The Merchant of Venice by William Shakespeare Essay example

The Merchant of Venice by William Shakespeare The Merchant of Venice is a play full of different relationships ranging from love and friendships to hate. These relationships are affected by gossips and rumours, which due to the close community are flying around all the time. Money is involved in everything in the play; it is at the centre of work, relationships and rumours. It also holds together and makes the main tension of the play. There are many relationships in The Merchant of Venice. The most common one is friendship. The friendships cross sex, age, race, and class boundaries. And range from very strong ones such as between Antonio and Bassanio to mere acquantancies such as the one between†¦show more content†¦Ha ha, heard in Genoa? Here Shylock shows his appreciation for Tubals more comforting words. This shows that they also have a close friendship and value each other highly. There are many less close, or less significant friendships I havent mentioned, but they still give the play life, so cant be dismissed. As well as friendships, there is of course the most obvious relationship, which is the deep-rooted hate that Antonio and Shylock have for each other. It is clear throughout the play, and it is important that we see the reasons they are enemies. Firstly Antonio lends money without interest, because he makes his money other ways, but Shylock makes most of his money though money lending with interest. So Shylock loses most of his customers to Antonio and therefore his profit. We know this annoys him when he says, I hate himà ¢Ã¢â€š ¬Ã‚ ¦ for that he lends out money gratis and brings down the rate of usance here with us in Venice. Shylock says that Antonio looks down on him and insults and spits at him. Finally, and this is the root cause, Antonio hates Shylock because he is a Jew and Shylock hates Antonio for his Christianity. Sadly because of their upbringing, both men think that they are in the dominant religion. They are narrow minded about their beliefs and this brings about the conflicts. They were the most obvious set of enemies in theShow MoreRelatedThe Merchant Of Venice By William Shakespeare1445 Words   |  6 PagesTalia Warshawsky Ms. Rembert CGI English 11 HH 12 November 2014 Crashing Thru Venice William Shakespeare, possibly the most esteemed writer of all time, wrote a play titled The Merchant of Venice, near the end of the 1500 s. The play takes place in Venice, and while it can be described as what we now call a romantic comedy, it also draws attention to the harsh divides in the Venetian society brought on by conflicting beliefs and religions. Centuries later, in the early 2000 s, Paul Haggis wroteRead MoreMerchant of Venice by William Shakespeare830 Words   |  4 PagesWilliam Shakespeare’s Merchant of Venice is a story about man seeking justice for the forfeiture of his bond. Shylock the Jew created a bond loaning three thousand ducats to his rival Antonio. In the event that the loan could not be paid back, Shylock was entitled to a â€Å"pound of flesh from the breast† of Antonio. Antonio’s invested the money in his merchant ships hoping to gain profit. Unfortunately he loses his ships at sea, losing everything Shylock had loaned him. Shylock h appily takes AntonioRead MoreThe Merchant Of Venice By William Shakespeare1102 Words   |  5 Pagespassed, but even today, women are being treated unfairly in certain situations. However, in The Merchant of Venice, William Shakespeare challenges the concept of women being unequal to men. He conveys this message through the actions of Jessica, Portia, and Nerissa. The female characters empower themselves, accomplishing various tasks in order to gain control over the men in their lives. The Merchant of Venice is a highly effective feminist play, which is demonstrated through the assertive and cleverRead More`` The Merchant Of Venice `` By William Shakespeare1147 Words   |  5 Pagesjeopardy. It is an inescapable labyrinth that plagues the lives of all ever since humanity’s first existence. Yet it,s double-edged sword like characteristics of also providing opportunities and gains keeps many enthralled in it. In William Shakespeare s’ The Merchant of Venice, Antonio, a protagonist, gives himself over to a life-threatening contract with the villain, Shylock the Jew, in order to provide the means for one of Antonio’s friend the opportunity to woo a lady. Over the course of the playRead MoreThe Merchant Of Venice By William Shakespeare1036 Words   |  5 Pagesauthentic and respectable character. The Merchant of Venice by renowned playwright William Shakespeare is in itself a story about religion and religious tensions; however, one’s religion is not what defines them. One’s character does, and in the Merchant of Venice we encounter two characters, Antonio and Shylock, who share similarities throughout the play, but are overall different people with different morals. On one hand there is Antonio, a sad, christian merchant and a dear friend, while on the otherRead MoreThe Merchant Of Venice By William Shakespeare1153 Words   |  5 Pagesprogressed as time has passed, but even today, women are treated unfairly. However, in The Merchant of Venice, William Shakespeare challenges the concept of women being unequal to men. He conveys this message through the actions of Jessica, Portia, and Nerissa. The female characters empower themselves, accomplishing