...In Dave Eggers’s new novel, The Circle, the bad guy is not socialism, archaic gender roles, or economic inequality. It is social media. Eggers wraps his criticism of this phenomenon around a company called The Circle, a thinly disguised version of Google. We experience the inner workings of The Circle through our protagonist Mae who has landed her dream job of being a “Circler,” one of the most coveted and hippest jobs that a young 20-something could hope for. The Circle is, from the outset, a creepy sort of insulated company in which every possible need of the Circlers (almost all of whom are under 30) is provided for: on site parties headlined by notable performers, clothing stores stocking the latest products, residences and more. Circlers need never leave the campus. However, there is one catch: make sure to always be participating in the company’s social media at all times; a failure to participate might indicate that you are not a team player or worse, you might be antisocial. One...
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...“1984” Secrets are lies. Sharing is Caring. Privacy is theft. —Dave Eggers, “The Circle” The construction begs for comparison, and yet “The Circle” is no “1984.” In the future, according to Dave Eggers, one mega social-network corporation, the namesake of his new novel, has become the technological architect of daily life—arranging conversations, restocking pantries, making payments, and ranking human beings. The company’s leaders wear zip-up hoodies, of course, and enjoy surfing, yet they are known with reverent remove as the Three Wise Men. It’s serious business—so serious that even the parties are work, since attendance is monitored by your boss—and Eggers emulates this sobriety in his writing, which plods across the corporate campus resentfully. New hire Mae Holland, the novel’s protagonist, bounds forth into the communal ethos of her overlords, embracing her first assignment, answering e-mails that provide a “human experience” to small advertisers. Eggers seems bored by the task—Oh, must we spend another day at the Customer Experience desk, minutiae un-inspected, e-mails unread? He doesn’t want to be in the grind, or even playfully tease it. Disclosure is the story of “The Circle,” yet Eggers hardly tells enough. But even without the searing wit of “1984,” the book is capable of landing on point—when it’s at its most irksome. Where “1984” has the vigilant Police Patrol and Thought Police, “The Circle” has SeeChange and Clarification. Surveillance isn’t a bad word;...
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...FUNDAÇÃO EDUCACIONAL SERRA DOS ÓRGÃOS – FESO CENTRO UNIVERSITÁRIO SERRA DOS ÓRGÃOS – UNIFESO CENTRO DE CIÊNCIAS HUMANAS E SOCIAIS CURSO DE GRADUAÇÃO EM DIREITO PESQUISA TEMÁTICA: DIREITO E FICÇÃO CIENTÍFICA AGENDA 2014 - II |DATA |TEMA |EXPOSITOR | |Agosto | | | |15 |ABERTURA: DIREITO E FICÇÃO | | | |Texto | | | |BARBOSA, Rogério Monteiro. A tríplice concepção de mimese de Paul Ricoeur e a narrativa |Prof. Joaquim Oliveira | | |jurídica. (ANEXO) | | | | | | |29 |MÓDULO 1: HOMENS E MÁQUINAS | ...
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...智能手機大行其道,青少年成為機不離手的低頭族,可說見怪不怪。電子產品雖然方 便,但長期使用會影響健康、人際關係,更甚者,無意識下泄露私隱,變相被監控而不自知。過分依賴智能手機對生活有甚麼影響? 新聞重點 根據不同的統計結果,說明香港人使用手機的普及率及習慣; 指出過分依賴手機對精神健康和身體健康的影響; 分析家長對待智能產品的態度與子女使用電子產品的關係; 智能手機如何影響人際關係和保護私隱的意識。 新聞資料 使用手機習慣 資料一 香港青年協會一項調查發現,近九成受訪青少年擁有智能手機,大部分用作即時通訊,平均每人每日收發逾二百二十則短訊。近半青少年認為外出不帶手機,比不帶錢更缺乏安全感。調查發現青年幾乎吃喝拉撒,均是機不離手,六成七人是全日二十四小時長開手機,分別有五成及四成三人在食飯及如廁時有使用智能手機習慣,四成一人更臨睡前使用。青協指,青少年過度倚賴智能手機,將忽略與他人面對面的溝通交流。 摘自《星島日報》2013年11月8日A8 資料二 香港智能手機的普及率達6 3%,2012年是49%而2011年只有35%。其中82%用戶每天使用智能手機、77%用戶每天一定會攜帶智能手機出門、當中96%的用戶每天必定使用流動網絡,此數字為亞太區之冠。 習慣與行為方面,智能手機用戶的主要活動包括瀏覽互聯網(84%)、玩遊戲(79%)、使用應用程式(72%)、進行流動搜尋(70%)和觀看視訊影片(68%)等。大部分智能手機用戶會同時使用不同媒體進行多項活動,當中有85%的人會在使用手機時做其他事情,例如看電視(48%)和閱讀報紙或雜誌(42%)。 