International Economics Research Paper Example | Topics and Well Written Essays - 3500 words

International Economics - Research Paper Example Capital regulation ensures that banks internalize losses. This helps guard deposit insurance fund reducing chances of losses by the deposit insurer. The recent economic crisis, which was associate with credit crunch started with the melt down of subprime mortgage, which is directly dependent on how banks are regulated. In the United States, the move by Clinton and Republican congress to deregulate the banking sector is liable for igniting the 2008 crisis. This paper focuses on the pros and cons of bank regulation and how it relates with global economics. The paper will also address the pros and cons of deregulation in the banking sector as well as how it relates with global economics. Additionally, the paper will analyze the effects of bank regulation and deregulation on and the financial crisis of 2008. Pros and Cons of Regulation in the Banking Sector The regulation process in US is such that a bank is supposed to take immediate moves to reinstate its capital ratio in case Losses o ccur. In case of losses, banks restore their capital by raising fresh capital or shrinking their asset base. The regulators force the banks to take either of the steps, which prevents instances of failure (Roubini 1-3; Delaney Web). Since United States resulted from confederation of states, there exist dual regulatory systems where banks are regulated by both the state as well as the federal government (Barthy, Liy and Lu 1-5). The 2008 economic crisis triggered numerous changes in bank regulation within United States. The bank regulators increased their inspection on banks particularly on capital and reserves. Additionally, the congress is expected to implement reforms aimed at increasing regulation and make changes on the regulatory systems (Pellerin, Walter and Wescott 1-4). Bank regulation entails chartering and authorizing banks to start business and examination of the activities of the banks through frequent auditing. The banks regulators in United States include Comptroller o f the currency, State Banking Authority, Federal Reserve, and Federal Deposit Insurance Corporation (FDIC) (Pellerin, Walter and Wescott 6-7; Roubini 6-8). Pros of Bank Regulation Like mentioned above, banks regulate their capital by asset shrinkage or raising fresh capital. Each of these moves has its pros and cons. In case of asset shrinkage, the effect could be either credit crunch or fire sale. Shrinking of assets through reducing lending, the interest rate increases, which make it hard for firms to borrow money for investments. This results in eventual decrease in employment, which is detriment to the economy (Pellerin, Walter and Wescott 10). Bank regulation helps in protection customers and the taxpayer. The government agencies concerned with regulation of banks supervise the operations of financial institutions preventing them from abusing taxpayers. They ensure that taxpayers are not denied access to deposit insurance as well as loans (Roubini 7). The Federal Reserve ensure s that the central bank provides loans to banks. In case of financial crisis, the Federal Reserve inflates the safety net or increases the ease with which banks can access loans from the central bank. Therefore, safety net help to safeguard banks from bank runs reduces systemic risk in addition to reducing the cost of evaluating the health of financial institutions (Pellerin, Walter and Wescott 11-13). Another importance of bank regulation is to ensure safety and soundness regulation. The regulation agencies ensure

Land law Outline Example | Topics and Well Written Essays - 750 words

Land law - Outline Example (b). Gill find herself in a situation where there are people claiming to have interest on the land she has just acquired from Selina Morton. These parties claim differently and their rights if any are subject to this discussion. As for Collins Jones, he claims that he has exclusive right over a barn that in the land that was sold to Gill. He claims that an assignment in his favour was made by one Mona Siddique who alleged to have acquired a lease to use the barn from Selina Moron for a period of 25 years. It is this lease that was assigned to Colin Jones. This being a lease of more than 7 years, it ought to be registered for it to be effective from the official copy of register, there is an entry of a registered lease up to the year 2035. However, an alleged assignment of the lease by the initial lessee to Collins was not registered. This is contrary to law and is therefore unenforceable by Collins against Gill. Collins has no right as the assignee for want of registration of assignment instrument. However, Mona has a right to claim under the lease and occupy the barn. This means that Gill will have to occupy subject to the rights of Mona created under the lease agreement (Land Registration Act 2002). As for Harold, he claims that he has passed through the land transferred to Gill as short cut to his hives for fifty years. Harold is therefore claiming a right of way. A right of way is an easement which ought to satisfy all the elements of a valid easement for it to be recognised. First, there must be a dominant tenement and a servient tenement. This means that there must be someone using this land and the land that is being used. Secondly, the person using the land of another must have been allowed to use it by the owner. Thirdly, the owners of the two parcels of land (dominant tenement and Servient tenement must be

