Violent Media And Violent Behavior - 2454 Words

Violence in the Media and Violent Behavior in Children Anna Borja PSY 101 Introduction to Psychology Instructor Long March 30, 2015 Violent video games, movies and television shows have become the subject of large debates that may have lasted since the beginning of media. Everyone knows that people have the ability and desire to imitate what they experience in the media, and given the perceived increase in violence among children in the U.S., the media is seen as a major possible explanation. In the following, we will examine the evidence pertaining to whether the media is becoming more violent over time, how much violence is in the media, and what kind of psychological connection or causal influence there may be between children’s violent behavior and their favorite types of media. It will be argued that the type of media as well as other cultural and environmental factors, are the key variables in determining whether violent behavior was caused by media, focusing specifically on the influence of video games considering they permit children the most realistic and interactive experiences of violence compar ed to all media. As one author notes, the debate surrounding this topic has been increasingly polarized, with arguments either completely for, or against, the causal influence of media on violence (Trent). The lack of middle ground prevents many important types of ideas and arguments that would arise if we were to make some distinctions. Have studies that showedShow MoreRelatedViolent Media and Violent Behavior2249 Words   |  9 PagesResearch Paper Template Title of your research paper: Violent Media and Violent Behavior Thesis statement: Media violence has a serious negative impact on youths and to curtail this influence, we have to understand how and why aggressive behavior is encouraged through media viewing, experimental studies that support this claim, why youths are attracted to on screen violence, but more importantly how to curb the adverse effects of media violence on youths. Introduction –The introduction shouldRead MoreMedia Violence And Violent Behavior2213 Words   |  9 PagesOne Punch Media While violence is not new to the human race, it is an increasing problem in modern society. With greater access to firearms and weapons, the scope and efficiency of violent behavior has massive potential for serious consequences. Society needs to only look at the recent school shootings and the escalating rate of youth homicides to comprehend this ominous trend. While every child is different and the causes of youth violence are multifactorial, there appears to be a correlationRead MoreDo Violent Media Images Trigger Violent Behavior?2234 Words   |  9 PagesApril 2016 Do Violent Media Images Trigger Violent Behavior? There is no doubt that our culture and our youth are becoming more engaged in media on a daily basis, and for some youth, it consumes their time, thought processes, and lives. As we engage more in media and let it have a bigger part of our lives, how does this affect us? Growing up in a conservative home, I was often shielded from some things this world had to offer, but I was often allowed to watch and experience violent images, scenesRead MoreThe Effects Of Violent Media On Aggressive Behavior1590 Words   |  7 Pagescorrlation between violent media and aggressive behaviors in individuals. This paper represents an effort to provide a source for individuals who are interested to gain information on the effect of violent media on aggressive behaviors. Most of the peer-reviewed and scholary articles used in this paper provided conclusions that violent media have multiply harmful affects on individuals especially children. Krahà © and Mà ¶ller (2011) discussed the relationship be tween usage of violent media and aggressiveRead More Violent media Images and video games results in violent behavior890 Words   |  4 Pages Violent Media Images and Video Games Results In Violent Behavior Can violent media images and video games result in violent behavior? The answer is yes. For a few decades now hundreds of researchers have take time to research the relationship of media images and video games to violent behavior in children. In the next few paragraphs I will discuss why media images and video games result in violent behavior in children. This paper will also provide some important factors that adults shouldRead MoreMedia Violence And Violent Behaviors Among Children1884 Words   |  8 Pages â€Å"How Media is Changing Our World† Although violence is not new to our society, it is an increasing problem in the entrainment industries. The range and effectiveness of violence in the entertainment industries are having serious consequences on the youth. Children are labeled as impressionable, which means children do not see the world through the same understanding as adults do they see things more literally, children lack the mature sensibility of distinguishing fiction from reality. In additionRead MoreChanging Behaviors Of Children From Violent Media2645 Words   |  11 PagesGiulianna Castronova Professor Slaby CMP 101-01 22 April, 2016 Changing Behaviors of Children due to Violent Media During childhood, children learn behaviors that some may obtain for the rest of their lives. Children are some of the most vulnerable humans when it comes to watching higher figures of their lives doing something, most likely you will find that child doing the same exact thing a day later. Whether they are learning these habits from their parents, older siblings, favorite televisionRead MoreHow Violent Media Encourages The Behavior Of Adolescents1844 Words   |  8 Pagesrealm of intense and violent video games along with their media counterparts is ever changing, and this transformation is leading to the most expressive and realistic viciousness a child can be exposed to without actually harming another human being. Furthermore, due to this tremendous level of ‘realisticness,’ the inquiry of whether or not the violence portrayed in these video games and television shows leads to an amplified level of aggression and other types of violent behavior in their participant sRead MoreHow Media Violence Related to Aggressive and Violent Behavior672 Words   |  3 Pagesclearly demonstrated that exposure to media violence does have a significant influence on violent and aggressive behavior. This is particularly the case amongst children where fictional media violence has been linked to increased aggression both in the short-term and in the long-term. This text highlights the extent to which media violence is related to violent/aggressive behavior. To What Extent is Media Violence Related to Aggressive and Violent Behavior? As I have already pointed out aboveRead MoreEssay on Media Violence Does NOT Cause Violent Behavior2932 Words   |  12 Pagesthe human psyche. This is an assertion that could be supported, in no small part, by the manifestations of the human psyche we see in our own violent, erotic and chaotic dreams. As a culture, again with religious fundamentalist and perhaps politically-correct feminist exceptions, we pretty much take these literary forms for granted in terms of their violent and seemingly antisocial content. Parents lovingly read their children to sleep with images of forced drudgery, painful mutilations, and vengeful

