Explain why United States based media conglomerates are so successful Essay

Explain why United States based media conglomerates are so successful on the world media markets - Essay Example Yet, the synthesis between the local and the global in content has become the order of the day as it is successfully adopted and implemented by the United States based media conglomerates. Since media plays a vital role in the cultural lives of millions of people and the fact that media sector is by and large controlled by American interests, there have been arguments in favour of the idea ‘cultural imperialism’. Although the central postulate of cultural imperialism thesis remains valid due to the lopsidedness in the global media market, the so-called cultural imperialism through the American cultural products cannot be seen as one sided as the theorists of cultural imperialism perspective understood it to be. In the light of the recent developments taking place in the media sector, especially the regional media in the developing countries and the changes bought by the new media technologies, this paper intends to examine the case of United States based media conglomerates and their role in what is happening around us. The core concern of the essay is to examine what is remaining relevant with the arguments and concerns regarding American media supremacy and the criticisms provided by the contesting theoretical doctrines from the vantage point of the tremendous transformations occurring with the global media conditions from the very beginning of twenty first century. The term global media denotes the collective of big media players and multinationals working in the integrated global media environment. They spread around the globe and significant share of the national markets and have the ability to pace up the opening up of new markets or even invent emergent markets. However, both global and local media organisations represent the characteristics of each other. Thussu (2007) has asserted that the development of

The school website Essay Example for Free

The school website Essay Cncs: The school website is very basic, although it explains the variety amounts of information for parents and students, for example year 11 students can access there exam timetable on the side of the home page. While parents can browse through the calendar accessible on the website to identify important dates for their children. Varndean: The difference in how the icons are used, for Varndean they used more efficiently as in comparison to Cardinal Newman, the icons are not located down the side of the page but rather just as the top and are put into one icon called â€Å"School†. When there is an organised system to state what type of information hovered over shows can be accessed. On the front page they also show visual aid of the school and how students are taught, assessed and the opinions from students themselves. Logo Cncs: The logo for cardinal Newman links towards the school being catholic, this is shown as the logo is a cross representing a Christian symbol. The cross is very basic as it’s a black cross, which represents the religion that the school follows. Varndean: The design of the logo is 4 dolphins in cooperated into 1 which represents the 4 houses that, the design is very beautiful due to the colours used for each dolphin working well together as a logo. Don’t understand why the logo is a dolphin, I don’t see the link between the logo and the school – no link towards the sea, only connection is the 4 houses Letter Cncs: Letter from cardinal Newman states that’s students enrolled into he school will have to participate must perform in classes in order to gain marks to receive the best results at the end of the academic year, Further down the page, it states if students needed any support through courses, they will have to have a meeting with their teachers stating their problems and ask for extra lessons when needed in order for students to either catch up or cope with lessons. Letter presented formally towards parents of teachers who are concerned for their children coping with their students learning. Shows appropriate language for both student and teachers – understand what needs to be improved and what parents can do to help. Vardean: Language mainly formal in presentation of the letter as its  associated towards parents, however some parts are informal as they are targeted for the students to understand the different activities students can take part in as the who message is about enrichment day for students. It also states in the letter how much the activities will cost while stating the variety of activities students can enjoy. The letter is very easy to read – main points re listed to parents and students. Information’s not piled up onto letter – doesn’t bore reader. School prospectus Cncs: Cardinal Newman’s prospectus is more mature for students and parents, illustrating pictures of the daily lives the school students take part in, creating an idea of who the school is run and what new students will discover. Information laid out and organised – clearing sub =headings for text. The background is white in order for text to be easier to read as writing is size 11. The prospectus has 24 pages, gives more detail about the school. Varndean: prospectus is too childish, the colour scheme for each page is different and there is no consistency in presentation. Different blends of colours makes texts harder to read. Only a few amount of pictures – not enough visual images about the school. Audience students and parents. Parts of the prospectus states what the children who want to eb part of the school will discover when being in the school. Imformation presented in an imfromal way so its understandable for students. They don’t have huge junks of infmation as they get straight to the point.

Comparing Sexuality in Greys Riders of the Purple Sage and Doctorows

Sexuality of the Frontierswoman in Grey's Riders of the Purple Sage and Doctorow's Welcome to Hard Times The presentation of femininity in Doctorow's Welcome to Hard Times is a strong departure from the heroine of Zane Grey's Riders of the Purple Sage. Through the metaphor of the gun as the embodiment of masculinity, both authors closely examine the complexities of the sexualized relationship of a frontierswoman to the men of her society. Doctorow mirrors the tensions present in Grey's novel though Molly acts as an extraordinarily different vision of what the West required of a woman than Jane Withersteen. Both novels reach a sexual climax as the heroine engages the men of her society in a violent action of blood and birth. Though it is a more desolate and harsh portrayal of a woman's station, Doctorow places Molly in a similar situation as the victim of her society to the more traditional Riders of the Purple Sage. While Jane Withersteen is certainly not subjected to violence in the same way that the Bad Man from Bodie raped, beat and nearly killed Molly, Jane is still victimized by her community. Doctorow's portrayal of the conflict is abstracted in ways that Grey's is not. In choosing to call Turner "The Bad Man from Bodie" for the majority of the novel, Doctorow makes him more an abstract notion of violence rather than the more human figure of jealousy Mormon Elder, Tull. However, in spite of the abstractness in Doctorow's characterization, Jane is presented as an outsider in her community and is offered up as a sacrifice to the peace, much in the same way that Blue exhorts Molly to reenter Avery's saloon. From this communal point of victimization, however, Doctorow departs from the gender conventions es... ... Pass. The falling rubble acts as the hymen restored, preserving Jane and Lassiter and Fay inside the womb, inside Eden. Thus, both novels examine the highly sexual tensions between the predominate female figures and the idea of masculinity as encapsulated by the gun, or more abstractly a weapon. Doctorow, though the tensions parallel Grey's, counters the older work on nearly every point, finally culminating in a recognition of the horror that frontier society creates. Much like the action of his novel, Grey retreats into a more idyllic vision of the West. However, he does admit the complexity of the gendered roles in the Western, though not to the extent that Doctorow casts the action in an Oedipal drama. Works Cited Doctorow, E. L. Welcome to Hard Times. New York: Penguin, 1998. Grey, Zane. Riders of the Purple Sage. New York: Penguin, 1990.

New York and Nebraska

In this world no two places can be considered to be same. All the places have a certain amount of distinctness, a certain flavor and a very dominant persona. If we consider two places, New York and Nebraska, there are a lot of similarities and contrasts, as they are the states of a same country, i.e. United States of America. Both the states have discrete histories but have common grounds on the basis of European Settlers. Nebraska became officially part of United States of America only in 1812 after Missouri Treaty bill.   New York on the other hand was dominant by the point of British and it was an important place in terms of the revolution for Independence.Comparisons between New York and NebraskaNew York and Nebraska are both large states of America and have lot of importance to the country. Both the states being large on their own are blessed on natural terms. On the whole the two states have similarities on the basis of its large parks and greenery. Also both the states are b lessed with the amount of voluminous rivers flowing through them. Nebraska and New York have a very good base in agriculture and have large share of their economy dependent on agricultural products. On a religious point of view too, both the states comprising have similarities in terms that both have a maximum population of Christians than any other religions. The states also are very rich in its heritage and culture and the no. of museums both have are outstanding, as both the states have a view of protecting and highlighting their culture.Contrasts between New York and NebraskaFirstly the climate of both the states is very different, and their discreetness is so high that the state of Nebraska has in fact two climates in its region. The state is grossly divided between a humid climate and a steppe climate. Also the effect of Global warming though being everywhere in the world is marginally higher in Nebraska compared to New York. This is assessed by the following:‘Nebraska i s home to an incredible diversity of native wildlife species, including 346 birds, 83 mammals, 87fish, 47 reptiles and 13 amphibians. Rising temperatures in the state will likely change the makeup of entire ecosystems, forcing wildlife to shift their ranges or adapt. Global warming could contribute to a 20-50 percent decline in forested area, particularly in eastern Nebraska, where grasslands and savanna could replace forests and woodlands’.(Courtesy: Myra Wilensky, â€Å"Global warming and Nebraska†. Retrieved on May 4, 2008 from http://www.nwf.org/globalwarming/pdfs/Nebraska.pdf#search=%22%22global%20warming%22%2C%20Nebraska%22)Both the states have a massive difference in the terms of economy as the state of New York is one of the key finance providers of the nation compared to Nebraska. One of the major contrasting feature of the two states politically is Nebraska is a religious Republican follower while the state of New York is avidly a Democratic supporter.Conclus ionBoth the states have their own theories of running the economy and are well blessed with flora and fauna. The comparison between the two states assesses the fact that how much ever two places might be distinct or similar, both of them are unique in their own way.Reference:1)  Ã‚  Ã‚  Ã‚  Ã‚   Myra Wilensky, â€Å"Global warming and Nebraska†. http://www.nwf.org/globalwarming/pdfs/Nebraska.pdf#search=%22%22global%20warming%22%2C%20Nebraska%22 New York and Nebraska In this world no two places can be considered to be same. All the places have a certain amount of distinctness, a certain flavor and a very dominant persona. If we consider two places, New York and Nebraska, there are a lot of similarities and contrasts, as they are the states of a same country, i.e. United States of America. Both the states have discrete histories but have common grounds on the basis of European Settlers. Nebraska became officially part of United States of America only in 1812 after Missouri Treaty bill.   New York on the other hand was dominant by the point of British and it was an important place in terms of the revolution for Independence.Comparisons between New York and NebraskaNew York and Nebraska are both large states of America and have lot of importance to the country. Both the states being large on their own are blessed on natural terms. On the whole the two states have similarities on the basis of its large parks and greenery. Also both the states are b lessed with the amount of voluminous rivers flowing through them. Nebraska and New York have a very good base in agriculture and have large share of their economy dependent on agricultural products. On a religious point of view too, both the states comprising have similarities in terms that both have a maximum population of Christians than any other religions. The states also are very rich in its heritage and culture and the no. of museums both have are outstanding, as both the states have a view of protecting and highlighting their culture.Contrasts between New York and NebraskaFirstly the climate of both the states is very different, and their discreetness is so high that the state of Nebraska has in fact two climates in its region. The state is grossly divided between a humid climate and a steppe climate. Also the effect of Global warming though being everywhere in the world is marginally higher in Nebraska compared to New York. This is assessed by the following:‘Nebraska i s home to an incredible diversity of native wildlife species, including 346 birds, 83 mammals, 87fish, 47 reptiles and 13 amphibians. Rising temperatures in the state will likely change the makeup of entire ecosystems, forcing wildlife to shift their ranges or adapt. Global warming could contribute to a 20-50 percent decline in forested area, particularly in eastern Nebraska, where grasslands and savanna could replace forests and woodlands’.(Courtesy: Myra Wilensky, â€Å"Global warming and Nebraska†. Retrieved on May 4, 2008 from http://www.nwf.org/globalwarming/pdfs/Nebraska.pdf#search=%22%22global%20warming%22%2C%20Nebraska%22)Both the states have a massive difference in the terms of economy as the state of New York is one of the key finance providers of the nation compared to Nebraska. One of the major contrasting feature of the two states politically is Nebraska is a religious Republican follower while the state of New York is avidly a Democratic supporter.Conclus ionBoth the states have their own theories of running the economy and are well blessed with flora and fauna. The comparison between the two states assesses the fact that how much ever two places might be distinct or similar, both of them are unique in their own way.Reference:1)  Ã‚  Ã‚  Ã‚  Ã‚   Myra Wilensky, â€Å"Global warming and Nebraska†. http://www.nwf.org/globalwarming/pdfs/Nebraska.pdf#search=%22%22global%20warming%22%2C%20Nebraska%22