Glacial Trimlines and Nunataks in Assynt Region of Scotland

Glacial Trimlines and Nunataks in Assynt Region of Scotland Title To what extent are glacial trimlines and nunataks present in the Assynt region of North West Scotland and how does this affect features above and below the boundary? or To what extent is a glacial trimline present in the Assynt region of North West Scotland and how does it affect features above and below the proposed boundary? Abstract The Assynt region of North West Scotland, north of the town of Ullapool, is located on The Moine Thrust belt, which stretches from Lock Eriboll on the north coast to the Isle of Skye, approximately 120 miles south. This marks the point where the old Moine schist rock, around 1,000Ma, thrust over younger rocks, creating an unconformity between the Moine schist and the Durness limestone, which was metamorphosed and altered below the thrust, from 500Ma. The area is rich in Quaternary geology, providing evidence of direct ice action and periglacial features not directly linked to ice flow. These Quaternary features are split by a theoretical thermal boundary called a glacial trimline, supposedly representing the highest vertical extent of the glacier, with periglacial features lying above the boundary and ice flow erosional features below. These features will be studied in order to provide evidence for the trimline, with the measurement of rock hardness around the area providing the best information. Background Geology The oldest rocks present, gneisses of the Lewisian complex, of Archaean age, have undergone three major periods of deformation, the first of these being the Badcallian event, where dominant foliation was produced, followed by the second period of deformation called the Inverian event. The Scourie dykes, a suite of dykes, intruded the Lewisian complex before being deformed during the third period of deformation, named the Laxfordian event, dated around 1.7Ga. The Lewisian complex can be divided into the Rhiconich, Assynt, Gruinard and Southern Terranes. The boundary between the Assynt and Gruinard terranes lies along the Canisp Shear Zone. Both hold different tectonic histories, but were combined by the Palaeoproterozoic, around 2.4Ga, evident from the intrusion of the Scourie Dykes. (Trewin, N.H, 2003) The Archaean Lewisian rocks are then unconformably overlain by the Torridon group of red sandstones and conglomerates, deposited in fluiviatile and lacustrine environments, dated approximately between 1.2Ga to 1Ga in the Proterzoic. These red sandstones were introduced by rivers and buried under old hills and mountains. The Torridon sandstones, tilted, eroded and overlaid the previous Stoer group around 1Ga. (http://www.earth.ox.ac.uk/~oesis/nws/nws-geolhist.html) After a subsequent period of uplift and non-deposition, the region was transgressed and marine Cambrian quartz arenites unconfomormably overlaid the Torridon and Lewisian groups. These quartz arenites differ from the Torridon sandstones, particularly in their white colour and via the presence of vertical burrows from ichnogenera Skolithos and Monocraterion, highlighting the early Cambrian as the upper age bound. (K.M. Goodenough et al, 2009) The Fucoid Member, a thin detailed unit of brown weathered siltstones, overlies the quartzites. (Trewin, N.H, 2003) This in turn is followed by the Salterella Grit member, a very thin layer of quartzites, which overlies the fucoid member, all of which are dated as early Cambrian in age. Comformably overlying the clastic unites is the Durness group of carbonates, the youngest sediments in the region, which range in age from early Cambrian to early Ordovician, around 542-475 Ma. (Trewin, N.H, 2003) Abundant thrusting is present throughout the Assynt region from late Ordoivician to early Silurian times with widespread deformation having occurred. Four thurst sheets are present, the lowest of which, the Moine sheet, containing units allocated to the Moine Supergroup, settled upon the Lewisian complex, deposited around 900Ma. (Krabbendam, M. and Leslie, A. G, 2010) The sediments within the Moine supergroup are predominanty shallow marine arkosic sandstones. Major movement along the Moine thurst occurred around 440-430 Ma, recorded via Rb-Sr dating of mylonites, also showing the fine grained platy rock mylonite formation along the thrust. (Freeman, S,R et al, 1998) Quaternary Geology of the area Over the last 2 million years, the landscape of North West Scotland has been dramatically altered by climate change, believed to fit the ‘Milankovitch’ timescale. Fluctuations of temperature, from periods of warmth to periods of cold and ice have specifically transformed upland areas. The weight of the ice caused the country to be lowered, coupled with lower sea levels due to the capture of water in the ice, before abrupt climate change forced melting of the glaciers and ice sheets. This triggered the release of vast amounts of water, depositing sands and gravels offshore and in river valleys. (Lowe, J. J. and Walker, M. J. C, 1997) Alongside this, sea levels dramatically rose due to the massive increase in water, forming beaches above the sea level, left today as raised beaches. (http://www.snh.org.uk/publications/on-line/geology/scotland/ice.asp) The movement of the ice due to gravity under its own weight and its fluid nature caused destruction in its path. Due to its destructive nature, evidence is removed, making timing, extent and individual impacts difficult to record. During the past 30,000 years, there have been three major periods of glaciation, with interglacial periods interspersed, where there was no ice during summer months except in some areas of high latitude and altitude. Shorter periods between glacials are termed interstadials, when warm temperatures present and stadials, where temperatures are relatively cool. Two of these glacial periods had a profound effect on the Assynt region. The first and oldest of these glacial periods, named the Late Glacial Maximum, is dated approximately between 29,000-22,000 years ago. An ice sheet of over 800m in thickness was present, leaving only a small number of nunataks visible. Nunataks are exposed peaks or ridges above the ice sheet, often rocky in nature. The youngest glacial event is the Loch Lomond Stadial, around 13,000 to 11,000 years ago, named after the Loch itself, which formed as a result of glacial movement due to the removal of rocks, dug out by the ice. (http://www.scottishgeology.com/geo/regional-geology/midland-valley/south-end-of-loch-lomond). It left moraines, nunataks and outwash terraces in many valleys and some small moraines in corries, with the moraines helping to chart the ice margin retreat. The period was ended due to a rapid increase in climatic temperature, subsequently starting the Holocene. Glacial features are present around the Assynt region which help to chart ice flow direction. These include striations, grooves, crescent gauges and friction cracks to name a few, each of these mostly on a small scale and therefore easily recordable. They are found most commonly on the Cambrian quartzite and the pipe rock; however, small numbers have been mapped on Torridon sandstone. Striations are formed by abrasion of loose rocks and pebbles at the base of a glacier, forming scratches in the rock, the direction of the scratch indicating the directional flow of the ice. At times however, they can be confusing due to different glaciers at later dates cross cutting the previously formed striations from a different direction. The striations have to be subsequently studied in detail to determine which period of ice movement came first. Gauges, in the form of crescent moon shapes, form when boulders within an ice sheet or glacier are pressed against the bedrock. These boulders rotate sl ightly as the ice sheet or glacier moves, dragging them simultaneously with the rotation, causing crescent shaped indents in the bedrock. Gauges are useful for determining flow direction, as the flow of ice often points in the same direction as the gauge. Gauges can often be easily confused with friction cracks if they have been altered by weathering; however, gauges are normally greater in size. Friction cracks are formed due to an increase in friction between the ice sheet and bedrock below it, with boulders and pebbles bouncing off the bedrock, meaning pressure is not continuous. In terms of ice flow direction, they point in the opposite way to the gauges. Moraines, another feature of glacial movement, are accumulations of deposited till. Different moraines are formed in different areas passed by the glacier. Terminal moraines form at the terminus, or end of the furthest point reached by the ice, whereas lateral moraines form at each side of the glacier and medial moraines are formed at the intersection between two glaciers. The deposition of the till can happen in three different areas of the glacier, with subglacial at the bottom of the glacier, marginal deposition on the margins of the ice, and supraglacial sitting on the surface of the ice sheet. Fluvial action can subsequently rework the deposited till and moraines, mutating their characteristics and morphology. Till fabrics can also be studied in order to provide evidence of glaciation. Tills are deposited at different areas of the ice flow, with the position of these and the orientation of the clasts helping to map the direction of ice flow in the area. Periglacial landforms are also present in the region, categorized as areas that form adjacent to glacial terrain or in areas of close similarity and that hypothetically form above the proposed trimline, where freeze thaw weathering often occurs. Patterned ground features are some of the most common structures found, including stripes, nets, circles, polygons and steps, each formed either by sorting or non-sorting of sediment. Nets and stripes are the two most common of these features found in the Assynt region. Nets are found between polygons and circles, with small scale earth hummocks with a core of mineral soil being a common unsorted net. Stripes form on steep slopes, with sorted stripes comprising of alternate stripes of fine and coarse material and are particularly prominent under conditions of permafrost. (Washburn, A.L, 1979) It is believed that both are formed by repeated freeze thaw weathering on sloped ground. Blockfields are one of these features, predominantly found on m ountain plateaus in unglaciated areas, helping to provide evidence of the trimline. They form as a result of freeze thaw weathering, where rocks are shattered in situ and jointed, both vertically and horizontally. They are often made up of shattered quartzite. Solifluction is another feature of periglacial weathering, involving the mass wasting from freeze thaw cycles. Silty and sandy soils are common in solifluction, with the process forming lobes, terraces, stripes and hummocks. Aim Trimlines The aim of the project is to discover the existence of a glacial trimline, which marks the highest point of the most recent glacier or ice sheet. However, it is apparent that in some areas, unmodified periglacial terrain survived glacial maxima under cold based ice and in these scenarios, the trimline represents a thermal boundary between cold based ice and warm based ice. (Elias, S.A, 2006). Other hypothesis include a timeline cut by glacial readvance during ice-sheet downwastage, or the trimline forming during initial ice-sheet downwastage under periglacial conditions. ((Goudie, A.S, 2003) The sharpness of this boundary relied upon the effectiveness and intensity of glacial erosion, the degree of frost weathering after its formation and the downslope mass movement during and after deglaciation. (Goudie, A.S, 2003) Schmidt hammer measurements, detailing hardness, the roughness of the rocks present around the proposed boundary and measurements of differential relief are amongst some of the ways in which these hypotheses have been tested. Studies in other areas, such as the Gap of Dunloe, Ireland, using these measuring techniques, have shown that periglacial trimlines mark the upper limit of a body of ice. (Rae, A.C, Harrison, S et al, 2004). Similar results are expected to be seen in the Assynt region. What we need For the project to be successful and for our research to be undertaken, a number of items will be necessary. Field maps will be vital in order to navigate to proposed sites, whilst also allowing outcrops and features to be marked. These maps will range in scale from large maps of the whole area, at a 1:10000 scale to small more precise maps for more detailed study and navigation. To study our hypothesis of glacial trimlines, Schmidt hammers will be needed in order to measure the hardness of the rocks, where the rocks should be softer above the boundary. A GPS system will also be necessary, equipped with an altitude reader, allowing site positioning to be recorded precisely, for revisits for further study. The size of certain facies and outcrops will need to be measured accurately, so a long tape measure will be needed. A compass clinometer will be necessary for measuring strike and dip of glacial features such as striations and to ascertain the direction that certain features face, a llowing ice flow direction to be understood. A geological hammer would also be a useful addition to the study, allowing segments of rocks unaltered by moss and weather conditions to be studied. Coupled with this will be a hand lens and grainsize charts, allowing the rocks to be studied in precise detail. Due to the nature of our study, in regards to finding the thermal trimline boundary, a large number of mountain peaks will have to be scaled, so warm and weatherproof clothes will be needed according to weather conditions. The Schmidt hammer, GPS, compass clinometer and tape measure will be borrowed from the university geology department, where the maps needed will also be highlighted and printed. Methodologies To test the hypothesis of the existence of a glacial trimline, Schmidt hammer measurements will have to be taken around the peaks of mountains. The Schmidt hammer is a portable instrument, which measures the distance of rebound when pressed against the outcrop using a spring. This measures the hardness of the rocks, allowing a difference to be seen in the rocks above and below the boundary. The rocks above at or above the boundary should be softer as they have been affected by periglacial weathering. (Rae, A.C, Harrison, S et al, 2004) A number of readings, between 20 and 30, will be taken over a transect of an outcrop, allowing an average to be recorded. This method will be repeated at a number of different outcrops on a number of different mountain peaks, eventually showing the parameters of the trimline. The Schmidt hammer data will later be recorded in graphs and tables, noting where the hardness of the rocks changed dramatically. Ice flow features will be present in large quantities below the trimline. These include striations, grooves, crescent gauges and friction cracks. A range of these measurements, approximately 20-30 will be taken of each feature over a number of outcrops in order to gain an average and to ascertain from the results an ice flow direction. These will be measured using rulers to ascertain the size of the feature, whilst a compass clinometer will be used to measure their strike and dip and the overall distance it faces. These features can be drawn onto rose diagrams, clearly and concisely showing the flow direction of the ice. Till fabric analysis, in the form of a sedimentary sequence and log, will be performed in a systematic fashion, rather than being determined by natural geology and morphology like the methods highlighted above. This will be done over a chosen exposure, where it will be carefully logged by choosing clasts one by one on a transect across the exposure, measuring their dip direction and roundness, before noting their rock type. This will be repeated at a number of different heights, before converting the figures recorded during the day into a sedimentary sequence and stereonet diagrams. References Andrews, J.T. Techniques of Till Fabric Analysis. Technical Bulleting No. 6, British Geomorphological Research Group, pp 43, 1971 Ballantyne, C.K Harris, C, The Periglaciation of Great Britain, Cambridge University press, 1995 Bradwell, T Krabbendam, K, Lateral plucking as a mechanism for elongate erosional glacial bedforms: explaining megagrooves in Britain and Canada, British Geologic society, 2011 Elias, S.A, Encyclopedia of Quaternary Science, Elsevier Science Ltd, 2006 Fabel, D, Ballantyne, C.K Xu, S, Trimlines, blockfields, mountain-top erratics and the vertical dimensions of the last British Ice sheet in NW Scotland, Quaternary Science reviews, Vol 55, pp 91-102, 2012 FREEMAN, S. R., BUTLER, R. W. H., CLIFF, R. A. and REX, D. C. ‘Direct dating of mylonite evolution: a multi-disciplinary geochronological study from the Moine Thrust Zone, NW Scotland’,Journal of the Geological Society, 155(5), pp. 745–758, (1998) Goudie, A, The encyclopaedia of geomorphology, Routledge, 2003 Harris jr, S.E, Friction cracks and the direction of glacial movement, The Journal of Geology, vol 51, no. 4, 1943 Krabbendam, M. and Leslie, A. G. ‘Lateral variations and linkages in thrust geometry: the Traligill Transverse Zone, Assynt Culmination, Moine Thrust Belt, NW Scotland’,Geological Society, London, Special Publications, 335(1), pp. 335–357, 2010 K.M. Goodenough et al, Digital surface models and the landscape: Interaction between Bedrock and Glacial geology in the Ullapool area, British Geological Society, 2009 Lawson, T.J, Former ice movement in Assynt, Sutherland, as shown by the distribution of glacial erratics, Scottish Journal of Geology 26, 1990 Lawson, T.J, Glacial striae and former ice movement: the evidence from Assynt, Sutherland, Scottish Journal of Geology 32, 1996 Lowe, J. J. and Walker, M. J. C.Reconstructing Quaternary environments. 2nd edn. United Kingdom: Prentice-Hall, 1997 Mendum, J.R et al, Lewisian, Torridonian and Moine Rocks of Scotland, GCR Volume No. 34, 2009 McCarroll, D., Ballantyne, C. K., Nesie, A. Dahl, S.-O. 1995. Nunataks of the last ice sheet in northwest Scotland. Boreas, 24:305–323. Stoker, M. Bradwell, T. 2005 The Minch palaeo-ice stream, NW sector of the British-Irish Ice Sheet. Journal of the Geological Society, 162 (3). 425-428. Trewin, N. H.The Geology of Scotland. 4th edn. United Kingdom: Geological Society Publishing House. 2003 University of Birmingham field guide – Assynt field course Washburn, A.L, Geocryology, Edward Arnold, London, pp 122-156, 1979 http://www.physicalgeography.net/fundamentals/10ag.html http://www.earth.ox.ac.uk/~oesis/nws/nws-geolhist.html http://www.discoverassynt.co.uk/landscape-geology.php http://www.see.leeds.ac.uk/structure/assyntgeology/extra_info/about_us/project_details.htm http://www.scottishgeology.com/geo/regional-geology/midland-valley/south-end-of-loch-lomond/ http://www.snh.org.uk/publications/on-line/geology/scotland/ice.asp http://www.snh.org.uk/pdfs/publications/geology/scotland.pdf