Compare And Contrast A Gristmas Carol And Gran Torino

Charles Dicken’s ‘A Christmas Carol’ and Clint Eastwood’s ‘Gran Torino’ both present leads that identify with and notice power across the texts. A separation of power is explored in both, although the cinematic message of ‘Gran Torino’ being prejudice towards those with a lower sense of power and the contrast of social classes in ‘A Christmas Carol’. Additionally, the texts align in their presentation of masculinity, a central form of power apparent. However, while both emphasise the power of knowledge and its ability to mould the lives of those around them, Dicken’s highlights how this ability can help one’s self and their own future to a further extent. The separation of social classes across both texts is highlighted by differences†¦show more content†¦Another development of power can be seen in the male leads in both of the texts, in the form of what it means to be a male, including times where both men didn’t align with this stereotype. Eastwood presented characters that followed typical masculine characteristics, whether it be a main or minor addition. Notably, Walt held onto his possessions, such as the Gran Torino and his tools, that he controlled and was clearly protective of, as he only shared them with Thao. Additionally, he utilised fear tactics and aggression when stopping the gang from hurting Sue, claiming â€Å"I am that person that you don’t mess with†, before threatening them. Similarly, the barber is highlighted as a masculine figure; conversing with Walt with confidence and power, that mocked the less masculine Thao in his attempts. Similarly, Scrooge also acts in a protective way, ref using to share his wealth and constantly working to put himself in a higher position in society. While both protagonists transformations initiate a cascade effect on those surrounding them, in a generally positive way; Dicken’s focuses on the power of knowledge aiding one’s own life, over others. Scrooge was placed into a situation where he had to see his future, and it was emphasised that this was unstable - through the ambiguous appearance of the â€Å"Ghost of Christmas Yet to Come†. The knowledge that he had gained evidently had power, on both Scrooge’s future actions and the Cratchit family.

