Travel Motivation For Young Tourists

Travel Motivation For Young Tourists The travel industry is one of the enterprises that are critical to the worldwide economy most recent couple of decades. However, the changing of the movement pattern as of late prompts the financial development. The progressions are cause by the adolescent voyaging recurrence and the movement time frames. They will in general travel all the more as often as possible and for longer periods, in this way these gatherings of individuals become an undeniably significant portion of the worldwide the travel industry. Richards and Wilson (2003) demonstrate that, Youth and understudy travel has been a significant foundation of the worldwide travel advertise for more than 50 years it is just the ongoing unstable development of the universal understudies populace that has pushed this market into the spotlight. From the World Tourism Organization (WTO) report as refered to in Taiyab (2005), worldwide excursions taken by youthful voyagers developed from 14.6% in 1980 to 20% in 2001, and arrive at 25% in 2005. As indicated by the Federation of International Youth Travel Organizations reports as refered to in Kim, Jogaratnam and Noh (2006), from the 140 million of global visitor appearances every year, 20 percent of them are the youthful sightseers. Youth Travel Market The WTO characterizes that the youthful voyagers are between 16 to 25 years of age who travel including at any rate one evenings remain. Be that as it may, Canada extended the definition to incorporate youthful grown-ups of between 26 to 30 years of age (Taiyab, 2005). Taiyab (2005) demonstrates that young travel markets are being arranged into 2 free youth travel and youth bunch travel. There are various qualities, inspirations and item necessity among these 2 gatherings to satisfy or suit their requirements and needs. Autonomous youth travel otherwise called autonomous youth voyagers, free autonomous youth explorers, remote autonomous explorers or hikers. They as a rule travel to a spot either in a little casual gathering or alone. A large portion of them are web astute, they will look the data for that specific travel goal by means of web, so that the pre-trip arranging can be all around orchestrated. The separation of the movement goal ordinarily will be extremely far away from their home and it takes a more drawn out period since they need to pick up understanding, increment their insight and investigate various societies at various situations. In addition, they will in general be value touchy for voyaging costs including the food, convenience and so forth. While for the adolescent travel gathering, it is shaped by a gathering of 6 youngsters or more that are voyaging together. This class is isolated into 2 gatherings which are the school-based youth bunch travel and non-school-based youth bunch travel. For the most part, school-based youth bunch venture out is identified with the educational plan or co-curricular exercises, for example, school social orders, music execution, sport rivalry, instructive visits, social trade trips, etc. Those exercises are done in a gathering structure and joined by instructors or school work force. In the other hand, non-school-based youth bunch travel is likewise in a gathering structure, it might happened in littler gatherings, yet the exercises are sorted out by the social orders outside of the school, for example, sports group, church gathering, social or melodic execution troupe, Scouts or Girl Guides, youth club and that's just the beginning. The gathering will be driven by guardians or different g rown-ups. Writing Review of Travel Motivation 2.1 Motivation Gnoth, 1997 (as refered to in Yoon and Uysal, 2005) characterized that inspiration is an interior and outside intentions. An inward thought process is associated with drives, sentiments, and senses while outer rationale includes mental portrayals, for example, information or convictions. Inspiration is the main thrust behind all parts of human conduct (Fodness, 1994, as refered to in Petersen, 2009). Inspiration is the essential for the advancement of the travel industry, it couldn't exist with no intrigue or the need to travel (Murphy, 1985, as refered to in Bonera, n.d.). 2.2 Travel Motivation Travel inspirations characterized as the worldwide coordinating system of natural and social powers which provides worth and guidance to travel decisions, conduct and experience (Pearce, Morrison Rutledge, 1998 as refered to by Banerjea, n.d.). As per Crompton McKay, 1997, as refered to in Petersen, 2009, travel inspiration can be comprehended as a powerful procedure of inside mental components which make an unequal balance in the individual, and this is the thing that carries the individual to travel. The travel industry inspiration is a multi-intention dimensional (Zhang and Marcusen, 2007). While picking a specific goal, individuals will frequently have more than one thought process to visit the spot. For instance, an individual may pick Pangkor Island with an intention of unwinding in a charming safe spot joined with visiting a neighborhood authentic legacy. The Theory of Travel Motivation Maslows Hierarchy Theory As indicated by Maslow (1943) as refered to in Banerjea (n.d) there are five needs to frame a chain of importance dependent on Maslows Hierarchy Theory, advancing from the lower to the higher needs. The lower needs are physiological, security, having a place and love. Confidence and self-completion would be the higher needs. Maslow expressed that if the lower needs are satisfied, the individual would be persuaded by necessities and continues to the following degree of the chain of importance. For instance, an individual would not go to the nation that is tainted by H1N1, the person in question will just visit the specific goal at whatever point it is protected. Four Motivational Needs Whiskers and Ragheb (1983) as refered to in Banerjea (n.d) expressed four persuasive needs as got from crafted by Maslow (1970) which are the scholarly part, the social segment, the competency-dominance segment, and the upgrade shirking segment. Scholarly part evaluates the degree of people include in relaxation exercises, for example, picking up, investigating, finding, thought or envisioning. The social segment surveys the degree of people participate in relaxation exercises for social reasons, for example, the requirement for kinship and relational connections and the requirement for the regard of others. The skill dominance part evaluates the degree of people take part in recreation exercises so as to accomplish, ace, challenge and contend. The improvement evasion part of recreation inspiration surveys the drive to get away and escape from over-invigorating life circumstances, for example, the requirement for certain people to maintain a strategic distance from social contacts, t o look for isolation and quiet conditions and others. Variables that Motivated Young Tourist to Travel Pull and Push Model Dann (1977) as refered to in Bonera (2008) proposed a two level plan of variables that persuade youthful sightseers in the movement dynamic procedure: push and pull factors. Youthful visitors are inspired to travel on account of the force and pushed factors. The possibility of the push-pull model is the disintegration of a youthful travelers decision of goal into two powers (Bansal and Eiselt, 2004). The inner or mental powers pushed youthful vacationers to settle on movement choice while the outer powers of the goal ascribes pulled youthful voyagers to make a trip to that specific spot (Crompton, 1979; Dann, 1977; Uysal Jurowski, 1994 as refered to in Yoon and Uysal, 2005). The force inspirations are progressively associated with passionate angles though push inspirations are identified with intellectual perspectives (Yoon and Uysal, 2005). Push factors are elusive variables that drives a visitor away from home, while pull factors are substantial qualities pulling travelers towards the goal (Andreu, Bigneâ', Cooper, 2000, as refered to in Jonsson and Devonish, 2008). Push factors are inherent wants of the youthful visitor, for example, the longing for departure, rest and unwinding, experience, wellbeing, or notoriety while pull factors are identified with the engaging quality of a given goal, for example, sea shores, settlement and recreational offices, and social and chronicled assets (Uysal and Jurowski 1994 as refered to in Chi and Sung, 2008). Reasons of Young Tourist Travel Youthful visitors have their own one of a kind motivations to travel, which the reasons can be inside or remotely (McGhee, Loker-Murphy, Uysal, 1996 as refered to in Yoon and Uysal, 2005). The youthful vacationer will go for voyaging due to push inspirations, for example, the longing for escape (for example escaping from school or employment, escape from obligations, diminish pressure, being endlessly from requests at home, persuade an opportunity to be free, being genuinely or sincerely revived, experience a more straightforward way of life and so on), rest and unwinding (for example doing nothing by any means, getting a change from a bustling work, to unwind, to appreciate great climate and so on), wellbeing and wellness (for example draw near to nature, participate in sports, see sport occasions and so forth), experience and social communication (for example being brave and daring, discovering thrills, meeting new companions and neighborhood individuals, rediscovering oneself and so forth) , family fellowship (for example visiting companions and family members, being all together, visiting places where family originated from and so forth), and excitement(e.g. being genuinely dynamic, discovering energies and so forth). The force inspirations that influenced the youthful voyagers are sun and sea shores (for example warm and radiant climate, ocean and sea shores and so on), indigenous habitat (for example waterways/lakes/streams, day off mountains, wonderful view and scenes, calm rest region and so on), schedule and cost (for example travel time, great incentive for the cost, simple openness, helpful transportation, accessibility of data about a goal and so forth), social and verifiable assets (for example instructive chances, discovering some new information or expanding information, encountering another culture or new way of life or new goal or extraordinary food and so on). End More or less, youthful sightseers are picking up business sectors in the travel industry. The travel industry is gotten progressively imperative to extraordinary advantages to the general public and upgrades economies of every nation. It assists with building up the nation with the framework advancement, inflow of fo