Giuseppe Garibaldi Essay -- essays research papers fc

Giuseppe Garibaldi â€Å"The Sword† of Italian Unification †My goal, which was, I believe, shared by most italians at that time, was to unite the country and rid it of foreign powers. Those who gave Italy her freedom would earn her people’s gratitude† (Garibaldi, page 6). During the age of Italian unification, there were three men who fought for her (Italy’s) freedom. Those men were Cavour the brains, Mazzini the soul, and Garibaldi the sword (Chastain). Giuseppe Garibaldi was born in Nice in 1807 (Garibaldi, page 173). He spent his life working towards not only Italian unification, but that of France and South America. He is considered by many to be the â€Å"Hero of two worlds† (Chastain). He spent most of his complex life on the run from political zealots fighting battles anywhere and everywhere volunteers supported his cause. His is a great leader in all aspects of the framework provided by Kouzes and Posner. With his deep passion for freedom, Garibaldi was a selfless man devoted for the cause, who fought with his soldiers on the field, and met with kings in his spare time. His life is filled with much tragedy including illness and wounds, death, jail, exile, and much, much mutiny and betrayal. A sentence of death was put on his life, but never carried out. The following paper presents a critical analysis of the leadership qualities of Giuseppe Garibaldi following the framework provided in The Leader Challenge, by Kouzes and Posner. The outline for analysis is presented below: Model the way Find your voice by clarifying your personal values Set the example by aligning actions with shared values Inspire a shared vision Envision the future by imagining exiting and ennobling possibilities Enlist others in a common vision by appealing to shared aspirations Challenge the process Search for opportunities by seeking innovating ways to change and grow, and improve. Experiment and take risk by constantly generating small wins and learning from mistakes. Enable other to act Foster collaboration by promoting cooperative goals and building trust. Strengthen others by sharing power and discretion. Encourage the heart Recognize contribution by showing appreciation for individual excellence. Celebrate the values and victories by creating a spirit of community. Using the above analysis we will attempt to put in perspective the qualities of Giuseppe which make him an exemplar... ...ndations for the establishment of Italy as one, unified country. His values spoke out to hundreds of thousands, and his words rallied volunteers to fight towards a common goal, the unification of Italy. His selfless acts allowed the proper figures to replace him once battle was done, whereby creating the chain of events. His radical risk-taking caused many retreated battles, but showed his commitment to the main organizational value of Italy, unification. He was trusted in revered by many, and then hated for some. He was hated and feared from the foreign governments for his evolutionism. They, his opponents, saw him as threat their ‘resort place’, and He saw Italy has having the potential for being a great european power. Giuseppe is an exemplary leader. Bibliography  Ã‚  Ã‚  Ã‚  Ã‚   Garibaldi, Giuseppe. 2004 (1932). My life. London: Hesperus Classics. Translated by Stephan Parkin, Foreword by Tim Parks. The History Place. Giuseppe Garibaldi Speech - Encouraging His Soldiers from http://historyplace.com/speeches/garibaldi.htm Chastian, James. Encyclopedia of 1848 revolutions. Garibaldi, Giuseppe (1807-1882). 9/27/2004. From http://www.ohiou.edu/~chastain/dh/gari.htm

A Business Information System

Gerald had never established a computer system in his home, let alone in his office. His small business was suffering, and his three employees encouraged Gerald to set up a basic yet powerful information system that would enable him to keep track of orders, inventory, payroll data, and client account information. Selling dried beans procured from organic farms around the United States and a recovering carnivore, Gerald had also been a techno-phobe for years. His employees had to do most of the work setting up the computer system, starting from scratch. The following is a description of how Gerald set up his company's information system and made selling beans easier. After telling Gerald that his would unfortunately be neither an artificial intelligence system nor one that used robotics, Jane, John, and Ollie purchased the fundamental pieces of hardware from a local electronics chain store. â€Å"You really only need the basics of an office system: including an accounting system, an inventory control system, payroll system, and order entry system. Robotics and artificial intelligence are unnecessary to sell beans,† they said. Next, the team phoned the local cable provider and procured Cable Internet access and the requisite cable modem. All three of them were fed up with conventional dial-up Internet access. Explaining the fundamentals of the Windows XP operating system, the team showed Gerald how to launch the application software preloaded on the computer, including the solitaire games, audio, video, and multimedia software. When he was familiar with using his mouse and keyboard and with the operating system basics, Gerald learned how to access the Internet and World Wide Web using the Internet Explorer Web browser. The first activities Gerald was eager to perform on the Internet included online shopping and downloading online music. Before long Gerald registered for online gaming sites. However, Jane, John, and Ollie also showed Gerald how to conduct online banking for his personal and professional accounts and also to manage his stock portfolio using online investing. Jane also showed Gerald how to set up his e-mail accounts: one was set up through the Internet Service Provider (ISP), but the other was a web-based throw-away e-mail address to protect the primary address from SPAM. SPAM, Jane told Gerald, could be minimized by using the opt-out buttons on many Web page registration forms and by periodically clearing unwanted cookies from the browser. Because Jane, John, and Ollie also wanted their own computer terminals, they talked Gerald into buying a computer for each of them. They therefore had to set up a computer network using a router and hub connecting all their Ethernet cables. Knowing the potential for hacking and the negative impact unauthorized access could have on the business, the team decided to purchase an external hardware firewall rather than rely on software versions. Additionally, to prevent hardware theft, Gerald purchased an electronic security system for the entire office, and John bought a surge suppressor for extra protection against data damage. Additionally, John showed Gerald how to perform regular backups using the CDRW drive. The team then showed Gerald how to run his antivirus program to scan for any computer virus, computer worm, or Trojan Horse that could threaten the system or network. Ollie also acquired some free anti-spyware and anti-malware software to help the company secure information privacy and prevent against identity theft. Once all the safeguards were in place, the network was up and running. Jane, John, and Ollie worked together on system development and system design. All three would also serve together as systems analysts and perform systems maintenance. If any system failure occurred that was beyond the capabilities of Jane, John, or Ollie, they would phone a local expert. In addition to inputting data into the payroll, accounting, and inventory systems, the team wanted to design a Web site for Gerald so that he could drum up more business. Jane was put in charge of page layout, which she gleaned from Web sites that she liked. She also created an animated GIF and a java applet for use on the home page of the web site. With his extensive knowledge of HTML and java, Ollie was in charge of coding of the site. He created a comprehensive order entry system enabling all of Gerald's customers to order beans directly from the Web site. The orders would immediately be tracked through the company's inventory processing system. John, with his marketing background, preferred to be less involved in the Web site design and more involved in customer relationship management (CRM). Writing an e-book about the different beans that Gerald sold, including kidney, pinto, and lima, John also did most of the work on creating the computer inventory system. A graphic of each bean would help customers distinguish between the various legumes in the e-book, which described the health benefits and history of each bean. John also encouraged Gerald to start his own blog, telling customers about new bean recipes as well as about new retail market opportunities. Because they each had a wireless phone and remote access to the enterprise-wide system they had helped create, Jane, John, and Ollie talked Gerald into their telecommuting one day per week.