various tasks in order to gain control over the men in their lives. The Merchant of Venice is a highly effective feminist play, which is demonstrated through the assertive and cleverRead MoreThe Merchant Of Venice By William Shakespeare1685 Words   |  7 Pages  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  The play The Merchant of Venice  by William Shakespeare is anti-semetic because anti semetic thoughts and actions are incorporated in a majority of his charcters. The actions of these Christian charcters go against Shylock, and other Jews presented in the play; as a result, establishing a clear seperation between the two ethnic groups. The constant hatred and mistreatment towards Shylock only enhances the division since it develops the idea that Christianity is the sup erior religion. AlthoughRead MoreThe Merchant Of Venice By William Shakespeare2046 Words   |  9 PagesEssay Abbesath.K Throughout the education system, there seems to be an unofficial consensus that pieces of literature that are deemed â€Å"controversial† should not be taught in school. The Merchant of Venice falls into this category due to the Anti-Semitism which exists within the play making it â€Å"controversial† therefore, banned. On the contrary, this play should not be considered controversial and it should not be banned due to the learning experiences and knowledge that can be gained by readingRead MoreThe Merchant of Venice by William Shakespeare2080 Words   |  9 PagesThe Merchant of Venice by William Shakespeare The play revolves around one main plot and three sub-plots. The main plot centres on the question of mercy and forgiveness as seen in the relationship between Antonio, the kind Christian, and Shylock, the unrelenting Jew. The three subplots revolve around the romances of Portia and Bassanio (the most important couple in the play), of Lorenzo and Jessica, and of Gratiano and Nerissa (the least important couple of the play)Read MoreThe Merchant Of Venice By William Shakespeare Essay2233 Words   |  9 Pagesâ€Å"The Merchant of Venice† by William Shakespeare, explains the differences of religion and greed. There was a guy who needed a loan so he could go across the country to marry the girl of his dreams. He didn t have the money so he asked a Jew name Shylock. Shylock lends the guy money but he told him â€Å"If you don’t pay me back, I get to take a pound of your flesh† (pg. 143). We all know if someone needs money and you have it you would give it to them and you’ll have power over that person. Therefore

What is poverty by Jo Goodwin Parker - 1694 Words

What is Poverty? – Jo Goodwin Parker First impressions: One thing that the reader notices is that Goodwin dives into the subject immediately and questions the reader â€Å"you ask me what is poverty?† in a rhetorical manner as if to describe the absurdity of the question itself. Whether or not the writer is the character portrayed in the essay or that she has adopted a persona is unknown since the author writer has not disclosed much about this work or herself. In any case, we know that the person writing this essay with a narrative style has seen and perhaps experienced poverty even from a disturbingly close proximity. In the first paragraph, Goodwin advises the readers to â€Å"listen without pity† and see everything as if from a distance but the†¦show more content†¦Although this essay has no political undertones, this may be a remark on growing capitalism during the 70’s, when the rich became richer and the poor poorer. Another sad reality the writer shows in the essay is that for the poor there is no season of rest and relaxation. They always have to be up and about, facing life with all its struggles and hardships. In winters and summers both, they have one or the other kind of worry. â€Å"Poverty is hoping it never rains†, â€Å"poverty is cooking without food and cleaning without soap†, â€Å"poverty means insects in your food..† all in all Goodwin shows the readers so many faces of poverty that the reader is left empathizing with her, and comparing their own life to hers, which is the true essence of this work. Not many works have this kind of ability to make a person think, wonder, and evoke the kind of emotions that this essay has been able to do. Poverty does not end at being poor, ill or starving. It goes all the way to shame and humiliation. The worst kind of humiliation comes when asking somebody for help. Like in the case of granny, others also find their way out of helping you because of utter indifference. â€Å"And after spilling the whole shame of your poverty all over the desk between you, you find that this isn’t the right office after all-â€Å". What Goodwin is suggesting here is that for the poor their true companions are the troubles andShow MoreRelatedAnalysis Of What Is Poverty By Jo Goodwin Parker736 Words   |  3 Pagesdreads of poverty, so naturally we are not educated on what the terrors are. Jo Goodwin Parker informs readers in her short story â€Å"What is Poverty† about what life is like for those who live a harder life than most. She gives people an inside look on what it’s like to have almost nothing. The story is not told so the reader can pity the poor, it is told so we real ize that as big as our problems might seem many people face harder and the message the story is trying to send. Jo Goodwin Parker sends manyRead MoreWhat Is Poverty? By Jo Goodwin Parker And The Poverty Of Equality1001 Words   |  5 PagesPoverty has been a controversial issue in the United States. It has taken lives and has built obstacles for many Americans today. Poverty is a physical and mental handicap to many Americans who are not able to get past this barrier. However, some may argue poverty is just an excuse for those who decide not to put effort. Not to mention, two articles will share their story about the issue of poverty. â€Å"What is poverty?