Google Glass Essay

Google Glass ought to be precluded to be open for the world. In outcome of mechanical advances, we have changed our general public and have been helpful for hardly any decades. Because of cutting edge innovation, we in the long run got conceivable to do anything we need with electronic gadgets from current innovation. Now, Eric Schmidt, who is a current Google’s official executive, declared that Google will market Google Glass before the finish of 2013. Google Glass is a wearable PC with a head mounted showcase by Google in the Project Glass, innovative work. Google glass shows data in a cell phone like without hands group that can interface with the web through voice orders. Quickly, it’s going to resemble a PDA wearing on our eyes. It is accepted that cutting edge innovation has carried numerous advantages to us, we ought to know that it’s conceivable to use for our general public. Right off the bat, people in general would be compromised by Google Glass genuinely. Inverters of Google Glass say that Google Glass will be outfitted with a scholarly camera that can take clear pictures at whenever, anyplace. It implies that taking picture with a Google Glass can prompt an attack of representation right. Moreover, it doesn’t have any speakers to tell others that clients are recording. For example, mobile phones and camcorders have speakers surpassing a foundation clamor level of 60~70dB. Rather than boisterous speakers, it has bone-conduction earphones close to outlines. Be that as it may, it mustn’t be a capacity as ready sound. Also, Google Glass will totally influence our body severely. What might occur on the off chance that we wear Google Glass for long time? Each electronic gadget has electromagnetic waves as usual. As indicated by Interphone Study Group in France (ISG), 2 billion individuals will have mind malignancy by 2020 from mobile phones. Shockingly, Google Glass has a similar basic impact as the mobile phones have. In the event that we wear Google Glass, we should confront a horrendous circumstance like ISG said. Also, they are stating that another mental ailment called â€Å"nomophonia’, which causes us to feel anxious on account of not holding own our gadget, will happen right now. I’m sure that it would be a fiasco for us just as our next ages. Finally, I’d state that there will be obligation issues by being fixated on Google Glass. Individuals will wear Google Glass while driving regardless of positive admonitions not to do. From that point forward, they will conflict with the older or any people on foot and someone will get injured truly. The clinical protection may not be conceivable to cover the clinical consideration since cash can be basic. In the event that Google Glass is marketed, we should take up an obligation protection to utilize it. It implies the we have to include cost of a protection approach to Google Glass bill. Obviously, Using Google Glass will make our life marginally progressively agreeable and advantageous. Then again, we ought to profoundly think it has such a large number of reactions that can gravely impact to our general public. Hence, I hold firmly that associations responsible for permit of selling electronic gadgets shouldn’t permit to discharge into the world.

College Admission Essay Topics Examples - Get Familiar With What These Essays Are All About

College Admission Essay Topics Examples - Get Familiar With What These Essays Are All AboutThere are many college admission essay topics examples, but there is one that will likely interest you the most. It is not so much the topic of the essay, but the manner in which it is written. Just like other essays, the right writing style can turn this type of essay into a success.This professional essay can be based on an existing college course, from the student's own prior experience, or from the current situation. It could be an academic research paper, or an experience in the natural world. The questions that must be answered in this type of essay are just as wide-ranging as they are for an academic research paper. If you want to make sure that your potential college student receives the college admission he or she deserves, you should consider what is best for that student.If you have any questions about how you can write an essay for a student, do not hesitate to contact an admissions counselor at a high school or a college in order to get your hands on some tips and techniques. They will be able to guide you in the right direction when it comes to choosing the right essay topic. By getting some of the background on the topic of the essay, you will be able to prepare yourself well for the essay itself.When you go looking for examples of the specific type of essay you are writing, the first thing you will want to remember is that this is different from any other that you may have seen. There are things that you need to avoid that will determine how your essay will be received by the admissions staff. By preparing yourself for the demands that the college admission process is sure to put on your shoulders, you will be able to present your essay in the best light possible.There are also some common college admission essay topics examples that are fairly self-explanatory. You will need to choose the specific course of study for the student that you are writing for, if you have not already decided what the essay topic will be. In some cases, you may even need to submit a resume or other documentation that will help the admissions staff learn more about the student. Take the time to check with the college before you submit the essay to determine what the specific requirements are.When considering the different college admission essay topic's examples, you should be aware that the topic should be based on an experience that has a high degree of emotional attachment. If the essay topic is for a child, for example, it may be something that the parent has had a passion for over the years. If the student is only involved in the subject matter because of their career, the essay will need to include this information as well.Another thing that is often useful to take into consideration when considering the many different common college admission essay topics examples is the student's past employment. It may be something that the student has been doing f or many years, but the information can be helpful in determining how a reader will respond to the essay. Many times, students are impressed by students who continue to do work after graduation, even after they have their own job.The writer's part of the college admission essay topics examples is extremely important as well. The way the student writes the essay can make a huge difference when it comes to whether or not the student gets accepted to their chosen college. The best students will take the time to learn the basic writing skills of essay writing and then work hard at applying the tips that they have learned.

The Castle of Otranto - 1560 Words

The author of Arcadia, Tom Stoppard, uses a lot of irony and incorporates a web of relationships and coincidences into his plays that can get a bit confusing, especially if you are not familiar with the things that he makes reference to. In the play, on page thirteen, Lady Croom, Thomasinas mother, compares Mr. Noakes landscape style to that of Ann Radcliffes and Horace Walpoles imagery, both of which were Gothic novelists of the eighteenth century. The authors purpose in including this bit is interesting, especially if you are familiar with the novels he refers to. Heres some help: This novel was first published in 1764. The plot takes place in Italy in the Twelfth century. The main characters of the book include: Manfred, the†¦show more content†¦His resolution was increased when a skeleton dressed in rags advised that he not marry Matilda. Later that day Manfred heard news of Theodore in the chapel with a woman. Manfred was jealous and went to the chapel and stabbed the woman, who turned out to be his daughter, Matilda. Theodore proclaimed, over the dead body of Matilda, that he was the true Prince of Otranto. At that moment the giant form of the dead prince of Alfonso appeared and announced that Theodore was the rightful heir of Otranto. Then Alfonso ascended to heaven and was received by St. Nicholas. Theodore was the son of Father Jerome, then prince of Falconara, and Prince Alfonso the Goods daughter. Manfred confessed that he had taken Otranto from Theodore and then he and Hippolita entered neighboring convents. Theodore married Isabella and they lived in Otranto as the prince and princess. LINK TO STORY Walpoles The Castle of Otranto was the first example of a Gothic novel. Gothic, by definition, is a genre of literature characterized by a brooding, gloomy setting, and mysterious, sinister, or violent events. Lady Crooms reference to The Castle of Otranto and to The Mysteries of Udolpho, which is another Gothic novel by a later author, Ann Radcliffe, is one technique used by Stoppard to describe Noakes style. In 1809 Gothic novels were widely popular so it is safe to assume that all of Stoppards seventeenth century characters would have heard of theShow MoreRelatedThe Castle of Otranto Essay1172 Words   |  5 PagesIn the book The Castle of Otranto the people of the castle are surrounded by unexplainable events. These events are in most cases damaging to one’s own mind. Those who are seen as great and loving are turn in to violent and unpredictable individuals. Those who were affected include the highest level of nobility, down as far as to the simple servant. While denial is shown by them there is no doubt that they have changed, and only in disastrous ways. Weather the person has good intentions or not theyRead MoreThe Castle of Otranto, by Horace Walpole1209 Words   |  5 PagesHowever, another aspect that seems to surface in gothic literature is whenever there is a woman who is not following the social norms, they seem to be the driving conflict behind the plotline and ultimately lead to any present happy ending. Castle of Otranto provides a prime example of the contrasting roles of the women. Multiple times Hippolita is described as and acts in a way that reflects the ideal submissive woman. Hippolita does as Manfred says no matter what she is asked, even to the pointRead MoreGothic Fiction : The Castle Of Otranto1443 Words   |  6 Pageshis novel The Castle of Otranto in 1765. A mix of romance and horror, many authors today and many authors in the past have used gothic fiction to fill the readers with suspense and terror. Edgar Allan Poe used elements such as suspense, setting, and language to create a plethora of gothic fiction stories. Stories such as Poe’s Cask of Amontillado capture the gothic element perfectly. A combination of elements are used to make a piece of work Gothic. A Gothic story might contain a castle, haunted orRead MoreThe Castle Of Otranto. Gothic Fiction1127 Words   |  5 Pages Gothic horror started in 1764, by a man named Horace Walpole, he wrote the novel The castle of Otranto. Gothic fiction is a combination of death, horror and some romance. Abraham Bram Stoker, was born in Ireland, on November 8, 1847. In 1879, Stoker was famous for creating one of the most famous horror stories, Dracula. It is said, Stoker wrote his books inspired by traveling and art. For this particular book, many people believe he had come up with the name and character because of Vlad the ImpalerRead MoreEssay on Castle of Otranto Preface Analysis1801 Words   |  8 Pagesimagination of the old romance, in his own words an attempt to blend the two kinds of romance, the ancient and the modern in one step altogether, the Castle of Otranto. A novel he claimed to have written immediately after being inspired by a dream, I waked one morning...from a dream, of which all I could recover was, that I had thought myself in an ancient castle...I saw a gigantic hand in armour. In the evening I sat down and began to write (Letter, 9th march 1765). On the other hand many would more quicklyRead MoreThe Castle Of Otranto : A Gothic Story1767 Words   |  8 Page sThe first known piece of gothic literature was Walpole’s ‘’The Castle of Otranto: A gothic story’’, which arrived in 1764(Britannica Pg.1). The audience was shocked by the bold movement of Walpole when he published his novel, which introduced new themes no one has ever seen before. The novel’s themes consist in murder, betrayal, and creepy places. This new and exciting piece of work slowly, without the knowledge of the author or everyone else, started the genre Gothic, which until these day is stillRead MoreHorace Walpole s Castle Of Otranto1418 Words   |  6 Pagesof a story is the glue that grounds the characters together, the fertile valley in which the plot is cultivated and grown, and the often the core influence that forwards the narrative. The classic Gothic literature works of Horace Walpole’s Castle of Otranto as well as Anna and John Aikin’s Sir Bertrand both are stories that have not only their plots bound and driv en by their settings, but have their dark and horrifying moods created by the environment as well (Walpole 586)(Aikin and Aikin 589).Read MoreThe Castle Of Otranto And Romance Of The Forest Analysis1070 Words   |  5 Pagesdifferent themes within a story. The Castle of Otranto is a Romantic Era story, by Horace Walpole, which expressed the expectations thrust upon women in the 1700’s in a different - and rather terrifying - light than was seen at that time. Romance of the Forest is also a Romantic Era story, created by Ann Radcliffe, which tells the story of a woman who discovers a terrifying secret that exists just on the other side of her bedroom walls. In both The Castle of Otranto and Romance of the Forest, the imageryRead MoreThe Castle of Otranto Northanger Abbey Comparison paper.1915 Words   |  8 Pages11, 2013. Comparison on both novels: The Castle of Otranto Northanger Abbey The Castle of Otranto was written in 1764, by Horace Walpole. This novel is a Gothic novel, and I will be writing an essay about this novel to show, and explain how Gothic it is. I will be picking a specific character to explain and compare to another book to show how both are Gothic, but in their own way. This essay will seek and unfold the differences of Manfred in Otranto, and General Tilney in Northanger Abbey byRead MoreSupernatural Elements In Horace Walpoles The Castle Of Otranto737 Words   |  3 Pages The Castle of Otranto is the first Gothic novel that was written. It was written in 1764 by Horace Walpole. This novel is a tale of supernatural events, dark times, and a romance. The novel is set in Italy during the middle ages. The story takes place in Manfred’s castle which has underground secret passages. This novel tells a story of Prince Manfred, his family, and a young princess named Isabella. During the first chapter Manfred’s son, Conrad, is introduced to the readers. Conrad is Manfred’s