Essay Teachers and Weapons in School Essay

Abstract In this paper, I will explore the controversial question of whether teachers should be allowed or required to carry weapons on school campuses. The question of whether the topic should be entertained has come up time and again after tragedies occur, the timeline of which will be summarized herein. The recent tragedy at Sandy Hook Elementary School in Newtown, Connecticut, that devastated the nation on December 14, 2012, has wrenched this debate crudely back into the spotlight. I will investigate different types of protective instruments that could possibly be used, as well as what types are used in schools that have such regulations. I will delve into the reasoning behind states that have implemented laws that allow teachers to carry guns in school and/or at school events. Included within are excerpts from this writer’s first-person interview conducted with Maria Otero-Ball, a kindergarten teacher in Albuquerque, New Mexico. As a teacher of children the same age as those involved in the Newtown tragedy, Mrs. Otero-Ball offers a first-hand view on the changes that she and the school have made following the tragedy, as well as her views on the practicality of weapons in the school. My goals in preparing this paper are to expand my thoughts on the subject, peruse the thoughts of others, and explore the statistics to provide a better overall understanding of the subject matter to myself and to my readers. During the research process, I found that a compromise on the types of weapons teachers should be allowed to carry would be the best option from my point of view. Keywords: teachers, weapons, school, tragedy, children Screams of terror, cries of anguish, tears of sorrow, heartbreaking agony; the nation bore witness to all of these and more as the first responders struggled to make sense of the scene that unfolded at Sandy Hook Elementary School on that fateful day of December 14th, 2012 in Newtown, Connecticut (Ardillas, 2012). Many families had their hearts torn apart during the rampage of that lone gunman as he unleashed his rage on teachers and young students who were just beginning their life’s journey. Amidst the suffering and the grieving for the departed, the question was once again raised: Should the teachers charged with protecting our children be equipped with weapons to allow them to do so in a scene of horror such as this? But I don’t think the questions should end there. More importantly, would arming teachers be safe for the children and the teachers? Are there other options that may be more appropriate that should be considered? Allowing teachers to carry weapons could go a long way towards making our schools more secure, but realistically non-lethal weapons would be the safer, more manageable solution in making our schools the haven the community deserves them to be. The tragedy at Sandy Hook Elementary, though undeniably one of the most horrendous of its kind and categorically the most recent of such magnitude, is preceded by numerous similar incidents throughout the United States over the years recorded as far back as 1927. On May 18th of this year, a farmer named Andrew Kehoe set off two explosions at Bath Consolidated Schoolhouse in Bath, Michigan, killing himself, six adults and 38 children. In Houston, Texas on September 15th, 1959, convict Paul Orgeron exploded a suitcase of dynamite on a playground at Edgar Allen Poe Elementary killing himself, two adults and three children. On October 5th, 1966, 15-year-old David Black injured another student before killing teacher, Forrest Willey, at Grand Rapids High School in Grand Rapids, Michigan. On November 12th, 1966, in Mesa, Arizona, 18-year-old student, Robert Smith, killed five people at a local beauty college. In Olean, New York, at Olean High School on December 30th, 1974, honors student Anthony Barbaro killed a school janitor and two innocent bystanders and then killed himself while awaiting trial. 16-year-old Stephen Goods was hit and killed by a stray bullet fired during a fight between two schoolmates on March 18th, 1975, at Sumner High School in St. Louis, Missouri. In 1978 on February 22nd, 15-year-old Roger Needham killed another student who had bullied him at Everett High School in Lansing, Michigan. During class on May 18th, 1978, at Murchison Junior High School in Austin, Texas, 13-year-old John Christian shot and killed his English teacher Wilbur Grayson. In San Diego, California, on January 29th, 1979, at Grover Cleveland Elementary, 16-year-old Brenda Spencer opened fire on a school across from her home, killing the principal and janitor. (CNN U. S. , 2012) In the 80’s, violent episodes in schools increased to nearly one incident per year beginning with 17-year-old Pat Lizzotte shooting and  killing her teacher Clarence Piggott during class at Valley High School in Las Vegas, Nevada, on March 19th, 1982. On January 20th, 1983, an unnamed student shot and killed another student before turning the gun on himself. On February 24th, 1984, at 49th Street School in Los Angeles, California, sniper Tyrone Mitchell began firing on children on the playground, killing one, injuring 11 and later taking his own life. In Goddard, Kansas, at Goddard Junior High on January 21st, 1985, 14-year-old James Kearbey shot and killed Principal Jim McGee. David and Doris Young, a couple in their 40’s, took over Cokeville Elementary School with a bomb, holding 150 children and adults hostage and demanding $300 million in ransom in Cokeville, Washington, on May 16th, 1986. The bomb accidentally detonated causing a fire during which 74 people were injured and David Young shot his wife and then himself. The same year on December 6th, 14-year-old Kristofer Hans shot and killed his substitute teacher, Henrietta Smith, at Fergus High School in Lewistown, Montana. In Dekalb, Missouri, at Dekalb High School on March 2nd, 1987, 12-year-old Nathan Faris shot 13-year-old Timothy Perrin and then took his own life. February 11th, 1988, Pinellas Park High School, Largo, Florida; two 15-year-olds with stolen weapons, Jason McCoy and Jason Harless, shot and killed Asst. Principal Richard Allen. At Hubbard Woods Elementary School in Winnetka, Illinois, on May 20th, 1988, 30-year-old Laurie Dann killed an 8-year-old boy and injured six other people before taking her own life. Copying the Winnetka, Illinois murder, 19-year-old James Wilson killed 8-year-olds Tequila Thomas and Shequila Bradley in the school cafeteria of Oakland Elementary School in Greenwood, South Carolina on September 26th, 1988. The worst year for school killings yet, 1988 comes to a close with the fourth incident on December 16th at Atlantic Shores Christian School in Virginia Beach, Virginia, during which 16-year-old Nicholas Elliott shot and killed teacher Karen Farley. Concluding the decade’s violence, a brief month later on January 17th, 1989, 24-year-old drifter Patrick Purdy used an AK-47 to kill five children on a playground at Cleveland Elementary School in Stockton, California before killing himself. (CNN U. S. , 2012) The momentum from the latter part of the 80’s decade did not lose velocity as the 90’s moved forward with a manifold of violent incidents every year succeeding the first episode on November 25th, 1991 at Thomas Jefferson High School in Brooklyn, New York, when 14-year-old Jason. Bently shot a gun during an argument with two other teens, the stray bullet killing a 16-year-old student who was not even involved in the altercation. Thomas Jefferson High School was revisited by the sickness on February 26th, 1992, as 15-year-old Kahlil Sumpter shot and killed two other students. On May 1st, 1992, at Lindhurst High School in Olivehurst, California, 20-year-old dropout Eric Houston returned to school to kill a former teacher and three students. Without ado, 1993 started off with a bang on January 18th when 17-year-old Scott Pennington shot and killed a teacher and a custodian at East Carter High School in Grayson, Kentucky. Three months later on April 12th, 16-year-old Jason Robinson was stabbed to death in his Social Studies class by three teenage attackers at Dartmouth High School in Dartmouth, Massachusetts. Only 3 days had passed when, on April 15th, 44-year-old David Taber invaded Ford Middle School in Acushnet, Massachusetts, taking three hostages and later killing school nurse Carol Day. Pennsburg, Pennsylvania suffered a visit from the beast on May 24th, 1993, as 15-year-old Jason Smith, a student of Upper Perkiomen High School, killed another student who had bullied him. The fifth assault of 1993 ensued on December 21st at Wauwatosa West High School in Wauwatosa, Wisconsin when 21-year-old former student Leonard McDowell returned to his high school killing Asst. Principal Dale Breitlow. February 1994 did not start off well at Valley View Jr. High School in Simi Valley, California; on the 1st day of the month, 13-year-old Philip Hernandez stabbed a 14-year-old student to death in the hallway. April 12th of the same year was no better in Butte, Montana, when 10-year-old Jason Osmanson shot and killed an 11-year-old classmate on the playground. The ominous cloud passed over Wickliffe Middle School in Wickliffe, Ohio, on November 7th, 1994, as 37-year-old drifter Keith Ledeger shot and killed school custodian Peter Christopher and injured three others. On October 12th, 1995, at Blackville-Hilda High School of Blackville, South Carolina, 15-year-old Toby Sincino killed a teacher and then himself. The 15th of November, 1995, 17-year-old Jaime Rouse killed a business teacher and a 16-year-old student at Richland High School in Lynnville, Tennessee. At Winston Education Center in Washington, DC, 14-year-old Damion Blocker encountered two masked gunmen in the stairwell where he was shot and killed by 16-year-old Darrick Evans on January 19th, 1996. In Moses Lake, Washington, at Frontier Jr. High School on February 2nd, 1996, 14-year-old Barry Loukaitis killed two students and a teacher with a rifle. 1997 saw three violent incidents on February 19th in Alaska, October 1st in Mississippi, and December 1st Kentucky with a combined death toll of 8, including a parent, a principal, and six students. Three episodes in 1998 in Arkansas on March 24th, Pennsylvania on April 24th, and Oregon on May 21st claimed the lives of 10 more. Littleton, Colorado was devastated on April 21st, 1999, when 18-year-old Eric Harris and 17-year-old Dylan Klebold murdered 12 students and one teacher before committing suicide in the library of Columbine High School. The final wreckage of 1999 came to pass on November 19th at Deming Middle School in Deming, New Mexico when 12-year-old Victor Cordova shot and killed a 13-year-old classmate. (CNN U. S., 2012). The first scene of 2000 unfurled with the youngest offender to date, a 6-year-old boy, who shot and killed a 6-year-old girl at Buell Elementary in Mt. Morris Township, Michigan on February 29th. On May 26th of the same year in Lake Worth, Florida, 13-year-old Nathaniel Brazill returned to school after being sent home for misbehaving to shoot and kill his teacher, Barry Grunow, at Lake Worth Community Middle School. At Santana High School in Santee, California, on March 5th, 2001, 15-year-old Charles â€Å"Andy† Williams killed two classmates and injured 13. The last upset until 2003 transpired on December 5th, 2001, at Springfield High in Springfield, Massachusetts when troubled teen Corey Ramos stabbed Reverend Theodore Brown, a counselor at the school, to death. 