Slavery Was Perhaps One Of The Most Appalling Tragedies In The History

Slavery was perhaps one of the most appalling tragedies in the history of The United States of America. To tell the people of the terrible facts, runaway slaves wrote their accounts of slavery down on paper and published it for the nation to read. Frederick Douglass and Harriet Jacobs were just two of the many slaves who did this. Each of the slaves had different experiences with slavery, but they all had one thing in common: they tell of the abominable institution of slavery and how greatly it affected their lives. When Douglass was seven years old, he was sent to a new master and mistress, Hugh and Sophia Auld. Sophia was a very kind and affectionate woman, probably one of the nicest people Douglass had encountered in his early childhood life. Here's what Douglass had to say about his new mistress: "Her face was made of heavenly smiles and her voice of tranquil music (Douglas 41)." This caused Douglass to view the whites differently than before. His previous owners were cruel and corrupt who often whipped and beat their slaves in agony. But not Mrs. Auld; Douglass was astonished at her kind heart. She treated Douglass and other black slaves like human beings. She even began to teach him how to read and write. This led Douglass to believe that his own race could be treated like humans instead of savages by the whites and that the white race could have the capabilities of acting like human beings towards the blacks (Douglass 42). But when Sophia's husband discovered about the private lessons, he ordered her to stop. He told her that teaching Douglass to read would ruin him forever as a slave. Hearing this affected Douglass' values of having an education greatly; he became determined to read at all costs. Reading became everything and was his journey to freedom. This was a very important first step because he both learned of the world around him and the world outside of slavery. It was then that he became aware of his current status: a lowly slave that was considered to be a chattel. And it was then that he wanted his freedom. Meanwhile, the venom slave owner began to poison Sophia's kind nature. Sadly, Douglass was once again a piece of meat and he no longer viewed the black race as one of the whites. Also, his views for white slave owners changed similarly; his heart was filled with abhorrence for them (Douglass 42). There were many times when Douglass thought about running away to become a free man, but there were few times when he was really determined to fulfill the risky and dangerous task. One of the few times came during the year when he worked for Edward Covey. Douglass became a field hand for the first time in his life. It was one of the few times he felt like a slave. He was not skilled in the backbreaking work required of him. Covey was a harsh and brutal slaveholder. Mr. Covey made his slaves work in all weathers. It was never too hot or too cold; it could never rain, blow, hail, or snow, too hard in the field (Douglass 66). And if it wasn't work, work, work, it was beatings, beatings, and beatings. Douglass was often whipped and battered for not working "hard enough." Under Covey, Douglass and the other slaves were treated as the lowlifes of society, as low as horses and pigs. After six months under Covey, Douglass lost interest in reading and the spirited character he once had in him extinguished. He was so sick of working for Covey and being a slave that he finally couldn't take it anymore, and wanted to be set loose from his shackles of doom (Douglass 63-72). Douglass wished he could swim so he could swim to his freedom or fly like a bird toward a new and better life. He desired for God's help and asked him to set him free (Douglass 67). Douglass was so sick of being a slave that he even preferred death over bondage (Douglass 82). Throughout Douglass' life, he encountered many different people. But one proved to be a true friend, Sandy Jenkins, a slave who was married

general motors essays

general motors essays "The company's main competitors in cars and trucks in the United States and Canada are the Ford Motor Company, DaimlerChrysler Corporation, Toyota Corporation, Nissan Motor Corporation, Ltd., Honda Motor Company, Ltd., Mazda Motor Corporation, Mitsubishi Motors Corporation, Volkswagen A.G., Hyundai Motor Company, Ltd., Bayerische Motoren Werke AG (BMW), Volvo AB, and Kia Motors Corporation."(www.gm.com) John Smith, Jr., has been the overseer of GM's operations since he came to the company in January 1996. Smith deals with business relationships with GM's associates. G Wagoner Jr. became president and CEO of GM in June of 2000. He is currently on the board of directors. Wagoner so far has been a great leader for GM. He is chairman of the automotive strategy board. Harry J. Pearce is an African American who is also the director of the General Motors Corporation Board of Directors and vice chairman of the corporation since Jan. 1, 1996.(www.yahoo.com) The fifty-four day strike in 1998 in Flint Michigan by the United Auto Workers against GM is probably one of the most notable strikes in the history of the united states. Over this time period, much money was lost. In the end, there seemed to be no winners from the strike. The worker union lost more than $150 million during the strike and GM lost about $75 million a day! That doesn't include what GM lost in the minds of all their consumers.(Encarta, Unions) However, today, GM seems to have developed a trustworthy relationship with their consumers which is vital towards their success in the future. General Motors has always made it a top priority to be environmentally sound in it production of automobiles. Each car has low emission standards and GM makes it a point to reduce the standards every year. There have been no major lawsuits filed against the company over their production methods making GM one of the most environmentally sound major corporations ever. ...