Guns in Schools - 2018 Words

Guns in Schools With the number of mass school shootings and incidents of violence in schools that have been reported since April 20, 1999; the public is crying out for stricter laws to help protect our children. In direct response to the Columbine High School shooting, schools across the country adopted a variety of â€Å"safety† measures that included mandatory uniforms to prevent the wearing of gang colors and allowing faculty to more readily identify intruders, installation of metal detectors and security cameras, ID badges to be worn at all times, and the increased presence of armed guards on campuses. While these measures are all intended to protect our children the fact that we are still experiencing violence in our†¦show more content†¦Adam Lanza shot open the locked door to access the school and the principal ran to the hall to investigate the â€Å"noise.† References Bennett, William J. CNN Contributor (December 19, 2012) CNN Opinion The case for gun rights is stronger than you think Retrieved from http://www.cnn.com/2012/12/19/opinion/bennett-gun-rights/index.html New, Brian (2013, September 17) CBS DFW Palmer ISD Moving Forward with Guns in School retrieved from http://dfw.cbslocal.com/2013/09/17/palmer-isd-moving-forward-with-guns-in-school-plan/ Kopel, David B. and D’Andrilli, Stephen, (February 1990) American Rifleman What America can learn from Switzerland is that the best way to reduce gun misuse is to promote responsible gun ownership. Retrieved from http://www.guncite.com/swissgun-kopel.html Legal Information Institute, Cornell University Law School, founded in 1992, Second Amendment Retrieved from http://www.law.cornell.edu/wex Your overall assignment should be developed to include two new paragraphs, in addition your introduction and thesis, around 200 words in length. Be sure to cite your evidence using APA style conventions, both in-text and in the reference page. Please review the Week 3 APA material for help with formatting and citing. 1). Include the introduction and thesis that you developed in W4A1 so that you can add this assignment to what you already have. 2). In support of the thesis statement youShow MoreRelatedGuns in Schools855 Words   |  3 Pagesa world where school shootings did not exist. Parents could send their children to school without having to worry about them being shot. In 2013, thirty school shootings took place in the United States. The most devastating school shooting in U.S. history was the Bath School shooting. On May 18, 1927, Andrew Kehoe entered the Bath Elementary School killing thirty-eight people and injuring fifty-eight. Kehoe then returned to his truck, and committed suicide by using explosives. School teachers wouldRead MoreShould School Guns Be Banned?1638 Words   |  7 Pageswhether or not teachers should be allowed to carry guns in school is very heated and continues to dilemma the minds of many. However, both the supportive and opposing parties have good grounds that can be used to choose. Recently in the year 2012, 26 people in elementary school in Texas were shot dead triggering public demand tha t teachers should be armed with guns in order to protect our students. A local resident of the area around the elementary school opened fire on 20 students and 6 staff beforeRead MorePros And Cons Of Guns In Schools848 Words   |  4 PagesIs There Support to Arm Teachers in Schools? Introduction Discussing a license to carry in an educational setting cause you to thoroughly look at a the situation from both stand points. Initially one may think absolutely not but, then some may argue that it is a moral idea. In our society guns are very popular, due to gun violence, illegal sales, and proper sales of guns in communities. When adding guns to the school environment, this cause even more stress upon faculty, staff, students, and especiallyRead MoreGun Control And School Safety1983 Words   |  8 PagesGuns in the Classroom Destiny Casey Student ID# 000410720 WGU â€Æ' Guns in the Classroom Allowing teachers to carry guns will allow teachers to prevent school shootings on the grounds of preschool through college campuses. Everyone has their own opinion about teachers being able to carry guns including other teachers, parents, and government officials. Depending on what state the teacher is teaching in determines if they can carry their gun now, if they are in the process of being able to, or ifRead MoreGuns in High School: For the Betterment of All1709 Words   |  7 Pagesof gun control laws. The first places to come to mind would be Montana or Colorado, because of the more rural connotations those places have been given in the popular media outlets such as movies, magazines, and television. Montana is depicted as a state where there are large sweeping plains and horse ranches over every horizon, while Colorado is a land of mountains and forests with a very small amount of urban invasion. This argument however comes out of Brooklyn, from a Midwood High School newspape rRead More School Shootings and Gun Laws Essay935 Words   |  4 Pages Imagine your child was nearing high school graduation with their whole life ahead of them. Next year, they will be going to college and you will see them bloom into the wonderful person you know they are. Now imagine the horror of hearing that your child had been shot and killed while they were at school. It is difficult to fathom the enormous amount of grief and anger that would flood the body of a person in a situation like this. No one should have to endure such pain. Now imagine how muchRead MoreEssay about Gun Control Schools3447 Words   |  14 PagesIf you recently picked up a newspaper or turned on to see the news you may have question what is happening in our schools and begin to think whether our schools are still safe places for children. Recent school shootings have set feared in many parents about their childrens safety in our schools. Since last year number of school shootings by students h ave occurred regularly. On Tuesday February 29, 2000 in Mount Morris Township, Michigan a six-year old boy shot his classmate to death in their firstRead MoreGun Free School Zone Essays1805 Words   |  8 Pages(senior), arrived at Edison high School in San Antonio, Texas, carrying on his person a concealed .38 caliber handgun and five bullets. Acting on an anonymous tip, the school authorities confronted Alfonzo, who readily admitted to having the weapon. He was arrested and charged under Texas law with firearm possession on school property. The next day the state charges were dropped and federal agents charged Alfonzo with federal charges of violating the Gun-Free School Zones Act of 1990. The questionRead MoreImplementing Gun Safety On School Classrooms2429 Words   |  10 Pages2014 Implementing Gun Safety in School Classrooms Nine year old Aaron Schmitt had been rummaging around in his dad’s closet and found a shiny new toy. He was enthralled with his find. As he felt the cold metal in his hand, he thought of the fun he could have playing a game of cops and robbers. Aaron spun the gun around in his hand wanting to show it to his friends. He knew he should ask for permission from his parents to take the gun but he figured his dad would never realize the gun was missing. HeRead MoreEssay on Should Teachers Carry a Gun to School?1236 Words   |  5 PagesHow People’s Opinions of Teacher’s Carrying Guns During School Can Be Grouped By Age, Gender, and Race Do you believe that people have a unique personal opinion that nobody else has? Well, research has shown that personal opinion can be grouped by age, gender and race, but some of this research does not show through in the highly debated topic, should teachers carry guns during school hours. Age Groups One of the ways people’s opinions can be grouped together is by age. According to â€Å"Factors