Different Temperament Types

I have wondered how knowing my temperament will help me in my personal life? I wonder why I do certain things, and react the way that I do. I believe the results of this temperament study will give me insight into some of those â€Å"whys†. This study with the four different temperament types will give an underlying reason for my behaviors. I will try to use this information to not use the negative behaviors, which arise from my particular temperament type. When I took the personality test in the Temperament Sorter I was classified as a Guardian. This trait is characterized by strong managerial and organizational skills, dependability and seriousness, being down-to-earth and conservative. The Keirsey website describes Guardians as the â€Å"cornerstone of society† and claims that they make up 40 to 45 percent of the population. It highlights that the greatest strength in the Guardian trait is my logistical intelligence. It further mentions that, my personality dictates that when given an important choice between two methods, I will choose the one I am more familiar with rather than something new (the experience over experimentation principle). An example is when I want to take my children for an outing, while a new place will bring more excitement and a newer learning experience; I tend to choose the places I am more familiar with. I am very cautious about change, and realizing this I will make a strong effort to allow myself to venture out more and in doing so bring more exciting experiences to the lives of my children as well. Another significant behavior is related to my temperament’s respect for rules and authority. Thus, when my 11 year old son made his own Halloween decorations which tend to be rather scary for other neighbors, and I got some rather unkind comments, I immediately explained this to my son, and made an effort to remove the scary decorations and place them inside the house, and only let the more happy Halloween decorations remain. Realizing my strong belief in rules, I will further ensure that what is asked of me and my children is also fair in our viewpoint. Also, since Guardians are very serious about their duties and responsibilities the third important behavior that can be said about me is my need to complete a task when called upon. Thus during my daughters fund raiser at school, even though I was asked to do many last minute requests, because I knew this is important for her school, I tried to get things done to the best of my ability, even though I placed a huge stress upon myself. Lastly my need to follow schedules, and deadlines that is often a great trait in organizations at home can often lead to friction. It is very important for me to realize this drawback, and allow more flexibility. I believe if I can do this, I will help myself, and my family be more relaxed. As my mother always says â€Å"what will happen if your son doesn’t finish his homework, Friday night, he can do it Saturday or Sunday, and still feel he has had some freedom! 2 After reading my temperament, I think many of the traits of a Guardian are similar to what would be considered a good teacher. For example, Guardians will usually abide by the rules and respect authority. This characteristic sets a good example for the students. A teacher should always adopt a fair attitude, when it comes to making any form of evaluation, and must always be fair in their profession and while assessing students on their performance, instead of personal rapports and likings. One of the main characteristics of Guardians is that they always want fairness. Guardians tend to find satisfaction in doing work that involves detail; a good teacher should be meticulous and have an eye for detail. In fact, a disorganized person would find teaching unsuitable and unfulfilling. Well thought-out plans and programs for teaching will assist the productivity of a teacher. This temperament is always concerned about the welfare of people and will look after the physical needs of others, which is ideal in a teaching situation. Guardians expect to be held accountable and to take responsibility. They happily shoulder the load that they know needs to be done. A teacher should be dedicated towards their work. They should not kill time in the classroom and wait for the school bell to ring. Instead, taking out time and going the extra mile for the students is what makes an ideal teacher. A good teacher must have good time management skills and always value the importance of time, this will help the students to get organized and further enhance their learning by them learning to better manage their time. Guardians can have a lot of fun, but are quite serious about their duties responsibilities. A teacher who can have fun with their students, yet to remain serious about responsibilities so the students can both relax and enjoy the teacher, yet also have respect is a hallmark of a great teacher! 3 Research shows that shows that goodness of fit between your child's temperament and your parenting style is important for healthy social and emotional development. Differences in child temperament require differences in parental handling to achieve a good fit. For this to occur after reading my temperament I have to match My demands or expectations with what my child is able to do, given my child's temperament, age and abilities. I would now start by learning about my child's temperament as well. If I can understand my child's temperament then I can plan ahead to prevent potential problems. If I can learn about their difficulties, then I could use strategies to make the specific situation easier for everyone. For example as a Guardian I believe in law and order, and sometimes worry that respect for authority, even fundamental sense of right and wrong, is being lost. My son as a Rational disregards any authority or customary procedure that wastes time and resources! I have tried to convey this message to him by teaching him why rules are important, and giving him specific examples, versus simply asking him to obey the rules and not be allowed to question me in any form. Because as a rational he trusts logic, and needs to understand why these rules are necessary. My daughter on the other hand is a Guardian like myself, and because she prefers sameness, I take my time introducing new things to her. For example when I take her to a new class, if I simply ask her to go and join in, and walk away, it will end badly. I have tried many different activities with her, and if I sit with her and give her time to explore to become comfortable, she is always happy, and engages beautifully. Considering the vast differences between our temperaments, and all the strengths and weaknesses we possess, it is important to learn how each temperament type will interact with each other and hopefully combine traits to bring about â€Å"goodness of fit†.

Free Essays on Gender Stereotypes

â€Å"Despite gradual improvement over the last 25 years, the depiction of women on TV remains traditional and stereotyped†.# (Barner, 1) Many television programs have stereotyped men and women to behave in certain ways. What kind of job does a typical woman have? According to recent television programming, the typical woman is a teacher, nurse, secretary, or home maker. How realistic is this portrayal of women to the world? The typical woman is skinny, and very beautiful according to television programs, however all that you have to do is look around to see that not all women are â€Å"television beautiful†. Each woman is beautiful in her own way, however when they are objectified on television programs it creates a false sense of reality for those of us who do not look like Britney Spears or Christina Aguilera, and thus makes us think that if we are not skinny with long blonde hair that we are not beautiful. Television programs rarely portray women as doctors, la wyers, or business executives and when they are given these jobs, most of the women are to portray a neurotic version of a woman. Ally McBeal for example was a lawyer, but she was viewed by most people as a neurotic woman who was only good for a few laughs, and the only person who understood her was also very neurotic. Even the educational programming industry has become a part of this deception. Many of today’s children’s TV shows represent women as the mom who stays at home, or the nurse, or teacher: for example Dexter‘s Laboratory and The Rugrats. This makes young girls think that if they happen to want to be a scientist, it probably won’t happen because only men become scientists according to what we see on TV. Another issue that TV creates is young people starving themselves in a quest to achieve the â€Å"perfect body†. Not many people realize that nearly all actresses that are seen on TV have been altered or â€Å"touched up† by means of airbrushing or p... Free Essays on Gender Stereotypes Free Essays on Gender Stereotypes â€Å"Despite gradual improvement over the last 25 years, the depiction of women on TV remains traditional and stereotyped†.# (Barner, 1) Many television programs have stereotyped men and women to behave in certain ways. What kind of job does a typical woman have? According to recent television programming, the typical woman is a teacher, nurse, secretary, or home maker. How realistic is this portrayal of women to the world? The typical woman is skinny, and very beautiful according to television programs, however all that you have to do is look around to see that not all women are â€Å"television beautiful†. Each woman is beautiful in her own way, however when they are objectified on television programs it creates a false sense of reality for those of us who do not look like Britney Spears or Christina Aguilera, and thus makes us think that if we are not skinny with long blonde hair that we are not beautiful. Television programs rarely portray women as doctors, la wyers, or business executives and when they are given these jobs, most of the women are to portray a neurotic version of a woman. Ally McBeal for example was a lawyer, but she was viewed by most people as a neurotic woman who was only good for a few laughs, and the only person who understood her was also very neurotic. Even the educational programming industry has become a part of this deception. Many of today’s children’s TV shows represent women as the mom who stays at home, or the nurse, or teacher: for example Dexter‘s Laboratory and The Rugrats. This makes young girls think that if they happen to want to be a scientist, it probably won’t happen because only men become scientists according to what we see on TV. Another issue that TV creates is young people starving themselves in a quest to achieve the â€Å"perfect body†. Not many people realize that nearly all actresses that are seen on TV have been altered or â€Å"touched up† by means of airbrushing or p...