World War II - Battle of Savo Island

World War II - Battle of Savo Island Battle of Savo Island - Conflict Dates: The Battle of Savo Island was fought August 8-9, 1942, during World War II (1939-1945). Fleets Commanders Allies Rear Admiral Richmond K. TurnerRear Admiral Victor Crutchley6 heavy cruisers, 2 light cruisers, 15 destroyers Japanese Vice Admiral Gunichi Mikawa5 heavy cruisers, 2 light cruisers, 1 destroyer Battle of Savo Island - Background: Moving to the offensive after the victory at Midway in June 1942, Allied forces targeted Guadalcanal in the Solomon Islands. Situated at the eastern end of the island chain, Guadalcanal had been occupied by a small Japanese force which was constructing an airfield. From the island, the Japanese would be able to threaten Allied supply lines to Australia. As a result, Allied forces under the direction of Vice Admiral Frank J. Fletcher arrived in the area and troops began landing on Guadalcanal, Tulagi, Gavutu, and Tanambogo on August 7. While Fletchers carrier task force covered the landings, the amphibious force was directed by Rear Admiral Richmond K. Turner. Included in his command was a screening force of eight cruisers, fifteen destroyers, and five minesweepers led by British Rear Admiral Victor Crutchley. Though the landings caught the Japanese by surprise, they countered with several air raids on August 7 and 8. These were largely defeated by Fletchers carrier aircraft, though they did set afire the transport George F. Elliott. Having sustained losses in these engagements and concerned about fuel levels, Fletcher informed Turner that he would be leaving the area late on August 8 to resupply. Unable to remain in the area without cover, Turner decided to continue unloading supplies at Guadalcanal through the night before withdrawing on August 9. On the evening of August 8, Turner called a meeting with Crutchley and Marine Major General Alexander A. Vandegrift to discuss the withdrawal. In leaving for the meeting, Crutchley departed the screening force aboard the heavy cruiser HMAS Australia without informing his command of his absence. The Japanese Response: Responsibility for responding to the invasion fell to Vice Admiral Gunichi Mikawa who led the newly-formed Eighth Fleet based at Rabaul. Flying his flag from the heavy cruiser Chokai, he departed with the light cruisers Tenryu and Yubari, as well as a destroyer with the goal of attacking the Allied transports on the night of August 8/9. Proceeding southeast, he was soon joined by Rear Admiral Aritomo Gotos Cruiser Division 6 which consisted of the heavy cruisers Aoba, Furutaka, Kako, and Kinugasa. It was Mikawas plan to move along the east coast of Bougainville before advancing down The Slot to Guadalcanal (Map). Moving through the St. George Channel, Mikawas ships were spotted by the submarine USS S-38. Later in the morning, they were located by Australian scout aircraft which radioed sighting reports. These failed to reach the Allied fleet until evening and even then were inaccurate as they reported the enemy formation included seaplane tenders. As he moved southeast, Mikawa launched floatplanes which provided him with a fairly accurate picture of the Allied dispositions. With this information, he informed his captains that they would approach south of Savo Island, attack, and then withdraw to the north of the island. Allied Dispositions: Before departing for the meeting with Turner, Crutchley deployed his force to cover the channels north and south of Savo Island. The southern approach was guarded by the heavy cruisers USS Chicago and HMAS Canberra along with the destroyers USS Bagley and USS Patterson. The northern channel was protected by the heavy cruisers USS Vincennes, USS Quincy, and USS Astoria along with the destroyers USS Helm and USS Wilson steaming in a square patrol pattern. As an early warning force, the radar-equipped destroyers USS Ralph Talbot and USS Blue were positioned to the west of Savo (Map). The Japanese Strike: After two days of constant action, the tired crews of the Allied ships were at Condition II which meant that half were on duty while half rested. In addition, several of the cruiser captains were also asleep. Approaching Guadalcanal after dark, Mikawa again launched floatplanes to scout the enemy and to drop flares during the upcoming fight. Closing in a single file line, his ships successfully passed between Blue and Ralph Talbot whose radars were hampered by the nearby land masses. Around 1:35 AM on August 9, Mikawa spotted the ships of the southern force silhouetted by the fires from the burning George F. Elliot. Though spotting the northern force, Mikawa commenced attacking the southern force with torpedoes around 1:38. Five minutes later, Patterson was the first Allied ship to spot the enemy and immediately went into action. As it did so, both Chicago and Canberra were illuminated by aerial flares. The latter ship attempted to attack, but quickly came under heavy fire and was put out of action, listing and on fire. At 1:47, as Captain Howard Bode was attempting to get Chicago into the fight, the ship was hit in the bow by a torpedo. Rather than assert control, Bode steamed west for forty minutes and left the fight (Map). Defeat of the Northern Force: Moving through the southern passage, Mikawa turned north to engage the other Allied ships. In doing so, Tenryu, Yubari, and Furutaka took a more westerly course than the rest of the fleet. As a result, the Allied northern force was soon bracketed by the enemy. Though firing had been observed to the south, the northern ships were unsure of the situation and were slow to go to general quarters. At 1:44, the Japanese began launching torpedoes at the American cruisers and six minutes later illuminated them with searchlights. Astoria came into action, but was hit hard by fire from Chokai which disabled its engines. Drifting to a halt, the cruiser was soon on fire, but managed to inflict moderate damage on Chokai. Quincy was slower to enter the fray and was soon caught in a crossfire between the two Japanese columns. Though one of its salvos hit Chokai, nearly killing Mikawa, the cruiser was soon on fire from Japanese shells and three torpedo hits. Burning, Quincy sank at 2:38. Vincennes was hesitant to enter the fight for fear of friendly fire. When it did, it quickly took two torpedo hits and became the focus of Japanese fire. Taking over 70 hits and a third torpedo, Vincennes sank at 2:50. At 2:16, Mikawa met with his staff about pressing the battle to attack the Guadalcanal anchorage. As their ships were scattered and low on ammunition, it was decided to withdraw back to Rabaul. In addition, he believed that the American carriers were still in the area. As he lacked air cover, it was necessary for him to clear the area before daylight. Departing, his ships inflicted damage on Ralph Talbot as they moved northwest. Aftermath of Savo Island: The first of a series of naval battles around Guadalcanal, the defeat at Savo Island saw the Allies lose four heavy cruisers and suffer 1,077 killed. In addition, Chicago and three destroyers were damaged. Japanese losses were a light 58 killed with three heavy cruisers damaged. Despite the severity of the defeat, the Allied ships did succeed in preventing Mikawa from striking the transports in the anchorage. Had Mikawa pressed his advantage, it would have severely hampered Allied efforts to resupply and reinforce the island later in the campaign. The US Navy later commissioned the Hepburn Investigation to look into the defeat. Of those involved, only Bode was severely criticized. Selected Sources World War II Pacific: Battle of Savo IslandOpening Salvos: The Battle of Savo Island