摘自「2013 年Our Mobile Planet:香港」調查報告 警示科技的影響 資料三 美國小說家Dave Eggers剛面世的作品The Circle 提出了一個有趣的觀點,就是過去人們懼怕被無所不在的Big Brother監視(來自英國作家George Orwell的經典小說1984 ,但如今無孔不入的社交媒體已成為了Big Brother。身邊的人不停地把身邊的事情拍攝及記錄下來,然後在社交媒體上分享,變相是處處監視你。微妙的是這Big Brother不是Orwell筆下的極權政府,而是無數個體共同創造出來的監控系統。他在小說中描寫的機構,是模擬一旦Google併購了facebook和twitter而成為了資訊巨無霸的局面。 摘自《星島日報》2013年10月15日 F6 資料四 德國人早知電腦和電視對小朋友影響,所以學校規定小學學生,不准用電腦、手機。更要求家長合作,凡入讀其小學者,家中不得玩電腦電視遊戲。至於電視,更要求在周一返學前四十八小時,不准觀看。學生們在平常上學,無論男女,一律要學編織、木工,訓練手眼協調之餘,亦培養對實體事物的喜愛,以防止沉迷虛擬世界。學校上課,更要求他們自製課本,如自然科,要搜集種子,一切身體力行,在公園執拾。「哪幾時學用電腦?」「中二、三吧!電腦一學就懂,哪須如此早學?」 摘自《星島日報》2013年4月5日A21 對身心造成的影響 資料五 智能產品使用日趨普及, 有團體訪問逾三百三十名幼稚園及小學家長,了解學生使用智能產品的習慣及影響,結果顯示,逾四成二學生擁兩部或以上的智能產品如智能手機、iPad等,近四成二每天使用兩小時或以上,近三成家長不會限制子女使用時間,有眼科醫生表示,曾有六歲兒童因長期使用智能產品玩遊戲,出現眼痛、頭痛及嘔吐等徵狀,須到院求診。有兒童曾使用大量電子教材學習,令小肌肉訓練不足,花半年方學懂執筆寫字。 摘自《星島日報》2013年2月7日...
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...Research Methodologies in Supply Chain Management Herbert Kotzab ´ Stefan Seuring Martin Mçller ´ Gerald Reiner (Editors) Research Methodologies in Supply Chain Management In Collaboration with Magnus Westhaus With 71 Figures and 67 Tables Physica-Verlag A Springer Company Professor Dr. Herbert Kotzab Copenhagen Business School Department of Operations Management SCM-Group Solbjerg Plads 3 2000 Frederiksberg Denmark hk.om@cbs.dk PD Dr. Stefan Seuring PD Dr. Martin Mçller Supply Chain Management Center Institute of Business Administration Faculty of Business, Economics and Law Uhlhornsweg 26111 Oldenburg Germany stefan.seuring@uni-oldenburg.de martin.mueller@uni-oldenburg.de Dr. Gerald Reiner Vienna University of Economics and Business Administration Department of Production Management Nordbergstraûe 15 1090 Vienna Austria gerald.reiner@wu-wien.ac.at Cataloging-in-Publication Data Library of Congress Control Number: 2005924508 ISBN 3-7908-1583-7 Physica-Verlag Heidelberg New York This work is subject to copyright. All rights are reserved, whether the whole or part of the material is concerned, specifically the rights of translation, reprinting, reuse of illustrations, recitation, broadcasting, reproduction on microfilm or in any other way, and storage in data banks. Duplication of this publication or parts thereof is permitted only under the provisions of the German Copyright Law of September 9, 1965, in its current version, and permission for use must...
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...Leadership Development Seminars and ECQ-based Readings The success or failure of any endeavor depends on leadership. Now, more than ever before, we need leaders in our organizations and in our world. Great leaders create and communicate a vision and move people into action to achieve it. They ignite our passion and inspire us to do our best. Government leaders in the 21st century are experiencing change at a more rapid pace than previous generations. Rapid advances in technology have expanded the quantity of work we are capable of accomplishing, and also where it’s accomplished. We have a more highly educated workforce, yet face diminishing resources with an increased demand for productivity, and the essential services we provide to the American public. To be successful at navigating these challenges leaders must develop the essential skills to motivate their employees, effectively communicate with others, fine-tune critical thinking skills, and build and leverage partnerships. Future leaders must also be visionary; i.e., possess the ability to identify trends and the courage to be innovative. Being technically adept in your field will no longer be enough. In response to these demands on senior executives, the U.S. Office of Personnel Management identified five Executive Core Qualifications (ECQs) that all aspiring government leaders and executives must possess. These ECQs and Fundamental Competencies were developed by OPM after extensive research on the attributes...