American Way Free Essays

string(83) " to another school where the latter succeeded in writing but failed in arithmetic\." The present term paper will compare the life struggles of the two totally different American historical figures – Frederick Douglass (1818 – 1895) and Benjamin Franklin (1706 – 1790). Although the were dissimilar in regard to their social backgrounds and characters, both of them praised knowledge as the most valid source of power, and were perseverant in their strivings for self-education. We will write a custom essay sample on American Way or any similar topic only for you Order Now Both successfully tried their hand in writing. The comparison of Douglass’ and Franklin’s lives will be supported by the quotes from their autobiographies. Before proceeding to the analysis part, it makes sense to overview the contributions which each of the men made to the United States history. Frederick Augustus Washington Bailey, more widely known as Frederick Douglass, was born a slave. He managed to cast off that yoke only at the age of twenty when he arranged false identification papers to take a long journey from Maryland to New York. Upon joining various abolitionist organizations in Massachusetts, Douglass had been delivering lectures on anti-slavery across the Eastern and Midwestern states as well as across the ocean from 1841 till 1846. In the late 1840s, he became active as a publisher. Acknowledging the Emancipation Proclamation (announced by President Lincoln in 1862) to be one of the most prominent documents in the American history since it declared the liberation of black slaves, the prominent abolitionist fought for granting equal rights to all American citizens regardless of sex and ethnicity. Benjamin Franklin acquired prominence as a writer, politician and scientist. Being born in a rather poor large family, he managed to make money on newspaper editing, printing, and commerce in Philadelphia. Franklin founded the first public lending library, fire department, and political discussion club in the United States. He refined the theory of electricity and invented many important utensils and instruments (i. e. the lightning rod, bifocals, the iron furnace stove, a carriage odometer, etc. ). He grew popular as a politician and civic leader after publicly speaking against the Stamp Act. During the American Revolution, Franklin, the diplomat, managed to chaffer military and financial aid from France. In his later period of life he supported the ideas of abolitionism. To return back to the comparison of Douglass’ and Franklin’s views on the importance of knowledge and education, both were never tired of improving their cognitive skills. Despite totally different social backgrounds, Douglass being a born slave, and Franklin, being the youngest son in the family of a tallow chandler of a British ancestry, were similarly deprived of the regular schooling. The wife of one of Douglass’ masters, Sophia Auld, started teaching Frederick the alphabet and elementary spelling. The woman unintentionally broke the law which forbade educating slaves. In his autobiography â€Å"Narrative of a Life,† Douglass reconstructed the speech of Sophia’s husband who raised his voice against literacy for slaves: If you give a nigger an inch, he will take an ell. A nigger should know nothing but to obey his master — to do as he is told to do. Learning would SPOIL the best nigger in the world. Now †¦ if you teach that nigger †¦ how to read, there would be no keeping him. It would forever unfit him to be a slave. He would at once become unmanageable, and of no value to his master. As to himself, it could do him no good, but a great deal of harm. It would make him discontented and unhappy. (Douglass 36) Although in a racist and humiliating form, the slave master emphasized the great role of knowledge and education for a human being. Having learnt to put letters into words, Frederick understood how right his master was concerning the importance of studies: It was a new and special revelation, explaining dark and mysterious things, with which my youthful understanding had struggled, but struggled in vain. I now understood what had been to me a most perplexing difficulty — to wit, the white man’s power to enslave the black man. It was a grand achievement, and I prized it highly. From that moment, I understood the pathway from slavery to freedom. It was just what I wanted, and I got it at a time when I the least expected it. (Douglass 36) These thoughts of the famous abolitionist prove that literacy could expand mental horizons of Afro-Americans so that they were able to trace inequity in social life of the United States in the early 19th century. There colored people were degraded to the position of hard-laboring and powerless beasts. A talented boy had to continue his studies in secrecy, opposing to his masters’ intention of â€Å"shutting [him] up in mental darkness† (Douglass 36). Being sent on errands, Frederick used every opportunity to learn letters from the white poor boys in the neighborhoods. The young slave enjoyed reading because it â€Å"gave tongue to interesting thoughts of [his] own soul, which had frequently flashed through [his] mind, and died away for want of utterance† (Douglass 42). This happened when Frederick managed to read one of Sheridan’s speeches which inspired him to think over the nature of truth and its impact on conscience. Possessing a sharp wit, Douglass learnt to write as he watched the ship carpenters marking timbers. He also copied the Italics in Webster’s Spelling Book and finally succeeded in producing the letters correctly without peeping into the copy-book. Frederick dared even to take the copy-books of his masters’ son to practice in handwriting. One would admire the strong will and courage of the young slave who progressed in learning at the risk of being severely punished. Franklin’s path of education started in a less secret way. His father hoped that his son would make a career of a clergyman and sent the boy to the grammar-school at the age of eight. Benjamin showed a quick progress in learning so that he managed to jump from the first to the third class within one year. However, the senior Franklin found the cost of studying at that educational establishment too high and placed his son to another school where the latter succeeded in writing but failed in arithmetic. You read "American Way" in category "Papers" At ten Ben was taken home to assist his father in candle business. As Franklin recollected, he used to have â€Å"a thirst for knowledge† (14) and used every opportunity to expand his father’s small library by buying new books. He mentioned Plutarch’s â€Å"Lives,† Defoe’s â€Å"Essay on Projects,† and Dr. Mather’s â€Å"Essays to do Good† as the books which influenced his mind in the earlier period. The boy continued his self-education when he was made a printer’s apprentice. He borrowed books from booksellers’ apprentices and used to read at nights so that he could return them the following morning. When a wealthy tradesman Adams by name invited Benjamin to his library, the boy showed interest in poetry and attempted to write his own ballads. In the autobiography Franklin called his earlier verses â€Å"wretched stuff† (15) and explained that he preferred to master his writing skills in prose. Benjamin wrote a few letters to his friend to share some thoughts on women’s abilities for study, and the senior Franklin happened to read those letters. He praised the son for â€Å"correct spelling and pointing† but criticized for the flaws regarding â€Å"elegance of expression, †¦ method and †¦ perspicuity† (Franklin 16). The younger Franklin decided to train himself by imitating the style of the Spectator magazine that focused on political and current events and by turning some tales into poems. Thus Benjamin made a progress in expanding his vocabulary and arranging his thoughts in the better structured phrases. Finally the future ‘Founding Father† of the United States became satisfied with the results of his efforts: By comparing my work afterwards with the original, I discovered many faults and amended them; but I sometimes had the pleasure of fancying that, in certain particulars of small import, I had been lucky enough to improve the method or the language, and this encouraged me to think I might possibly in time come to be a tolerable English writer, of which I was extremely ambitious. (Franklin 17) Around the same period Franklin studied arithmetic and navigation. By attentively reading Xenophon’s â€Å"Memorable Things of Socrates† he practiced in the Socratic method of conducting disputes and refined his grammar. Benjamin aimed at â€Å"expressing myself in terms of modest diffidence† (Franklin 18) in his writings so that the argumentation contained both pros and contras related to the main thesis. At that time the perspective political theorist and polemicist designed an original concept of a good and authentic manner of writing. In his autobiography, Franklin emphasized that knowledge brought power to an educated man. Literate people could use their aptitude in eloquence and writing to persuade people into the things that would otherwise have been neglected or labeled as wrong. Since the scholar believed that â€Å"the chief ends of conversation are to inform or to be informed, to please or to persuade†, he warned the men of letters against the whim of â€Å"express[ing] [themselves] as firmly fix’d in [their] present opinions† in â€Å"a positive and dogmatical manner† (Franklin 19). He suggested instead analyzing the issues under research in a critical and modest manner so that audiences were stimulated to think independently and freely without prejudices and cliches. It should be noticed that despite different manners of acquiring knowledge, Douglass and Franklin learnt similar lessons from their earlier exercises in reading and writing. Douglass observed that in a course of studies he started contemplating about human rights and the abnormal distribution of power between the master and the slave. On the one hand, as the author recalled, reading was a blessing because it enabled him to get the better command of the train of thoughts. On the other hand, however, it appeared to be a curse since it â€Å"had given [him] a view of [his] wretched condition, without the remedy† and â€Å"opened [his] eyes to the horrible pit, but to no ladder upon which to get out† (Douglass 42). It became evident to the boy that knowledge by itself could not ensure a person’s happiness and well-being and had to be supplied by civic acts. In his turn, Franklin arrived at the strong conviction that â€Å"truth, sincerity and integrity in dealings between man and man were of the utmost importance to the felicity of life† (58). He had the enough independent mind to understand that †¦ certain actions might not be bad because they were forbidden by [Revelation], or good because it commanded them, yet probably these actions might be forbidden because they were bad for us, or commanded because they were beneficial to us, in their own natures, all the circumstances of things considered. (ibid. ) In other words, Franklin opposed the social structure as based on traditions and rigid rules which were imposed by the elite on the rest of citizens. Later those thoughts made the author of â€Å"Autobiography† to fight against any immorality or injustice caused by rich whites to people of another skin color. Douglass and Franklin displayed similar manners of life-long self-education and educating other people, although the results of those efforts for the each were different. Douglass became enough skillful in reading to teach other slaves to read the New Testament, and he was lucky to do that at a Sabbath school on Mr. Freeman’s plantation (the man who hired Douglass from his master). Over forty slaves had been attending lessons for about half a year. Freeman did not object to Douglass’ initiative but other slave-owners hated the very idea of Afro-Americans â€Å"behaving like intellectual, moral, and accountable beings† (Douglass 82). One Sunday a gang of whites attacked the pupils of the Sabbath school during their meeting and put a violent end to the enterprise. Franklin’s attempt to found a public subscription library ended more happily. In 1731, he and his colleagues from the Junto club created the Library Company of Philadelphia to engage people into reading. They sold the so-called â€Å"shares† to shareholders to buy books so that members borrowed them to their convenience. The goal Franklin et al. pursued was very noble: These libraries have improved the general conversation of the Americans, made the common tradesmen and farmers as intelligent as most gentlemen from other countries, and perhaps have contributed in some degree to the stand so generally made throughout the colonies in defense of their privileges. (70) In a course of time, another three public libraries emerged, thus forming a strong educational network in the United States of the 18th century. The foundation of the library provided Franklin with more opportunities to immerse into â€Å"constant study, for which [he] set apart an hour or two each day, and thus repair’d in some degree the loss of the learned education† (79). As it is evident from researching Franklin’s autobiography, this prominent scholar possessed a skill of self-discipline and high self-organization. At the age of 27, this man of knowledge started learning French, Italian, and Spanish. He did it in a peculiar manner: one of Franklin’s friends often tempted him into playing chess, which game Benjamin was fond of. The scholar agreed to do it on the following condition: †¦ the victor in every game should have a right to impose a task, either in parts of the grammar to be got by heart, or in translations, etc. , which tasks the vanquish’d was to perform upon honour, before our next meeting. As we play’d pretty equally, we thus beat one another into that language. (Franklin 99) His own linguistic experience gave Franklin the right to criticize the traditional approach to teaching foreign languages specifically and education in general. I would †¦ offer it to the consideration of those who superintend the education of our youth, whether, since many of those who begin with the Latin quit the same after spending some years without having made any great proficiency, and what they have learnt becomes almost useless, so that their time has been lost, it would not have been better to have begun with the French, proceeding to the Italian, etc. ; for, tho’, after spending the same time, they should quit the study of languages and never arrive at the Latin, they would, however, have acquired another tongue or two, that, being in modern use, might be serviceable to them in common life. (Franklin 100) As the abovementioned passage demonstrates, Franklin valued systematic education for its utility in everyday life. In his perception, knowledge was not only a collection of abstract truths about world order or human morals and ethics but also a very important tool in communication and career promotion. To summarize, education and knowledge were highly appraised by both Douglass and Franklin as it was evident from their writings. It is especially interesting that the men of the so different backgrounds arrived at the same conclusions despite living in different periods of the United States history. Franklin was one of the brightest minds of the 18th century when the country liberated itself from the British rule, and the American nation proclaimed its independence. Douglass belonged to the next age when the United States society became segregated by race, sex, and the issue of origin. Franklin represented the most literate and progressively thinking members of the privileged class which exercised power over poorer classes and people of the races other than White Caucasian. Douglass was the son of the degraded and oppressed folk of Afro-Americans who were formally liberated only upon the end of the Civil War. But, however different were the experiences of these two prominent figures of the United States history, both of them praised knowledge and education as efficient means of destroying inequality, ignorance, prejudice and rigidity of thinking. Both of them emphasized that education liberated the mind and soul from primitivism and barbarism. Both used every opportunity to acquire novel information that would widen their mental horizons and inspire other people to follow the path of knowledge. Douglass â€Å"Narrative of a Life† and Franklin’s â€Å"Autobiography† provide us with vivid and interesting-to-read examples of how human beings could refine themselves and society by being perseverant and enthusiastic in learning. Works Cited Douglass, Frederick. Narrative of the Life of Frederick Douglass: An American Slave. Charlottesville, Va. : University of Virginia Library, 1996. Franklin, Benjamin. The Autobiography of Benjamin Franklin. Charlottesville, Va. : University of Virginia Library, 1995. How to cite American Way, Papers