The impact of postnatal depression on women Essay

The impact of postnatal depression on women - Essay Example There are different types of postnatal depression and with different symptoms. The first type is Melancholic depression, which is uncommon but very severe; it is associated with genetic and biological basis. Its symptoms include lack of concentration and psychomotor disturbance. This depression can be treated best under medication. The other type of depression is Non-melancholic depression, which is the most common, and it is linked to psychosocial other than genetic and biological. 2This type of depression responds well under psychological approaches done by a psychiatrist (Southwick & Meevan, 2005). Motherhood is every woman’s wish but sometimes it can be hectic to the extent of affecting both the mother and the baby. This majorly can be caused by postnatal depression on mothers. The depression affects the relation between married couple when most of the time mothers tend to care only for the child and forgets the husband leading to a divorce. 3These women also develop episodes of depression and anxiety (Coopper & Lynnne, 1995). This can be serious especially with women with history of mental disorder. With the disorder, issues of finance, family, work, and even personal become difficult for most of women to solve making them face the risk of

UPenn Wharton Business School Essay Example | Topics and Well Written Essays - 750 words

UPenn Wharton Business School - Essay Example Most of the venture capitalist firms do not pick up people, meaning most of the graduates are either unemployed or searching, it depends on the on the approach one gives life. Personally, I want to be a venture capitalist in the Philadelphia region. Ask not what your country can do for you but what you can do for your country. On the other hand, I know that if a man begins in uncertainty, he will end in confusion, but if he is contented to begin in doubt, he shall end in uncertainty. An excellent manager is a person who is not worried about his own career but rather the careers of those who work for him. Career objectives: In order to use my networks for making deals and increasing my portfolio, I would like to go back to school and get an MBA degree that can be useful in my future profession. To be involved in seed investing and funding, I would like to create a venture capitalist firm to attract newer companies that have limited operating history and cannot raise capital in the pub lic markets. Thereby I can get significant control over the firm's decisions and business ownership. To create jobs: Job creation is another career objective that I have entertained for a long time. As a venture capitalist, I will be able to create jobs in the knowledge economy and within the region of Philadelphia. Becoming a venture capitalist will help me establish institutions that can systematically design networks for new companies in conjunction with the public sectors. A2. Challenging Interpersonal Relationship and Lesson Learnt from the Experience After finishing school, I realized there was no job opening; I had to look for a job in various companies. I had to juggle two jobs: during the day, I worked at a local agency as Strategic Planning Consultant (June 2011 – Sept 2011); at night, I worked at a casino to make ends meet. I could not afford my rent and pay my school fee, and then I realized that I could take on three jobs paid on an hourly basis. I stated entertaining thoughts of owning my own office, business, my own conveniences, as well as my own money. I genu inely wanted to control and be always on the loop. I wanted to determine the strategic fits that I could use to make money, but I feared committing crimes. Then I stated being smart going back to school, reading and helping people leverage their capabilities to gain strategic advantage in business proposals. People started coming to me for advice. Then I stopped working at Toan Phu Architect & Construction Co. after realizing that I could easily introduce newer methods of project financing through debt securities and stock issuance, and could easily communicate facts and establish high technology training programs to cut down construction time and overhead costs thereby maximizing profits. I wanted to have my own firm. Some of the strengths that I realized I had never exploited include the following features: I am smart and I have a head for mathematics. The experience of working in two venture capitalist firms was the eye opener. I realized that the venture capitalist is my calling . I would like to make money as a venture capitalist from the management fees (as a portion of the funds under management) and carry (portion of return on investment). Owning a venture capitalist firm is much easy as the utilities are easy to manage considering that the management fees is adequate for running the business; this may also be one of the reasons why the established venture capitalist firms do not employ people. To them, an employee is a cost centre, which they would have to pay from their earnings. Having worked in a venture capitalist firm, I realized that I