2003 saw two tragedies on April 24th at Red Lion Area Jr. High School in Red Lion, Pennsylvania when 14-year-old James Sheets shot his principal, Eugene Segro, and then himself, and on September 24th in Cold Spring, Minnesota, at Rocori High School, where 15-year-old Jason McLaughlin killed one student and critically injured another who died in October. The sole incident in 2004 struck on February 3rd at Southwood Middle School in Palmetto Bay, Florida, involving 14-year-old Michael Hernandez who slashed the throat of 14-year-old Jaime Rodrigo Gough. 16-year-old Jeff Weise perpetrated a multiple murder in Red Lake, Minnesota, beginning with the murder of his grandfather and another adult followed by killing four fellow students at Red Lake High School, a teacher, a security guard and finally himself on March 21st, 2005. In Jacksboro, Tennessee, Campbell County Comprehensive High School felt the sting of madness on November 8th, 2005, as a 15-year-old student opened fire on a principal and  two assistant principals, killing one and critically wounding another. Three vicious episodes rocked 2006: two dead in a Colorado high school shooting on September 27th, one dead in a high school shooting in Wisconsin on September 29th, and six dead, six wounded in a Pennsylvania Amish school on October 2nd. The singular attack in 2007 befell Henry Foss High School of Tacoma, Washington on January 3rd, culminating with 18-year-old Douglas Chantabouly fatally shooting 17-year-old Samnang Kok. 2008’s lone incident was a shooting at Central High School in Knoxville, Tennessee, leaving one dead. 2009 witnessed three brutalities in rapid succession commencing on September 15th at a Florida high school leaving one fatally stabbed, shadowed on September 23rd at a Texas high school where a teacher was stabbed and killed and the closing fatality on October 16th at a South Carolina high school where a police officer shot and killed a student after the student had stabbed the officer. One confrontation on February 5th, 2010, at an Alabama middle school resulted in a 14-year-old with a fatal shot to the head and a conflict on January 5th, 2011, at a Nebraska high school bringing about the death of a vice principal and the suicide of the shooter. Prior to the Sandy Hook horror in December of 2012, an attack occurred on February 27th at Chardon High School in Chardon, Ohio, killing three and wounding four others (Timeline: School violence in the US, CNN U.S. , 2012). 2013 has already suffered the first school assault at Taft High School in Taft, California leaving one student in a coma and fighting for his life (Simmons, 2012). Following the Newtown tragedy of Sandy Hook, several state lawmakers have begun the process of introducing legislation to allow teachers to bear arms. These states include Florida, Minnesota, Oklahoma, Oregon, South Dakota and Tennessee. Oklahoma State Representative Mark McCullough is quoted as saying: We cannot continue to be shackled by politically correct, reflexive, anti-gun sentiment in the face of the obvious — our schools are soft targets. It is incredibly irresponsible to leave our schools undefended — to allow mad men to kill dozens of innocents when we have a very simple solution available to us to prevent it. I’ve been considering this proposal for a long time. In light of the savagery on display in Connecticut, I believe it’s an idea whose time has come. (Celock, 2012, para. 3) While these states are only beginning their journey to allow teachers to bear arms, there are places where such laws already exist. In Indiana, state law makes schools â€Å"gun-free zones†, but exempts employees or others authorized by a school â€Å"to act as a security guard, perform or participate in a school function, or participate in any other activity authorized by a school† (Wilson, 2012, para. 2). Harrold, a small Texas town, allows teachers and school officials to carry concealed weapons on school grounds. This was unanimously voted upon by the school board in 2007, requiring only that any school employee who plans to carry a weapon obtain first a state concealed-weapons permit, and then be approved by the school board to carry concealed weapons on campus. (Brown, 2012) While allowing teachers to carry guns may seem an obvious solution to many, there are those who favor other approaches to making our schools safer. Maria Otero-Ball is a kindergarten teacher in my hometown of Albuquerque, New Mexico. Being a teacher of five and six year-old students, the Sandy Hook Elementary School tragedy struck a very personal chord with Mrs. Otero-Ball. Following the horrific event, Mrs. Otero-Ball made the changes that she was able to on her own to make her classroom safer; she cleared out her supply closet to enable her to hide students in such an event, put in place a classroom emergency procedure for use in conjunction with the school’s emergency procedure and she now runs a drill at least weekly to ensure her students know what to do in case of an attack such as the one in Newtown, Connecticut. Even so, she knows that these are small changes whose chances of effectiveness are uncertain at best. Mrs. Otero-Ball has another idea that she will be proposing in the next school board meeting. Her idea is for teachers to be issued and trained on non-lethal weapons such as stun guns, tasers, tranquilizer darts, and/or pepper spray. Mrs. Otero-Ball’s stance is, â€Å"I believe that we [the teachers] would have a much better chance of immobilizing a perpetrator if armed with something like this [stun guns, tasers, tranquilizer darts, and/or pepper spray]. † (Interview: Maria Otero-Ball, 2012) Non-lethal weapons are intended to cause pain and/or physically disable an adversary with a minimal risk of serious or permanent injury. The available types of non-lethal weapons include pepper spray, which comes in a compact cylinder and emits a pepper based, oleo resin spray that has the ability to incapacitate an attacker regardless of size and/or strength. Pepper spray is most effective in close range encounters and do not require accurate aim nor much training. Pepper spray is widely used by the general public and would not require legislation  to be allowed in schools. Tasers are one of the more painful non-lethal weapons and work by shooting small electrodes which penetrate the attackers clothing and skin. These electrodes are connected to a wire which conducts a strong electrical current and incapacitates offenders for up to 10 minutes. Tasers are good for distance use and the incapacitation time of the offender would allow time for the victims to take control of the situation, remove themselves to a safer location and contact law enforcement. Stun guns work on the same basic premise as tasers, but are a hand held, close range weapon. Stun guns could be very effective if one was able to surprise the victim from behind and take them down with a shock to the back of the neck. Both tasers and stun guns would require more training for use as well as for safety of the handler. One could expect legislature would be required to allow these in schools and supply sufficient training for the teachers designated for their use. Tranquilizer darts are best known for their use on wildlife such as bears, but can be modified for use on humans by utilizing a smaller dart and lower dosage of sedative, anesthetic or paralytic agent. The drawbacks with the use of tranquilizer guns include a delay between the time the dart connects and the incapacitation of the attacker and a danger of the offender dying if not monitored closely. (Admin: Just be Safe, 2011) Based on the research of the benefits and drawbacks of these non-lethal options, a combination of availability of pepper spray, stun guns and tasers for teachers and training on their use and handling would be most beneficial in a situation involving a single or multiple assailant(s). After being faced with a dreadful scene such as that which was encountered in Newtown at Sandy Hook Elementary School, it may well be the gut reaction of the general public to shout, â€Å"Arm our teachers! † In fact, since I have begun this paper, several more schools have begun legislation, voted to allow teachers to carry concealed weapons and even purchased weapons for the exclusive use of the school. However, if more thought is given to the implications of arming teachers with guns, one must see that this could prove more dangerous than helpful if the gun were to be appropriated by the wrongdoer. Another thought that had not been considered during my research was brought to light by ‘The Ed Show’ on January 10, 2013; many parents do not condone teachers having guns, concealed or otherwise, near their children (The Ed Show, 2013). With proper training on non-lethal weapons such as stun guns, tasers, and pepper spray, teachers would be able to defend our youth without the fear of having to kill or having a murderous weapon wrested from them while attempting to defend those they strive to protect. The facts are painfully evident: 1. Violence in school has escalated over the years and something must be done to protect the students and faculty. 2. The death toll relating to school violence is much too high for comfort. 3. Regulating gun laws will not prevent guns from being in circulation. 4. There are many drawbacks to allowing teachers to have access to guns in schools including fear of the gun falling into the wrong hands, discomfort of the parents knowing there are guns in the schools and what the shooter would have to deal with if they were to kill someone. 5. Conceivably, non-lethal weapons would be the safer, more manageable solution in making our schools the haven the community deserves them to be. In light of all of the evidence, it is apparent that a compromise could be made to keep our schools safe by giving the teachers the tools they need and still keep guns out of our schools, thus satisfying government, parents, teachers, students and families alike. This could be achieved by introducing a comprehensive plan to supply all teachers with pepper spray, select teachers with Tasers and stun guns and providing the training the teachers need to successfully use these defenses during an attack. References: Admin (2011, June 5). Tasers, stun guns & pepper spray: Non-lethal self defense weapons | Just B Safe. Just B Safe. Retrieved December 15, 2012, from http://www. justbsafe. com/? p=84 Aradillas, E. , Baker, K. C. , Billups, A. , Breuer, H. , Dennis, A. , Weisensee Egan, N. , . . . Zuckermann, S. (2012, December). Tragedy in new town: Remember forever. People, 78(27), 52-59. Brown, A. (2012, December 20). Texas town allows teachers to carry concealed guns. Breaking News and Opinion on The Huffington Post. Retrieved December 24, 2012, from http://www. huffingtonpost. com/huff-wires/20121220/us-gun-toting-teachers/? utm_hp_ref=green&ir=green Celock, J. (2012, December 18). Guns for teachers legislation on the rise in states. Breaking News and Opinion on The Huffington Post. Retrieved December 22, 2012, from http://www. huffingtonpost. com/2012/12/18/guns-for-teachers_n_2324095. html.