Metamorphosis By Franz Kafka Essays (1124 words) - Fiction

Metamorphosis By Franz Kafka her own reality or truth of their existence. For some it may be nothing they expected while others can just be successful in anything. The true reality is that regardless of what direction is taken in life a person brings the same inner self, motivational levels and attitudes. As followers of literature we often escape our own reality and experience life through the imagination of the author's we read. By doing so, many people find themselves gaining information about themselves. In Franz Kafka's Metamorphosis, Gregor Samsa's reality changes indifferently in spite of his drastic physical changes. Before the Metamorphosis, Gregors life consisted of working and caring for his family. He led a life of a traveling salesman, working long hours, which didn't permit to him living his own life. He reflects his own life as the plague of traveling: the anxieties of changing trains, the irregular, inferior meals, the ever changing faces, never to be seen again, people with whom one has no chance to be friendly (Kafka 13). Working to pay off his family's debt, Gregor never left anytime for himself. Kafka himself counterparts this sentiment in a quote taken from his diaries; no matter how hard you work that work still doesn't entitle you to loving concern for people. Instead you're alone, a total stranger, a mere object of curiosity (Pawel 167). So in-depth with his work, Gregor becomes unknown to himself and to life. In Gregor's life he had no room for anyone other than his family which in the end left him without love or caring or any other kind of companionship. He worked so industriously for his family that this became his only goal in life. They became so dependent on Gregor to support them but did nothing for him in return. Up until now Gregor was living a life of obligations, he came home every night to an empty hotel room to ensure his family was taken care of. His parents and their dominance thus extends to the system which deprives him of creative life and married love (Eggenschwiler 54). Apparent to everyone, Gregor was no longer thought of a member of the family but nothing more than a support system. The fact of the matter become, everyone had grown accustomed to it, his family as much as himself; they took the money gratefully, he gave it willingly but the act was accompanied by no remarkable effusiveness (Kafka 48). Gregor still believed he had to provide his family with a pleasant, contented, secure life(Emrich 149). Before the metamorphosis, Gregor's existence was much like it was after it. After being transformed into a cockroach Gregor lived in isolation with his family. In a dark bedroom, in the jumble of discarded furniture and filth, monstrous vermin, a grotesque, hidden part of the family(Eggenschwiler 211). Gregor's sister was the only one who helped poor Gregor, in his time of transformation. She was frightened but managed to put her fears aside, she even got angry with others for trying to help. Upon his sister taking care of him, the rest of Gregor's family would not associate with him. No one attempted to understand him, no one, not even his sister, imagined that she could understand him(Kafka 45). Before long, Gregor noticed that through his metamorphosis he had not lost nor gained anything. The actual metamorphosis symbolizes a rebellion assertion of unconscious desires and energies (Eggenschwiler 203). After the metamorphosis, Gregor's family undergoes some pretty harsh changes. For after the change, Gregor would not be able to support his family's lazy asses. He went to his boss and begged him to please sir, spare my parent (Kafka 24). Strangely, after what his family put him through he still looked vigorously for a way to help his parents, his duty was to remain docile and to try to make things bearable for his family(Kafka 42). As time passes, Gregor realizes that his family doesn't need his help and support and that he is nothing more than a burden to them. The family never realized the strain that the transformation had put Gregor through, and now they have cut off relations instead of supporting Gregor they desert him. Even

Italy Information Essay

Italy Information Essay Italy Information Essay Historical Italian Figures Benito Mussolini (1883-1945) Youngest ever Prime Minister of Italy, in 1922 transformed the office into a dictatorship. Created Fascist Party Giuseppe Garibaldi (1807-1882) Folk hero, military leader, political leader. Adopted the â€Å"Red Shirts† and captured Sicily and Naples and allowed them to join Kingdom of Italy. Michelangelo (1475-1564) Architect, painter, sculptor and poet. Most famous Italian artist; â€Å"Sistine Chapel† Leonardo Da Vinci (1452-1519) Mathematician, artist, inventor and writer. â€Å"The Last Supper†, â€Å"Mona Lisa†. Marco Polo (1254-1324) Explorer and journalist. Wrote â€Å"the Travels of Marco Polo† Galileo (1564-1642) Mathematician and astronomer. Laid foundation for modern science, physics and astronomy. St. Francis of Assisi ( 1181-1226) Saint. Abandoned life of luxury and devoted life to Christianity. Christopher Columbus (1451-1506) Explorer whom discovered â€Å"New World of the Americas† in 1492 Florence Nightingale (1820-1910) nurse known as â€Å"Lady with the Lamp†, spending nights caring for wounded soldiers and reducing death count by 2/3rds. Boticelli (1444-1510) early renaissance painter â€Å"Birth of Venus† Biographical Profile Julius Caesar Birthdate: 100 BCE Death: 44 BCE Place of Birth and Death: Rome, Italy Full Name: Gaius Julius Caesar Octavianus Augustus Children: Son Caesarion with Cleopatra Important events: Fought in several wars, became involved in Roman politics Negotiator between Crassus and Pompey Made â€Å"Dictator for Life†, â€Å"Father of Country† Relieved debt and reformed Senate Reformed Roman Calendar Reorganized local government His assassination led by Longinus and Brutus on the Ides of March First Roman figure to be deified, given title â€Å"The Divine Julius† 2 years after death Historical Event Dictatorship of Mussolini Benito Mussolini was born on July 29, 1883. The son of a blacksmith, he moved to Switzerland where he became involved in Socialist politics. He moved back to Italy in 1904 working as a journalist and was drafted into the Italian army in 1915. In 1919 he formed the Fascist Party. He organized unemployed war veterans into armed â€Å"Black Shirts†. Mussolini gradually dismantled all institutions of government and in 1925 made himself dictator. He eventually was captured and killed. Italian History The history of Italy can be divided into 7 distinct eras. Pre-History – thousands of rock drawings were discovered in the Alpine regions of Lombardy date around 8000 BC. There were also settlements throughout the Cooper Age, Bronze Age and the Iron Age. Roman Empire ( 5th Century BC to 5th Century AD) – Rome was founded by Romulus and Remus in Etruscan, Italy in 735 BC. Over the next several centuries, Rome expanded its territories into the well-known â€Å"Roman Empire†. The Romans named the Italian peninsular â€Å"Italia†. Italia flourished until the Roman Empire ended with the death of Augustus Caesar. Middle Ages (6th to 14th Century) - Began with multiple invasions including Ostrogoths conquering the Italian Peninsula, the Gothic War and the Lombards establishing a kingdom in North Italy and 3 regions in the South. Popes began building independent states and when the French defeated Lombards, the Papal States were created. The Renaissance (14th to 16th Century) – At this point in history there was a lot of disparity. The north was prosperous and the central and south were struggling. Naples, Sicily and Sardinia were controlled by foreign powers. A cultural movement began in Tuscany. The Medici family, a major contributor of the arts, introduced artistic greats, Da Vinci, Michelangelo and Botticelli. Italian popes rebuilt the city and Rome flourished. Tuscan dialect became the official language. Foreign Rule (1559-1814) – A dark period in Italian history. France invaded Northern Italy, Spain and Germany attacked Rome.