Free Essays on A Child Called It

This book chronicles Dave’s childhood from 4 to 12 years of age. His life started off happy; he had a mother, father, and two brothers. They lived a good life; family dinners, vacations, love and affection. But around the time David Pelzer was 4 years old, his mother began a steady decline into the world of alcoholism and mental illness. Her behavior began to radically change. Her once sweet, loving nature became harsh. She would spend all day on the couch in her bathrobe watching television and drinking. For reasons not explained in this book, Dave was targeted for all of his mother’s rage. The â€Å"discipline† began simply by making him sit in the corner for hours at a time. Then the beatings started, and she even pulled his arm out of socket. Dave’s father was a firefighter and stayed at the firehouse until his day off. Dave loved when his father was home because it meant he was â€Å"safe† because his mother had to be on her best behavior. As his mother’s descent into the illness continued, the abuse worsened. She banished him to the basement and made him wear the same dirty clothes day after day. She was very fond of â€Å"games†. No, not Monopoly kind of games, but games borne of her twisted imagination. She would give him a list of chores and tell him that if he wanted to eat that day, he would have all of the chores done in an impossible amount of time. He would go as long as ten days at a time without eating. Dave began stealing food from school, from stores, begging from the neighbors, eating left over food from the dog’s dish, etc. Once his mother caught on that he was getting food from other sources, she began making him puke everyday when he returned home, and God help him if he puked anything up! While the family ate dinner together every night, Dave was forced to stand in the basement. When dinner was over, he would be called upstairs to do the dishes for a meal that he didn’t get any of. The sc... Free Essays on A Child Called It Free Essays on A Child Called It This book chronicles Dave’s childhood from 4 to 12 years of age. His life started off happy; he had a mother, father, and two brothers. They lived a good life; family dinners, vacations, love and affection. But around the time David Pelzer was 4 years old, his mother began a steady decline into the world of alcoholism and mental illness. Her behavior began to radically change. Her once sweet, loving nature became harsh. She would spend all day on the couch in her bathrobe watching television and drinking. For reasons not explained in this book, Dave was targeted for all of his mother’s rage. The â€Å"discipline† began simply by making him sit in the corner for hours at a time. Then the beatings started, and she even pulled his arm out of socket. Dave’s father was a firefighter and stayed at the firehouse until his day off. Dave loved when his father was home because it meant he was â€Å"safe† because his mother had to be on her best behavior. As his mother’s descent into the illness continued, the abuse worsened. She banished him to the basement and made him wear the same dirty clothes day after day. She was very fond of â€Å"games†. No, not Monopoly kind of games, but games borne of her twisted imagination. She would give him a list of chores and tell him that if he wanted to eat that day, he would have all of the chores done in an impossible amount of time. He would go as long as ten days at a time without eating. Dave began stealing food from school, from stores, begging from the neighbors, eating left over food from the dog’s dish, etc. Once his mother caught on that he was getting food from other sources, she began making him puke everyday when he returned home, and God help him if he puked anything up! While the family ate dinner together every night, Dave was forced to stand in the basement. When dinner was over, he would be called upstairs to do the dishes for a meal that he didn’t get any of. The sc... Free Essays on A Child Called It A Child Called â€Å"It† By: David Pelzer I chose the book, The Child Called â€Å"It† because one of my friends told me about the book. The whole story line caught my attention. I was amazed at what was going on in this boy’s life. This book, a true story, is very emotional. The title relates to the book because his mother calls the boy, David Pelzer, â€Å"It†. She does not call him by his real name. His mother treats him like he is nothing but an object. Also, I think the title fits well because it catches people’s attention and gives a clue what the book is about. The author is attempting to teach the readers that no one should treat people this badly. David is an innocent child and does not deserve his bad childhood. David does not even do anything wrong, and his mother continued to treat him like an object. Pelzer succeeded in telling how cruel the mother is. He also teaches that people can be cruel to each other, and that it is important to teach people that kindness can go a long way. The whole book discusses his childhood. Pelzer wrote some sequels to tell the rest of his child life for the interested readers. The story begins when he was first treated badly, in the 1960’s. His mother was a good mother until David’s father and mother started drinking. Its mother changed drastically from the alcohol drinking. The story begins in the kitchen of his house when he is doing his chores. His mother has a time limit on how fast he should do the dishes. If he does not accomplish the dishes in that amount of time, he does not get supper. In addition to the hunger, he receives a beating. The setting is very effective because the reader gets into the story. The setting also prepares you for what the mother does in the future. The main characters are David, his mother, and father. David, the abused child, cannot escape his mother’s punishments. David’s mother is a drunken, abusive mother that refers to h... Free Essays on A Child Called It A Child Called â€Å"It† This was a very touching and inspirational story told by Dave Pelzer. It is about the awful maltreatment that David endured as a child and also how he survived to become a strong man today. The story begins when David was 12 years old, on the day that he was finally rescued from his mother’s abuse. He tells the story from that day first so that the readers know that he does indeed survive. This makes the story all that much more unbelievable. This is a story of survival not one of demise or hate. It introduces the major theme of the power of the human spirit to overcome remarkable odds. The story begins on the day that David was finally rescued. David’s teachers had noticed bruises and scars on him for years. The school Principal had even made an attempt to call David’s mother one day but quickly learned that that caused beatings as well. As David sits in the office on this final day he anxiously awaits what he thinks will lead to another beating. He briefly recalls what had happened that morning before he got to school. His mother had forced him to wash dishes in scalding hot water and he had another ‘usual’ beating when he took his hands out of the sink. Afterwards, David was â€Å"rewarded† for doing his chores by getting to eat his brother’s left over cereal. David also explains how the other children at school treat him. Nobody likes him and many of the popular kids bully him. The children make fun of David because of the stench from the battered clothes that he has been forced to wear to school everyday for tw o years. They don’t trust David either because of him needing to steal their lunch money for food. David was beaten and abused on a regular basis for eight years. His life wasn’t always one of torment though. For many years he and his mother had a wonderful, loving relationship. Then suddenly, after years of drinking, David became a slave for his mother, an â€Å"i... Free Essays on A Child Called It A Child Called â€Å"It† is a story based on a real life boy’s tribulations with his mothers shocking abuse. When he was younger Dave and his families were considered the â€Å"perfect† family. Then, all of a sudden his mother and father started drinking and had problems in their relationship. Dave started getting the worst treatment imaginable. His mother all of a sudden treated him as a nobody or an â€Å"It†. His father wouldn’t do anything about it and it made Dave hate him. She did many horrible things to him that he will never forget. He had two other brothers but they didn’t get any of their mother’s harsh beatings or tortures. David’s mother would starve him weeks at a time without giving him even a morsel of food. He had to steal food from stores and the school to survive. One day he stole hot dogs from the school cafeteria and someone caught him. When he got home his mother made him puke it up and then eat it again. She almost went to the extent of making David eat his baby brother’s feces. Another incident was when David was cleaning the kitchen floor for his mother. She all of a sudden stormed into the kitchen and started yelling at him. â€Å"You’ve made my life a living hell!† she sneered. â€Å"Now it’s time I show you what hell is like!† Right after she said that she took him by the arm, turned on the gas stove, and burned the flesh on his arm. She then proceeded to make him take off his clothes and lay on top of the flames. David’s mother tortured him for no reason except for her own sick pleasure. She would also make him drink ammonia, wear tattered clothes, sleep in the garage, and she even went to the extent of stabbing him and not taking him to the hospital. This story ended with David saying the Lord’s Prayer and praying for God to save him from his living hell. This is one of the best, yet saddest books that I have ever read. There is so much reality in this book, but I never knew that reality w... Free Essays on A Child Called It Running Head: A CHILD CALLED IT: One Child’s Courage to Survive A Child Called It: One Child’s Courage to Survive Abstract This is one of the best, yet saddest books that I have ever read. There are so many terrible things out there that are happening to good people. We just have no idea. One never knows what is going on behind closed doors. I am so lucky not to have experienced anything like this growing up. There is so much reality in this book, but I never knew that reality was ever this horrifying. It brought me to a realization that I have never known before. It is extremely sad that something like this really did happen to such a sweet little boy. A Child Called It: One Child’s Courage to Survive Summary A Child Called â€Å"It† is a story based on a little boy’s tribulations with his mother’s shocking abuse. The first part of Dave's life was idyllic in his memory. He says his family was "the Brady Bunch" that included a loving mother and father with whom he enjoyed wonderful holidays and a happy trip to the Russian River. Everyone on the outside thought that David’s family was perfect. No one in their neighborhood would have suspected anything was wrong. All that changed when Dave was in first grade. For no known reason, his mother singled him out from his siblings and began abusing him. The abuse began relatively mildly. When he and his brothers did something wrong, Dave was the one to receive punishmentat first simply banishment to the corner of a bedroom. Then, his mother began spending her days watching TV and drinking beer. Easily irritated, she yelled at Dave for the slightest reason, or sometimes for no reason at all. Soon, instead of making him go down to the basement, Mrs. Pelzer smashed Dave's face against the mirror, then made him repeat, over and over, "I'm a bad boy! I'm a bad boy!" He was forced to stand for hours staring into that mirror. Dave's father soon joined ...

How to Use the Pomodoro Technique to Be More Productive [Infographic]

How to Use the Pomodoro Technique to Be More Productive [Infographic] Although we all wish magic fairies would swoop in and finish tasks for us while we wasted the day away on Twitter or  Ã‚  ran all our errands, it’s not going to happen.  The secret to getting your work done? DO it. Really. You have to buckle down and commit focused time to getting stuff done. We understand it’s hard to organize your thoughts and time. The answer is to train yourself and your brain to do work in chunks by using the Pomodoro Technique. Check out this method below, and apply it the next time you find yourself doing everything  else in the world besides  your work.

EXPLAIN WHAT ADRIENNE RICH MEANS BY A POLITICS OF LOCATION IN STORY Essay

EXPLAIN WHAT ADRIENNE RICH MEANS BY A POLITICS OF LOCATION IN STORY NOTES TOWARD A POLITICS OF LOCATION EXPLAIN IF AGREE OR DISAGREE - Essay Example She describes that the form of her body (white and female) has helped to shape how she interacted with the world while growing up, and how the world interacted with her as a white female person. She goes on to say that while she can be identified as certain things by looking at the form of her body, it does not define who she has become as a person. Rich describes the politics of Marxism and Leftist feminism as being cut off from the reality of actual women moving through the world. Because feminism at this point in time had become without identity (â€Å"faceless, raceless, classless†) she feels that the theories that feminism was based upon could no longer be used to justify feminism. Once again, she thinks, the small minority are defining the majority without really understanding the people they are defining. I think she means this to be a parallel to white patriarchal culture, except that now it was white feminism limiting the understanding of women. By using her own body as a base for location, and turning away from the politics that formed feminist thinking up to 1985, Rich gives me the feeling that she would approve of feminism in 2009. Today we try to accept each individual as he or she happens to be and ignore a lot of stereotyping. We are not perfect, and still have not found a complete answer to the question â€Å"Who is we?† but we are still

Edward Estlin Cummings Essay Example | Topics and Well Written Essays - 750 words

Edward Estlin Cummings - Essay Example four lean hounds crouched low and smiling the merry deer ran before. †¦my heart fell dead before (Cummings lines 1-5/ 31-35). The last line varies at the end of the poem from â€Å"the merry deer ran before† to â€Å"my heart fell dead before.† Even with this slight variation, the repeated lines have a magic effect of overturning the theme of the poem from tragic to that of vitality and life. Two most evident details in this repeated verse is the use of colors and numbers for the purpose of description. The persona is describing the green garb of his lover and the golden color of the horse as well as silver dawn. These details chronicle the beautiful atmosphere of the lovers at the time. There are also numbers, which are repeated throughout the poem. In this specific stanza, the persona talks of â€Å"four lean hounds† of deer (Cummings, line 4). The numbers and the colors are a combination of beauty and terror, especially when the carrier resembles the war carriers that take soldiers to war (Bloom 22). At some point in the end when the lines are repeated, the poem draws the beauty of the described place and the lover by engulfing them in an atmosphere of death. The poem describes from the start a chronological event where it first describes the chase and the death of the persona and the collapse of his lover. These images are alluded to but when the repeated lines appear the poem takes the form of vitality and life. As the two lines unite the poem, the lovers are unified in elation. The colors green is the color of life and connects the lovers who are partakers in the succession of life and fatality. B: Edward Estlin Cummings. Xaipe/Seventy-one poems The poem selected from this collection is titled â€Å"I thank You God for most this amazing.† The poem is like praise lyric made whole by playing with words, grammar, punctuation and syntax (Bloom 28). For example, there is lack of spacing and punctuation, which make the speaker, speak without breathing; thus showing the intensity of his overwhelming joy and appreciation. With only four stanzas, the first stanza captures the spirit of the rest of the piece, and it goes thus: i thank You God for most this amazing day:for the leaping greenly spirits of trees and a blue true dream of sky;and for everything which is natural which is infinite which is yes (Cummings, lines 1-4) In this stanza, the speaker describes the day as amazing with the â€Å"spirit of trees† and a sky of â€Å"blue true dream† with â€Å"everything† ordinary and inestimable and â€Å"yes.† By writing continuously without spacing, regardless of the presence of punctuation, the poet renders the speaker breathless. Reading the poem kills it and gives it a new life afterwards when it is reborn as the speaker reunites and communicates with Mother Nature. Like a small child, the speaker describes the new life in terms of his newly founded cognizance because he is rebor n. The first stanza is precedence to what has already happened, and the speaker is joyous of the renewed sun, life, love and wings; including the earth itself. The praise is merely a subjective experience because the speaker renders everything new because of his personal renewal. With rebirth or a new perspective in life, things become new and one is able to picture things from a different point of view. The persona establishes a personal deity, â€Å"

