Topics and Well Written Essays - 500 words

Methods for Teaching - Essay Example The lecturer then winds up the lesson with an expanded explanation and demonstration concerning the topic to accomplish assimilation and understanding (Mertig, 2003). A good example is a teacher preparing to lecture on a topic on mental illness. The teacher will ensure that he or she provides adequate information to the students inform of narrating and demonstrations. Demonstrations include showing pictures of a mentally ill patient and showing their symptoms through a picture or video while teaching. Lecturing involves defining mental illness, stating the possible causes of mental illness in the society then providing methods of managing mental illness, which can be drugs or therapies. The students will take notes and ask questions at the end of the lecture before the teacher comes up with a test to determine whether his or her students understood what mental illness is all about. Simulated practices offer students with opportunities to be involved in patient care experiences they may not have an opportunity to encounter in actual clinical settings for example coming across a patient with mental illness. These patient situations may have high impact events they may not experience in their normal classroom learning. Simulation offers an opportunity to assess clinical verdict of a mentally ill patient. It gives an opportunity to students for them to critically analyze their actions, reflect on their own set of skills, and assess the clinical verdicts of others (Davis, 2007). Simulation promotes active learning and participation because it allows the students to participate in taking care of the mentally ill patients and be able to identify their strengths and weaknesses while handling the patients. It is through participation that they are able to judge and analyze critically whether class work is what happens in the mental institutions. Simulation provides a new avenue for educators and researchers to improve nursing education and practice as well as

International Marketing Feasibility Essay Example | Topics and Well Written Essays - 6250 words

International Marketing Feasibility - Essay Example The government’s encouragement of foreign investment would fast tract legal actions that may enhance the speed of operation. However, the country’s unstable political system may affect the implementation process. Not so much problem with to whom should accept the program since there is a remarkable number of urban elite who can afford for such academic service. However, it is a good marketing proposition to tie up with Thailand’s government when it comes to educating its people since it is clear that the government has to start maximizing its subsidy on education. Not only that, Thailand would be a good venue and strategic place for the neighboring and developing countries to access the service of ANOVA Education Center considering that the cost of leaving is definitely not that high. The company is ANOVA Education Centre. It is situated solely in Singapore since it has not expanded to anywhere else yet. All from its website ANOVA Education Centre (2009), the company has promoted itself as the one that provides preparatory courses for foreign students who have interest to study in Singapore. Among of its many objectives, the main is to give students preparation for entrance examinations to Singapore’s local schools. The company was able to promise of courses that are in line with the recent syllabus of Ministry of Education. The company also ensures that its students will have a conducive environment as well as competent and highly-trained teachers as they receive their trainings. To give much more focus to every student, each teacher has 10 to 15 students. With all of these, the ANOVA Education Center is simply trying to provide opportunity for each individual willing to enter in the international language where the medium of speech is English. A message from the principal of ANOVA Education Center, David Sum, simply states the company’s commitment to provide their students a high standard of service.

our town :: essays research papers

Our Town   Ã‚  Ã‚  Ã‚  Ã‚  Our Town, by Thornton Wilder is a play that takes place in a small fictional town of Grover's Corner, New Hampshire; beginning in 1901 and ending in 1913. The play takes the audience through the cycles of life, with the purpose of getting a message across stating that life shouldn't be taken for granted. Emily Webb, one of the most important characters in the play, is Wilder's character in which he uses to show the audience a message that anyone would understand and relate to.   Ã‚  Ã‚  Ã‚  Ã‚  Emily is a character that is normal enough so that the audience could relate to her; and be different in little ways that makes people love and admire her. These cycles makes her common, thus relatable to the audience. Without going through common events in life, the character would seem distant and likeable to the audience. Similarly, when Emily said that she expects a man to be perfect, it makes her special. Wilder put in that scene because he believed that even though there is a basic image of an average person, to be truly average, the character must have a difference to separate the character from the crowd. If the character doesn't have any differences, then the character would be faceless; impossible for the character to take a major role in the play. Emily is portrayed uniquely in her own way, and yet is still within the boundaries of everyone else.   Ã‚  Ã‚  Ã‚  Ã‚  The character Emily plays a crucial scene in the play, the part where Emily went back to her twelfth birthday. At first, Emily wanted to go back and relive the happiest day of her life, but Mrs. Gibbs stopped her and told her to visit a normal day instead. Mrs. Gibbs knew what would happen to Emily if she had relived a joyful day in her life. If Emily had went back to a special occasion, she would've been overwhelmed by the all the beauty that she didn't pay attention to. Therefore, Emily went to relive her twelfth birthday, but wasn't as happy as she thought she would have been.