† By Jo Goodwin Parker and â€Å"The Poverty of Equality† by Stephen Moore and Peter FerraraRead MoreEssay on Jo Goodwin Parker. What Is Poverty?1018 Words   |  5 Pages090 December 6, 2010 What is Poverty? Jo Goodwin Parker’s essay, â€Å"What is Poverty?† is about Parker who has personally experienced rural poverty. She explains her story from childhood to adulthood. Parker’s struggles are overwhelming; look at any sentence, the evidence of her daily struggle is there. From her underwear to living arrangements, and everything in between, Parker resides in poverty. In her essay, she says to listen to the story of what poverty is. Then she talks about the differentRead MorePoverty Essay948 Words   |  4 PagesAccounts, Experiences and Scenarios in Poverty Stories and factual experiences provide insight to readers that explicate the reality of any situation. The solutions to poverty become more attainable when accounts from others’ experiences are brought into consideration. In Jo Goodwin Parkers’ â€Å"What is Poverty?,† Lars Eighners’ â€Å"On Dumpster Diving,† Peter Singers’ â€Å"The Singer Solution to World Poverty† and Barbara Ehrenreichs’ â€Å"A Step Back to the Workhouse, † each author expands on personal experiencesRead More Americas Downward Spiral Essay632 Words   |  3 PagesAmericas Downward Spiral In recent years, the economy in the United States has been in what most would see as a recession. American people differ in the way they react to a recession. Some, such as Michael Moore, feel it becomes a downward spiral as big business and it’s stockholders gain more money and power, and it’s workers gain less money and stability. With a loss of stability for the American worker there is a fear of losing their health benefits, social security, pension plan, andRead MoreEssay on Let’s Put an End to Corporate Power and Greed666 Words   |  3 Pagescarrying away with them the primary sources of living of many people. As we saw in Roger and Me, General Motors replaced it’s Flint plant to open new ones in Mexico, laying off 30,000 workers in the process. Flint quickly turned into a ghost town with poverty taking its toll on the common people. The rich got richer, while the poor became poorer. By this time the conditions had become so bad that the Money Magazine described Flint as the worst American city to live in. John Grisham (My Turn: SomewhereRead MorePoverty Is Not For A Decent Job938 Words   |  4 PagesAt this moment in my life I would not consider myself poor but, according to Jo Goodwin Parker’s definition of poverty I am. Parker defines poverty as not having enough money for necessities, none for luxuries or pleasure, is a single parent, has very little education, and has little or no access to healthcare. I am still in school so obviously I do not have the proper education to get a decent job. With the part time job that I do have I don’t make enough money to have that many luxuries. If itRead MoreDo You Want Lies With That?1039 Words   |  5 Pages â€Å"Do You Want Lies With That? Summary In his article â€Å"Do You Want Lies With That? by Morgan Spurlock, the author is telling his audience about consumerism and over consumption with Americans as a hole. He begins by informing the reader about what we should and should not be put in mouths and is why we get warning labels now. He continues the article talking about how many people smoke and why so many do not smoke now. Huge lawsuits from the nineties forced changes in the way people viewed tobaccoRead MoreEssay on What is Poverty?1079 Words   |  5 Pages What do you consider poverty to be? Do you have a definitive explanation of it or do you consider it an abstract circumstance? In the article What is Poverty?, Jo Goodwin Parker gives her ideas on what poverty is. First given as a speech, this article is written as an attack on human emotion. Her use of connotative language creates many harsh images of her experiences in a life of poverty. By using these images, Parker is capable of causing the reader to feel many emotions and forcesRead MoreExamples Of Poverty Essay943 Words   |  4 PagesThe Shame in Poverty Accounts The solutions to poverty are plentiful when accounts from others’ experiences are brought into consideration. Stories and experiences provide insight to readers that explicate the reality of any situation. In â€Å"What is Poverty† â€Å"On Dumpster Diving† â€Å"Lifeboat Ethics† and â€Å"The Singer Solution,† each article expands on personal experiences and situations to open the reader to various viewpoints on how poverty is perceived by society, as well as how it is perceived by those

Long-Term Debt Gaap V Ifrs Free Essays