Monitor a Safe Workplace Essay Example for Free

Monitor a Safe Workplace Essay |Unit BSBOHS407A |Qualification | |Monitor a Safe Workplace |Certificate IV in Frontline Management | | | |Learner | |Start Date | | |Assessor | |Due Date | | | | |Task |Description |Who |What |Duration | |( 1 |Complete your workbook |Student |Workbook |10 hours | | | | |Text book | | |( 2 |Journal entry (one per week) |Student |Diary |20 mins | |( 3 |Scenario and Questions |Student |Questionnaire |1.5 hours | |( 4 |Underpinning Knowledge Questions |Student |Questionnaire |1.5 hours | |( 5 |Workplace Project |Student |Computer |6 hours (report) | | | | |Work Team |+ time on the job | |( 6 |Supervisor’s Checklist |Supervisor |Checklist |15 mins | | | | |Workplace Project: | | | | | |Create an OHS file for the information you collect while working through this unit. Consider your own organisation, or one that you have researched. | |Include the following: | |description of your organisation; | |organisational chart of your workplace with list of names, positions and responsibilities; | |floor plan of your workplace with emergency exits labeled; | |your organisation’s OHS policy and procedures; | |organisational chart and job descriptions; | |information from relevant state or territory’s OHS authorities; | |information from national OHS authorities; | |Risk Assessment forms and instructions/procedure | |copies of your organisation’s records and reports relating to OHS; and | |information from employees and health and safety representatives. | | | |Categorise the information and write a contents page for the folder/file. | | | |Conduct two (2) Risk Assessments on potential workplace hazards using the organisation’s procedures; attach the documentation. | | | | | |Contact your assessor if you require further information. | | | | | | | |_______________________________________ | |Student Signature | |DECLARATION: The attached information is all my own work | | | Certificate IV in Frontline Management BSBOHS407A: Monitor a Safe Workplace Candidate’s Name: ___________________________________________________ | |C |NYC | |FEEDBACK FROM MANAGER/SUPERVISOR | | | | | | | |Please consider how the candidate GENERALLY performs. | | | |Does your feedback confirm that the candidate can: | | | |Provide information to the workgroup about OHS policies and procedures |( |( | |Implement and monitor participative arrangements for the management of OHS |( |( | |Implement and monitor an organisation’s procedures for providing OHS training |( |( | |Implement and monitor procedures for identifying hazards and assessing risks |( |( | |Implement and monitor the organisation’s procedures for controlling risks |( |( | |Implement and monitor the organisation’s procedures for maintaining OHS for the team |( |( | | | |How does the candidate monitor safety in the workplace? | | | | | | | | | | | |COMMENTS FROM SUPERVISOR REGARDING CANDIDATE’S PERFORMANCE AGAINST THESE COMPETENCIES | | | | | | | |Supervisor’s Name and Signature: | | | |Email: | | | |Qualifications: | | | |Date: | Important: The candidate cannot be deemed competent until this checklist is returned. Please contact the assessor to discuss issues relating to this assessment, Corelink 02 9779 9800. Certificate IV in Frontline Management BSBOHS407A: Monitor a Safe Workplace Candidate’s Name: __________________________________ | | | |ASSESSOR’S OBSERVATIONS |Satisfactory | | | | | |Yes No | |Participates in group activities and group discussion in the learning development environment, OR, responded to |( |( | |assessor’s questions in the required time frame and to the required standard. | | | |Completed workbook activities to appropriate standard |( |( | |Recorded legitimate details of workplace issues in his/her journal and offered these issues and other discussion |( |( | |generating evidence to the workshop group | | | |Discussed and demonstrated an ability to work through issues raised on a one-to-one basis with the assessor (where |( |( | |the assessor coached the candidate through the issue) | | | |Demonstrated underpinning knowledge of the performance criteria for this unit |( |( | |Performance in the learning development environment was at a standard that reflected the candidate’s knowledge and |( |( | |understanding of this unit | | | |Ability to recognise opportunities to transfer learnings from group activities and discussions into the workplace |( |( | |Knowledge of how the elements and performance criteria of this unit integrate with and relate to the candidate’s |( |( | |organisation’s actual strategy | | | |ALL evidence submitted for assessment was appropriate for the level at which the candidate is being assessed |( |( | |Used effective people skills to relate to and communicate with others whilst in the learning development |( |( | |environment | | | | | |COMMENTS FROM ASSESSOR REGARDING CANDIDATE’S PERFORMANCE | | | | | | | | | | | | | |Assessor Name and Signature: Date: | Important: The candidate cannot be deemed competent until this checklist is returned. 1. Notes to Learner: †¢ ALL evidence should be checked off and attached to this document prior to submission for assessment. It is important you supply enough evidence so you can demonstrate that you are capable of performing at the appropriate standard in the workplace. Without the required evidence, you cannot be assessed as COMPETENT IN THE WORKPLACE by your assessor. †¢ The supervisor/third party checklist is to be completed by your supervisor. If you do not have a supervisor (for example, if you are a business owner), contact your assessor to arrange for a suitable third party to complete the checklist. †¢ Whether you are participating in FLM facilitated-learning workshops or learning self-paced, the assessor will complete a checklist to record evidence of your participation in group discussion, group activities or one-on-one interviews and emails. This will record an assessment of your underpinning knowledge and ability to transfer the learnings from the discussion and activities back to the workplace. †¢ Please contact your assessor if you require any assistance whilst preparing or collecting this evidence. †¢ If you do not have the instructions about how to keep a Journal, please contact your assessor. †¢ If you do not understand anything fully, contact your assessor. †¢ Go to Corelink’s website if you need tips on studying via distance learning. QUESTIONNAIRE Certificate IV in Frontline Management BSBOHS407A: Monitor a Safe Workplace SCENARIO Complete your answers using a word processor. The answers do not need to be lengthy (bullet points will do). The company you work for was recently purchased by another, much larger company. Although the employees have been assured that no retrenchments would occur they are still skeptical about what the future holds for them. The new managers appear to be quite open with staff about their vision for the company and have introduced major changes to its work practices to help them achieve their objectives. Workers are required to move to a new safety system. There has never been a formal system in place before. You have been put in charge of the project. Describe how you would go about the following: a. Information Sessions on OHS Legislation b. Method of explaining industry regulations to staff c. Draft of a suitable OHS Policy d. Explanation of how accessible this policy should be to employees e. Procedure for electing OHS representatives and committee f. Explanation of how meetings will be conducted g. Consultation methods you will use, and as assessment of that consultation with employees regarding the identification of workplace hazards h. Training requirements i. A checklist relating to hazards in your work area j. Draft of an Incident Reporting Procedure UNDERPINNING KNOWLEDGE QUESTIONNAIRE Certificate IV in Frontline Management BSBOHS407A: Monitor a Safe Workplace Complete your answers using a word processor. The answers do not need to be lengthy (bullet points will do). 1. Discuss the responsibilities that OHS legislation places on employees and managers 2. Describe the legal responsibilities of safety representatives and committees 3. What is meant by an employer’s OHS ‘Duty of Care’? 4. What should OHS audits evaluate? 5. What OHS records should be maintained? 6. Why do we have OHS policies and procedures? 7. Corelink PTY LTDAssessment Tool  ©Corelink Pty LtdAssessment Tool