Bowlby’s Ethological Attachment Theory Essay

Abstract Bowlby’s ethological attachment theory bases its argument on the premise that human individuals, just like animals have a tendency to have a natural inclination to establish and maintain lasting affectionate bonds (attachments) to the familiar and irreplaceable others. Bowlby further asserts that once the attachments are established, the strength, and stability of the links is related the emotional stability and well-being of the individual throughout life. Bowlby proposes that the attachment initially form during infancy and often involve one primary attachment figure (mostly the mother or other primary caregiver). However, growth from childhood to adulthood results in the development of other secondary and multiple attachments which are organized into hierarchies from the most accessible to the least accessible. This forms the lifespan development of an individual as attachment needs for comfort and closeness shift from parents to peers as part of a healthy lifespan development. This paper discusses Bowlby’s ethological attachment theory as a theory of lifespan development. The paper is organized with an introduction which briefly discusses the concept of ethology and its ancestry from the study on the graylag geese by Konrad Lorenz. It further presents the contributions of Bowlby and the applications of the theory on human beings lifespan development and contemporary practice. The paper logically ends with a conclusion. Introduction Ethology emphasizes that human behavior is tied to evolution and biology, and is therefore characterized by critical periods. According to ethnologists, the critical periods are time frames during which the presence of lack of certain experiences exerts long-lasting influence on human individuals. The concept of ethology rose to prominence after a European zoologist (Lorenz) undertook a behavioral study on graylag geese and their behavior of following their mothers immediately after they hatch (Marga, 2011). In his  attempt to study on attachment, Lorenz subdivided the eggs laid by one goose into two groups with one being given to the mother for hatching while the other was hatched in an incubator. The goslings hatched by the mother followed the mother immediately after hatching while those hatched in the incubator followed Lorenz sine he was the one they saw immediately after hatching. Even after marking the goslings and placing them in a box, the goslings run to the mother and Lo renz according immediately after the box was opened (van der Horst & van der Veer, 2009). Lorenz described the process as imprinting. Imprinting refers to the process through which rapid, innate learning takes place and involves the creation of attachment to the first mobile object visible to a newly hatched gosling. John Bowlby took the concept ahead illustrating an application of ethological theory on human behavior and development. In his view, attachment to a caregiver during the first year of a child has significant consequences throughout the individual’s lifespan. In his words, attachment influences human relationships â€Å"from the cradle to the grave† (Pitman & Scharfe, 2010, p. 201). Bowlby argues that if the attachment is both positive and secure, the individual has a high likelihood of developing positively through childhood and into adulthood. On the other side, if the attachment is both negative and insecure, the individual has high chances of not attaining optimal life-span development. It is the concern of human individuals that they reach optimal lifespan development, something that ethological theory partly tries to explain. This paper discusses Bowlby’s ethological attachment theory and its applications in the course of lifespan development. Bowlby’s perspectives on ethological attachment theory From the perspective of ethological theory, babies have an innate biological preparation to participate actively towards the establishment of a bond with caregivers. The ethological theory holds that such an attachment promotes the likelihood that the genes of individuals survive (Makulincer & Shaver, 2012). The theory also posits that the behaviors of children are best understood in the context of their adaptive value hence they seek to fully integrate with the entire organism-environment arrangement. This includes physical, social as well as the cultural aspects an individual is exposed to in the course of life-span development. While Bowlby’s ethological theory  places its emphasis on genetics and biological aspects of development, learning also plays an integral role in life-span development since it facilitates flexibility and adaptation of human behavior. One of Bowlby’s concerns had to do with the ability of children raised in other institutions such as orphanages to form lasting relationships. Bowlby’s proposal was that children who grow up in institutions such as orphanages have difficulties when it comes to love because they never had the opportunity to establish attachments to a mother figure in the early stage of their lives. The attachment, in Bowlby’s view, is an emotional bond established between two people and this attachment is vital in the building of healthy relationships (Makulincer, Shaver & Berant, 2013). He argued that the bonding process starts at birth and runs through to later stages in life. Below six months, the infant is attached to the primary caregiver. Between six to eighteen months, the separation of the child from the attachment figure upsets the child causing frequent cries. Another accompanying behavior at this stage is the fear of strangers. While infants develop a primary attachment to a single caregiver, researchers also argue that other significant attachments also develop. Such attachments include those with siblings, fathers, and other close figures who interact with the child. Mary Ainsworth, an American scholar to study the area of attachment describes the attachments as secondary attachments (Marga, 2011). She further describes secondary attachments as important bonds in the life-span development of an individual. These attachments are vital since the child has to live in world beyond the mother/primary caregiver. Secondary attachments help in the transformation of the child from the comfortable symbiotic relationship that he/she initially forms with the primary caregiver to include others in the society (Makulincer & Shaver, 2012). It is from this development that the child is able to develop age-appropriate independence and autonomy in the course of life-span development. Children imitate their models and the positive interactions with the caregiver promote a sense of identity and attachment. Children also develop multiple attachments as witnessed in Ainsworth’s secondary attachments (Marga, 2011). A father who is warm and affectionate towards the child becomes emotionally involved with the child and establishes attachment. Researchers also find that when sons feel understood by their fathers, they develop attachments towards, their  fathers. On the other side, when sons feel misunderstood by their fathers, they did not only feel afraid of them but also did not want to be like the male parent in the future. The lesson here is that paternal affection and understanding are key components that help in the promotion of positive relationships and attachments between a male parent and the child. According to Sable (2008), Bowlby’s ethological attachment theory is recognized as a lifespan developmental theory. The author further argues that it is relevant in the understanding of how early affection experiences exert influence on emotional and physical well being of an individual both in childhood and adulthood. The author specifically singles the importance of Bowlby’s ethological attachment theory in clinical practice as it helps in understanding clients’ distress and the carrying out of psychotherapy. Contemporary research on neurobiology of attachment extends the basis of Bowlby’s conception of an attachment behavior system and suggests that its functions are executed in the brain’s right hemisphere, specifically the right cortex (Sable, 2008). Just like Bowlby asserts