Facts and Figures About Pikaia

Facts and Figures About Pikaia During the Cambrian period, over 500 million years ago, an evolutionary explosion took place, but most of the new life forms were strange-looking invertebrates  (mostly weirdly legged and antennaed crustaceans like Anomalocaris and Wiwaxia)  rather than creatures with spinal cords. One of the crucial exceptions was the slender, lancelet-like Pikaia, visually the least impressive of the three early fishlike creatures that have been found preserved from this span in the geologic record (the other two are the equally important Haikouichthys and Myllokunmingia, discovered in eastern Asia). Not Quite a Fish Its stretching things a bit to describe Pikaia as a prehistoric fish; rather, this inoffensive, two-inch-long, translucent creature may have been the first true chordate: an animal with a notochord nerve running down the length of its back, rather than a protective backbone, which was a later evolutionary development. But Pikaia did possess the basic body plan that stamped itself on the next 500 million years of vertebrate evolution: a head distinct from its tail, bilateral symmetry (i.e., the left side of its body matched up with the right side), and two forward-facing eyes, among other features. Chordate Versus Invertebrate However, not everyone agrees that Pikaia was a chordate rather than an invertebrate; theres evidence that this creature had two tentacles jutting out from its head, and some of its other characteristics (such as tiny feet that may have been gill appendages) fit awkwardly in the vertebrate family tree. However you interpret these anatomical features, though, its still likely that Pikaia lay very near the root of vertebrate evolution; if it wasnt the great-great (multiply by a trillion) grandmother of modern humans, it was certainly related somehow, albeit distantly. You may be surprised to learn that some fish alive today can be considered every bit as primitive as Pikaia, an object lesson in how evolution is not a strictly linear process. For example, the tiny, narrow lancelet Branchiostoma is technically a chordate, rather than a vertebrate, and clearly hasnt advanced very far from its Cambrian predecessors. The explanation for this is that, over the billions of years that life has existed on earth, only a tiny percentage of any given species population has actually been given the opportunity to evolve; thats the reason the world is still chock-full of bacteria, fish, and small, furry mammals.

Signal-Tek Corporation Case Study Example | Topics and Well Written Essays - 750 words

Signal-Tek Corporation - Case Study Example Two larger instrument manufacturers have been taking some of the division’s market shares by offering low-cost products at a quicker rate. STC has been unable to keep up with the competition resulting in a reduction in their workforce by 15 percent. In 2002 STC was awarded a contract with the U.S. Army by offering the lowest cost on signal generators. However, their calculated costs were based on old data. Their plan is to produce newer and more efficient models. Major Problem STC’s first major problem was their lack of focus on timely goals and their inability to produce low-cost, solid-performance, and high-reliability instruments. Due to the aforementioned, larger manufactures are taking over their division market shares and STC’s work force had to be reduced by 15 percent which also reduces their rate of production. Secondly, the supply department does not have a formal engineering background making their situation worst when compiled with the fact that there is no cohesion between the engineering department and themselves. For low-cost and efficient production of quality instruments both the expertise of the engineering and supply departments are needed to work collaboratively together from beginning to end. Lastly, STC should have never made a bid with the U.S. Army based off of old data for material and production costs. Possible Solutions/Alternatives A. The engineering department collaboratively working with the supply department can reduce costs and improve efficiency. B. Research and an assessment of production should be implemented before any new project and an assessment should be conducted on why the organizations old methods were not working. C. The engineering department collaboratively working with the supply department while conducting research to produce better results would be the best alternative. D. The advantage of both departments working together would be the result of better efficient instruments offered at a lower -cost. The disadvantage may be the clashing of ego’s that one department knows more than the other. The advantage of taking time out to conduct research and do an assessment would be the result of a better understanding of the situation at hand. The disadvantage of this would be biases getting in the way of containing valid facts. Choice and Rationale The best choice would be to start at the bottom level and get the engineering and supply department to engage in their projects together. I would set up a mandatory meeting for these departments and list the advantages of both working together and the great outcome it would produce for the organization as a whole including increased job security. Questions 1. Early supply management involvement can assist in low-cost and timely new product development by using their buying expertise to spot the best quality deal. 2. Supply management’s involvement enhances an early supplier involvement program by giving first-hand knowled ge on their expertise of buying. The potential benefits of this are reducing costs and improving efficiency which creates better job security and a healthier work environment. 3. The division can increase cooperation/communication between the engineering and supply departments by first establishing a meeting and presenting factual data on the benefits of their collaboration which includes increased job security. 4. Standardization will greatly improve the new product development by keeping everyone on the same page which decreases confusion and increases efficiency. 5. More effective supply management involvement changes engineering’s role by adding buying knowledge to their list of skills. 6. The division can help to expand supply management’

World war comparson Assignment Example | Topics and Well Written Essays - 250 words

World war comparson - Assignment Example The WWII also witnessed the extensive use of airplanes in the battle. In terms of technological development, both wars involved the use of tanks; however, the one used in WWII were a little more advanced compared to WWI. The armaments used in WWI were slow and inefficient, for instance, the first fighter planes proved inefficient and inaccurate and were often not used.2 On the contrary, the armaments of the WWII were more efficient and faster than those for WWI. These included the use of fighter jets and remotely operated missiles. WWI appeared to be a Europe conflict, and it turned out that Europe’s economy stabilized during these periods while Japan’s economy destabilized. WWII was an economic boost for the United States, which participated in the WWI indirectly. The economic boost for US in WWII saw the expansion of its small towns. The two world wars are landmark events in history of the contemporary world. In both, there was involvement of the prevailing world powers at the time. These two battles had certain things in common. Key among things that can be compared and contrasted are in terms of military strategy, technological development, and economic

The Fury of Overshoes Essay -- Literary Analysis, Anne Sexton

Peter Pan never wanted to grow up, for he always wanted to be a boy and have fun. On the other hand, the general argument made by author, Anne Sexton, in her poem, â€Å"The Fury of Overshoes,† is that childhood is most appreciated when a person must be independent. A university student finds that he can relate to the speaker. The high school student, still a child himself, will feel the same as the speaker in her youth. A college student and a high school student reading this poem would conclude this poem with different feelings. In the first half of the poem, the speaker reminds readers of childhood. She presents the readers with imagery, a form of descriptive language, by illustrating the colorful overshoes lined up against the wall of the kindergarten, â€Å"black, red, brown, all/ with those brass buckles† (lines 1-5). This part of the poem helps the reader settle into the setting and mindset of the speaker. She repeats â€Å"remember... remember,† inviting the readers to recall their childhood, how everything looked then, and how different aspects of life mattered (5, 15). â€Å"You couldn't/ buckle your own/ overshoe,† the speaker states as she continues to list the difficulties, failures, and impossibilities of life as a child (5-9). As children, people are completely dependent on others to do things for them and correct the world around them. It is frustrating for children to not be able to accomplish even simple, self-help tasks. There are a couple of similes the author uses in the poem to stress the helplessness she felt in childhood. In the lines, â€Å"The tears/ running down like mud† (11,12), the reader may notice the words sliding down the page in lines 12-14 like mud and tears that flowed in childhood days. The speaker compares a... ...k I can transition into a more mature person. I experienced a happier childhood than Sexton, so I admire my former dependence and joyful memories; however, she wishes to be as a child and have her responsibility taken off of her shoulders. Growing out of childhood is required, but not forgetting it. Children take life for granted and wish their time away for adulthood. For instance, several children's games mimic adult life and fool children into believing a career as an adult is all the fun they imagined it would be. They spend numerous hours walking with tiny steps in the adult world wanting to mature into it. Later in life, those children have grown into adults and now look back with envy while new children are coddled. Most adults will always look back on their youth and wish it had passed more slowly. They may wish they never had to become [the big people].