Essay on Book Review

Essay on Book Review Essay on Book Review Book Review Music in Japan: Experiencing Music, Expressing Culture, Bonnie C. Wade, New York Oxford University Press 2005, 2004041486 Music in Japan is one of several case-study volumes apart of the Thinking Musically, Global Music Series. Music in Japan offers a vibrant preface to the music of modern Japan, a nation in which traditional, western, and popular music thrive side by side. Drawing on many years of experience, author Bonnie C. Wade focuses on the major periods of the development of modern music in Japan throughout the book and in the musical selections on the accompanying CD. Music in Japan is enhanced by eyewitness accounts of performances, interviews with key performers, and vivid illustrations. All in all, Wade has provided an exceptionally well balanced book, which will prove useful both in the music classroom and beyond. Wade begins by exploring how music in Japan has been profoundly affected by interface with both the Western and Asian cultural spheres. While most countries achieve their cultural diversity as a result of migrating in, Japan has achieved its musical diversity by seeking it elsewher e. Wade exclaims that the Japanese have a process of borrowing, then assimilating the foreign. This diversity began to develop during Meiji-Period modernization in the late 1800’s. This diversity expanded before, between, and after the great world wars. Through this intermingling of cultures, the music of the west became an intricate part of Japanese culture. When considering the interface of Japanese music with other Asian cultural spheres, many traditions remained intact during the transitional periods. Wade explains how the musical cultures of China and Korea have influenced Japan since ancient times. This is most prevalent in rites, rituals and ceremonies in Japan. The traditional music of Japan calls for instruments of their native land. The book includes many illustrations of instruments, dances and costumes used for these traditional events. Wade then shows how Japan's thriving popular music industry is also a modern form of a historically important facet of Japanese m usical culture: the process of gradual popularization, in which a local or a group's music eventually becomes accessible to a broader range of people. Being initially trained in western classical music, Japanese artist began to form ensembles that utilized the standard orchestral format. Eventually composers emerged releasing their original compositions for orchestra. Beyond original classical composition, palace and temple music gained a new depth. Ensembles using traditional Japanese instruments that were commonly utilized in the palace and temple developed a new sound. In addition to traditional and western classical art, Wade explains how Japanese popular music gained its own identity. Westernized pop music is called kayÃ… kyoku, which is said to have and first appeared in a dramatization of Resurrection by Tolstoy. KayÃ… kyoku became a major industry in the early twentieth century. In the 1950’s, tango and other kinds of Latin music, especially Cuban music, became very popular in Japan. In the 1960s, Japanese bands imitated The Beatles, Bob Dylan and the Rolling Stones, along with other Appalachian folk music, psychedelic rock, and similar genres. John Lennon of The Beatles later became one of most popular Western musicians in Japan. From this period of popular music, Wade then goes on to explain J-Pop. J-pop, an abbreviation for Japanese pop, is a loosely defined musical genre

Assassination of Martin Luther King Jr.

Assassination of Martin Luther King Jr. At 6:01 p.m. on April 4, 1968, Civil Rights leader Dr. Martin Luther King Jr. was hit by a snipers bullet. King had been standing on the balcony in front of his room at the Lorraine Motel in Memphis, Tennessee, when without warning, he was shot. The .30-caliber rifle bullet entered Kings right cheek, traveled through his neck, and finally stopped at his shoulder blade. King was immediately taken to a nearby hospital but was pronounced dead at 7:05 p.m. Violence and controversy followed. In outrage of the murder, many blacks took to the streets across the United States in a massive wave of riots. The FBI investigated the crime, but many believed them partially or fully responsible for the assassination. An escaped convict by the name of James Earl Ray was arrested, but many people,  including some of Martin Luther King Jr.s own family, believe he was innocent. What happened that evening? Dr. Martin Luther King Jr.    When Martin Luther King Jr.  emerged as the leader of the  Montgomery Bus Boycott in 1955, he began a long tenure as the spokesperson for nonviolent protest in the Civil Rights Movement. As a Baptist minister, he was a moral leader to the community. Plus, he was charismatic and had a powerful way of speaking. He was also a man of vision and determination. He never stopped dreaming of what could be. Yet he was a man, not a God. He was most often overworked and overtired and he had a fondness for the private company of women. Though he was the 1964 Nobel Peace Prize winner, he did not have complete control over the Civil Rights Movement. By 1968, violence had edged its way into the movement. Black Panther Party members carried loaded weapons, riots had erupted across the country, and numerous civil rights organizations had taken up the mantra Black Power! Yet Martin Luther King Jr. held strong to his beliefs, even as he saw the Civil Rights Movement being torn in two. Violence is what brought King back to Memphis in April 1968. Striking Sanitation Workers in Memphis On February 12, a total of 1,300  African-American sanitation workers in Memphis went on strike. Though there had been a long history of grievances, the strike began as a response to a January 31 incident in which 22 black sanitation workers were sent home without pay during bad weather while all the white workers remained on the job. When the City of Memphis refused to negotiate with the 1,300 striking workers, King and other civil rights leaders were asked to visit Memphis in support. On Monday, March 18, King managed to fit in a quick stop in Memphis, where he spoke to more than  15,000 who had gathered at Mason Temple. Ten days later, King arrived in Memphis to lead a march in support of the striking workers. Unfortunately, as King led the crowd, a few of the protesters got rowdy and smashed the windows of a storefront. The violence spread and soon countless others had taken up sticks and were breaking windows and looting stores. Police moved in to disperse the crowd. Some of the marchers threw stones at the police. The police responded with tear gas and nightsticks. At least one of the marchers was shot and killed. King was extremely distressed at the violence that had erupted in his own march and became determined not to let violence prevail. He scheduled another march in Memphis for April 8. On April 3, King arrived in Memphis a little later than planned because there had been a bomb threat for his flight before takeoff. That evening, King delivered his Ive Been to the Mountaintop speech to a relatively small crowd that had braved the bad weather to hear King speak. Kings thoughts were obviously on his mortality, for he discussed the plane threat as well as the time he had been stabbed. He concluded the speech with, Well, I dont know what will happen now; weve got some difficult days ahead. But it really doesnt matter with me now, because Ive been to the mountaintop. And I dont mind. Like anybody, I would like to live a long life - longevity has its place. But Im not concerned about that now. I just want to do Gods will. And Hes allowed me to go up to the mountain. And Ive looked over, and Ive seen the Promised Land. I may not get there with you. But I want you to know tonight, that we, as a people will get to the Promised Land. And so Im happy tonight; Im not worried about anything; Im not fearing any man. Mine eyes have seen the glory of the coming of the Lord. After the speech, King went back to the Lorraine Motel to rest. Martin Luther King Jr. Stands on the Lorraine Motel Balcony The Lorraine Motel (now the  National Civil Rights Museum) was a relatively drab, two-story motor inn on Mulberry Street in downtown Memphis. Yet it had become a habit of Martin Luther King and his entourage to stay at the Lorraine Motel when they visited Memphis. On the evening of April 4, 1968, Martin Luther King and his friends were getting dressed to have dinner with Memphis minister Billy Kyles. King was in room 306 on the second floor and hurried to get dressed since they were, as usual, running a bit late. While putting on his shirt and using Magic Shave Powder to shave, King chatted with Ralph Abernathy about an upcoming event. Around 5:30 p.m., Kyles  knocked on their door to hurry them along. The three men joked about what was to be served for dinner. King and Abernathy wanted to confirm that they were going to be served soul food and not something like filet mignon. About half an hour later, Kyles and King stepped out of the motel room onto the balcony (basically the outside walkway that connected all the motels second-story rooms). Abernathy had gone to his room to put on some cologne. Near the car in the parking lot directly below the balcony, waited  James Bevel, Chauncey Eskridge (SCLC lawyer), Jesse Jackson, Hosea Williams, Andrew Young, and Solomon Jones, Jr. (the driver of the loaned white Cadillac). A few remarks were exchanged between the men waiting below and Kyles and King. Jones remarked that King should get a topcoat since it might get cold later; King replied, O.K. Kyles was just a couple of steps down the stairs and Abernathy was still inside the motel room when the shot rang out. Some of the men initially thought it  was a car backfire, but others realized it was a rifle shot. King had fallen to the concrete floor of the balcony with a large, gaping wound covering his right jaw. Martin Luther King Jr. Shot Abernathy ran out of his room to see his dear friend fallen, laying in a puddle of blood. He held Kings head saying, Martin, its all right. Dont worry. This is Ralph. This is Ralph.* Kyles had gone into a motel room to call an ambulance while others encircled King. Marrell McCollough, an undercover Memphis police officer, grabbed a towel and tried to stop the flow of blood. Though King was unresponsive, he was still alive - but only barely. Within 15 minutes of the shot, Martin Luther King arrived at St. Josephs Hospital on a stretcher with an oxygen mask over his face. He had been hit by a .30-06 caliber rifle bullet that had entered his right jaw, then traveled through his neck, severing his spinal cord, and stopped in his shoulder blade. The doctors tried emergency surgery but the wound was too serious. Martin Luther King Jr. was pronounced dead at 7:05 p.m. He was 39 years old. Who Killed Martin Luther King Jr.? Despite many conspiracy theories questioning who was responsible for the assassination of Martin Luther King Jr., most of the evidence points to a single shooter, James Earl Ray. On the morning of April 4, Ray used information from the televised news as well as from a newspaper to discover where King was staying in Memphis. Around 3:30 p.m., Ray, using the name John Willard, rented room 5B in Bessie Brewers run-down rooming house that was located across the street from the Lorraine Motel. Ray then visited the York Arms Company a few blocks away and purchased a pair of binoculars for $41.55 in cash. Returning to the rooming house, Ray readied himself in the communal bathroom, peering out the window, waiting for King to emerge from his hotel room. At 6:01 p.m., Ray shot King, mortally wounding him. Immediately after the shot, Ray quickly placed his rifle, binoculars, radio, and newspaper into a box and covered it with an old, green blanket. Then Ray hurriedly carried the bundle out of the bathroom, down the hall, and down to the first floor. Once outside, Ray dumped his package outside the Canipe Amusement Company and walked swiftly to his car. He then drove away in his white Ford Mustang, just before police arrived. While Ray was driving toward Mississippi, police were starting to put the pieces together. Nearly immediately, the mysterious green bundle was discovered as were several witnesses who had seen someone who they believed to be the new renter of 5B rushing out of the rooming house with the bundle. By comparing fingerprints found on items in the bundle, including those on the rife and binoculars, with those of known fugitives, the FBI discovered they were looking for James Earl Ray. After a two-month international manhunt, Ray was finally captured on June 8 at Londons Heathrow Airport. Ray pleaded guilty and was given a 99-year sentence in prison. Ray died in prison in 1998. * Ralph Abernathy as quoted in Gerald Posner, Killing the Dream  (New York: Random House, 1998) 31. Sources: Garrow, David J.  Bearing the Cross: Martin Luther King, Jr., and the Southern Christian Leadership Conference. New York: William Morrow, 1986. Posner, Gerald.  Killing the Dream: James Earl Ray and the Assassination of Martin Luther King, Jr.  New York: Random House, 1998.