that attachment system evolves on the need for protection from environmental dangers such as predation, the brain is also an evolving organ largely influenced by â€Å"nat ural selection† (Sable, 2008, p. 22) and later shaped by environmental experiences. It is from this realization that knowledge of attachment theories becomes invaluable in psychotherapy. Application of Bowlby’s ethological attachment in lifespan development According to Pitman & Scharfe (2010), the principles of attachment theory are distinctively visible in moments of distress or sickness when the individual feels that their survival is under threat. However, there are many other instances when attachment behaviors are manifest such as children’s first experiences in schools and day care centers. Pitman & Scharfe (2010) observe that during the first day in day care centers, children experience increases in cortisol levels and heart rates. In the course of an individual’s developmental lifespan, other incidences include airport separations when couples display attachment behaviors as well as distress irrespective of their attachment security. Knowledge of attachment is useful in psychotherapy. According to Pitman & Scharfe (2010), individuals with high attachment anxiety and avoidance experience greater physical symptoms in comparison with individuals who have low attachment anxiety and avoidance. The researchers  also report on the existence of an association between attachment anxiety and avoidance on one hand and depression on the other across varying age groups. These range from samples of children and adolescents, emerging adults, married couples, community samples in transition to parenthood, university samples, as well as clinical samples. The results indicate an association between higher attachment anxiety and avoidance with depression (Sable, 2008). The establishment of attachment with the therapists determines the effectiveness of a therapist in giving assistance to a client. Bowlby believes that the development of a new attachment with a therapist enables the therapist to assist the client in revising the story of the client’s life into a more consiste nt narrative. According to Sable (2010), the role of the therapist is to provide a springboard for change and this is possible through joint exploration of the painful feelings and the unhappy events that contribute the current emotional problems of the client. In order to win this trust, the therapist ought to become a relatively secure base where the client experiences safety and support. The therapist has to cultivate for this attachment through calming and soothing interactions although it may take some time before the therapist is accepted and felt as emotionally familiar and affectively accustomed to the client. One of the applications of Bowlby’s ethological attachment theory by clinicians is in the assessment of the client’s attachment style so that the clinician can regulate the therapeutic approach (Sable, 2010). The outcomes of a therapy process reveal that avoidant outpatients show minimal clinical improvements in comparison to the secure and anxious outpatients after individual therapy (Makulincer, Shaver & Berant, 2013). They also report that in a study carried out in a university program training clinic, avoidant attachment had an inverse relationship to psychotherapy outcome. Researchers agree that problems in the working alliance between clients and therapists partially mediate the avoidance-outcome association. In another sample of clients with eating disorders, avoidant-attachment was linked with dropout of group psychotherapy. Another contemporary application of Bowlby’s ethological theory is in the diagnosis of the reactive attachment disorder. Follan & Minnis (2009) investigate the cases of the forty-four juvenile thieves described as affectionless psychopaths. Out of the sampled ‘juvenile thieves,’ 86 percent had undergone through prolonged separation  from primary caregivers in the early stages of their lives apart from being placed under multiple care placements. Follan & Minnis (2009) find out that in their sample, 60 percent of children with reactive attachment disorder had been separated from their homes either resulting from neglect or other types of maltreatment. According to Bowlby, the experience of separation from primary caregivers was a key etiological factor contributing towards the development of difficulties in children. These findings lend credence to Bowlby’s ethological attachment theory in the diagnosis of reactive attachment disorder (RAD). While Bowlby’s ethological attachment theory receives worldwide support, it also faces some criticisms. One such criticism is its reliance on biology and evolution as the basis of development as well as the use of selective observations in naturalistic situations. Marga (2011) presents contradicting reports of a study involving 162 farm children where there was no relation between infant training on one hand and personality development on the other. As a result, the research er implores scientists to â€Å"quit blaming mom† as a dismissal to Bowlby’s ethological attachment theory. While the criticisms are there, Bowlby’s ethological theory receives widespread support and application as it relates to the lifespan development of an individual. Conclusion The behavioral development of a human being begins at birth and occurrences at the formative years determine the personality development of the individual later in adulthood. Many theories such as the behavioral and psychoanalytic theories explain personality development of the human individual. The quality of the entire human life is the accurate measure of effective lifespan development of the individual. Bowlby’s ethological attachment theory argues that human individuals develop attachments to primary caregivers that are affectionate and supportive. As individuals grow, they develop other secondary and multiple attachments with peers in order to get security as they interact with different environments. Bowlby’s perspective has received widespread acceptance although it has also been criticized for placing emphasis on biology and evolution. Nevertheless, the theory receives application in psychotherapy. Researchers report that clients are open up to therapists after they develop a feeling of security and attachment with the therapist. There is evidence that psychotherapy  outcomes also depend on the establishment of attachment between the client and the therapist. There is also a link between avoidant-attachment and dropout of group psychotherapy. The theory specifically helps in understanding the distress of clients in various stages in life and this facilitates positive outcomes during physiotherapy. There is further evidence that Bowlby’s ethological attachment theory also helps in the diagnosis of reactive attachment disorder. As individuals grow from childhood to adulthood, their attachments change due to changes in the environment, making Bowlby’s ethological theory a theory of lifespan development. References Follan, M., & Minnis, H. (2009). Forty-four juvenile thieves revisited: From Bowlby to reactive attachment disorder. Child: care, health and development 36(5): 639-645. Makulincer, M., & Shaver, P.R. (2012). Adult Attachment Orientations and Relationship Processes. Journal of Family Theory & Review 4: 259-274. Makulincer, M., Shaver, P.R., & Berant, E. (2013). An attachment perspective on therapeutic processes and outcomes. Journal of Personality 81(6): 606-616. Marga, V. (2011). The Social Nature of the Mother’s Tie to Her Child: John Bowlby’s Theory of Attachment in Post-war America. British Journal for the History of Science 44(3): 401-426. Pitman, R., & Scharfe, E. (2010).Testing the function of attachment hierarchies during emerging adulthood. Personal Relationships 17(2): 201-216. Sable, P. (2008). What is Adult Attachment? Clinical Social Work Journal 36(1): 21-30. van der Horst, F.C.P., & van der Veer, R. (2009). Separation and divergence: The untold story of Ja mes Robertson’s and John Bowlby’s theoretical dispute on mother-child separation. Journal of the History of the Behavioral Sciences 45(3): 236-252.