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...Leadership Development Seminars and ECQ-based Readings The success or failure of any endeavor depends on leadership. Now, more than ever before, we need leaders in our organizations and in our world. Great leaders create and communicate a vision and move people into action to achieve it. They ignite our passion and inspire us to do our best. Government leaders in the 21st century are experiencing change at a more rapid pace than previous generations. Rapid advances in technology have expanded the quantity of work we are capable of accomplishing, and also where it’s accomplished. We have a more highly educated workforce, yet face diminishing resources with an increased demand for productivity, and the essential services we provide to the American public. To be successful at navigating these challenges leaders must develop the essential skills to motivate their employees, effectively communicate with others, fine-tune critical thinking skills, and build and leverage partnerships. Future leaders must also be visionary; i.e., possess the ability to identify trends and the courage to be innovative. Being technically adept in your field will no longer be enough. In response to these demands on senior executives, the U.S. Office of Personnel Management identified five Executive Core Qualifications (ECQs) that all aspiring government leaders and executives must possess. These ECQs and Fundamental Competencies were developed by OPM after extensive research on the attributes...
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...This text was adapted by The Saylor Foundation under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 License without attribution as requested by the work’s original creator or licensee. Saylor URL: http://www.saylor.org/books Saylor.org 1 Preface Competing books are focused on the academic part of HRM, which is necessary in a university or college setting. However, the goal with this book is not only to provide the necessary academic background information but also to present the material with a practitioner’s focus on both large and small businesses. While the writing style is clear and focused, we don’t feel jargon and ten-dollar words are necessary to making a good textbook. Clear and concise language makes the book interesting and understandable (not to mention more fun to read) to the future HRM professional and manager alike. It is highly likely that anyone in business will have to take on an HRM role at some point in their careers. For example, should you decide to start your own business, many of the topics discussed will apply to your business. This is the goal of this book; it is useful enough for the HRM professional, but the information presented is also applicable to managers, supervisors, and entrepreneurs. Besides these differences, other key differences include the following: This book utilizes a technology focus and shows how HRM activities can be leveraged using technology. We have also included a chapter on communication and information...
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...62118 0/nm 1/n1 2/nm 3/nm 4/nm 5/nm 6/nm 7/nm 8/nm 9/nm 1990s 0th/pt 1st/p 1th/tc 2nd/p 2th/tc 3rd/p 3th/tc 4th/pt 5th/pt 6th/pt 7th/pt 8th/pt 9th/pt 0s/pt a A AA AAA Aachen/M aardvark/SM Aaren/M Aarhus/M Aarika/M Aaron/M AB aback abacus/SM abaft Abagael/M Abagail/M abalone/SM abandoner/M abandon/LGDRS abandonment/SM abase/LGDSR abasement/S abaser/M abashed/UY abashment/MS abash/SDLG abate/DSRLG abated/U abatement/MS abater/M abattoir/SM Abba/M Abbe/M abbé/S abbess/SM Abbey/M abbey/MS Abbie/M Abbi/M Abbot/M abbot/MS Abbott/M abbr abbrev abbreviated/UA abbreviates/A abbreviate/XDSNG abbreviating/A abbreviation/M Abbye/M Abby/M ABC/M Abdel/M abdicate/NGDSX abdication/M abdomen/SM abdominal/YS abduct/DGS abduction/SM abductor/SM Abdul/M ab/DY abeam Abelard/M Abel/M Abelson/M Abe/M Aberdeen/M Abernathy/M aberrant/YS aberrational aberration/SM abet/S abetted abetting abettor/SM Abeu/M abeyance/MS abeyant Abey/M abhorred abhorrence/MS abhorrent/Y abhorrer/M abhorring abhor/S abidance/MS abide/JGSR abider/M abiding/Y Abidjan/M Abie/M Abigael/M Abigail/M Abigale/M Abilene/M ability/IMES abjection/MS abjectness/SM abject/SGPDY abjuration/SM abjuratory abjurer/M abjure/ZGSRD ablate/VGNSDX ablation/M ablative/SY ablaze abler/E ables/E ablest able/U abloom ablution/MS Ab/M ABM/S abnegate/NGSDX abnegation/M Abner/M abnormality/SM abnormal/SY aboard ...
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