Licence To Kill :: essays research papers

1.  Ã‚  Ã‚  Ã‚  Ã‚  The three qualities that I felt James Bond most possessed throughout the story were determination, bravery, and intelligence. In the next several paragraphs I will explain how incidents in the story revealed each quality portrayed by James Bond. Determination   Ã‚  Ã‚  Ã‚  Ã‚  In the beginning of the story a drug lord named, Frans Sanchez, severely injures James Bond’s partner, Felix Leiter, and kills his wife Della Leiter after escaping an attempted arrest by Felix. After this incident Bond becomes determined to capture Sanchez, bring his drug empire down, and avenge what he had done to his partner and close friend Felix Leiter. Bond shows such strong determination that he disobeys his chief, â€Å"M†, and the secret service branch of London in order to continue his mission with Sanchez. Bond was ordered by â€Å"M† to drop the case and head to Istanbul where he would be briefed on his next mission. However, Bond told his chief that he was not done with his mission and that if he was not allowed to continue with it he would have to resign from the secret service. Determined to bring Sanchez down and avenge all the pain which his friend inflected he eventually gave in his resignation and became a free agent. Intelligence   Ã‚  Ã‚  Ã‚  Ã‚  James Bond shows intelligence throughout the entire story. From his surprising attack tactics, to how he tricks villains and enemies into doing exactly what he wants. Bond was the type of man that was usually in control of the situation. There comes a point in the story where Bond must figure a way out to turn two major druglords against each other, William Krest and Frans Sanchez, in order for him to gain the trust of Sanchez so he can learn more about his drug organization and what he was about. He devises a plan that convinces Sanchez that Krest was stealing millions of dollars from him and that he was going to meet with the Chinese to plan an assassination in his name. Eventually Bond thinks of a way to set Krest up so that Sanchez believes him. The plan was so well though out that it surprised me how intelligent Bond actually was. He was in complete control of everything that happened and he eventually gained the trust of Sanchez and was granted permission to go to his secret drug plant in Isthmus city. Bravery   Ã‚  Ã‚  Ã‚  Ã‚  There are many times throughout the story where James Bond shows bravery and