When I first enrolled in Technology and Society, I...

When I first enrolled in Technology and Society, I honestly did not know what to think of this class. I thought I was going to feel awkward because maybe it was going be a class full of nerds, which there wasn’t, and all we would talk about was different kinds of inventions and how they effected society. After completing the course it was pretty much true, the class discussed many inventions and how they have effected society throughout the years, even how society has effected technology. One of the main topics that was covered in the class was how many different definitions there was of what was considered technology. The biggest lesson that was taught was how technology and society have been linked so closely throughout history, and now†¦show more content†¦Everyone has seen that kid with music blasting out of his headphones, or the girl rapidly texting on her phone. The youth of today are constantly drawn in technological advancements that promote nonstop communica tion and instant satisfaction, whether through cell phones, video games, laptops, or iPod/MP3 players. Before the invention of these devices, family members would sit together around the table and play games together. However, since the invention of video games, those kinds of entertainment have changed to games played individually, and the impact of such games on family relations is apparent. Nowadays instead of watching TV together or eating a family meal, everyone in the family is in a separate room, either playing video games, watching football, on their computers or on their phones. Though, in some cases, technology helps parents to communicate with their children and know their location, it is not always enough for children’s safety just to stay connected with the family. People are so fascinated by their smart phones or laptops that they are blind to others around them. Consequently, spending less time with family and more time with different gadgets can cause the loss of tight contacts with close relations. But are these technological advancements a good thing? I believe that the growth of technology has negatively influenced the social interactions of todays youth because it isolates people from reality, gets in the way ofShow MoreRelatedHow Technology Has Changed Our Future?2020 Words   |  9 PagesRegression We live in the 21st century where mostly everything is done by technology. In 1965, Gordon Moore predicted that technology would rapidly improve every 18 months. Fast forward to 2016 and we have improved so well technologically that it has become something nobody could have ever predicted. We are living in a golden age of technology with discoveries happen every day. 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