World War 1 Causes and Consequences free essay sample

Europe avoided major wars in the 100 years before World War 1 began. In the 1800s, an idea swept across the continent that helped bring about the Great War. Many historians argue that there are many causes of the first World War some of which are not disclosed to the wider population. However, the main causes of World War I, which began in central Europe in late July 1914, included many factors, such as the conflicts and hostility between the great European powers of the four decades leading up to the war. Militarism, alliances, imperialism, and nationalism played major roles in the conflict as well. The immediate origins of the war, however, lay in the decisions taken by statesmen and generals during the July Crisis of 1914 caused by the assassination of Archduke Franz Ferdinand and his wife Sophie by Gavrilo Princip, anirredentist Serb and member of the Serbian nationalist organization, the Black Hand. The crisis came after a long and difficult series of diplomatic clashes between the Great Powers (Italy, France, Germany, Britain, Austria-Hungary and Russia) over European and colonial issues in the decade before 1914 that had left tensions high. In turn these diplomatic clashes can be traced to changes in the balance of power in Europe since 1867. The more immediate cause for the war was tensions over territory in the Balkans. Austria-Hungary competed with Serbia and Russia for territory and influence in the region and they pulled the rest of the Great Powers into the conflict through their various alliances and treaties. According to Henig (2002), another cause of the first World War was the Franco-Prussian War. The war between France and Prussia (the future German Empire) that lasted from 1870 to 1871 ended with a humiliating defeat for France. It lost the regions of Alsace and Lorraine, and was forced to pay a huge indemnity to Prussia. The Franco-Prussian War led to creation of a powerful German Empire with a military and industrial potential to further disrupt the European balance of power on the one hand and widespread resentment and desire for revenge among the French (revanchism) on the other. Cohen (1967) asserted that some other factors that led to the first World War were the domestic political factors. Left-wing parties, especially the Social Democratic Party of Germany (SPD) made large gains in the 1912 German election. German government at the time was still dominated by the Prussian Junkers who feared the rise of these left-wing parties. Fritz Fischer famously argued that they deliberately sought an external war to distract the population and whip up patriotic support for the government. Russia was in the midst of a large-scale military build-up and reform that they intended to complete in 1916–1917. Other authors argue that German conservatives were ambivalent about a war, worrying that losing a war would have disastrous consequences, and even a successful war might alienate the population if it were lengthy or difficult. The situation in France was quite different from that in Germany as going to war appeared to the majority of political and military leaders to be a potentially costly gamble. It is undeniable that forty years after the loss of Alsace-Lorraine a vast number of French were still angered by the territorial loss, as well as by the humiliation of being compelled to pay a large reparation to Germany in 1871. The diplomatic alienation of France orchestrated by Germany prior to World War I caused further resentment in France. Nevertheless, the leaders of France recognized Germanys strong military advantage against them, as Germany had nearly twice as much population and a better equipped army. At the same time, the episodes of the Tangier Crisis in 1905 and the Agadir Crisis in 1911 had given France a strong indication that war with Germany could be inevitable if Germany continued to oppose French colonial expansionism. Lieven (1983) stated that France was politically polarized; the left-wing socialists led by Jean Jaures pushed for peace against nationalists on the right like Paul Deroulede who called for revenge against Germany. France in 1914 had never been so prosperous and influential in Europe since 1870, nor its military so strong and confident in its leaders, emboldened by its success in North Africa and the overall pacification of its vast colonial empire. The Entente Cordiale of 1904 with Britain held firm, and was supported by mutual interests abroad and strong economic ties. Russia had fled the triple crown alliance with Germany and Austria-Hungary because of disagreements with Austria-Hungary over policy in the Balkans. Russia also hoped that large French investments in its industry and infrastructures coupled with an important military partnership would prove themselves profitable and durable. According to Strachan (2004), historians believe that one of the major reasons for World War One was Imperialism. Countries such as the United Kingdom and France accumulated great wealth in the late 19th century through their control of trade in foreign resources, markets, territories, and people. Other empires, Germany, Austria-Hungary, Italy, and Russia all hoped to do so as well in economic advantage. Their frustrated ambitions and British policies of strategic exclusion created tensions. In addition, the limits of natural resources in many European nations began to slowly alter trade balance, and make national industries seek new territories rich in natural resources. Commercial interests contributed substantially to Anglo-German rivalry during the scramble for tropical Africa. This was the scene of sharpest conflict between certain German and British commercial interests. There have been two partitions of Africa. One involved the actual imposition of political boundaries across the continent during the last quarter of the 19th century; the other, which actually commenced in the mid-19th century, consisted of the so-called business partition. In southern Africa the latter partition followed rapidly upon the discoveries of diamonds and gold in 1867 and 1886 respectively. An integral part of this second partition was the expansion in the interior of British capital interests, primarily the British South Africa Company and mining companies such as De Beers. After 1886 the Witwatersrand goldfields prompted feverish activity among European as well as British capitalists. It was soon felt that Whitehall that German commercial penetration in particular constituted a direct threat to Britains continued economic and political hegemony south of the Limpopo. Amid the expanding web of German business on the Rand, the most contentious operations were those of the German-financed N. Z. A. S. M. or Netherlands South African Railway Company, which possessed a railway monopoly in the Transvaal. Nugent (2008) stated that rivalries for not just colonies, but colonial trade and trade routes developed between the emerging economic powers and the incumbent great powers. Although still argued differently according to historical perspectives on the path to war, this rivalry was illustrated in the Berlin-Baghdad Railway, which would have given German industry access to Iraqi oil, and German trade a southern port in the Persian Gulf. A history of this railroad in the context of World War I has arrived to describe the German interests in countering the British Empire at a global level, and Turkeys interest in countering their Russian rivals at a regional level. As stated by a contemporary man on the ground at the time, Jastrow wrote, It was felt in England that if, as Napoleon is said to have remarked, Antwerp in the hands of a great continental power was a pistol leveled at the English coast, Bagdad and the Persian Gulf in the hands of Germany (or any other strong power) would be a 42-centimetre gun pointed at India. On the other side, Public opinion in Germany was feasting on visions of Cairo, Baghdad, and Tehran, and the possibility of evading the British blockade through outlets to the Indian Ocean. Britains initial strategic exclusion of others from northern access to a Persian Gulf port in the creation of Kuwait by treaty as a protected, subsidized client state showed political recognition of the importance of the issue. If outcome is revealing, by the close of the war this political recognition was re-emphasized in the military effort to capture the railway itself, recounted with perspective in a contemporary history: On the 26th Aleppo fell, and on the 28th we reached Muslimieh, that junction on the Baghdad railway on which longing eyes had been cast as the nodal point in the conflict of German and other ambitions in the East. The Treaty of Versailles explicitly removed all German ownership thereafter, which without Ottoman rule left access to Mesopotamian and Persian oil, and northern access to a southern port in British hands alone. As asserted by Smith (2007), there are also some technical and military factors that are said to have led to the First World War. Both sides believed, and publicly stated, that the war would end soon. The Kaiser told his troops that they would be home before the leaves have fallen from the trees, and one German officer said he expected to be in Paris by Sedantag, about six weeks away. Germany only stockpiled enough potassium nitrate for gunpowder for six months; without the just-developed Haber-Bosch process, Germany might have collapsed by 1916. Russian officers similarly expected to be in Berlin in six weeks, and those who suggested that the war would last for six months were considered pessimists. Von Moltke and his French counterpart Joseph Joffre were among the few who expected a long war, but neither adjusted his nations military plans accordingly. The new British Secretary of State for War Lord Kitchener was the only leading official on either side to both expect a long war (three years or longer, he told an amazed colleague) and act accordingly, immediately building an army of millions of soldiers who would fight for years. Some authors such as Niall Ferguson argue that the belief in a swift war has been greatly exaggerated since the war. He argues that the military planners, especially in Germany, were aware of the potential for a long war, as shown by the Willy-Nicky telegraphic correspondence between the emperors of Russia and Germany. He also argues that most informed people considered a swift war unlikely. However, it was in the belligerent governments interests to convince their populaces, through skillful propaganda, that the war would be brief. Such a message encouraged men to join the offensive, made the war seem less serious, and promoted general high spirits. As stated by Gillette (2006), British security issues is another military factor that might have lead to World War 1. In explaining why neutral Britain went to war with Germany, Paul Kennedy, in The Rise of the Anglo-German Antagonism, 1860–1914, claimed that it was critical for war that Germany become economically more powerful than Britain, but he downplayed the disputes over economic trade imperialism, the Baghdad Railway, confrontations in Eastern Europe, high-charged political rhetoric and domestic pressure-groups. Germanys reliance time and again on sheer power, while Britain increasingly appealed to moral sensibilities, played a role, especially in seeing the invasion of Belgium as a necessary military tactic or a profound moral crime. The German invasion of Belgium was not important because the British decision had already been made and the British were more concerned with the fate of France. Kennedy argues that by far the main reason was Londons fear that a repeat of 1870—when Prussia and the German states smashed France would mean Germany, with a powerful army and navy, would control the English Channel, and northwest France. British policy makers insisted that would be a catastrophe for British security. With all the happenings of the First World War, there were both devastating and positive consequences. The aftermath of World War I saw drastic political, cultural, and social change across Europe, Asia, Africa, and even in areas outside those that were directly involved. Four empires collapsed due to the war, old countries were abolished, new ones were formed, boundaries were redrawn, international organizations were established, and many new and old ideologies took a firm hold in peoples minds. World War One left many families in hurt and turmoil due to the loss of their family members. Women and children were left to fend solely for themselves. The death toll for the armed forces in World War I was appalling. Around nine million soldiers were killed, which was about 15 per cent of all combatants. In addition, millions more were permanently disabled by the war; of British war veterans, for example, 41,000 lost a limb in the fighting. In Britain, it became common to talk of a lost generation. Such was a particularly appropriate phrase for the situation in France, where 20 per cent of those between the ages of 20 and 40 in 1914 were killed. Although civilians were not killed on the scale that they would be in World War II, populations had nevertheless become targets of war. In addition to the civilians killed directly in the war, millions more died from famine and disease at the end of the war and at least a further 20 million died worldwide in the Spanish flu epidemic in the winter of 1918–19. There were also economic consequences of World War 1. The economic impact of war on Europe was devastating. The war cost Britain alone more than ? 34 billion. All powers had financed the war by borrowing money. By 1918, the USA had lent $2,000 million to Britain and France; U-boats had also sunk 40 per cent of British merchant shipping. Throughout the 1920s, Britain and France spent between one-third and one-half of their total public expenditure on debt charges and repayments. Britain never regained its pre-war international financial predominance, and lost several overseas markets. The physical effects of the war also had an impact on the economic situation of Europe. Wherever fighting had taken place, land, and industry had been destroyed. France suffered particularly badly, with farm land (2 million hectares), factories and railway lines along the Western Front totally ruined. Belgium, Poland, Italy, and Serbia were also badly affected. Roads and railway lines needed to be reconstructed, hospitals and houses had to be rebuilt and arable land made productive again by the removal of unexploded shells. Consequently, there was a dramatic decline in manufacturing output. Combined with the loss of trade and foreign investments, it is clear that Europe faced an acute economic crisis in 1919. According to Glaser (1998), another consequence of the First World War was treaty of Versailles. After the Paris Peace Conference of 1919, the signing of the Treaty of Versailles on 28 June 1919, between Germany on the one side and France, Italy, Britain and other minor allied powers on the other, officially ended war between those countries. Other treaties ended the belligerent relationships of the United States and the other Central Powers. Included in the 440 articles of the Treaty of Versailles were the demands that Germany officially accept responsibility for starting the war and pay economic reparations. This treaty drastically limited the German military machine: German troops were reduced to 100,000 and the country was prevented from possessing major military armaments such as tanks, warships and submarines. Conner (2009) stated that World War One also had a medical consequence which was a huge breakout in Influenza. Historians continue to argue about the impact the 1918 flu pandemic had on the outcome of the war. It has been posited that the Central Powers may have been exposed to the viral wave before the Allies. The resulting casualties having greater effect, having been incurred during the war, as opposed to the allies who suffered the brunt of the pandemic after the Armistice. When the extent of the epidemic was realized, the respective censorship programs of the Allies and Central Powers limited the publics knowledge regarding the true extent of the disease. Because Spain was neutral, their media was free to report on the Flu, giving the impression that it began there. This misunderstanding led to contemporary reports naming it the Spanish flu. Investigative work by a British team led by virologist John Oxford of St Bartholomews Hospital and the Royal London Hospital, identified a major troop staging and hospital camp in Etaples, France as almost certainly being the center of the 1918 flu pandemic. A significant precursor virus was harbored in birds, and mutated to pigs that were kept near the front. The exact number of deaths is unknown but about 50 million people are estimated to have died from the influenza outbreak worldwide. In 2005, a study found that, The 1918 virus strain developed in birds and was similar to the bird flu that today has spurred fears of another worldwide pandemic, yet proved to be a normal treatable virus that did not produce a heavy impact on the worlds health. † Fromkin (1989) said that an economic and geopolitical consequence of the first World War was the dissolution of the German, Russian, Austro-Hungarian and (a little earlier) Ottoman empires created a large number of new small states in eastern Europe. Internally these new states tended to have substantial ethnic minorities, which wished to unite with neighbouring states where their ethnicity dominated. For example Czechoslovakia had Germans, Poles, Ruthenians and Ukrainians,Slovaks and Hungarians. The League of Nations sponsored various Minority Treaties in an attempt to deal with the problem, but with the decline of the League in the 1930s, these treaties became increasingly unenforceable. One consequence of the massive redrawing of borders and the political changes in the aftermath of World War I was the large number of European refugees. These and the refugees of the Russian Civil War led to the creation of the Nansen passport. Ethnic minorities made the location of the frontiers generally unstable. Where the frontiers have remained unchanged, since 1918, there has often been the expulsion of an ethnic group, such as the Sudeten Germans. Economic and military cooperation amongst these small states was minimal, ensuring that the defeated powers of Germany and the Soviet Union retained a latent capacity to dominate the region. In the immediate aftermath of the war, defeat drove cooperation between Germany and the Soviet Union but ultimately these two powers would compete to dominate eastern Europe. Perhaps the single most important event precipitated by the privations of World War I was the Russian Revolution of 1917. A socialist and often explicitly Communist revolutionary waveoccurred in many other European countries from 1917 onwards, notably in Germany and Hungary. Due to the Russian Provisional Governments failure to cede territory, German and Austrian forces defeated the Russian armies; the new communist government signed the Treaty of Brest-Litovsk in March 1918. In that treaty, Russia renounced all claims to Estonia, Finland, Latvia, Lithuania, Ukraine, and the territory of Congress Poland and it was left to Germany and Austria-Hungary to determine the future status of these territories in agreement with their population. Later on, Vladimir Lenins government also renounced the Partition of Poland treaty, making it possible for Poland to claim its 1772 borders. However, the Treaty of Brest-Litovsk was rendered obsolete when Germany was defeated later in 1918, leaving the status of much of Eastern Europe in an uncertain position.