About Daniel Libeskind, New Yorks Master Planner

About Daniel Libeskind, New York's Master Planner Architects design more than buildings. An architects job is to design space, including the spaces around buildings and in cities. After the terrorist attacks of September 11, 2001, many architects submitted plans for reconstruction on Ground Zero in New York City. After heated discussion, judges selected the proposal submitted by Daniel Libeskinds firm, Studio Libeskind. Background: Born: May 12, 1946 in Là ³d’z, Poland Early Life: Daniel Libeskinds parents survived the Holocaust and met while in exile. As a child growing up in Poland, Daniel became a gifted player of the accordionan instrument his parents had chosen because it was small enough to fit in their apartment. The family moved to Tel Aviv, Israel when Daniel was 11. He began playing piano and in 1959 won an America-Israel Cultural Foundation scholarship. The award made it possible for the family to move to the USA. Living with his family in a small apartment in the Bronx borough of New York City, Daniel continued to study music. He didnt want to become a performer, however, so he enrolled in Bronx High School of Science. In 1965, Daniel Libeskind became a naturalized citizen of the USA and decided to study architecture in college. Married: Nina Lewis, 1969 Education: 1970: Architecture degree, Cooper Union for the Advancement of Science and Art, NYC1972: Postgraduate degree, History and Theory of Architecture, Essex University, England Professional: 1970s: Various architectural firms, including Richard Meier, and various teaching appointments1978-1985: Head of School of Architecture, Cranbrook Academy of Art, Bloomfield Hills, Michigan1985: Founded Architecture Intermundium, Milan, Italy1989: Established Studio Daniel Libeskind, Berlin, Germany, with Nina Libeskind Selected Buildings Structures: 1989-1999: Jewish Museum, Berlin, Germany2001: Serpentine Gallery Pavilion, Kensington Gardens, London2002 (selected in February 2003): Ground Zero Master Plan2003: Studio Weil, Mallorca, Spain2005: The Wohl Centre, Ramat-Gan, Israel1998-2008: Contemporary Jewish Museum, San Francisco, CA2000-2006: Frederic C. Hamilton Building at the Denver Art Museum, Denver, CO2007: The Michael Lee-Chin Crystal at the Royal Ontario Museum (ROM), Toronto, Canada2008: Westside Shopping and Leisure Centre, Bern, Switzerland2008: The Ascent at Roeblings Bridge, Covington, Kentucky (near Cincinnati, Ohio)2009: The Villa, Libeskind Signature Series, prefabricated house available Worldwide2009: Crystals at CityCenter, Las Vegas , Nevada2010: 18.36.54 House, Connecticut2010: The Run Run Shaw Creative Media Centre, Hong Kong, China2010: Bord Gis Energy Theatre and Grand Canal Commercial Development, Dublin, Ireland2011: Reflections at Keppel Bay, Keppel Bay, Singapore2011: CABINN Metro Hotel, Copenhagen, D enmark 2013: Haeundae Udong Hyundai IPark, Busan, South Korea2014: Ohio Statehouse Holocaust Memorial, Columbus, Ohio2014: Beyond the Wall, Almeria, Spain2015: Sapphire, Berlin, Germany2015: Centre De Congrà ¨s Mons, Mons, Belgium2015: Zhang ZhiDong And Modern Industrial Museum, Wuhan, China2015: CityLife Master Plan, Central Tower C, and Residences, Milan, Italy Winning the Competition: The NY World Trade Center: Libeskinds original plan called for a 1,776-foot (541m) spindle-shaped Freedom Tower with 7.5 million square feet of office space and room for indoor gardens above the 70th floor. At the center of the World Trade Center complex, a 70-foot pit would expose the concrete foundation walls of the former Twin Tower buildings. During the years that followed, Daniel Libeskinds plan underwent many changes. His dream of a Vertical World Gardens skyscraper became one of the buildings you wont see at Ground Zero. Another architect, David Childs, became the lead designer for Freedom Tower, which was later renamed 1 World Trade Center. Daniel Libeskind became the Master Planner for the entire World Trade Center complex, coordinating the overall design and reconstruction. See pictures: What Happened to the 2002 Plan for Ground Zero?One WTC, Evolution of Design, 2002 to 2014 In 2012 the American Institute of Architects (AIA) honored Libeskind with a Gold Medallion for his contributions as an Architect of Healing. In the Words of Daniel Libeskind: But to create a space that never existed is what interests me; to create something that has never been, a space that we have never entered except in our minds and our spirits. And I think thats really what architecture is based on. Architecture is not based on concrete and steel and the elements of the soil. Its based on wonder. And that wonder is really what has created the greatest cities, the greatest spaces that we have had. And I think that is indeed what architecture is. It is a story.- TED2009 But when I stopped teaching I realized you have a captive audience in an institution. People are stuck listening to you. It is easy to stand up and talk to students at Harvard, but try doing it in the marketplace. If you only speak to people who understand you, you get nowhere, you learn nothing.- 2003, The New Yorker There is no reason that architecture should shy away and present this illusory world of the simple. It is complex. Space is complex. Space is something that folds out of itself into completely new worlds. And as wondrous as it is, it cannot be reduced to a kind of simplification that we have often come to be admired.- TED2009 More About Daniel Libeskind: Counterpoint: Daniel Libeskind in Conversation with Paul Goldberger, Monacelli Press, 2008Breaking Ground: An Immigrants Journey from Poland to Ground Zero by Daniel Libeskind Sources: 17 words of architectural inspiration, TED Talk, February 2009; Daniel Libeskind: Architect at Ground Zero by Stanley Meisler, Smithsonian Magazine, March 2003; Urban Warriors by Paul Goldberger, The New Yorker,, September 15, 2003 [accessed August 22, 2015]

Magnetic Geophysical Method Essay Example | Topics and Well Written Essays - 3000 words

Magnetic Geophysical Method - Essay Example Steel objects buried in the earth also help in the production of the strong anomalies or magnetic fields. The magnetic field of the earth can be approximated in the sense that the magnetic dipole is situated slightly off the center of the earth and that the dipole is incline close to fifteen degrees to the axis of the rotation (Sherriff97). The magnetic field of the earth is believed to be developed by a dynamo that is driven by convection currents in the molten core of the earth. Instrumentation Magnetometers are the instruments which are used in this method to take measurements of the magnetic field of the earth. The field of strength or the intensity of the magnetic field of the earth is actually what is measured by the magnetic geophysical method, and it is measured in terms of Tesla (T). There are various types of magnetometers used in this method. The magnetometer used usually reflects the physical process whereby the magnetic field of the earth is measured. These types of magn etometers used are highly accurate and reliable in the field. They can be able to measure the local magnetic field of the earth to a high precision degree. ... If there is no external magnetic field on the earth, there will be a cancellation of the primary coils. If there is the presence of the external magnetic field, one of the primary coils in the instrument will tend to saturate before the other primary coil. This then leads to the creation of an imbalance in the magnetic field that is to be detected through the induction of EM in the secondary coil (Mishra40). The proton precession instrument that is used by environmentalists and engineers is characterized by a sensor that has a fluid similar to kerosene that is hydrogen rich. For the instrument to be successful in the magnetic geophysical method, a strong magnetic field is created by an inductor to the fluid which leads to the alignment of the protons. After the suspension of the inducted current, the rate of relaxation is recorded as the protons tend to return to the ambient magnetic conditions. The magnetic field of the earth is directly proportional to the relaxation rate (Mishra45 ). A variation on the proton precession magnetometer can be presented by an overhauser magnetometer by the use of the magnetic fields from the radio frequency to produce the polarizing signal. By this, the results given by the proton precession magnetometer is improved because the procession signal is not interfered with by the radio frequency used. The gradiometer magnetometer tends to measure the gradient of the magnetic field of the earth rather than measuring the total strength of the field. Though the magnetic gradient anomalies are not highly useful to geological operations, they are helpful in the provision of a better definition of shallow features that are buried for example drums and tanks. The gradiometer magnetometers are useful in areas

Design innovation in textile Literature review Example | Topics and Well Written Essays - 2500 words

Design innovation in textile - Literature review Example The sequence of activities of coming up with a design is referred to as the design process. The process of design normally necessitates a consideration of functional, aesthetic, socio-political and economic dimensions of the object that is being designed. This process involves considerable thought, research, modeling, re-design, and interactive adjustment. It is possible to design a variety of objects, and these objects include skyscrapers, business processes, clothing, corporate identities, graphical user, etc. The design process of a substance is a linear sequence of various events that has a starting point, and an ending point. On various occasions, a designer has to go back one or two stages, if new information is introduced. In other circumstances, the designer may overlook one or two steps, based on the type of product that an individual designs. Chao and Ishii (2007) explains that design is a problem solving activity, and it requires a precise definition of the problem, from the beginning of the design. The design process is mostly concerned with the decisions of choice, state, sensitivity, and it also relies on the value judgments. Mckenna (2007) explains that the design process can be influenced by technology, idea, market, and demands. The design process has the following steps, It is the duty and role of the designer to carry out a research for purposes of finding out what it is that the customers need. Chao and Ishii (2007) explains that before coming up with a new product, the product under consideration must have the capability of satisfying the needs of the customers. It is the responsibility of designers to identify these needs, and design their products in a manner that satisfies this need. Take for example Apples, the design of their electronic gadgets are always slim, and sleek. This is for purposes of ensuring that they are able to conserve the environment, as

Genealogy Project Coursework Example | Topics and Well Written Essays - 1000 words - 1