Not all companies are viewed as equal Research Paper

Not all companies are viewed as equal - Research Paper Example From an economic perspective, free trade not only makes a company successful, but it also creates a competitive market that improves a country’s economy. In comparison to the candy industry, the tobacco industry is unfairly targeted. Candy has constituents such as excess sugar, which are detrimental to human health, similar to tobacco. Candy and its associated products are a leading cause of obesity, and other undesirable lifestyle diseases like diabetes (Goddard, 2012). It is indeed discouraging that the government does not force them to put a warning after their candy advertisements. Although companies do not in any way force consumers to use their products, they have an ethical obligation to protect consumers. I support the candy industry because it is the duty of consumers to monitor their consumption and purchases. Government legislation only exists when the dangers of a product are too profound. Capitalism plays a significant role in corporate decision-making. It is a great engine of development that natures technological advancements, promotes enterprise, and creates wealth. Even so, sometimes capitalism takes a negative turn when creation of wealth overrides moral obligations. Consumption is the solitary aim and purpose of production and this is what the candy industry targets (Quinn, Mujtaba, and Cavico, 2011). Companies go to all lengths to produce desirable and well-packaged candy products that attract children and adults alike. In most business operations, the interests of producers override that of customers. The main aim of production is to make profits, but it should not have superiority over social prosperity or the importance of production for consumption. In the contemporary society, it is possible for a company to cater to both its interest and that of consumers conjointly. Ethical business decision-making demands poise between corporate and social

Journalism and Communication - Plagiarism Essay

Journalism and Communication - Plagiarism - Essay Example More often than not students merely paraphrase the existing works of other authors in a bid to evade plagiarism without proper citation of the original sources of information. It is imperative to acknowledge and cite the original sources that were used to access the initial information if students need to avoid plagiarizing. In general terms, plagiarism entails the replication of someone’s ideas without giving credit, stealing of ideas, failure to put quotation marks and proper reference to a quoted phrase, provision of inappropriate information regarding the sources of the quoted information as well as alteration of the wordings in a sentence structure without giving credit to the original author (Alfrey, 2012). Why Students Plagiarize Students plagiarize their work due to various conflicting reasons. Some students plagiarize their work intentionally while others plagiarize unintentionally. Some of the common reasons for plagiarism are: unexpected deadline in class work, over whelming assignments, the confusion in research and plagiarism boundaries, and lack of explicit ideas and training on how to avoid plagiarism (Purdue University, 2007) Intentional v. Unintentional Plagiarism From the accessible facts, it is clear that, some students and scholars plagiarize their work deliberately. ... Moreover, some students have difficulty in the interpretation and analysis of the available online data. This category of students copy paste complex information from the internet without proper synthesis of ideas or paying attention to the authors. Some students also believe that, the quality of their original work is low compared what is available in the internet. This leads to direct copying and hence plagiarism. Most contemporary scholars lack the most effective way of developing their own ideas and style, limiting them to direct utilization of the existing written information. The pressure from the lecturers, peers, families’ course, job requirements and scholarship admission are and failure to meet strict deadlines are acknowledged as the main factors that motivate students to engage in intentional plagiarism. Internal and external pressures portray education as the only ladder to success rather than for a self valuation process. Due to this, students tend to embark on t he end result of education rather than on valuing the skills and competencies in training and education. Many students fail to understand the significance of the acquired research and writing skills in their future career development. Intentional plagiarism is necessitated by peer influence. Poor assignment planning coupled with poor time management skills are also common prerequisites for intentional plagiarism amongst college students, especially since many students are always less aware of the time required in completing a research paper. Naive students are sometimes compelled to use the other scholars’ work without due authority. In most cases, these mistakes occur as a result

Consumer attitudes towards supermarkets Essay Example | Topics and Well Written Essays - 2500 words

Consumer attitudes towards supermarkets - Essay Example They buy goods in bulk and they also sell items in bulk, as a result they are in the long run, able to offer fresh produce and larger quantities at lower prices. However, the supermarket also creates an impersonal atmosphere, where consumers do not enjoy any close interaction with the people from whom they buy their goods and this could possibly contribute to a negative attitude towards supermarkets. When combined with other aspects developing in the retail sector, such as e-commerce, this provides an indication that factors such as the lack of time or the desire to avoid close personal contact may be affecting consumer attitudes and preference for supermarkets. It also appears likely that the greater range of products available under one roof and the lower prices may also be affecting consumer attitudes towards shopping at supermarkets. The objective of this research study is to examine the growing prevalence of supermarkets and to examine consumer attitudes towards them. At the outset, the attempt would be to determine whether consumers have a predominantly positive or negative attitude towards them and then determine the reasons for such an attitude. In order to gain an understanding of consumer attitudes towards supermarkets, the researcher will apply the Fishbein Model to measure the affective component of a consumer’s response to supermarkets. The research question which is proposed to be examined is therefore: The evolution of the super market was therefore the result of economic considerations shaped as a result of urban growth and technological innovations. The phenomenon of mass production that characterized the industrial era spilled over into mass marketing as well. Earlier, bartering, wholesale buying and serving customer needs was all carried out within the premises of the small store. (Mayo, 1993:43), but a broader range of products with enhanced shopping

Analysis of Piracy and Plagiarism Case Study Example | Topics and Well Written Essays - 750 words

Analysis of Piracy and Plagiarism - Case Study Example However, one may point out that the need to create pirated movies has been influenced by the high prices or original versions of similar content. This counter-argument may not justify the practice. The price of movie production has increased significantly. For this reason, the consumer should appreciate the art of movie production. From a financial perspective, the cost incurred in the production process can only be compensated if consumers purchase the product at an appropriate price. The desired profit ratio cannot be acquired through the sale of pirated movies. Karaganis is the assumption that the price of pirated movies is almost 60% less of the price of the original DVDs. The rise of pirated movies has influenced the growth of television networks that offer alternative modes of consumer access to movies. For instance, the growth of television networks such as Netflix has been influenced by the need to create cheaper ways that consumers may access movies legally. However, the gro wth of such networks has been cited as a negative impact on the sale of original DVDs. Regardless, the trend is embraced hugely as it increases the level of exposure of movies. Strauss asserts that television networks offer a legal alternative that may substitute piracy to a consumer population seeking cheaper options. Another significant effect of piracy is the increased release of counterfeit movies with low quality. This dents the reputation of movie makers. However, if a consumer acquires a counterfeit movie they may not create a negative perception of the movie maker since they may understand the circumstances of which the movie was accessed. But, production of counterfeit movies of low quality does allow the consumer to capture the real creativity and effort of the movies made.

Consumer attitudes towards supermarkets Essay Example | Topics and Well Written Essays - 2500 words

Consumer attitudes towards supermarkets - Essay Example They buy goods in bulk and they also sell items in bulk, as a result they are in the long run, able to offer fresh produce and larger quantities at lower prices. However, the supermarket also creates an impersonal atmosphere, where consumers do not enjoy any close interaction with the people from whom they buy their goods and this could possibly contribute to a negative attitude towards supermarkets. When combined with other aspects developing in the retail sector, such as e-commerce, this provides an indication that factors such as the lack of time or the desire to avoid close personal contact may be affecting consumer attitudes and preference for supermarkets. It also appears likely that the greater range of products available under one roof and the lower prices may also be affecting consumer attitudes towards shopping at supermarkets. The objective of this research study is to examine the growing prevalence of supermarkets and to examine consumer attitudes towards them. At the outset, the attempt would be to determine whether consumers have a predominantly positive or negative attitude towards them and then determine the reasons for such an attitude. In order to gain an understanding of consumer attitudes towards supermarkets, the researcher will apply the Fishbein Model to measure the affective component of a consumer’s response to supermarkets. The research question which is proposed to be examined is therefore: The evolution of the super market was therefore the result of economic considerations shaped as a result of urban growth and technological innovations. The phenomenon of mass production that characterized the industrial era spilled over into mass marketing as well. Earlier, bartering, wholesale buying and serving customer needs was all carried out within the premises of the small store. (Mayo, 1993:43), but a broader range of products with enhanced shopping