Ran - Movie Review Essays - Japanese-language Films, Samurai Films

Ran - Movie Review Ran--Movie Review--Ryan Bobo At the age of 70, after years of consolidating his empire, the Great Lord Hidetora Ichimonji (played brilliantly by Tatsuya Nadakai) decides to abdicate the throne and divide his domain among his three sons. To illustrate his demand for family unity, Hidetora shows that a single arrow can be easily broken, but three arrows held together are strong. But the loyalty the Great Lord dreams of doesn't happen and his empire falls to family bickering and civil war, with the old lord traveling from son to son in a futile attempt to keep empire and family together. The film is beautifully well made, with subtle changes in color and texture as the story progresses. The characters makeup resembling an early form of Japanese theater. Epic battles, requiring the use of 1,400 extras and hundreds of horses are shot using a multi-camera technique that Kurosawa himself developed. All of these elements combine to create a feeling of immersion in the story. And while some of the battle scenes seem a bit campy by today's standards - with an overuse of blood that looks more like paint - the overall picture is dramatic, impressive, and visually stunning. At 2 hours and 40 minutes the film is a bit on the long side for most people but it does not deter from the fact that Ran is an incredible picture worth seeing and talking about. Whether you really are a pretentious film snob or just someone who appreciates seeing something well made, this film is a must-see. Movies and Television