Video Game Ethical Issues

Kuan-Yu Lin Brenda Varda HMN-101-01 10/28/2012 Ethical Issue Essay: Final Draft Video games have always been an important part of the entertainment industry since its appearance in 1970’s. They have been played worldwide and effect many people. While the children are already playing the games, the number of women gamers, as well as the age level of gamers in general is increasing.As technology advances, video games with more diversity and real-life experience are slowly creeping into parts of our life and gaining its momentum in the society. Due to its quick development, many ethical issues associated with video games have been brought to our attention. Therefore, we should understand how video games are ethically influencing people within its realm. The four major ethical issues which will be discussed are issues of violence, education, stereotyping and addiction. Video games are enjoying fast-growing popularity, becoming a major component of young people's social lives and leisure activities.First of all, a major concern which has been discussed continuously regarding video games is violence. Violence in video games is considered as the visual presentation of characters fighting, gun shooting, physical injury or death to characters. Recently, more and more video games involving violent behavior are taking over the game selection on the shelves. Comparing to games made in the 70’s, 80’s, recent games feature tougher, more aggressive heroines and more games are made specifically for adults.Research consistently declares that most top-selling video games involve violence. In order to prevent the potential harm to children, youth and society of this negative influence, lots of research has focused on the consequence of violent video games. Video game research indicates that playing violent video games increases aggression, hostility, and aggressive thoughts. (Anderson, Buckley, & Gentile, 2007; Anderson & Bushman, 2001; Anderson, Carnagey, F lanagan, Benjamin, Eubanks & Valentine, 2004;Anderson & Dill, 2000).In their research, they conclude that engaging games which have content related to violence may possibly increase a person’s aggressive thoughts, feelings, and behavior in real life. Some other studies focusing on college student playing video games also point out that students playing violent games are also engaging in more aggressive behavior. It has been claimed by many critics of the media industry that the incident at Columbine High School in Littleton, Colorado on April 20, 1999 was caused by the influence of violent video games.It was shown on BBC news that both students shooters, Eric Harris and Dylan Klebold, had played and enjoy violent video games. â€Å"Relatives of people killed in the Columbine massacre are seeking damages from computer game makers, claiming their products helped bring about the killings. † Although video games can help players relieving stress, they can also affect gamer s in a harmful way. It is both the players’ and the game makers’ responsibility to be aware of the negative effects of video gaming. Games with harmful content might be leading negative effects; they still have values considered being beneficial in certain aspect.Games are popular in the community of youth and have many qualities that make them wonderful teaching tools. Through the educational perspective, both adults and children learn many things by playing video games. Games with positive content show positive effects. For example, playing a dancing video game can help children lose weight (Konami’s Dance Dance Revolution, 2007; O’Hannon, 2007; Epstein, Beecher, Graf & Roemmich, 2007). As mentioned before, videogames could be an excellent tool for learning. In particular, players are learning in an active way with practice and feedback.Because they are fun, children are highly motivated with video gaming, when people are motivated, they usually perform better, thus lead in to a better result. Also, games usually have clear objectives with adaptable difficulty levels. Games with increasing difficulty across levels allow player to apply past learning. Lastly, games allow children to apply to what they learn in different problems and contexts. Some believe that video games help improve life skill such as logic and problem solving. They also can improve hand-eye coordination and leadership skills, which can be useful for military training purposes.Having realized the efficiency and the joyful quality of learning experience in gaming, educators are able to take advantage of the positive learning characteristics of games by using the well-designed software in order to teach children more effectively. While the issues associated with violence in video games have caused huge concern among children, gender, and racial stereotypes in video games are also causing problems which require more attention. There is an unbalanced proportion betwe en male and female game players and developers. According to a recent study the average gamer age was in the mid to late 20's with 60% men playing and 40% women. †2 The whole gaming industry is overwhelmed by the male population. Most of the games on the market are targeted to only male players. Dietz’s, one of the earliest studies to examine stereotypical portrayals in video games, analyzed the depiction of women in a sample of 33 most popular Nintendo and Sega Genesis video games. The study categorized the female characters in those games into four possible stereotypes based on their appearances and behaviors. Females as sex objects or prizes, females as victims, females in feminine roles, and females as heroes or action characters. Not surprisingly, Dietz (1998) found that 41% of the games were devoid of female characters. Only 15% (5 out of 33) portrayed women as heroes or action characters, while 21% (7 out of 33) portrayed women as victims or as so called ‘d amsel in distress’. At the same time, in 28% of these games, women were portrayed as sex objects based upon physical appearance or sexually-oriented actions. Following the discussion of female character as indicator of sexuality, most of the female characters in video games have clothing that exposed more skin than the male characters. The research also found out that the female characters appearing in gaming most likely wear low-cut clothing. About half of the female characters have bare arms and legs with big busted figure. * In essence, these female characters in video games were portrayed in a stereotypical way in which they were exaggerated by sexy attire. That leads to the exclusion of female players in video game industry.Although the number of game designed for female gamers is increasing slowly, it is crucial for both consumers and game makers to make the video games more engaging for both sexes either by changing the content of the game or by expanding the choice of games. They should be designed in a way that they are attractive for both male and female players. Finally, the last ethical issue I want to talk about is the addiction of engaging video games. Some people spent immense amount of time playing video games and caused them to lose valuable time participating in activities which are more beneficial for them.However, video games could be considered as one of social activities because friends, siblings, and other relatives can play with it. Bibliography (not yet in proper MLA format, I will work on in for the final paper) http://evvy09. hubpages. com/hub/Video-Games-Have-Changed-the-World http://www. ethicapublishing. com/ethical/3CH12. pdf https://www. msu. edu/~pengwei/Mou%26Peng_gender%20and%20racial%20stereotype. pdf http://news. bbc. co. uk/2/hi/science/nature/1295920. stm

Land Reclamation

Notable examples in the West include large parts of the Netherlands, parts of New Orleans(which is partially built on land that was once swamp); much of San Francisco's waterfront has been reclaimed from the San Francisco Bay; Mexico City(which is situated at the former site of Lake Texcoco); Helsinki (of which the major part of the city center is built on reclaimed land); the Cape Townforeshore; the Chicago shoreline; the Manila Bay shoreline; Back Bay, Boston, Massachusetts; Battery Park City, Manhattan; Liberty State Park, Jersey City; the port of Zeebrugge in Belgium; the southwestern residential area in Brest, Belarus, the polders of the Netherlands; and the Toronto Islands, Leslie Street Spit, and the waterfront in Toronto.In the Far East, Japan, the southern Chinese cities of Hong Kong, Shenzhen and Macau, the Philippine capitalManila, and the city-state of Singapore, where land is in short supply, are also famous for their efforts on land reclamation. One of the earliest and famous project was the Praya Reclamation Scheme, which added 50 to 60 acres (240,000 m2) of land in 1890 during the second phase of construction. It was one of the most ambitious projects ever taken during the Colonial Hong Kong era. 1] Some 20% of land in the Tokyo Bay area has been reclaimed.Monaco and the British territory of Gibraltar are also expanding due to land reclamation. The city of Rio de Janeiro was largely built on reclaimed land. Artificial islands are an example of land reclamation. Creating an artificial island is an expensive and risky undertaking. It is often considered in places that are densely populated and flat land is scarce. Kansai International Airport (in Osaka) and Hong Kong International Airport are examples where this process was deemed necessary. The Palm Islands, The World and hotel Burj al-Arab offDubai in the United Arab Emirates are other examples of artificial islands.