Devils man Essay Example for Free

Devils man Essay This scene is also very captivating as there are so many different storylines and agendas going on in it, on the surface you have Elizabeth Proctor lying for her husband which results in them having a dire consequence, and Hales dramatic change of opinion. Underneath you have Abigail pushing Mary to join her by getting herself and her tools (other girls from Salem) to act as if they are being possessed by Mary and Mary has transfigured herself into a yellow bird Oh Mary this is a black art to change your shape. Abigail knows she has to win Mary over to her side so all are ganged up against John Proctor as he has started violently accusing Abigail Give me a whip, Ill stop it and Abigail realises these accusations have to stop. Abigail knows it will not take long for Mary to cave in, and this is what makes Abigail such an alluring character, as in this scene I cannot help but quite like her as she is so over the top and melodramatic, from a modern day reader of the play the ridiculousness but intelligence of her ideas provide a lot of the appealing aspects of the play and especially this scene. It would be a mistake to say Abigail is totally evil as in the same way it would be a mistake to say Proctor is totally good as although in the end of the play he dies a martyr as he refuses to confess to witch-craft we cannot forget he did commit adultery and has had more than a few feuds with other members of Salem (most notably Parris). Abigail also witnessed her parents deaths and therefore was bought up with no family around her. She also is totally in love with John Proctor and would do anything to wed him and by accusing Elizabeth of witchcraft all she is doing is trying to get closer to John. Another engaging aspect of this scene is the fact that the audience watching the play experiences so many emotions. There is the anxiety and suspense felt when Elizabeth has to say if her husband was a lecher, and then there is the tragic, saddened emotion when you realise what is going to happen to John Proctor as Elizabeth said he had had no affair. There is the excitement when Abigail fakes Marys possession of her, and also the shock of Hales remarkable change in character. I believe what makes this play so popular, and what is particularly represented in this scene is all the characters are so human, their personalities so deep and structured. I feel this is for many reasons although predominately because Miller wrote the characters from The Crucible from historic evidence in Salem town records- many of the characters names appear in the records and even Proctors affair is recorded. Also what makes these characters so realistic is there are no characters who are purely good or purely bad and what makes them so enthralling is they all have their little faults for example (Proctor to Elizabeth) You ought to bring some flowers in the house. Oh I forgot! I will tomorrow. This shows us Elizabeth can at times be forgetful which makes the audience able to relate to her and the rest of the characters as everyone has their own imperfections. John Proctor is an extremely enchanting character, however at times personally I felt he became a little tiresome especially during the end when he keeps on at Elizabeth whether she will forgive him if he confesses to witchcraft and lies to God I would have your forgiveness, Elizabeth. In this scene though Proctor has an unnerving desperation about him pleading for his wifes and his own lives. It only hit me when I had just finished the book the similarities between John Proctor and Arthur Miller himself as they were both persecuted and punished for things out of their control (Miller for not being anti-communist) and John Proctor (for being accused of trafficking with the Devil). They also both refused to confess as neither of them felt they were guilty of a crime and therefore were in effect Martyrs although Miller did not die. Principally, however the main reason I like this scene so much is from a dramatic point of view. It would be fantastic to perform as there is so much going on and the characters are so well formed by Miller. There is also a vast contrast of characters to play in the scene. What also makes it appealing from a theatrical aspect is the roller coaster of emotions and changes of emotions, which happen so quickly. This passage is also a prime example of why Miller wrote the play, which is a further reason I admire the scene so much. This scene shows not only the persecution of a man who is innocent like the persecution of the communists, but also shows the power of religion, and how when the majority of people in a community believe something so passionately in this instance God and Christianity, arguing against it will do far more harm than good. It shows the dangers of living in a theocratic society where everything is kept behind closed doors, and when it is exposed the consequences can be literally in Salem in the seventeenth century, fatal. This scene is strengthened by the 17th century language, which adds a certain harsh quality to the way the line sounds. The ending of the scene is my favourite part of the passage, this is because the is when Mary sees Danforth is believing Abigail more and more and she knows that she will be hanged if she does not join Abigail. Therefore she admits to speaking with the Devil, but says to the court (Mary pointing at Proctor) You are the Devils man! This surprises everyone probably even Mary herself as she didnt think she was strong enough to do it, but she realises fighting against Abigail was fighting a losing battle. Throughout the play there are many interesting and dramatic scenes, which captivated my imagination, however this scene stood out above all others largely because of the acting potential and the tremendous depth to the characters although the reasons above also played a part in why I enjoyed the scene. Recently Arthur miller was stated saying, At least the play is still living I believe it certainly is.

The Special Properties Of Concrete Construction Essay

The Special Properties Of Concrete Construction Essay Admixtures are used to give special properties to fresh or hardened concrete. Admixtures may enhance the durability, workability and characteristics of a given concrete mixture. Admixtures are used to overcome difficult construction situations, such as hot or cold weather placements, pumping requirements. The use of admixtures to increase the workability or to accelerate the hardening of the concrete will be permitted when approved by the Engineer. Admixture dosages shall result in the mixture meeting the specified plastic and hardened properties. The major reasons for using admixtures are 1. To reduce the cost of concrete construction. 2. To achieve certain properties in concrete more effectively than by other means. 3. To maintain the quality of concrete during the stages of mixing, transporting, placing, and curing in adverse weather conditions. 4. To overcome certain emergencies during concreting operations. CHAPTER 2 Set Retarding Admixtures Set retarding admixtures are water soluble chemicals that have little or no other effect than to delay the setting of the cement. They do not plasticize significantly and have little or no effect on the water demand or other properties of the concrete. Set retarding water-reducing admixtures not only delay the setting of the cement but are also efficient in plasticizing concrete or reducing its water demand. Most commercially available retarders are of this type. Retarding water-reducers and retarding high range water reducers are used to: Give workability retention to the concrete Delay the setting time of concrete Prevent the formation of cold joints Increase initial workability Increase ultimate strength Produce economies in mix designs Materials Used The main types of chemical used for retarding admixtures are: Sucrose and other polysaccharides Citric acid Tartaric acid Salts of boric acid Salts of phosphoric, poly-phosphoric and phosphonic acids. The main types of chemical used for retarding water reducing admixtures are: Hydroxy carboxylic acid salts Hydroxylated polymers Lignosulphonic acid salts These may be also be used in conjunction with sulphonated naphthalene/melamine-formaldehyde condensates or polycarboxylates to produce retarding high range water reducing admixtures. The retarder molecule chemically adsorbs onto the cement particle in a mechanism similar to that described for water reducers. The main difference is the strength of the chemical bond that is formed. This strongly links the retarder molecule onto the cement surface, blocking and slowing down the rate of initial water penetration into the cement. Retarder molecules also chelate calcium ions in solution, slowing the crystallization of portlandite. These two mechanisms slow the growth of hydration products, delaying the stiffening and setting of the cement but once initial hydration starts, the retarder molecules are swamped and normal hydration proceeds. Uses 5.1 Admixture Selection Where predictable set retardation is required, a retarding admixture is the best choice. Where set needs to be continually amended, a graph of dosage rate versus setting time can be determined for a given mix, at a given temperature. For phosphate based products, the retardation time graph may often be linear, and this is a major advantage for this type of retarder. Sucrose and other polysaccharides are more efficient, but a dosage versus setting time graph may often be exponential, making accurate prediction more difficult. These types are often blended with lignosulphonate to produce cost effective, retarding/water reducing admixtures. Hydroxy carboxylic acid salts will often reduce cohesion in the mix potentially enhancing bleed and segregation. Polysaccharides, especially if blended with a lignosulphonate, tend to stabilise some air and may enhance cohesion.The choice between the different types of retarding water reducing admixtures is often determined by other properties such as mix cohesion. Selection may therefore be based on the particular mix characteristics of the concrete. 5.2 Dosage Retarding admixtures based on phosphates and phosphonates are designed to have a linear effect of dosage upon setting time. The dosage rate used may be quite high, as they do not have any effect other than retardation. Depending on the molecule chosen, typical dosages are 0.1% to 3.0% by weight of cement to yield a delay of set of 1 hour to 35 hours. Retarding admixtures based on sucrose and other similar polysaccharides are very powerful, and their retarding effects are rarely linear so that small increases on the intended dosage can lead to large increases in retardation. They are very cost effective, but are more difficult to control than the higher dosage phosphate based types. Typical dosages are 0.1% to 1.5% by weight of cement to yield a delay of set of 3 hours to 50 hours. Retarding water reducing admixtures are very commonly used at a low dose, typically 0.2% by weight of cement, to reduce the water content of the concrete by 7 to 10% with only a small delay in setting. They can be used at higher dosages; typically 0.3 to 0.6% to reduce water content, but simultaneously to delay the setting time. Greater water reductions may be achieved by using retarding high range water reducers, generally at 0.5 to 1.5% dose, depending on the type. Retarders are quite sensitive to temperature. At low temperatures retardation will be further extended. At very high temperatures, the converse is true and it may be difficult to achieve the required workability retention and extension of stiffening time. 5.3 Cement type Retarding admixtures and water reducing retarding admixtures can be used with all types of Portland cement, including all those covered by EN197-1. However, it is very important to note that their effectiveness in terms of retardation of set is very dependent upon the type of cement. Cements such as CEM1 require the highest level of retarder to achieve a given level of retardation. However, as the proportion of slag or pulverised fuel ash, as used in CEM 2 and CEM3 types increases, then the level of retarder will decrease in order to achieve a given level of retardation. The chemistry of the cement is also important in determining the effect of retarders. Cements low in tricalcium aluminate (C3A) require significantly less retarder for a given degree of retardation than normal cements. 5.4 Yield Retarding admixtures do not have any significant effect upon the yield of concrete. Retarding water reducing admixtures, when used to reduce the water content of concrete, will reduce the yield in direct proportion to the water reduction made. This needs to be taken into account when modifying the mix design. 5.5 Overdosing The level of retardation achieved is related to the dosage used. Any overdose will result in an increase in setting time. Large overdoses of retarders can produce very long setting times and even small overdoses can have this effect if the initial dose is high. Provided the overdose is no more than double that which was intended, and the concrete is well cured to prevent it from desiccation, accidentally retarded concrete will normally set and recover strength within two to three days. Where a dosage range is given, the normal dose should be taken as the bottom of the range. Where very large, accidental overdoses occur or where large overdoses of a water reducing retarders have been used without a correspondingly large water reduction, the concrete may not recover its strength in a reasonable time. As a general rule, if concrete contains an overdose of a retarding admixture and has not set hard in 5 days, then it may not gain useful mechanical strength within a reasonable time. Effects upon properties of concrete 6.1 Strength As with water reducing admixtures, ultimate strength gain is increased with increasing water reduction Retardation of set allows the slower formation of a more ordered, smaller, denser cementitous matrix. This has the effect of increasing ultimate strength relative to an unretarded mix with the same water cement ratio. Acceleration of strength by heat produces the opposite effect, with the rapid formation of a coarse matrix. This explains why steam cured precast concrete rarely produces the same ultimate strength as concrete cured at normal temperatures and produced from the same concrete. 6.2 Workability Retarding admixtures do not have a significant effect upon initial workability. However, they generally have a beneficial effect upon workability retention, particularly at elevated temperature. Retarding water reducing admixtures, have a pronounced effect upon workability. Typically, an increase in slump of 60-100mm results from the addition of a dosage of 0.25% by weight cement. Set retarding high range water reducing/plasticizing admixtures may be used to enable workability to be increased to a greater extent, at a typical dosage level of 0.3 to 1.0%. 6.3 Slump loss Retarding admixtures are useful for helping to reduce slump loss, particularly at elevated temperature but it is still important to have a high initial workability. Retarding water reducing admixtures are very effective at reducing slump loss when used to increase the initial workability of the mix, but less so when used as a water reducer. Indeed, if water reduction is taken at the expense of high initial workability, initial slump loss may be slightly faster and will slow when about half the initial slump is reached. 6.4 Setting time The prime function of a retarder is to extend the setting (stiffening) time of concrete, usually in order to prevent the formation of cold joints between deliveries of concrete. Even if workability has fallen to almost zero slump, fresh concrete can be vibrated into, and will bond with, a preceding, older pour. In hot weather, even a small delay in deliveries or a short breakdown of the pump can result in the first concrete pours setting before subsequent pours can be placed and vibrated to form a monolithic joint. In deep pours, if concrete placed early starts to set, the heat generated can cause faster setting of concrete above it and again lead to cold joints. In this situation, retarder dosage can be progressively reduced as the pour proceeds. 6.5 Air entrainment Retarding admixtures do not normally entrain air, and some types, especially those based on hydroxycarboxylic acid, may actually reduce air content. This may cause these retarded mixes to feel harsher and have more tendency to bleed. Most types of retarder can be used effectively in combination with an air entraining agent. 6.6 Bleeding The total volume of bleed water arising from concrete is often related to its setting time because once setting starts, bleeding stops. Thus retarded concretes are always more prone to bleed. Any reduction in air tends to aggravate this potential problem. The plasticising component of a retarding water reducing admixture may help to offset this effect and some types are formulated to slightly air entrain in order to reduce bleed. 6.7 Heat of hydration Retarding admixtures do not reduce the heat output of concrete but do serve to delay the time of peak temperature rise by exactly the same time interval by which it was retarded. In small sections this may allow slightly more heat dissipation and so peak temperature may be a little lower. In thick sections there will be no reduction in peak temperature and there is evidence that the peak temperature may even be increased slightly. 6.8 Volume deformation Creep and drying shrinkage are not significantly affected by the inclusion of retarding admixtures. If the concrete is water reduced by the use of a retarding water reducing admixture, then drying shrinkage will be reduced. 6.9 Durability Provided that the concrete is correctly cured, then retarded concrete should be stronger and just as durable as equivalent plain concrete. However, because of the extended plastic stage, more attention needs to be paid to protecting the concrete before it sets. Retarded water reduced concrete will have a lower water content than the equivalent plain concrete, and will be correspondingly more durable. MECHENISM OF RETARDING ADMIXTURES Retarding admixture is an admixture that retards the setting of concrete. A retarding admixture causes cement set retardation by one or more offollowing mechanisms: (1) Adsorption of the retarding compound on the surface of cement particles, forming a protective skin which slows down hydration; (2) Adsorption of the retarding compound on to nuclei of calcium hydroxide, poisoning their growth, which is essential for continued hydration of cement after the end of induction period; (3) Formation of complexes with calcium ions in solution, increasing their solubility and discouraging the formation of the nuclei of calciumhydroxide . (4) Precipitation around cement particles of insoluble derivatives of the retarding compounds formed by reaction with the highly alkaline aqueous solution, forming a protective skin . Detailed Explanation According to the first mechanism, a retarding admixture is adsorbed on the surface of cement particles. This layer of retarding admixture around the cement particles acts as a diffusion barrier. Due to this diffusion barrier, it becomes difficult for the water molecules to reach the surface of the unhydrated cement grains and hence the hydration slows down, and the dormant period (period of relatively inactivity) is lengthened. Due to the slow hydration, no considerable amount of the hydration products giving rigidity to the cement paste will be formed and thus the paste remains plastic for a longer time. Later, when the admixture is removed from solution by reaction with C3A from cement or by some other way it is removed and incorporated into the hydrated material, further hydration is eliminated. On first contact of water with cement grains (C3S and C2S) calcium ions and hydroxyl ions are rapidly released from the surface of the cement grains. When concentration of these ions reach es a critical value (at which the solution becomes saturated), the hydration products calcium hydroxide and calcium silicate hydrate start to crystallize from the solution and then hydration proceeds rapidly. According to the second mechanism, a retarding admixture incorporated into cement paste is adsorbed on the calcium hydroxide nuclei and prevents its growth until some level of super saturation is reached during the induction period of hydration. Thus, retarder lengthens the induction period by causing an increase in the level of calcium hydroxide super saturation before crystallization begins. This is analogous to the poisoning of crystal growth of calcium hydroxide by the retarding admixture as both calcium and hydroxyl ions are present in the solution but unable to precipitate as a result of poisoning of the calcium hydroxide nuclei. According to the third mechanism, a retarding admixture incorporated into cement paste forms some kind of complexes with calcium ions released by the cement grains during the first few minutes. Formation of the complexes increase the solubility of cement, i.e., increased concentration of Ca2+, OH, Si, Al and Fe in the aqueous phase of the cement pastes will occur when hydrated in the presence of the retarding admixture. Thus the calcium ions and hydroxyl ions will accumulate in solution and will be unable to precipitate to form calcium hydroxide. For example, when ordinary Portland cement is hydrated in sucrose solution, lime is solubilised and a sucrose calcium complex (R -O à ¢Ãƒ ¢Ã¢â‚¬Å¡Ã‚ ¬Ca+ -OH) is formed in which Ca+ -OH group is attached to the five membered ring (R) of the sucrose molecule. Such sucroseà ¢Ãƒ ¢Ã¢â‚¬Å¡Ã‚ ¬calcium complex will be able to become absorbed on the growing calcium hydroxide nucleus. The adsorption of the complex on the calcium hydroxide nucleu s will inhibit its growth as the calcium and hydroxyl ions will not be able to precipitate. In this way, hydration is retarded. The fourth mechanism is similar to the first but here some kind of insoluble derivatives of retarder are formed by reaction with the highly alkaline solution as pH of the solution rises to over 12 within few minutes after first contact of water with cement. For example, inorganic salt admixtures (borates, phosphates, zinc and lead salts etc.) give insoluble hydroxides in alkaline solution. The cement hydration is suppressed through the precipitation of protective coatings of these insoluble derivatives around the cement grains.