Youre Writing Blogs Wrong

Youre Writing Blogs Wrong If youve been maintaining a blog to draw traffic to your website, hows that going for you? Are you seeing the traffic you hoped to see from it? If youre running a business, does that web traffic include the right customers (or audience)? If not, then lets look at some things you might be doing wrong and discuss the best ways to correct those mistakes so your blog will do what it is meant to do- reach the right audience and help you grow your business or succeed in personal branding.Common mistake 1 – Expecting immediate resultsTheres no doubt that blogs are incredibly useful in building a business or reputation. However, a common mistake that bloggers make is assuming that this benefit will be instantaneous. As soon as the blog goes up, business will start pouring in, right?Well, no. Not exactly. A blog is different than print advertising in traditional media in that an audience must be built- steadily and over time. Blogging is not an immediate results type of advertising for several reasons. First, a blog helps you increase your sites visibility on Google, but that takes time to happen. Second, a blog helps you show your expertise, but to be considered an expert, you need to demonstrate a lot of knowledge (more than one or nine or even twenty posts can convey). Finally, a blogs audience isnt instantaneous. Your audience will grow from activities like sharing on social media and word of mouth, and that will take some time to happen. So dont give up within a few months if youre not seeing the results you want to see. Be patient, keep blogging, and give the blog time to grow. Youll be glad you did.Common mistake 2 – Focusing on SEOWeve all heard about SEO and using it to help Google index your site closer to its front page results, and a blog can certainly make this happen. However, writing a blog strictly for this purpose is not a good long-term plan and there are plenty of reasons why. First, your primary purpose in writing a blog is to share you r expertise and build influence in your field. Second, you want your audience to share the content you write- thats how your blog will grow its readership. If you overload your blog with too much SEO content without focusing on the quality and voice of the information, your expertise is buried beneath keywords and the content will be moderately interesting, at best. Put simply: write for your customers, not for SEO. Keeping focus on your customers will ensure that you publish high-quality content that they will want to read and (ideally) share with others.Common mistake 3 – Not allowing your content to have personalityNo one wants to read boring writing, even if its about a topic that interests them. Think of some of the best writers you know and think about what makes them so unique. Its the personality of their writing, isnt it? Its the voice of the author that makes them interesting, familiar, and almost seem like theyre speaking just to you when you write. Its that trait that makes favored writers so engaging, and you should use that exact approach when writing a blog for your business or personal brand.This means youll need to be personable. Write as if youre speaking with your client instead of like youre writing for a text book or press release. Its this voice that will make your audience want to read more because we all like to read writing that speaks to us on a personal level. Engage your audience with humor, stories, photos- anything that can draw people in on a personal level. An SEO-laden, 500-word, boring blog entry simply wont do that.Another great benefit to personable and engaging blog entries is that it keeps your business from seeming faceless. It adds character and projects something about you, as the owner, that your customers want to know. People like knowing theyre doing business with other REAL people, not just faceless corporate enterprises.Common mistake 4 – Not being consistentMany bloggers begin with a lot of fireworks and end up sizzling out. Not publishing consistently means that not only will you lose the audience youve gained so far- youll also be seen as potentially out of business or dated. This does not mean that you have to publish a new post daily (or even weekly). Sometimes publishing too much content can be just as harmful, particularly if the content youre publishing becomes stale, repetitive or boring to read.The best way to ensure consistency in your blogging practices is to make a good judgment about how often you can reasonably publish new content. If you can publish once a month consistently, make that your goal. If you can manage more than that- biweekly or even weekly- then thats even better, but the important thing is publishing consistently.Common mistake 5 – Making it all about youFinally, keep in mind that while the blog is meant to show your expertise, it shouldnt be all about you. The main reason for this is your readers will become bored very quickly, even if you lead the most exciting life imaginable. Instead of constantly publishing about your accomplishments, ideas, event participation, etc., focus instead on current events related to your line of work. Showing your audience that you understand your field and keep up to date on current happenings reveals as much about your level of expertise as constantly writing about yourself and your own viewpoints.

Essay About 50 Shades of Grey

Essay About 50 Shades of Grey In 2012, British author E. L. James’ erotic romance novel Fifty Shades of Grey first took the Western world by storm, in North America and Europe, garnering much attention due to its explicit content. As the first installment of the Fifty Shades Trilogy, the book portrays a deepening relationship between a college student, Anastasia Steele, and a young business magnate, Christian Gray, in Seattle, Washington. It gained notability for its erotic scenes featuring elements of sexual practices involving bondage/discipline, dominance/submission and sadism/masochism (BDSM). Since then the book and the trilogy, Fifty Shades Darker and Fifty Shades Freed, has sold millions of copies worldwide, long ago entering into best-seller status, and been translated into dozens of other languages. Not bad for a book that was originally self-published as an e-book and on a print-on-demand basis. Tides turned in 2012 when Vintage Books acquired the publishing rights. And the rest is history. Though readers couldn’t get enough of the book, critical reception of the book leaned on the negative. Critics thought the quality of the prose was generally poor; that despite the racy scenes, it wasn’t written very well. Nonetheless, just before Valentine’s Day 2015, Universal Pictures produced a film based on Fifty Shades of Grey, the first book in the Trilogy, which also received generally unfavorable reviews. It premiered at the 65th Berlin International Film Festival in early February 2015. But it still went on to be an immediate box office success, making more than $400 million in the box office. It cast film stars Dakota Johnson as Anastasia Steele and Jamie Dornan as Christian Grey. A sequel to the film is planned for a 2016 release. At its core, Fifty Shades of Grey, the movie and the book (and even Fifty Shades Darker and Fifty Shades Freed) is all a story of transformation done out of love. Christian Grey, though successful and extremely wealthy, has a dark past – a physically abusive childhood that leaves him angry and distanced from other people and into perverted sexual practices. Anastasia then interviews him for a college paper, and over time they have an attraction that turns into a sexual relationship. At first, Christian engages in his kinky sexual games with the innocent, naà ¯ve and inexperienced Anastasia. The BDSM becomes too much for her: she begins to have feelings for him and desires for a normal relationship with romantic lovemaking. She gives him an ultimatum; she is done with the BDSM and tells Christian she will stop their relationship and leave him unless he can demonstrate a capacity to love her and show appropriate, sensitive feelings for her. It works, too. He changes for her. Throughout Fifty Shades of Grey, the book and film, Christian is also falling in love with Anastasia. The reader, or film viewer, knows this but speculates that he masks his emotional vulnerabilities with dominating, exploitative sexual practices in which he involves her repeatedly. It appears, at first, he is taking advantage of the young inexperienced girl. Using her for sex, for her body. But in the end of the first story, we learn that he transforms and embraces his more sensitive, selfless and romantic side in order to keep her. The two subsequent stories of the Trilogy focus on their relationship after they decide to date and try a serious relationship. All in all, Fifty Shades of Grey is not your classic romance story. But it may be the romance story of today’s world and society. In many regards, the story sets precedents on what can be included in and considered art and literature and film. Twenty years ago or longer, this story would have been considered risquà © and pornographic in nature. The story is a testament to the ever-changing views on sex, and is a nod to sex, even kinky sexy, becoming part of the mainstream media and world of entertainment – and not just something done behind closed doors but part of many people’s everyday life. If you are reading this article, youre most likely looking for information about the book or the movie. Or the case may be you need an essay written about the 50 Shades of Grey story. Whichever the case, is the right place to go to. Our writers can do professional research, report and essay writing on any topic there is, including  the one this article is dedicated to. To get academic writing assistance, simply visit our order page, place your order and work will start immediately. We guarantee outcome  will exceed your expectations.

Politics and Economics Research Paper Example | Topics and Well Written Essays - 500 words

Politics and Economics - Research Paper Example Man is always changing – from his physical traits to his values and cultures. He changes even his way of life in order to cope with his ever changing environment. Because of the changes in his environment, economic resources have become scarce. This is the main reason for us to economize (McConnell & Brue, 2005). We need to make economic choices every day of our life – from choosing our food to eat, deciding what and where to buy our clothes and how much fuel should be filled in our car. And in every decision that we make, we has to forgo an alternative and incur a cost. In our decision makings, we need to consider the prices we have to pay. Prices in the economy may affect individuals’ buying behaviors and decisions. Prices of goods imported to the U.S. may affect the individuals’ decision making. Principles of economics can explain the behaviors of both sellers and consumers towards price changes. We, as consumers, tend to buy more when prices are lower and buy less or even delay buying when prices are high. However, the reported drop in the prices of imported goods could also be attributed to the increase in goods imported to the United States.