Find the Inflection Points for the Normal Distribution

Find the Inflection Points for the Normal Distribution One thing that is great about mathematics is the way that seemingly unrelated areas of the subject come together in surprising ways. One instance of this is the application of an idea from calculus to the bell curve. A tool in calculus known as the derivative is used to answer the following question. Where are the inflection points on the graph of the probability density function for the normal distribution? Inflection Points Curves have a variety of features that can be classified and categorized. One item pertaining to curves that we can consider is whether the graph of a function is increasing or decreasing. Another feature pertains to something known as concavity. This can roughly be thought of as the direction that a portion of the curve faces. More formally concavity is the direction of curvature. A portion of a curve is said to be concave up if it is shaped like the letter U. A portion of a curve is concave down if it is shaped like the following ∠©. It is easy to remember what this looks like if we think about a cave opening either upward for concave up or downwards for concave down. An inflection point is where a curve changes concavity. In other words it is a point where a curve goes from concave up to concave down, or vice versa. Second Derivatives In calculus the derivative is a tool that is used in a variety of ways. While the most well-known use of the derivative is to determine the slope of a line tangent to a curve at a given point, there are other applications. One of these applications has to do with finding inflection points of the graph of a function. If the graph of y f( x ) has an inflection point at x a, then the second derivative of f evaluated at a is zero. We write this in mathematical notation as f’’( a ) 0. If the second derivative of a function is zero at a point, this does not automatically imply that we have found an inflection point. However, we can look for potential inflection points by seeing where the second derivative is zero. We will use this method to determine the location of the inflection points of the normal distribution. Inflection Points of the Bell Curve A random variable that is normally distributed with mean ÃŽ ¼ and standard deviation of ÏÆ' has a probability density function of f( x ) 1/ (ÏÆ' √(2 Ï€) )exp[-(x - ÃŽ ¼)2/(2ÏÆ'2)]. Here we use the notation exp[y] ey, where e is the mathematical constant approximated by 2.71828. The first derivative of this probability density function is found by knowing the derivative for ex and applying the chain rule. f’ (x ) -(x - ÃŽ ¼)/ (ÏÆ'3 √(2 Ï€) )exp[-(x -ÃŽ ¼) 2/(2ÏÆ'2)] -(x - ÃŽ ¼) f( x )/ÏÆ'2. We now calculate the second derivative of this probability density function. We use the product rule to see that: f’’( x ) - f( x )/ÏÆ'2 - (x - ÃŽ ¼) f’( x )/ÏÆ'2 Simplifying this expression we have f’’( x ) - f( x )/ÏÆ'2 (x - ÃŽ ¼)2 f( x )/(ÏÆ'4) Now set this expression equal to zero and solve for x. Since f( x ) is a nonzero function we may divide both sides of the equation by this function. 0 - 1/ÏÆ'2 (x - ÃŽ ¼)2 /ÏÆ'4 To eliminate the fractions we may multiply both sides by ÏÆ'4 0 - ÏÆ'2 (x - ÃŽ ¼)2 We are now nearly at our goal. To solve for x we see that ÏÆ'2 (x - ÃŽ ¼)2 By taking a square root of both sides (and remembering to take both the positive and negative values of the root  ±ÃÆ' x - ÃŽ ¼ From this it is easy to see that the inflection points occur where x ÃŽ ¼  ± ÏÆ'. In other words the inflection points are located one standard deviation above the mean and one standard deviation below the mean.