Genealogy Project - Coursework Example Chronic illness significantly affects the wider section of the population around the world. Moreover, according to the report of Centers for Disease Control, chronic illnesses are referred as one of the leading reasons of death and disability in the context of the US nation. Allergy, Asthma, Breast Cancer, Epilepsy, Heart Disease and Obesity among others are the prominent types of chronic illnesses that most of the inhabitants suffer during their lifespan. In this regard, proper healthcare is most effective in assisting individual to acquire clinical reasoning and effective management for healthcare issues. The aforesaid chart highlighted the family’s health history of three generation, which summaries the reason of their deaths. Moreover, the chart also evaluates the various chronic illnesses along with the issues that lead to the deaths among three generation of same family. In the context, it can be stated that proper clinical judgement plays an important role for the welfa re of a family in the process of taking effective measures to lessen and manage illness based on the needs of family members (University of Michigan, â€Å"What is Chronic Disease?†). The chart helped to explore the most of the significant reasons of death in the family throughout the generation. Additionally, the chart explores that my paternal grandfather had two children and paternal grandmother had four children. On the other hand, my maternal grandfather and mother had eight children of which five are females and three are males. Besides, it can be affirmed from the finding that every family member were suffering from chronic illnesses and required treatment. Moreover, the chart concluded that chronic illnesses that parental and maternal grandfather, half uncle and aunt, uncle 2 and uncle 3 was unknown. Besides, through the finding it can

Plagiarism Assignment Example | Topics and Well Written Essays - 250 words

Plagiarism - Assignment Example The relevancy of the information presented tends to prove or disprove facts. In some cases, the officer conducting the data analysis may decide to produce work acquired by another colleague for a different investigation that is similar. This is illegal and the person in question will lose their job and face possible prosecution (Gaines & Miller, 2014). In a prosecution case, the prosecutor attempts to establish guilt beyond reasonable doubt. In cases where the prosecutor is lazy, and attempts to present plagiarized information in front of a jury, the jury might not be convinced. This is because the prosecutor will not have facts or will contradict him/herself or maybe the judge/ jury may recognize the facts as those presented in a different case. The guilty person may end up walking free because of the prosecutor’s laziness (Gaines & Miller, 2014). When it comes to preparing witnesses for cross-examination, the defense attorney and the attorney ought to sure that the witnesses produce work based on their own knowledge and not something they heard (hearsay). The prosecutor and the attorney should also avoid coaching the witnesses as this may lead to perjury, which is an offense (Gaines & Miller, 2014). The perjury comes in when the witness lies after taking an oath. The lies might be factual though not based on the witnesses’ knowledge especially by giving information experienced or witnessed by another individual. If the court finds out that the lawyer and prosecutor were part of this, they may lose their license (Gaines & Miller,

Mini-Project (Third) Essay Example | Topics and Well Written Essays - 1000 words

Mini-Project (Third) - Essay Example This made Cashman â€Å"forced to scramble for an additional line of credit in project financing at prime plus 2-1/2%†, which was an excessive premium (due to Woody’s credit rating). Proper budgeting would have avoided the ‘fire fighting’ mode they had to resort to when they found themselves â€Å"throwing money at every problem in an effort to get the plant operational†. The project failures concerning financial planning, cash flow, cost control, costs incurred etc. are listed in section two. Recommendations are then given on how this should have been conducted properly so that the mistakes could have been avoided. Kim Cashman’s cash flow chart was improperly drafted. The amount of expenditure was only assumed i.e.  £1 million each in first and last months and  £1.4 million in each intervening 10 months. Secondly, the chart was locked away and the details were not divulged to the people concerned. The costs associated with the project were recorded as part of the company’s normal book-keeping whereas it should have been kept separate not least because the costs could be easily identified and controlled. EID’s initial fixed-price quotation was not deliberated upon. It could have been a more economical option than allowing the cost plus alternative that EID implemented with a high level of uncertainty. Moneysworth did not justify why he thought that the hourly rate was reasonable. He also thought that the hours could be monitored effectively but this proved not to be the case. The hourly rate was perhaps the largest contributor to the spiralling costs. Changes in project planning led to costs becoming uncontrollable and some of these were major. For example, software for the production train had to be rewritten and the building could not house the production train. The lack of schedule planning not only wasted time and caused delays but also resulted in the loss of income. For example, the several weeks that were lost in

Finance Management Essay Example | Topics and Well Written Essays - 1500 words

Finance Management - Essay Example The net profit ratio shows that CLP Ltd was able to retain about 27% of the total revenue after accounting for various costs and expenses in the year 2005. It also suggest that the company loses about 73% of its sales revenue on account of various production, distribution, selling, administrative, operating, and other expenses. This ratio has decreased as compared to the previous year by about 5% even though the revenue increased in the current years. This suggests that the company is confronting with increasing expenses to carry out its activities. Riahi-Belkaoui says that the return on capital employed ratio "indicates how efficiently the capital supplied by the common stockholders was employed within the firm" (11). CLP Ltd utilized the funds provided by shareholders to generate a profit of about only 3% in 2005, which has tumbled from 18.24% in 2004. The analysis of return on assets ratio shows that in 2005, the company utilized its assets towards the generation of profit in a slightly better manner than the year 2004. Hence, profitability analysis suggests that the company is a fairly profitable company. The liquidity analysis shows t... The current ratio for CLP Ltd reveals that the company owns HK$0.65 of current assets to pay off HK$1 of its liabilities in 2005. This indicates a severe shortage of liquid assets in the company to the extent that it cannot discharge its short-term debts out of even all of its current assets. In the current year, this has declined by about 10%, which is not a good sign for its liquidity position. The quick ratio also suggests a falling trend in the company's ability to pay off its short-term liabilities and day-to-day expenses. Efficiency 2005 2004 Receivable Turnover 52 days 42 days Cash Dividend Coverage Ratio 1.75 1.89 The receivable turnover ratio exhibits that in the year 2005, the company's management converted its receivable into cash in 52 days, which has dramatically risen as compared to the previous year. This shows that the company is becoming inefficient in collecting money from its debtors on time. The cash dividend coverage ratio shows how well the company is able to pay off dividends to its shareholders out of available cash funds. An analysis of this ratio for the company suggests that although the company's cash balance is sufficient enough in 2005 to pay the dividends, yet the ratio has declined from that of the year 2004 due to the firm's attempt to pay a higher dividend in the current year out of almost the same operating cash balance. Leverage 2005 2004 Debt Ratio 28.84% 23.23% Gearing Ratio 58.59% 42.47% Riahi-Belkaoui illuminates that the leverage ratios are "used to assess the long-term solvency risk of the firm" (10). The debt ratio reveals that in 2004, about 23% of the company's assets were financed with the

Mini-Project (Third) Essay Example | Topics and Well Written Essays - 1000 words

Mini-Project (Third) - Essay Example This made Cashman â€Å"forced to scramble for an additional line of credit in project financing at prime plus 2-1/2%†, which was an excessive premium (due to Woody’s credit rating). Proper budgeting would have avoided the ‘fire fighting’ mode they had to resort to when they found themselves â€Å"throwing money at every problem in an effort to get the plant operational†. The project failures concerning financial planning, cash flow, cost control, costs incurred etc. are listed in section two. Recommendations are then given on how this should have been conducted properly so that the mistakes could have been avoided. Kim Cashman’s cash flow chart was improperly drafted. The amount of expenditure was only assumed i.e.  £1 million each in first and last months and  £1.4 million in each intervening 10 months. Secondly, the chart was locked away and the details were not divulged to the people concerned. The costs associated with the project were recorded as part of the company’s normal book-keeping whereas it should have been kept separate not least because the costs could be easily identified and controlled. EID’s initial fixed-price quotation was not deliberated upon. It could have been a more economical option than allowing the cost plus alternative that EID implemented with a high level of uncertainty. Moneysworth did not justify why he thought that the hourly rate was reasonable. He also thought that the hours could be monitored effectively but this proved not to be the case. The hourly rate was perhaps the largest contributor to the spiralling costs. Changes in project planning led to costs becoming uncontrollable and some of these were major. For example, software for the production train had to be rewritten and the building could not house the production train. The lack of schedule planning not only wasted time and caused delays but also resulted in the loss of income. For example, the several weeks that were lost in

History of Education in USA Research Paper Example | Topics and Well Written Essays - 750 words

History of Education in USA - Research Paper Example He realized that different student had different academic needs and advocated activities in his curriculum. Jefferson pushed a system of education which accomplished the base of strong foundation of universities and colleges. In 1786 Benjamin Rush presented an educational system which he hoped would meet the needs of democratic ideology. He was of the view that the sanctuary of a nation lies in a proper education. He advocated education for both men and women to understand the principles of democracy and to implement it properly. Noah Webster, during his tenor, identified the need for schools to have text books in American language and experienced a conflict towards the British which they currently used. His unique achievement was American dictionary, which he created instead of following other dictionaries. The federal government has played its role to improve standard of education throughout America. They have strived to help citizen in getting better quality of education by lending extra money to those who need it. Most of the credit goes to G.I Bill, National Defence Education Act (NDEA), and the Elementary and Secondary Education Act (ESEA), because of which many Americans have been able to get higher education. Granting federal land to the states for educational purposes started with the Northwest ordinance of 1785. The G.I. Bill of rights is the base which worked as a lime stone for providing educational benefits for veterans of World War II. The general aim of this legislation has been to compensate veterans for their services and sacrifices. Many veterans took advantage from this Act and graduated from this program with prolific careers. Federal government also established number of schools for specific purposes and encouraged recreational education in acts as NDEA in 1958. Political dynamics laid hurdles in actions of federal aid legislation, but the situation changed when Soviet Union, rival of US created space satellite. Another act that promoted federal financial aids further, was ESEA of 1965. Where NSEA emphasized on science and math, ESEA responded to the prominent social change in society. The ESEA related to President Lyndon Johnson's program "War on Poverty" encouraged special programs for children of poor families. In 1981 this act was named chapter 1 of Educational Consolidation and Improvement Act (ECIA). (Christen Baylis-Heerschop, 2007). The National Service Legislation of 1993 (the National and Community Trust Act), and the Education of All Handicapped Children Act of 1975 (better known as Public Law 94-142) are merely current extensions of federal involvement in education that reaches back to American historical beginnings. The 1990 Individuals with Disabilities Education Act (IDEA) and the Education Amendments of 1997 extended provisions of Public Law 94-142 to all citizens from ages 2 to 21. Provisions of both acts are under continuing review by congressional committees to clarify various provisions. The acts require inclusion, or placing students with physical and emotional challenges in regular classrooms. The 2005 funding reauthorization act, "Improving Education Results for Children with Disabilities," expanded, defined, and clarified