Long-Term Debt U. S. GAAP vs. We will write a custom essay sample on Long-Term Debt Gaap V Ifrs or any similar topic only for you Order Now IFRS Scott Bailey Acc 311 Debruine Every company in the world must raise funds in order to finance its operations and expansion. The most common form of this funding is through the use of long-term debt. Depending on where the company does business and who uses their financial statements, there are different ways of recording this debt through the use of United States Generally Accepted Accounting Principles (U. S. GAAP) and International Financial Reporting Standards (IFRS). The main differences between the two accounting standards, with regards to long-term debt recognition, deal with debt issue costs and convertible bonds. Debt issue costs are the payments associated with issuing debt, such as various fees and commissions to third parties. According to U. S. GAAP these payments generate future benefits that under ASC 835-30-45-3 are recorded on the balance sheet as deferred charges. These charges are capitalized, reflected in the balance sheet as an asset, and amortized over the life of the debt instrument. Early debt repayment results in expensing these costs. Under IFRS costs are deducted from the carrying value of the financial liability and are not recorded as separate assets. Rather, they are accounted for as a debt discount and amortized using the effective interest method. (IAS 39, par 43) The debate between which set of standards correctly portrays the financial implications of these costs is centered on the idea of matching expenses and revenue. Those for U. S. GAAP argue that the deferred costs create an asset to which we can then match the revenue with the expenses over the useful life of the debt. This is in compliance with the matching principle of the conceptual framework for financial accounting. Under IFRS the costs are said to be immaterial and do not require consideration of the matching principle. This brings up possible issues of managed earnings based on when companies are issuing debt and when they are recognizing the issue costs. A convertible bond is a type of bond that the holder can convert into shares of common stock in the issuing company or cash of equal value, at an agreed-upon price. The difference between US and international standards arises when determining how to measure and account for convertible feature of the bond. Under U. S. GAAP, ASC-420-20-25-6 states: A contingent beneficial conversion feature shall be measured using the commitment date stock price but shall not be recognized in earnings until the contingency is resolved. This basically says that the convertible feature of the bond is not recognized until it is actually resolved. Under IFRS they refer to the convertible part of the bond (equity element) as an embedded derivative which must be accounted for separately from the liability element of the bond. (IAS 39, par 11) These embedded derivatives are treated the same as stand-alone derivatives in that they are measured at fair value with all changes in fair value recognized in profit or loss. (IAS 39, par 46) This process of recording causes a company to be less stable and more reactive to changes in the market. This is not necessarily a bad thing because it accurately portrays the value of the future benefits of the bonds. Accounting for convertible bonds and debt issue costs is likely to change in the future. The US and international standard boards are constantly working on a convergence in order to have a single set of accounting standards for every business. The issues with long-term debt are only a few of many differences that need to be resolved between IFRS and U. S. GAAP. They have been working on the idea of a convergence for many years and personally I do not believe there will be any type of convergence in the near future. With that being said it is important that we know the differences in reporting between IFRS and U. S. GAAP and are able to recognize the financial implications of these differences. Works Consulted Financial Accounting Foundation. (n. d. ). Financial Accounting Standards Board. In FASB Accounting Codification Standards. Retrieved October 11, 2012, from http://www. fasb. org/home IFRS Foundation. (n. d. ). International Financial Reporting Standards. In eIFRS . Retrieved October 11, 2012, from http://eifrs. ifrs. org/IB/Register How to cite Long-Term Debt Gaap V Ifrs, Essay examples

Open Source Software In University Education †Free Samples

Questions: 1.What important ideas and approaches does the teaching of open-source software expose to students, and how are these likely to be employed in a student's future computing-focused career? 2.Do you believe that universities have a moral obligation to promote the use of open-source software within the computing industry? Answers: In contrast to proprietary software development models, are open source software models. Tan, (2008), points out that proprietary software companies do not make available the source codes programs for their software while those for open source software make available the source code programs. Open source software has become more available and more used in the last decade. Universities around the world utilize open source software in their various aspects of training. It should be noted that the free software reference does not depict that a software can be obtained without monetary cost but the freedom in which software can be obtained without any struggles whatsoever. For universities, this means that an open source software can be downloaded and installed in any amount of computers they desire. If any changes are required to fit the model of teaching, a university is allowed to do so. As much as the utilization of open