Keep Struggling Students Working with These Strategies

Keep Struggling Students Working with These Strategies As a teacher, there is nothing more challenging than trying to help out a struggling student. It can become quite difficult and oftentimes you are left feeling helpless, especially when everything that you have tried doesnt seem to work. Sometimes, it may seem like the easiest thing to do is to just give the student the answer and be done with it, you do have about twenty other kids to attend to after all. However, this is not the answer. All of your students need you to give them the tools to persevere. Here are the top 10 teaching strategies to help your struggling students keep on going. Teach Students Perseverance In order to succeed in anything in life, you have to work hard. Students who are struggling in school have never been taught that when the going gets tough that they have to push through it and keep on trying until they get it. Try writing down some motivating quotes and tips on how students can persevere and hang them in the classroom for everyone to see. Do Not Give Your Students the Answer Resist the urge to give your students the answer. While this may seem like the easiest thing to it, it is not the smartest. You are the teacher and it is your job to give your students the tools they need to succeed. If you just give them the answer how are you teaching them to do it on their own? The next time you want to save time and just give your struggling student the answer, remember to give them the tool to do it on their own. Give Children Time to Think The next time that you ask a student to give you an answer try waiting an extra few minutes and see what happens. Studies have shown that teachers only wait about 1.5 seconds between when they ask a student a question, and when they ask a student to answer. If only the student would have more time, would they be able to come up with an answer? Do Not Take I Dont Know for an Answer How many times have you heard the words I dont know since you started teaching? Besides giving students more time to think, also make them come up with an answer. Then have them explain how they came to get their answer. If all the children know that it is a requirement in your classroom to come up with an answer, then you will never have to hear those dreaded words again. Give Students a Cheat Sheet Often times, struggling students have a difficult time remembering what is expected of them. To help them with this, try giving them a cheat sheet. Have them write down the directions on a sticky note and place it on their desks, or make sure to always write everything down on the board for the students who constantly need a reference. Not only will this help the students, but it will also deter a lot of them from raising their hands and asking what they have to do next. Teach Time Management Many students have a hard time with time management. This is usually because managing their time seems overwhelming, or simply because they have never been taught the skill. Try helping students with their time management skills by having them write down their daily schedule and how much time they think it takes them for each item that they listed. Then, go over their schedule with them and discuss how much time should really be spent on each task. This activity will help the student understand how managing their time is essential in order for them to succeed in school. Be Encouraging Most of the time students that struggle in the classroom, struggle because they have no confidence in themselves. Be encouraging and always tell the student that you know they can do it. Your constant encouragement may be all they need to persevere. Teach Students to Move On When a child gets stuck on a problem or a question, their first reaction is usually to raise their hand and ask for help. While this is an okay thing to do, it should not be their first thing to do. Their first reaction should be to try and figure it out on their own, then their second thought should be to ask a neighbor, and their final thought should be to raise their hand and ask the teacher. The problem is, you have to teach the students to do this and make it a requirement that they follow. For example, if a student is stuck on a word when reading, have them use the word attack strategy where they look at the picture for help, try to stretch the word out or chunk it, or skip the word and come back to it. Students need to use the tool of moving on and trying to figure it out themselves before asking for help from the teacher. Promote Cognitive Thinking Encourage students to use their thinking caps. This means that when you ask them a question, they should really take the time to think about their answer. This also means that you as the teacher need to come up with some innovative questions that really make the students think. Teach Students to Slow Down Teach students to take it one task at a time. Sometimes students will find it easier to complete the task when they break it apart into smaller, simplest tasks. Once they complete the first part of the task then they can move on to the next part of the assignment, and so on. By taking it one task at a time students will find that they will struggle less.

Literature Review on War Correspondence Essay Example | Topics and Well Written Essays - 2000 words

Literature Review on War Correspondence - Essay Example This is due to the agendas, styles and topics of news that female correspondents demonstrate; this is referred to by many scholars as ‘feminine’ news (Chambers et al, 2004: 2). Chambers et al (2004: 2) indicate that women’s reports â€Å"adopted a human-interest approach and were labelled as having a women’s angle†. Nevertheless, Akers (1988: 2) argued that male and female reporters write similar stories. Male correspondents also wrote ‘human interest’ stories. In the field of broadcasting, a growing number of women are being sent to war zones to cover conflicts so as to highlight the â€Å"drama of reporting in a market-driven profession† (Chambers et al, 2004: 197). For example, in 2011 Lara Logan was sexually assaulted in Cairo by violent mobs when she was conducting a live interview in front of the camera. Logan commented: â€Å"I was more afraid of being raped than shot† (quoted in Eagar, 2011). Manyon (2001: 16) sugge sts that the physical charms of Lara Logan are to her advantage, but these physical features would not help her when reporting in a war zone; professional skills (self-protection and journalistic skills) are the key advantages when doing reporting during a war. Therefore, there are some differences between female and male correspondents in terms of news writing style, gathering news and also in physiology in a war zone. The aim of the research is to investigate the difference of news writing styles (content) and news gathering between female and male war correspondents to do with war coverage. I will also explore the advantages and disadvantages of female correspondents on news writing and gathering news in war zones. I will explore the benefits and drawbacks of the female war correspondents so as to give a clear view for female correspondents to maximize their goodness and minimize their abuse and create higher quality reporting on war coverage. I will also make contributions for n ews agencies to hunt the appropriate journalists in a suitable place. Moreover, this also helps to the public to pay more attention to female war correspondents. In addition, the research is going to study the efforts of the media. Gender aspects play an important role in journalism studies, no matter whether from a positive or negative perspective. 2.2 Significance   Journalism should always be faithful and objective  when expressing the nature of delicate matters. However, can journalists and news editors really conduct news editing without becoming emotionally involved? Everyone has a different writing style that is unique to them. News writing by nature is very personalized. Journalism writing is related to character, race and gender factors. This research believes that journalism has been combined with ideology. Nowadays, post-modern feminists claim that women and men should be seen equally in all aspects of society. They that believe woman can take all kinds of responsibil ities that were usually taken by men. They also claim that the payment for work shall be same between men and women. However, in journalism there are some differences between men and women, particularly in news writing and news gathering procedures. This research retorts the viewpoint of the average post-modern female. For the literature review, I will give a brief introduction and background about the topic in general. Secondly, I will give a critical