Perspective of Carl Jung Essay Example for Free

Perspective of Carl Jung Essay The most obvious thing Carl Jung had an opinion was the psychology of the times, and how the mind worked. His main interaction of the ideas of the time was through his, what one could call, feud with Freud. Freud believed that there were two parts that affected human thought and action: the conscious, and the subconscious. The conscious was what we thought, believed, and other things that we were able to easily access in our minds, such as strong memories. The subconscious however, was everything that affected our behavior and though, but wasnt easily reachable, such as recessed memories and thoughts and instinct. Jungs system was a slightly more complex system made up of three parts: the conscious, the subconscious, and the general subconscious. The conscious was basically the same, but the subconscious lacked Freuds instinct, and the general subconscious was totally new. Jung believed that every human being tapped into a general subconscious, which allowed instinct, similar reactions to things, and another key subject in Jungs psychology: Archetype and symbols. In Jungs psychology, he believed that there were many symbols and ideas that were immediately recognizable to people of any education, race or class. The thing was that since this was a part of the general subconscious, we were likely not even able to recognize that we recognized these symbols! This recognition may stem out of an emotional response, or a simple nagging feeling at the back of the mind, if anything at all. Another important pillar of the Jungian psychological ideas was the interpretation of dreams. Again, he ran against Freud in his ideas about interpreting dreams. The Freudian method of ‘free association allowed for any detail of the dream to be focused upon, and continually broadened upon until the ‘problem was found. The Jungian method believed that the dream as a whole had a specific purpose. The overall feeling, topic and main details of the dream were focused upon in this method rather then any individual one.

ACG 2021, Introduction to Financial Accounting, Spring 2001, Exam 3 Final :: UFL Florida Business Accounting

2021FINALSP01 5/9/2001 FORM CODE: A Page 1 ACG 2021 – FINAL EXAM SPRING 2001 NAME _____________________________________ SS# ____________________________ Instructions: NOW: Bubble in your section number on your Scan Sheet. Fill in your name and social security number on this examination and your scan sheet. 1. Listen carefully for any comments your proctor may have related to the exam. Read these instructions carefully. Failure to do so may result in your losing points. 2. This exam consists of 60 multiple-choice questions. Select the BEST answer and mark the appropriate space on the scan sheet with a #2 pencil only. You MUST keep your scan sheet face down on the desk when you are not filling it in. 3. You may use ONLY a non-programmable calculator during the exam. Use of any other calculator will be considered a violation of the honor code. Your exam will be taken from you and you will receive a grade of 0. 4. At the end of 2 hours, you will be told to stop. Put your pencils down IMMEDIATELY. Failure to do so will result in your receiving a zero for the exam. 5. The exam consists of 16 pages, including this cover, present value tables and a blank page at the end. Make sure you have all pages and all questions. 6. Have your University of Florida Identification card ready to be checked when you turn in your exam. 7. Assume the accounting entities use a calendar year unless otherwise noted. 8. Unless otherwise specified, assume a 360-day year. 9. When you are finished, turn in your scan sheet, as well as your exam. Answers will be posted on the web after the exams are handed back in class. 10. The University of Florida policy on academic honesty will be strictly enforced. When you are told to open your exam, turn to the first page and find your exam form code. Immediately bubble this in on your scantron. 2021FINALSP01 5/9/2001 FORM CODE: A Page 2 1. Which of the following is usually NOT considered to be a long-term liability? A) Bonds payable. B) Mortgages payable. C) Accrued post-retirement benefits. D) FICA taxes payable. E) None of the above is correct. 2. The effect on total assets of the purchase of supplies for cash is A) an increase in total assets B) a decrease in total assets C) total assets remain unchanged D) an increase in total assets and total liabilities E) an increase in total assets and current ratio 3. Which of the following is not normally a condition that must be met for revenue to be recognized (recorded) under the revenue principle? A) The earnings process is complete or nearly complete

Hiroshima Essay -- History, Atomic Bomb

Before the Japanese city Hiroshima was bombed, as early as July 1945, the city was targeted for something else. While the atomic bomb is highly criticized for its destruction, the United States’ government believed it was a necessary measure for the time. Faced with a lack of other options, the use of nuclear warfare was viewed as the most efficient way to end American involvement in the war. Looking back at the tragedy, alternative solutions could have improved the situation, creating benefits for both sides. Hiroshima was a devastating military blow to Japan with high physical damage, but its impact did not help the United States achieve its desired political goals of ending the war quickly, with minimal loss of life. With specific objectives, the United States’ decision to drop an atomic bomb on Hiroshima required extensive research leading to its production. The main goal of the American side was to damage the enemy’s confidence, while choosing a target with the highest military output in order to conclude the war (Avalon Project- Chapter 5, par. 5). The group in charge of developing the technology was known as the Manhattan Project, and was kept top-secret. Selection began in the spring of 1945, with assistance from the Commanding General, Army Air Forces, his Headquarters (Avalon Project- Chapter 5, par. 2) .There was a variety of experts working on the project, including mathematicians, theoretical physicists, and specialists trained in weather and blast effects Headquarters (Avalon Project- Chapter 5, par. 4) . In order to monitor all of the results, the city had to be untouched, meaning the target had to have no signs of previous bombings. Based on these requirements, the desi gnation of Hiroshima for the bombing was n... ...ch they attempted in 1942, as early as 1940 (before Pearl Harbor), Great Britain and the United States were exchanging nuclear information, which lead to the development of the Manhattan Project (Draft Statement 2). Results of the atomic power in the United States included two working plants to generate the energy, costing two billion dollars and employing 125,000 workers (Draft Statement 3). After the bombing, the United States was prepared to destroy Japan and its military if needed. While taking into deliberation that atomic power should be regulated, it was agreed upon that Congress should establish a commission to monitor this nuclear technology (Draft Statement 4-5). Causing irreparable damage upon its Japanese victims, Hiroshima could have been handled with more concern for destruction of life, while still accomplishing its military ambitions.