Reading log Essay Example | Topics and Well Written Essays - 500 words

Reading log - Essay Example tural in the sense that they constitute human technological advancement, but that this advancement is operating in a paradigm that is oppositional to the structure of the human brain. There are a number of insights that can be gleamed from the discussion. One of the primary considerations is Morgan’s (2006) belief that mechanization is necessarily a negative for human progress; such a debate dates back as early as Rousseau’s ‘noble savage,’ with the reality remaining anywhere but clear. In either regards, it seems that at the least one can embrace the argument in that for many individuals there is oftentimes a longing for such ‘naturalness’ and that an organization only implementing mechanized inputs can only expect to produce mechanized outputs, effectively alienating this human longing. One of the prominent such considerations then is establishing objective means of avoiding such mechanization. It is clear that, to an extent, for Morgan (2006) this involves developing organizations that are more in accordance with natural human physiology. His main understanding of the brain as a form of organizational design seems contin gent on the central insight that traditional organizational mechanization is rooted in a cause and effect chain of events, whereas an organization linked to the human brain would be composed elements that act with slight independence while also containing a semblance of the whole. There are a variety of applications for such an approach. One considers Burnes’ (2009) examination of Oticon. For Burnes (2009) the critical success factor for Oticon’s turnaround was first the establishment of an overarching vision that contained strong values as a means of promoting a new organizational culture. The organization then established a learning organization wherein internal innovation and change became the fabric of the work process. One considers that these critical success factors relate directly to Morgan’s (2006) notions of the

Term paper Essay Example for Free

Term paper Essay There are so many options available to how they can structure the new business(s). The appropriate business entity for any individual(s) will depend on their particular facts and circumstances. You are a valued colleague and friend of this three-some and they have come to you seeking advice as to how to structure their new business. They have the knowledge to figure it out themselves, but are looking for the advice of an unbiased 3rd party. Please consider the following tax and non-tax considerations as you recommend an entity choice to Penelope, Mark and John. After 20+ years of working for other firms, Penelope (Enrolled Agent, age 41), Mark (CPA, age 43) and John (CVA, age 65) want to leave the firms they are currently employed by and become their own bosses. Penelope specializes in Taxes, Mark is the Auditor and John is a Business Valuation expert. There are so many options available to how they can structure the new business(s). The appropriate business entity for any individual(s) will depend on their particular facts and circumstances. You are a valued colleague and friend of this three-some and they have come to you seeking advice as to how to structure their new business. They have the knowledge to figure it out themselves, but are looking for the advice of an unbiased 3rd party. Please consider the following tax and non-tax considerations as you recommend an entity choice to Penelope, Mark and John. After 20+ years of working for other firms, Penelope (Enrolled Agent, age 41), Mark (CPA, age 43) and John (CVA, age 65) want to leave the firms they are currently employed by and become their own bosses. Penelope specializes in Taxes, Mark is the Auditor and John is a Business Valuation expert. There are so many options available to how they can structure the new business(s). The appropriate business entity for any individual(s) will depend on their particular facts and circumstances. You are a valued colleague and friend of this three-some and they have come to you seeking advice as to how to structure their new business. They have the knowledge to figure it out themselves, but are looking for the advice of an unbiased 3rd party. Please consider the following tax and non-tax considerations as you recommend an entity choice to Penelope, Mark and John. After 20+ years of working for other firms, Penelope (Enrolled Agent, age 41), Mark (CPA, age 43) and John (CVA, age 65) want to leave the firms they are currently employed by and become their own bosses. Penelope specializes in Taxes, Mark is the Auditor and John is a Business Valuation expert. There are so many options available to how they can structure the new business(s). The appropriate business entity for any individual(s) will depend on their particular facts and circumstances. You are a valued colleague and friend of this three-some and they have come to you seeking advice as to how to structure their new business. They have the knowledge to figure it out themselves, but are looking for the advice of an unbiased 3rd party. Please consider the following tax and non-tax considerations as you recommend an entity choice to Penelope, Mark and John. After 20+ years of working for other firms, Penelope (Enrolled Agent, age 41), Mark (CPA, age 43) and John (CVA, age 65) want to leave the firms they are currently employed by and become their own bosses. Penelope specializes in Taxes, Mark is the Auditor and John is a Business Valuation expert. There are so many options available to how they can structure the new business(s). The appropriate business entity for any individual(s) will depend on their particular facts and circumstances. You are a valued colleague and friend of this three-some and they have come to you seeking advice as to how to structure their new business. They have the knowledge to figure it out themselves, but are looking for the advice of an unbiased 3rd party. Please consider the following tax and non-tax considerations as you recommend an entity choice to Penelope, Mark and John.

Metamorphosis :: essays research papers

The Metamorphosis   Ã‚  Ã‚  Ã‚  Ã‚  Members of a family are often affected when something suddenly changes. Family relationships and special bonds can be changed and sometimes even broken. The attitudes of family members may be altered around the sudden change. In Franz Kafka’s The Metamorphosis, a family’s bond is broken apart by a sudden change in Gregor Samsa. The author deals with changes in Gregor and within the whole family.   Ã‚  Ã‚  Ã‚  Ã‚  The family’s attitude changes throughout the book. Gregor’s sister, Grete, showed the largest change in attitude. In the beginning she felt sorry for her unfortunate brother and she continued to show that she still cared about him. She took care of him and fed him when no one else seemed to care. After seeing her “changed'; brother for the first time and being frightened by his appearance, “she lost control of herself and slammed the door shut again';. Grete still cared for her brother even though he had changed. Grete feeling sorry for Gregor, brought him an assortment of foods, to find out which ones he liked. She also wanted to help him out by removing the furniture from his bedroom so he could have more room to crawl around. Eventually, Grete began to feel annoyed and disgusted by the presence of her brother. By not caring anymore, she no longer fed nor acknowledged her brother. Grete was the first to announce that the family needed to get rid of Gregor. After his death she was content to go on with the rest of her life, with out the burden of her brother.   Ã‚  Ã‚  Ã‚  Ã‚  Gregor’s mother had a very similar attitude towards the change in Gregor. When she first saw him she had great sorrow. In the beginning, she refused to give up hope that Gregor would someday be normal again. She showed her feelings by disagreeing with Grete when she wanted to remove his furniture. She wanted the room untouched, so that when Gregor came back it would be exactly the same and he could easily forget the whole thing. As her attitudes changed in the end, she too became irritated by Gregor.   Ã‚  Ã‚  Ã‚  Ã‚  Gregor’s father had the hardest time accepting Gregor. His attitude towards him changed the quickest. He wanted to drive Gregor back into his room the minute he saw him. His father harshly chased him back to his room with a cane. His father injured his leg by shoving him through his tight door way. When Mr. Samsa found out that Gregor had left his room while he was out, he attempted to kill him. All in all it was the wound his