The Media Violence Debate

THE MEDIA VIOLENCE DEBATE Introduction Television and video games are favorite ways teenagers spend their leisure hours. Parents and teens themselves have wondered about their effects because of numerous concerns raised with regards to the negative influences that these form of entertainment bring. Many of today’s children grow up with a television at home or even in their own rooms and there have been studies dedicated to the analysis of their impact of a young child growing up to adolescence. Young children are heavily influenced by television and video games, many of which are educational.While there are fun educational shows and games that benefit educational development for young children, the choice of video games and television shows are different when they grow up to be teenagers. This is when the problem begins. The negative influences of television and video games are aplenty. Flipping through the channels would surely show situations of violence, sex scenes and expl icit conversations, alcohol and drug use, cursing and verbal obscenities, bad body image reflections, and more.Visiting a games arcade would not only hurt one’s ears because of the noise of gunshots and obscene shouts from the games played, but also expose one to bloody and highly violent ways of killing people. These situations can affect teenagers differently. With some good things that can be learned from many television shows (documentaries and educational shows, for example) and video games (motor skills development), the negative effects of these forms of media outweighs the positive ones. This paper aims at discussing the effects of media particularly on the debate that has been going on with the ill-effects of media violence.Moreover, it provides a bird’s eye view and analysis on the influences of media violence especially on children. Relevant Research and Authors Featured in The Guardian on June 2001, Rushdie's â€Å"Reality TV: A Dearth of Talent and the De ath of Morality† has caught the attention of many moralists who agree on Rushdie's idea and views on the prevalence and existence of reality TV today. Rushdie has presented so many points in his essay that I fully agree on. First, reality television shows are hard to avoid. Their ratings are a proof how people patronize these kinds of shows.Look how many millions of texters would send in their votes for their favorite â€Å"American Idol. † The success of many reality shows in the 1990's made way for networks to think of more programs – the weirder, the better because people had the tendency to watch reality programs that exude the abnormal. Moreover, these reality shows that feature people who have no talent at all, such as MTV’s hit Jersey Shore, contrast to wholesome programs in the past and yes, some modern ones, that showcase celebrities with real talents or programs that are worth our precious time.Marshall McLuhan is not known by many but to those w ho are into the field of media, he is considered to be the first father and leading prophet of the electronic age. This Canadian born writer and critic wrote mostly on the topic of understanding the effects of technology as it is related to the popular culture and how this affected and influenced man and its relationship to one another and to the community as a whole.The phrase â€Å"the medium is the message† was started by McLuhan and stood to mean the form of a medium is embedded in the message itself thereby forming a correlation on how any message is being understood thus influencing change as time goes by. McLuhan (1964) asserts that â€Å"that a medium affects the society in which it plays a role not only by the content delivered over the medium, but by the characteristics of the medium itself. † Furthermore, he emphasizes that any newspaper article or television program does not have any content at all unless the people or the society reacts to them.The message s that are presented by oral, print and electronic media are still depending how it would influence the society as a whole and a person in particular. How the contents or messages come through changes the attitude of the viewers or readers. The messages that each kind of media exposes are dependent on person’s view. He compares movies and television in their manner of viewing and content saying that the visual presentation presents different types of influences. Media as a vessel of influential messages is an essential point to consider to every person who is into the broadcast and print industry.Video Games Violence Video games are a lucrative business anywhere in the world today, claiming US$ 10 billion in sales in the United States alone in one year. However, with this increasing sales come serious concerns about their effects on players, especially teenagers. Researches have been conducted to show the effects of video games on teenagers. Results prove that there is indeed a high possibility and likelihood of aggressive and violent behaviors to be manifested in some adolescents who frequently play violent video games.With these findings, public policy options for limiting distribution of these kind of games are being created; however, the creation and spread of more video games seem too many too stop. In 2006, the Radiological Society of North America (RSNA) reported their findings on studies conducted on teenagers who play violent games. These young adolescents show long-lasting effects of abnormal brain functions which include intense emotional arousals and a decrease in their concentration, control, and focus. Television ViolenceAs a child becomes a teenager, his/her hours in front of the television lessens because socialization outdoors, demands of schoolwork, and the lure of other media forms (music, video games, computers, and the Internet) would take a huge percentage of idle time. Watching television is considered to be a relaxing activity wh ich needs less concentration. Rehnstrand (2005) writes that teenagers tend to watch television when they have nothing to do. Yet, even if time spent watching television lessens during these years, parents still have to know what their children are watchingTelevision in moderation is not bad at all. In fact, pre-schoolers can start learning through educational shows, grade school children can learn from nature shows, and adults can be informed with current news. Television can be a source of entertainment as well. However, with the good things, disadvantages cannot be negated. Studies show that teenagers who spend more than four hours daily in front of the television become overweight. They become either more aggressive or become too fearful. Moreover, teenagers develop gender stereotyping and vices from many shows.Direct Effects of Media Violence Researches and studies by professionals in the field of health and psychology have revealed that exposure to media portrayals of violence increases aggressive behavior not only in children but adolescents and adults as well. Reports by mental health institutes state that television, movie, music, the Internet, videogames and printed materials contribute to aggressive behaviors of individuals who are exposed to them. The violence depicted in them is considered risk factors to the developing child, adolescents and to the stability of their families.Individuals who are exposed to media violence often see the world as a sinister place as depicted by television programs. Even cartoon programs for kids are found to contain violence indirectly through their dialogues and actions. Kamalipour et al (2001) stated that with the advent of videocassette sales and rentals, pay-per-view TV, cable TV, videogames, and online interactive media, many more children and adolescents have greater access to media with violent content than had ever been available in previous decades.These depictions make young viewers numb to the ill-effects of violence, aggression, and develop in them fear. Recommendations of Filter Models for Television and Video Games Filtering is a way for parents or others who object to violence in mass media to control what is being viewed and played in their homes. However, it is also categorized by some as censorship. Censorship is an essential and expected element of how people interact instead of cultivating a negative and separate interruption in the regular flow of communication.The major problem centers on where to identify between what is acceptable and which is not, or who is approved and on what criteria to follow. Technology has come up with many types of filtering models, all with one purpose: to opt out parts of a movie or TV program or video game that is not positive for children and teenagers especially. V-chip is used for television receivers that block programs and intended for parents' use for their children . Another is ClearPlay which provides families the choice to watch movie s with less graphic violence, nudity, explicit sex, and profanity.Parental controls and guidance are still deemed to be the best models in filtering violence and other undesirable parts of media. Self-control and discipline are also considered to be essential values that one should have to be able to practice responsibility over the violence depicted different ways. Stimulating or â€Å"Cue† Theories Tate and McConnell (2001) mention about the cue theory, which stated that when angry people are exposed to television or games violence,  those portrayals signal to them to behave aggressively.The elements in the portrayal (guns, particular kinds of characters, etc. ) serve as cues. When these cues are later encountered in real life, viewers are reminded of the  violence, and this reminder increases the likelihood that they will behave aggressively. Viewers who identify with the aggressor in the media  will be more likely to aggress in real life when presented with a simila r situation to that of the media aggressor. And when  the media portray violence as having successful outcome, viewers are more likely to be cued to try aggression as a strategy in real life.Catharsis Hypothesis This hypothesis states that â€Å"If you buy a punching bag, or release your aggression by playing Quake, or by screaming, then you will be less violent and aggressive in day-to-day life, having released your aggression. † According to Greenfield (1984), â€Å"many professionals on this field begged to disagree to this as there are other hypotheses that negate  its formation. However, research testing this catharsis hypothesis found that children who are subjected to media violence showed more overt aggression that analysts blame on lowered inhibitions.More researches show that most deadly effect of media violence is making people numb to the real violence in life. Cultivation Hypothesis The cultivation hypothesis was an approach developed by Professor George Ger bner who used ‘Cultural Indicators' to study whether and how watching television or playing video games may influence viewers' ideas of what the everyday world is like. Theorists assert that television and video games has long term effects  that are  indirect but significant. Gerbner further argues in his theory that television is responsible for shaping viewer's concepts and ideas of social reality.In addition, this theory proposes that mass media is a vital socializing agent that make television watchers believe in the version of reality that it exhibits. Observational Learning This particular theory asserts study findings that exposure to media violence through television, the Internet, and video games greatly influence teenagers’ aggressive behavior. Young children tend to imitate and follow what they see and hear and this theory becomes accurate in their limitations concerning media violence. In addition, it proposes that media violence provides children ideas and views of a world that is really bad and hostile in reality.Considering gender issues when talking about media violence is a serious task that many media watchers are identifying. However, there are also issues that media violence that depicts women has just the same effects of media violence as a whole. Feminists view this differently since they adhere to the fact that there is a grave impact of the degree of media violence if it consists of women issues. Media Influence Media is known to be one source of a steady hindrance in the communication among families, individuals, and society in general.It has played a significant role in shaping and portraying opinions and viewpoints of the public, forming a bond between the nations to the people while reproducing the total image of society. Criticisms as early as the middle of the 20th century suggested that media was able to lessen and restrict a person’s capacity to think and act independently. Occasionally, this is because o f the influence suggestive of the many telescreens and printed writings. The media has indeed a very clear social and cultural effect upon society.This is can be explained upon their capacity to span and touch a huge audience with a strong and influential message. Marshall McLuhan (1964) says â€Å"the medium is the message† as a tool of expounding how the distribution of a message can almost always be more vital than the content of the message itself. It is by the convincing power of media like television, radio, and print that messages span their target audiences. Television and radio broadcasting, for example, have a huge volume of control over what the public watches and hears and the frequency they are viewed.This is an important aspect of traditional media that is challenged by changing the way the audience participates. The Internet today also has made a space for more mixture of opinions in the political, social, and cultural realms and an increased level of participa tion as well. Media Violence in Reality TV The reinvention of reality TV into a more horrible genre is proven by how such sports documentaries are programmed. Sometimes, some programs get too out of bound when the life of participants is being put out for the sake of fun.And it is gruesome how these participants are willing to risk their lives for the money at stake and maybe a shot at stardom, if lucky. In the past decade, we have witnessed how television drama has turned from wholesome to violent and sexually explicit. Moreover, the comedy is becoming worse with puns obviously intended (Halloran, 1975). Along with this, reality TV has turned into a genre that many critics of media assert showcases more violence, more competition, more hurtful episodes, more vanity, and more sexuality as a version of reality.All these are offered to an audience who are willing to gobble these all up. It is a reality as well that many people enjoy reality TV shows as evidenced with the constant rati ngs that show business is doing well. The reasons behind this loyal patronage of reality shows are because people tend to identify themselves with the participants, they enjoy the competition, they are thrilled with the drama that are spiced in these shows (Earles et al, 2002). For the producing networks, it is not at all a sweat to get participants who are willing to undergo such rigid or too easy tasks.The lure of money and instant fame is too tempting to pass. Reality TV shows abound because of the pull it has on the audience share. However, many analysts agree that these kinds of shows that are being aired nowadays are getting ethically and morally questionable – compared to the reality TV series that were harmless and outright wholesome. Furthermore, reality TV shows clearly idolize and worship superficial human aspects like body and facial beauty. This becomes a very bad example for the youth who make up a big bulk of the audience share.Reports say that 3 out of 4 teena gers have reality shows as their favorite TV shows (Rushdie, 2001). Is reality television altering our values in a negative way or is just a reflection of already existing values? Definitely these shows generally impacts audiences in a negative way. In fairness for those shows who do not intend to exude negativism, they still do so. Although subtle or subconsciously, these shows are to blame for the erosion of ethics and morals especially among the young audiences who also enjoy the competition and vanity being portrayed in many of these types of programs.Parental guidance cannot seem to curtail such viewings and minors are taking a peek and sample of the â€Å"badness† involved reality shows. Yes, they entertain audiences because the plots excite the viewers. Remember that real people are writing the scripts and thinking of the plots. The production team is further made of real people. Therefore it follows that the values of the creators are shown, directly or indirectly, in their programs. Graphic Novels as an Agent of Media Violence The American comic book took shape in the late 1930s with the introduction of Superman and then Batman, Wonder Woman, Captain America and more.Arriving at the end of the Depression and ruing the first few weeks of World War II, comics provided cheap, thrilling entertainment that appealed to both the young and the soldiers (Rehnstrand, 2005). Comic books became a very influential and popular element of the entertainment world. As the medium progressed, it embraced a wide variety of genres like romance, horror, crime, science fiction, war, humor and adventure. Comic book sales soared up after World War II but suffered a setback in the mid-fifties brought about by anti-comic book hysteria.The Comic Books Authority whipped up a lot of no-noes on the plots and illustrations. The medium rebounded back in the 1960's this time with a brand new style of comic story telling. The late 1960's brought about the start of today's graphi c novels which disregards the restrictions of the Comic code? More and more content was created and marketed as graphic  novels. 1986 was a breakthrough year when two critically acclaimed bestselling books were published as graphic novels: Maus, and Watchmen. The late nineties introduced Manga, a type of graphic novel from Japan that was accepted warmly in the United States.Today, like their counterpart in prose, graphic novels cover every conceivable genre including fiction, biography, history, journalism, education, crime, horror, fantasy, romance, adventure, memoir, humor, politics, and many more. After a century of growth, the comics that once started for amusement in newspapers have matured and are beginning to enjoy a place in the literary world. Conclusion Television and video games can be good sources of education and entertainment for anybody at any age or gender. However, teenage is considered to be a crucial age when an individual is quite adamant to become an adult or remain a child.The influence of media on teenagers has resulted on many emotional, social, and psychological dilemmas. Studies and research have been dedicated to analyzing the effect of media, particularly television and video games on teenagers. According to Rhenstrand (2005), playing video games is known to heighten the aggressive thoughts, emotions, and behaviors of teenagers. Video games can be more harmful than violent television shows or movies since they are more interactive, requiring the player to identify with the aggressive character.Some scientific studies state that the fewer teenagers play video games or watch television, the less aggressive they are. Attention has been centered on the concern of television and video games’ portrayal of violence, vices (smoking, drugs, and alcohol), and sex. With violence, television is passing the viewing of hurting and killing while video games needs the active participation of players. It is recommended that more research wo uld be conducted on the behavioral outcomes of interactions on violence and sex in video games and the implications of passive participation of teenagers while watching television.However, there should be careful and strict guidelines that the viewing public should follow in order to ensure that their influences would be beneficial, especially for the young viewers. The influence is so great that it has made changes in the way people act and think. These media forms are here to stay, for sure. Let us just hope that it will be innovated to be used as an instrument of change for the better and not for worse. References Earles KA, R Alexander, M Johnson, J Liverpool, and M McGhee. 2002. Media influences on children and adolescents: violence and sex†. Journal of the National Medical Association. 94 (9): 797-801. Greenfield, Patricia Marks. 1984. Mind and media: the effects of television, video games, and computers. Cambridge, Mass: Harvard University Press. Halloran JD. 1975. â₠¬Å"The Mass Media and Violence. † Forensic Science. 5. 3: 209-17. Kamalipour, Yahya R. , and Kuldip R. Rampal. 2001. Media, Sex, Violence, and Drugs in the Global Village. Lanham, Md: Rowman & Littlefield Publishers. McLuhan, M. 1964.Understanding media; The extensions of man. New York: McGraw-Hill. Rehnstrand, R. 2005. The longitudional effects of media violence (television and video games) on violence in children into adulthood.Starred paper (M. S. )–St. Cloud State University. Rushdie, Salman. 2001. Reality TV: A Dearth of Talent and the Death of Morality. The Guardian. Tate, E. and McConnell, K. 2001. The mass media and violence from McKie, Craig and Benjamin Singer, (eds. ) Communications in Canada Society, 5th edition. Toronto: Thompson Educational (TEP)