source software for teaching is viewed as easy, it has great im plications on the future careers of students who take information technology related courses. This is because the real world out there does not consider open source software as consequential to the operation as proprietary software. Vargas Martin, (2011), reiterates that proprietary software is usually of very high quality. The viable reason why universities teaching computer courses do not make use of the proprietary software in teaching is that academic institutions are usually constrained in their use of proprietary software. As much as the license agreements are clear, most universities find themselves on violation of the user license agreement and face litigation. Use of proprietary software in universities require a high level of administrative accountability which may be a problem. This paper focuses on the utilization of open source software for teaching computer courses in universities and its effect on careers for students. 1. It is clear that open source software usually offers significant benefits as compared to proprietary software when it comes to teaching. Proprietary software is consequential in the business field so as to give an organization a competitive advantage in a market. The teaching of open source software to students provides them with an opportunity to have awareness. One of the important goals of the graduate course is to introduce students to a research area. Using open source technologies is one advantage of introducing information technology students on the fact that the many technologies that exist hence increasing their awareness in the field of computer technology. According to Management Association, Information Resources, (2014), open source software makes students to be more conversant with all types of technologies thus making them have explicit knowledge in the field of computing. Students are exposed to more knowledge in computing by experimenting on different software whi ch is easily accessible and have the allowance of alterations. As much as students are usually seen studying the backgrounds of many subjects, it is imperative that they should have background knowledge of open source software which is used in the operation of billions of electronic devices. In a business context where a student career is eminent, the awareness of the many functions and existence of software makes the student have the flexibility and freedom in operating proprietary software (Koch, andNeumann, 2008). A lot of commercial software usually claim that they have flexibility as in inbuilt feature, some of which are undoubtedly true. Flexibility in this context is the ability of software to be in tandem with business change, and solutions should not be constrained by the use of the software. To obtained flexibility at this architectural level, a student who has spent college years learning computer technology using open source software will have the upper hand in ensuring that even a proprietary software conforms to the ideals and the wishes of a company. Open source software is consequential to many students across the globe. Students in university undertaking computer technology courses can reiterate that a significant amount of time is needed for one to practice so as to be able to be a professional. This training requires them to have a wide range of software in place. However, students cannot afford to purchase commercial software hence open source software is the only tool for practice (Kong, 2014). If their respective universities use proprietary software, then it will not be possible for the students to have the software installed in their machines and conduct practice at their own free time. Experimentation platforms such as the Raspberry Pi has helped many students to enhance their skills in computer technology. As per Browning, (2010), it is no secret that open source software are assisting many university students in enhancing their learning and helping them explore areas they have never done before. With this level of pra ctice, students are becoming better hence become more competent when they graduate from universities. In the business world, a software is a tool needed for any job hence a necessary evil (Weber, 2004). Unless there are changes needed or a new software comes up, then there is no reason whatsoever to alter the available software. However, in the bid to make more money, software vendors usually employ some tactics such alleged improvements in the existing software to have the users upgrade. A professional who has spent ones college years practicing with open source software will have the necessary knowledge in determining whether the changes in upgrades are authentic or not. However, in the real world in computing career business are completely aware that there is no technology that is static hence software upgrades are necessary so as to be in tandem with the current technology (Whelan, and Firth, 2012). For this reason, those individuals who are conversant with open sources software usually need to help business use open source software which is affordable. 