Examine the language Essay

A soliloquy is during a play when an actor will speak his/her thoughts out loud to the audience. The actor will usually stand-alone on stage but if another actor is on stage they will go on with what they are doing. The purpose of a soliloquy is to help the audience understand the imagery. Shakespeare used soliloquies for the audience due to them going to listen to a play instead of watching it as we do today. Throughout the play Shakespeare’s soliloquies are full of contrasting images. These images mostly are contrasting themes from the play, in this case Love which is Romeo & Juliet’s love for each other, Hate between the families of Montague’s & Capulet, Violence fighting between families, Young Ideas which is Romeo & Juliet want to marry for love and not suitors chosen by their parents, Traditional Values the arranged marriages. In the soliloquy beginning † Well Juliet, I will lie with thee to-night. † Romeo describes death. Romeo describes that he wants to join Juliet in death. The imagery created by Shakespeare is revolting during this soliloquy. There is a large contrast from the middle and near the end of the soliloquy. Romeo goes and bys poison from the apothecary. An apothecary is like a morgue. This image of death describes and implicates the theme of death running through the play. There is a large similarity between the soliloquy starting â€Å"Well Juliet, I will lie with thee to-night† and â€Å"Villain and he be miles asunder. † It is in â€Å"Villain and he be miles asunder† Juliet show to her family that she is upset over the death of her cousin Tybalt due to Romeo killing him, but infact she is more upset due to Romeo being banished from Verona. And in â€Å"Well Juliet, I will lie with thee to-night† Romeo is very upset due to him thinking Juliet is dead. This is dramatic irony because the audience know that she is not dead. This Make it standout how important love is in the play. In the soliloquy â€Å"My only love, sprung from my only hate† is a common soliloquy for the rhyming couplet. A rhyming couplet is when the last two words in each line rhyme. This Happen in this soliloquy. In this soliloquy Juliet says, â€Å"My only love, sprung from my only hate† What she means is that Romeo is a Montague and she is a Capulet. There has been a grudge between the two families for years. Juliet means she loves a member of the Montague family, which is supposed to be her enemy. In most of the soliloquies there is a lot of reparation. One example is Juliet says before she drinks the friar’s potion, â€Å"dash out my desperate brains† and then Romeo talks of â€Å"desperate men†. The reparation shows how desperate the situation is in their lives. In the last scene in of the play there are 2 touching soliloquies. The main one is from Romeo. He starts â€Å"how oft when men are at the point of death† He is talking about the meaning of death parting lovers in this soliloquy. The other is from Juliet saying about Romeo being taken from her. so she takes his dagger so she can join he love in heaven.

Face the Music

File Sharing By Ehtisham Malik The company Napsterâ„ ¢ made headlines in the music file sharing revolution by letting people share music for free. ) Napsterâ„ ¢ and other services like it soon attracted the attention of the record companies. Lawsuits were filed to stop illegal music file sharing, and Napster was forced to stop. After these lawsuits, the Apple iPod  ® music player changed the way people listened to music. The iPod player was small and portable. It allowed people to carry their music with them wherever they went. Apple then introduced ITunes ® on the Internet.Their reasoning was that many people who were downloading music illegally would be willing to pay a small fee to get the music legally. Apple ® saw people were interested, and was the first to market a new music player and a legal music download service. About 70 percent of music downloaders use ITunes ®. Competitors have been slow to catch up, but there are new sites popping up everyday. Companies s uch as Wal-Mart ®, Musicmatch ®, Real Networks’ Rhapsodyâ„ ¢, and BuyMusic all have music-sharing Web sites. Napsterâ„ ¢ reemerged as a pay-for-music site. This well-known music site hopes that their brand name will lead to instant market sales and success.If you download music from the Internet, make sure to use a legal download site, such as those from the companies above. Always follow copyright guidelines to make sure that you are downloading music properly. Copyright Guidelines Can you legally download music for free? Yes, but only you can play or burn the music to a CD. Can you legally download music and then sell it? No, because you are unauthorized to distribute that music. Can you copy a store-bought CD from a friend? No, due to the copyright on the CD, you need to pay for it to burn a copy, or else you are stealing. All products names are trademarks of their respective companies.

Lt Col Owens Big Assignment essays

Lt Col Owen's Big Assignment essays The 1948 movie Fort Apache directed by John Ford and starring Henry Fonda and John Wayne is a fairly straightforward tale of a bitter Civil War officer, Lt. Col. Owen Thursday, sent to command a remote army outpost in Arizona, Fort Apache. He is accompanied by his beautiful daughter, Philadelphia Thursday. Lt. Col. Thursday was trained at West Point, but his glory days are long gone and hes pretty steamed about it. I think a case could be made that Thursday had already decided on the stagecoach ride to Fort Apache that he would self destruct. Of course, he was a product of privilege, the American Dream, and wasnt prepared for it not quite working as promised, unlike the NCOs (peons) who, if smart or lucky, eventually come to understand theyll be lucky to have a pot when its all said and done. Thursday can no longer tolerate himself, and barely tolerates his beloved daughter, as witnessed by his withering stare when he dumps into a humiliating position in the chair she has secured for his home. It seems unlikely a great commander would arrive at his new assignment without some accommodation (planning) for home provisions, another clue the great Thursday is already bent on self destruction. Rigid Lt. Col. Thursday would certainly make plans for some basic needs, if not before then shortly upon arrival. But he did not. In this case, Thursday had made a directional plan something to the effect of, I will arrive, I will conquer, and I will die in glory (and screw everyone else). In the meantime, he manages to implement some specific goals (training of the men, and polishing their image). He does not conform to MBO, however, as he entirely leaves out the participative decision making, explicit time periods, and performance feedback, other than perfunctory. Perhaps that is enough; it certainly is for his goal. Of the four grand strategies of planning (Robbins, 99), Thursday h...