Bp Corporate Strategy

This model presents a strategy framework built over variables like surrounding political, economic, social, technological, environmental, and legal aspects, which actually shape the initiatives ND decisions of any organization In the global market. As far as global oil industry Is concerned; It Is more adequate to state that since offs, the entire Industry Is facing an economic slump due to unsuccessful exploration results faced by all the major oil and gas companies.Furthermore, incidents and naturally occurring accidents (along with their respective costs of elimination) are causing extra damages to this industry which produces one of the biggest daily consumption commodities – oil.. This reflects the significance of product this industry Is producing and providing globally. In this regard, The PESTLE analysis for this particular Industry (with respect to BP) suggests that: 1. The global oil industry has become increasingly politicized in the recent years.More specifically, with the critical position of Middle East and other major oil producing regions, the global investments have increased into the areas of alternative energy sources, suggesting a close figure of USED 336. Bib In the last financial year. And expected to rise up to USED 653. Bib (Perl, 2009). BP has been moving with the trend, and also putting heavy investments in the area of alternative energy. Therefore, with the increase of volatile elements in the Middle East, oil giants including BP are looking for other alternatives to secure their respective businesses. 2.According to Manning (2010) and Arenas (2010) the current financial year has shown an Increase in oil demands, leading towards Increase In petroleum prices. This Increased demand and supply has profited the BP Pl with E. B only In the first quarter of 2010. Further, the dependence of countries' economies on OLL Imports Is also found increasing (extracted from the fact that decrease in the price of dollar increased the global oi l prices) which is an indication that economic factor for companies like BP is always promising, even amid the consequences like Deep Water Horizon (Madame, 2010). . The global oil industry is getting much more criticized (and as a result, regularities) due to increasing concerns of global warming and production of carbon doodle In the environment. For this reason, OLL Industry giants including BP have shifted their focus on exploiting more and more natural resources in order to produce alternative energy from wind, water, sunlight, etc. This shifting is also a result from global media campaign against oil hazards and their other byproducts.As a result, the social aspect of global oil industry is much more worsened in the past few years. 4. With the decreasing resources of global oil and Increasing demands from around the globe, BP along with other OLL giants have been putting much more Investments Into proactively Increasing techniques Walt ten Nell of technology induction. Further more, the recent incident in the Gulf of Mexico has led the technology giant to spend times more in the technology driven safety and regulatory procedures.A reflection of this can be given by BSP recent initiatives like Local and Bridgewater, which are both productivity increasing initiatives led by technology which ensures secure and environment friendly way of operations. 5. This particular aspect has been most challenging for oil producing companies (including BP), which are obliged to reduce their carbon emission rates by 80% by the year 2020. This indicates that BP and other oil giants are under great pressure from external forces to shift their focus mainly from oil and its production. B.Internal Environment Analysis (BP): The internal environment analysis of an organization is a multi-dimensional aspect of business management studies. Internal environment of an organization refers to the culture it pertains, its financial status, its employee relationship with each other and behavior towards business, its strategic approaches, management philosophy and approaches, etc. An analysis of such an environment is never considered to be generalized in its nature, but only taken as a mere reflection of current organizational standing and strength.In this regard, an appropriate tool of analysis is SOOT strength, weaknesses, opportunities, and threats): SOOT analysis tool was developed in early sass's to evaluate any organization's standing and position as compared to its competitors in the market. This type of analysis is preferred for succinct internal environment analysis (along with the consideration of facts) since its two elements I. E. Key strengths and weaknesses determine an organization's reflection in a succinct, summarized, and neutral manner.Following is the brief presentation of SOOT analysis (based on current facts) for oil industry giant BP Pl: 1 . Strengths: Strong market position. * Increased global production from last financial year. * Increase d product (oil) refinement availability. * Sustained momentum and business growth. * Increased intangible/tangible assets. * Success in exploration projects. 2. Weaknesses: * Inefficient risk management practices (losses in thunder horse project). Decreased revenue and profits as compared to last year. * Decreased workforce as compared to last year. * Increased liabilities as compared to last year. * Decreased business goodwill. 3. Opportunities: * Globally sustained oil demands. New exploration initiatives in countries like Iraq, Indonesia, Pakistan & Jordan. B NT water Ana Local. * Increased demand for LONG (liquefied natural gas) in global market. * Penetration into Chinese oil market through Joint venture with Since. 4.Threats: * Increased global natural disasters. * Decreasing earnings per share trend. * Decreasing market image. * Increasing costs in drilling safety operations. * Global initiatives for replacement of energy sources. C. The strategic options available to the oil company and what they need to follow o remain competitive Market development is used to imply to a strategy of growth in which case oil company BP will attempt to sell the products that already exist in the new Mexico market.The achievement of this strategy is based on the adoption of different ways namely: * Exploration of new geographical markets such as exporting of the products of the company to new countries * Establishment of new dimensions of products * Establishment of new channels of distribution * Adoption of new policies of pricing for the purpose of attracting divergent customers in an attempt of creating new segments of the market.The BP Company has striver to expand the capacity of production through the improvement of its rig equipments in addition to the level of technology coupled with expansions to other countries (Bag, 2007). Diversification Diversification in Oil Company BP is a growth strategy dealing with the marketing of new products in the new Mexico markets and the company will face a lot of challenges in the process of diversification because of lack of sufficient experience in the process of achieving diversification.Oil Company BP therefore needs ideas of expectations and assessing the potential risks that are associated with the undertaking. The strategy taken in oil company BP involves the formation of Joint ventures in the countries dealing with the production and marketing of oils as well as bio-fuels aiming at the improvement of the production capacity coupled with gaining an access in to the non-traditional markets dealing with energy.The company has also initiated an independent business that specifically deals with alternative renewable energy forms that are called the BP Alternative (Insofar, 2007). Entry Strategies Bp Global will use several strategies, which vary in aggressiveness, risk, and the mount of control that the firm is able to uphold when entering this new market. They include the following: Exporting which is a low risk policy in which few investments are going to be made Mexico.Bp global should look for an importer to do a trade of marketing because it may be more difficult for the firm to enter on its own later if it decides that larger profits can be made within the country. Licensing and franchising where by Bp global should allow someone else to use its trademarks and accrue expertise. The associate puts up the money and assumes the risk. Bp lobar should use familiarity and expertise it has gained in one or more markets to provide a working project.It can use help of investments already made in technology Ana expansion Ana snouts De addle to receive netter pronto since tense Investments do not have to be started from scratch again. Bp global should agree to administer a facility in Mexico, using knowledge gained in other markets. It should be able to transmit technology be able to work in Mexico with a different infrastructure, culture, and political environment. Direct entry strate gies where by the Bp either acquires a rim or builds process involve the chief exposure, and has opportunities for profits.The firm gains more knowledge about the Mexico market and maintains greater control, and gains enormous investment All Bp products for example the solar products have some service constituent which include a warranty, documentation, and distribution, this service section is an integral part of the product and its positioning. Therefore, it may be more useful to look at the product-service field as one between very low and very elevated levels of tangibility of the service. Pressures that can be faced by Bp global in Mexican market:Resource boundaries: * core instigate teams can rapidly be assembled, and specialist expansion can be done progressively, creating a large resource gap during the implementation phase Monetary pressure: * as financial targets and expectations can be set prior to launch, any unpredicted market activity and instigate delays can disturb i nitial customer take-up and revenue generation Time restriction: * rapid use can be crucial to avoid increase in market share cost and to deliver predicted financial results Market Segmentation To segment customer goods and service markets, Bp global will use market information that has collected based on definite key customer-, product-, or situation- related criteria. These are classified as segmentation basis and include profile; behavioral (where, when, and how does my market behave? ); and psychological criteria (. Why does my market behave that way? ). The demographic basis implies that differences in causes for buying, in brand choice influences, in occurrence of use, or in susceptibility will be reflected in differences in age, sex, income, and geographical location.The Mexican Market should be inspected for vital differences in buyer attitudes, usage patterns, motivations, values, aesthetic preferences, or degree of susceptibility. These may not have demographic correlative s. Bp global must never suppose in advance that it knows the best way of looking at a market. All habits of segmenting markets must be considered, and then Bp global must choose out of the various methods available the ones that have the most imperative implications for action (Steel, 2004). Having determined the more general segmentation characteristics BP GLOBAL should analyze the Mexico market through the following of ways: Size – employees, revenues, locations Based on volume gallants resources snouts give greater value, Ana teen ten target should be the larger ventures.Job position BP GLOBAL will be offerings positions ranging from managers and cleaning agents for Time related factors Some services in this category are vacation related industries in summer and tax planners in the spring. Language An example off language specific service is a Mexican TV channel. Status in the industry BP GLOBAL can target businesses that are the technology leader or revenue. Accessibility To minimize promotion and sales expense BP GLOBAL can to target urban rather Han rural or local rather than nationwide prospects. Ability to make a quick purchase decision of its products. By targeting individual purchasers versus business committees can considerably reduce BP GLOBAL marketing expense and increase the probability of a quick close in the Mexican market (Palinode, 2008).

Malcolm X Views on Racism

Malcolm X views on Racism† English II Ms. Taylor June 18, 2009 Malcolm Little (aka Malcolm X) viewed racism in America as dehumanizing to African Americans and that African Americans were treated with indifference and discrimination. During his lifetime, Malcolm X experienced firsthand how racism affected the lives of African Americans including himself, his family and friends. With some of his first encounters with whites being so terrifying and horrific the firsthand experience was the beginning of his views on how America allowed such treatment to exist. Malcolm X lived during a period in American history when racism and civil rights were at the forefront. This essay will explain what led to his views of racism in America and how his views changed. It will also explain why he embraced the Nation of Islam Muslim organization which works toward the change for the better of African Americans in an array of areas, including spiritual, financial, and social. I will argue why he left the Nation of Islam after he helped strengthen the Nation of Islam membership. Malcolm lost his father Earl Little when he was six years old. Earl Little was viciously beaten by a white mob and run over by a trolley in Lansing, Michigan (Bloom, 2008). The death of his father divided his family. After the father’s death, Malcolm’s mother, Louise Little, struggled to raise him and his seven siblings. The pressure of trying to raise eight children on welfare and the horrific death of her husband, Louise Little eventually had a nervous breakdown and was ultimately institutionalized. Malcolm and his siblings were then separated and placed in orphanages. For Malcolm, the role the state agency plays in breaking up his family became symbolic of how deeply racism is ingrained in society and its institutions. He stated â€Å"I truly believe that if ever a state social agency destroyed a family, it destroyed ours. We wanted and tried to stay together. Our home didn’t have to be destroyed. † (Bloom, 2008). From this point racist social barriers and Malcolm’s own sense of rebellion threw Malcolm into the criminal world as he became partially, broken by imperialism (Wood, 1992). The aforementioned encounters began molding Malcolm’s views on racism in America. As a youth Malcolm was sent to a detention home in Mason, Michigan the home was run by a white family the Swerlins. He had expected the worst due to his past experiences with whites but he was surprised to find that they were kind and generous. Malcolm then started feeling as though he was there mascot. The Swerlins and their friends would talk freely about â€Å"niggers,† using hurtful language, as though he wasn’t there. From here he went to another detention home. Once he was released he went to go live with his sister Ella where he continued to hang around people who were a bad influence on him. It wasn’t before long Malcolm was back in jail his one last hustle with two white women and a friend landed him back in jail for burglary. â€Å"His court appointed lawyer was appalled to see white women being lured into crime by black men and told him he had no business messing around with white girls! †(Helfer, 2006). While in prison Malcolm was introduced to the Nation of Islam (NOI) by his brother Reginald who visited him often. During his time in prison he recalled all the white people he’d encountered. â€Å"In one way or another he felt they all used blacks to better their own lives leaving blacks living under the same or worse conditions as before†(Helfer, 2006). Malcolm began to read a variety of books morning and night, he felt that knowledge was the ammuniton needed to fight the battle against the white devil whom he blamed for his wasted years. Malcolm also developed a relationship with the Honorable Elijah Muhammad through mail correspondence. After corresponding back and forth for a considerable length of time, Elijah Muhammad provided Malcolm with instructions of how he could enter into the Nation Of Islam. Malcolm commited himself whole heartedly to the Nation Of Islam and was welcomed into the brotherhood. â€Å"The teachings of the Nation of Islam that he receives in prison effect a further change in both Malcolm's character and his view of white people. He simultaneously abandons his wild past and embraces a systematic hatred of whites† (Bloom, 2008). After his release from prison Malcolm continued to embrace the Nation of Islam which worked toward the improvement of African Americans in an array of areas including spiritual guidance, financial independence, and social skills. At this time Malcolm was given the X to replace his last name because Elijah Muhammad believed that Little was a slave name. Malcolm seen the Nation of Islam as a place that gave his life purpose and a sense of pride for African Americans. Soon after Malcolm’s last name changing he became a minister for the Nation of Islam. He would become very well known for his eloquent speeches and his ability to persuade others. During the time of his ministry, some of Malcolm’s close friends were murdered at mosques in Louisiana and New York that were apparently raided by white police officers for no reason. These unjust and tragic events angered Malcolm. This tragic act caused Malcolm’s first disagreement with the Nation Of Islam, because he felt that the Nation Of Islam should defend itself more aggressively over this tragedy. After this, Malcolm began to question the beliefs and philosophy of the Nation of Islam. His faith was soon crushed after he discovered that the Honorable Elijah Muhammad, whom he believed was a prophet, was secretly having relations with as many as six women whom were members of the Nation of Islam. Malcolm was so devastated by this deception and blatant hypocrisy he soon terminated his membership in the Nation Of Islam and founded the Muslim Mosque, Inc. After establishing his own Muslim organization, Malcolm took a pilgrimage to Mecca, Saudi Arabia which changed his opinion about whites. Malcolm greatly expanded his views on race in America by integrating the wisdom he gained from his travel to Mecca. The trip opened Malcolm’s eyes to see that Muslim’s come in all different races and genders. The trip proved life altering, as Malcolm met â€Å"blonde-haired, blued-eyed men I could call my brothers†(Wood, 1992). He returned to the United States with a new outlook on integration and a profound truth that all white people weren’t racist and evil people. After my research it validated my prior assumptions about Malcolm X himself being racist while under the teachings of Elijah Muhammad. His views changed about racism in America that he could also call a white man his brother as well as a black man. He realized you should judge the individual not an entire race of people as a whole but only the individuals that display or encourage acts of racism. References Alkalimat, A. (1999). ed. , Malcolm X: A Research Site: University of Toledo and Twenty-first Century Books) http://www. brothermalcolm. net Bloom, H. (2008). Bloom’s Guides Comprehensive Research & Study Guides: Alex Haley’s The Autobiography of Malcolm X Hefler, A. (2006). A Graphic Biography Malcolm X Wood, J. (1992). Malcolm X In Our own Image