2. Free software has become the foundation of learning because students can be able to share knowledge and build upon the existing knowledge (Persico et al., 2014). In this regard, universities are more than ethical to use open source software in teaching. It may be argued that university does not promote ethical qualifications that computing students should possess. At present, many people who are not in the education sector, are using proprietary software which denies users the freedom and benefits (Reynolds, 2014). This means that one tries to copy the program to another computer, one will be found to be in violation and arrested and jailed. One cannot make a copy of a proprietary program to go and see how it works (Kelly, 2008). When universities apply the use of such commercial program, the intended purpose of teaching students will be lost. This is because students will not be able to have the knowledge in figuring out how a program works and developing the necessary skills in being able to develop own software or being able to make any corrections to a software. The developers of proprietary software usually spy on the users of the software and ensure that they restrict the users from sharing any information or idea that regards a software. Since computers contain extremely confidential information of peoples lives, proprietary software depicts a danger to the privacy of this free society. In the light of the above knowledge, regardless of what the critics think, it is evident that universities have the moral obligation to use open source software in their teaching. The staggering high cost of integrating proprietary software in the teaching of university students is not a secret (Tiako, 2009). The funding of bringing proprietary software into universities for teaching computer students can either come from a universitys budget or special sources such as government incentives. To have a quality learning experience, students can be required to expense on the proprietary software by fee increment. This means that the parents and the guardians of such students will be coerced to dig deep into their pocket to cater for the unprecedented fee increment. In such a situation, many students will tend to halt their education due to some of their parents or guardian will be unable to cater for such additional expenses. In this regard, it is a moral obligation for universities to use open source software so as to create an opportunity for students to learn. Use of commercial software damages social cohesion. Case in point, suppose a student finds a program that will be useful to contribute to enhancing learning for other students. It is clear that a wise student would ensure that one shares the software since it is the moral thing to do so that ones colleagues can also benefit. The fact that commercial software only permits one to use a program alone is divisive and detrimental to the relation and interaction of students. Also, students who cannot afford a commercial software will end up to be less knowledgeable than those who have access to commercial software. As much as a university may receive criticism from the computing industry, utilization of open source software enhances integration among students hence a moral obligation. In conclusion, universities have been under a lot of pressure to ensure that they integrate proprietary software to teach their technology students. However, the unavoidable part is to ensure that universities have the software that will enable the students to learn and practice effectively. The movements for open source software has recently reached a visible status. Despite the fact that comments in the use of open source software in a teaching of universities students are derogatory, it is a plain fact that open source software gives students an opportunity to expand on their skills and become better at computer technology. References Association, Information Resources, M. (2014).Open Source Technology: Concepts, Methodologies, Tools, and Applications: Concepts, Methodologies, Tools, and Applications. 1st ed. IGI Global, p.609. Browning, J. (2010).Open-source solutions in education. 1st ed. Santa Rosa, CA: Informing Science Press, p.112. Kelly, G. 2008, "A collaborative process for evaluating new educational technologies",Campus - Wide Information Systems,vol. 25, no. 2, pp. 105-113. Koch, S. Neumann, C. 2008, "Exploring the Effects of Process Characteristics on Product Quality in Open Source Software Development",Journal of Database Management,vol. 19, no. 2, pp. 31-57. Kong, A. (2014). International Conference on Management and Engineering (CME 2014). 1st ed. DEStech Publications, Inc, p.660. Persico, D., Fernandes, S., Garcia-Perez, A., Katsaros, P., Shaikh, S., Stamelos, I. and Cerone, A. (2014).Information Technology and Open Source: Applications for Education, Innovation, and Sustainability. 1st ed. Berlin, Heidelberg: Springer Berlin Heidelberg, p.278. Reynolds, G. (2014). Ethics in Information Technology.5th ed. Cengage Learning. Tan, F. (2008).Global information technologies. 1st ed. Hershey PA: Information Science Reference, p.900. Tiako, P. (2009).Software applications. 1st ed. Hershey, PA: IGI Global (701 E. Chocolate Avenue, Hershey, Pennsylvania, 17033, USA), p.1930. Vargas Martin, M. (2011).Technology for facilitating humanity and combating social deviations. 1st ed. Hershey, PA: Information Science Reference, p.107. Weber, S. (2004).The success of open source. 1st ed. Cambridge, Mass.: Harvard University Press, p.12. Whelan, E. Firth, D. 2012, "Changing the Introductory IS Course to Improve Future Enrollments: An Irish Perspective",Journal of Information Systems Education,vol. 23, no. 4, pp. 395-405.