Why I Want to Become a Teacher :: Free Essays Online

Doctors, lawyers, politicians, and engineers. How did they all get to where they are today? No matter the position someone may hold in society everyone has progressed to where they are in life because they had a teacher, someone who taught them in the way they should go. Teacher as defined in the dictionary as one who instructs. To teach someone is to communicate skills and give instruction. Today I would like to tell you why I would like to become a teacher. Specifically speaking I will tell you what has led me to this decision and why I want to become a teacher. To begin out of the countless professions one has to chose from in the world today I have chosen to become a teacher. I have chosen to become a teacher because I myself am a product of some whom I consider to be the best teachers in the world. As a child in North Carolina I was inspired by a wonderful woman named Mrs. Hollyfield. Mrs. Hollyfield taught me that no star was too far out of reach, if I put my mind to accomplishing my goal I could make it. Mrs. Hollyfield inspired me to be the best I could be at anything I wanted to be. As I have grown I have had other important teachers, some whom I am surrounded by daily whom inspire me to set out to accomplish my dreams. These wonderful inspiring people in my life have led me to the decision of becoming a teacher. Now that I have told you what has led me to this decision I would like to tell you exactly why I have chosen to become a teacher. I want to become a teacher not because of the salary nor because I want weekends and holidays off; rather, I want to become a teacher because I truly have a passion for making a difference in others lives. I feel that teaching is perhaps one of the most fulfilling roles in life. Becoming a teacher to me means helping to shape another person by teaching and instructing them.

Diary Of Anne Frank :: essays research papers

1.The Diary of Anne Frank by Anne Frank2.The setting of this book is an attic of a building in Amsterdam during the time period of 1942 to 1944.3.The historical period of this book is World War II.4.Anne Frank was a young girl who is the author of this popular diary. She was thought of by others as conceited but didn't think so herself. She was in love with Peter Van Daan in the attic.Margot Frank was the older sister of Anne who was considered smarter and more adultlike than younger sister. Margot was also jealous of Anne because of Anne's relationship with Peter.Mr.Frank was Anne's father who was kind, forgiving and a very good father.He cared for every Jew in the world for they were all opppressed victims.Mrs.Frank was a caring mother who was always fare. She loved her husband and favored Margot over Anne most of the time.Peter Van Daan was Anne's boyfriend who was picked on by Mr.Dussel. He loved his father but thought his mother was a pain.Mr.Van Daan was a loving father that a lways stood up for his son. He often argued with his wife and Mr.Dussel.Mrs.Van Daan loved her son, Peter, and her husband, although they argued most of the time. She clinged to one material possession, her fur coat given to her by her father.Mr.Dussel was a Jewish dentist that picked on Peter van Daan for every little thing. He wasn't a very religious Jew, but he still wore the blue star.Mr.Kraler was one of the people that helped them survive in the lonely attic. He with Koophuis was sent to the camps with the Jews for housing them. They both miraculously survived the camps.Mr.Koophuis was the manager of the building occupying the group of Jews. As I already mentioned, he went to the camps with the Jews. He was sick a lot and was always on the edge of death.Miep and Eli also helped the families by getting them food and supplies.They were very helpful and sometimes helped them stay alive.5.The characters in the book are in hiding because they are Jewish and during WWII Jews were killed in concentration camps by the Nazi's.6.The Jews in concentration camps were being beaten and gassed. The Nazi's used Nerve gas and Mustard gas on the Jews. Jews were also being shot and killed for no reason.7.This book made me feel sorry for all the Jewish people in camps and hiding during WWII.