The Lasting Effects Of The Atomic Bombing Of Hiroshima And Nagasaki - Free Essay Example

Sample details Pages: 3 Words: 876 Downloads: 2 Date added: 2019/10/30 Category History Essay Level High school Tags: Hiroshima Essay Did you like this example? In August 1945, at the end of World War II, the United States dropped atomic bombs on Nagasaki and Hiroshima, Japan. On August 9, President Truman made a radio address from the White House announcing that an atomic bomb had been dropped onto a military base in Hiroshima. He did not mention in his address that a second bomb had already been dropped on Nagasaki. Don’t waste time! Our writers will create an original "The Lasting Effects Of The Atomic Bombing Of Hiroshima And Nagasaki" essay for you Create order The United States had many reasons for when they released these bombs, why they dropped them, and the significance of the drop locations. I do not believe that this action was necessary, and I think the after effects of the bombs were too severe to even begin to justify. In July 1945, Secretary of War Henry Stinson warned Truman that there might not be a location in Japan where the atomic bomb could show its strength to its full extent. Many cities in Japan had already been firebombed and essentially cleared out by American air power. These cities did not make suitable targets, since the damage had already been done. From Stinsons diary account, Truman laughed and said he understood. For the most part, Americans did not care whether bombs were dropped on civilian cites or military bases. Much of the American wartime coverage and propaganda was inherently racist yellow Japanese citizens were portrayed not just as inhuman, but as subhuman (Appy). They were referred to as insects, vermin, monkeys. From this point of view, both military and civilian casualties were the same; necessary losses of life. When the bombings are looked at from this point of view, it is difficult to see them as anything but negative, horrific choices that were not worth the consequences. Racism in any form is inexcusable. News coverage should have instead chosen to focus on Japans wartime crimes, their treatment of American prisoners of war, and other war-specific issues. Because the media did not take an unbiased point of view, their coverage and depictions were tainted and became propaganda. This propaganda aided in Trumans goal of making the bombs seem absolutely necessary to ending the war. Truman believed that an invasion of Japan would have led to a higher loss of life for American soldiers, and many had already been lost throughout the course of war. Japanese lives were inconsequential to him, and the bombs were the strongest message that he could possibly send end the war, sign the documents, or else the consequences would continue to be severe. The war had gone on for far too long, and he felt as if he had no other choice. If he did not drop the bombs, Japan may never surrender. Even as the war was ending, Japan continued to fight on Iwo Jima. Truman was not wrong in his view that dropping the bombs would end the war. The surrender of Japan was announced on August 15, just six days after the bomb had entirely obliterated cities. Trumans point was proven in less than a week. His point was proven at a severe, life-altering cost. The after effects were gruesome and continued for years to come. Thousands of Japanese citizens died during the explosions, while others took longer to succumb to radiation-induced cancer. Pregnant women who were in Hiroshima and Nagasaki at the time of the bombings delivered babies with birth defects, and some lost their pregnancies due to injuries and other causes directly related to the bombings. Innocent people, who had not personally contributed to war crimes against America and American soldiers, were the ones who took the brunt of the USs military strength. Trumans executive decision, while supported by the general United States public and the media, was not a universally praised one. Many of the top war commanders did not believe they were necessary and opposed the droppings. Six of the seven five-star generals of that era did not believe that there was any reason to use the atomic weapons, and also believed that the Japanese had already been defeated and would have surrendered before any major American action was taken. Admiral William Leahy personally considered dropping an atomic bomb to be barbaric, and a violation of all of the known laws of war. (Appy) Men who specialized in war did not believe in the action, and yet the bombings still occurred. Were the bombings worth it? No. Did the bombings prevent further loss of American lives? They more than likely did, as on-land attacks would have occurred had Truman not dropped the bombs. However, through my research and reading, I believe that the loss of Japanese lives was greater than it needed to be, and too many of those lives were innocent bystanders who did not commit crimes of war. There are many facets to this issue that I have yet to explore, and I do not know what America could have done to end the war while preventing a greater loss of life. It is very easy to make blanket statements such as these when I was not personally affected by the bombs, or the war in general. Though I did not feel the effects of the war first hand, I think it is important for Americans to continue to reflect on the past, in order to prevent the future from repeating itself.