Radon Chemical and Physical Properties

Radon Chemical and Physical Properties Atomic Number: 86 Symbol: Rn Atomic Weight: 222.0176 Discovery: Fredrich Ernst Dorn 1898 or 1900 (Germany), discovered the element and called it radium emanation. Ramsay and Gray isolated the element in 1908 and named it niton. Electron Configuration: [Xe] 4f14 5d10 6s2 6p6 Word Origin: from radium. Radon was once called niton, from the Latin word nitens, which means shining Isotopes: At least 34 isotopes of radon are known ranging from Rn-195 to Rn-228. There are no stable isotopes of radon. The isotope radon-222 is the most stable isotope and called thoron and emanates naturally from thorium. Thoron is an alpha-emitter with a half-life of 3.8232 days. Radon-219 is called actinon and emanates from actinium. It is an alpha-emitter with a half-life of 3.96 sec. Properties: Radon has a melting point of -71Â °C, boiling point of -61.8 Â °C, gas density of 9.73 g/l, specific gravity of the liquid state of 4.4 at -62Â °C, specific gravity of the solid state of 4, usually with a valence of 0 (it does form some compounds, however, such as radon fluoride). Radon is a colorless gas at normal temperatures. It is also the heaviest of the gases. When it is cooled below its freezing point it displays a brilliant phosphorescence. The phosphorescence is yellow as the temperature is lowered, becoming orange-red at the temperature of liquid air. Inhalation of radon presents a health risk. Radon build-up is a health consideration when working with radium, thorium, or actinium. It is also a potential issue in uranium mines. Sources: It is estimated that each square mile of soil to a depth of 6 inches contains approximately 1 g of radium, which releases radon to the atmosphere. The average concentration of radon is about 1 sextillion parts of air. Radon naturally occurs in some spring waters. Element Classification: Inert Gas Physical Data Density (g/cc): 4.4 ( -62Â °C) Melting Point (K): 202 Boiling Point (K): 211.4 Appearance: heavy radioactive gas Specific Heat (20Â °C J/g mol): 0.094 Evaporation Heat (kJ/mol): 18.1 First Ionizing Energy (kJ/mol): 1036.5 Lattice Structure: Face-Centered Cubic CAS Registry Number: 10043-92-2 Trivia Ernest Rutherford is sometimes credited with the discovery of radon. He actually discovered the alpha particle radiation given off by radon.Radon became the official name for element 86 in 1923. The IUPAC chose radon from the names radon (Rn), thoron (Tn) and actinon (An). The other two names are given to isotopes of radon. Thoron is Rn-220 and actinon became Rn-219.Other suggested names for radon included radium emanation, niton, extadio, exthorio, exactinio, akton, radeon, thoreon and actineon.The U.S. Environmental Protection Agency lists radon as the second highest cause of lung cancer. References Los Alamos National Laboratory (2001)Crescent Chemical Company (2001)Langes Handbook of Chemistry (1952)CRC Handbook of Chemistry Physics (18th Ed)International Atomic Energy Agency ENSDF database (Oct 2010)

Four Yogic Paths and Jainism Worksheet Essay Example | Topics and Well Written Essays - 500 words

Four Yogic Paths and Jainism Worksheet - Essay Example They offer sacrifices to the deities and tirthankaras. Jainism practice devotional deeds that have positive effects on an individual’s state of karma. Further, they aim the mind on reasonable and good behavior. Hinduism and Jainism share some religious aspects such as outlook on behavior and life, practices, beliefs, religious fasts and festivals, rituals and sacraments. There are several things between Hindus and Jainas, and particularly the vegetarian Hindus found in India. For instance, there exist certain castes in India whose members are found in both the Jainas and the Hindus, and that marital affiliations are still practiced between the Hindus and the Jainas. The distinction or differences between the Jainas and the Hindus are seen in the scriptures and the emergence of the world and its creator. The Hindu sacred scriptures like the Puranas, Smirtis and the Vedas are rejected by the Jainas while the Hindus do not accept any book from the Jainas. In addition, as the Hindus argue that God created the world, the Jainas hold that the world is eternal and that there is no creator. In Hinduism, worship is conducted of several forms of one powerful God who is the ruler and the creator of the world while in Jainism; worship is not conducted to an eternal God but to great individuals who have attained Godhood. The importance of worship in Hinduism is not similar to Jainism in that in Hinduism, the achievement of desired goals is by the will of certain supernatural beings that are to be pleased. Contrary, in Jainism, there is no prayer or offerings made to divine beings. Further, as the Hindus belief that Gods alone can achieve liberation, the Jainas hold that it is the rights of human beings. The way of salvation prescribed by Jainism is via the threefold paths of right conduct, knowledge and belies which all people should pursue. Contrary, Hindus have no prescription of any single path that a person should pursue to

Enterprise Resource Planning Benefits, Pitfalls, and Strategies, from Assignment

Enterprise Resource Planning Benefits, Pitfalls, and Strategies, from the Perspective of a CIO - Assignment Example A major concern when evaluating a suitable ERP system for an organization relates to the ability of the system to provide visibility of the organization. The aspect allows the organization to enforce strategies that meet the needs of the organization on a real time basis, thus gaining a competitive edge in the market. According to Prabhu, Kumara, and Kamath (2010), ERP promotes the quality of services given to different consumers. Customers who visit the hospital facing critical conditions require immediate attention. ERP systems help in the fast retrieval of information required to attend to the patient. It also allows the organization to know what material could be missing, and order for it immediately, thus saving the life of the customer. ERP also reduces the amounts of inventory that the organization holds, thus reducing the overall costs of the organization. This allows the company to invest in other profitable activities, such as, expansions, which allow the organization to serve more people. Different systems are structure in different languages. An organization that employs a different language from that used in the presentation of the system could lead to a language barrier. Consequently, the CIO ought to consider the language of an ERP system before implementing it to the business. Implementing an ERP system in an organization that does not have trained personnel to run the system may lead to operational failure, as the employees need to be trained on how to use the applications. Introducing a new system in an organization requires the support of top management. Lack of such support may frustrate the efforts of implementing an ERP system as failure of support by top managers leads to failure of the entire process. Given the current operations of the organization, implementation of a new system may lead to integration problems. Some systems do not incorporate the core operations of the organization in

Clinical Nurtiution health Case Study Example | Topics and Well Written Essays - 1500 words

Clinical Nurtiution health - Case Study Example In this essay, dietary and nutritional assessment of the patient will be performed and the extent of malnutrition will be ascertained based on the evaluation. Interactions with other health care professionals and strategies to tackle malnutrition will be discussed. Dietary and Nutritional Assessment Dietary assessment has become an integral part of clinical evaluation and nursing assessment. Good nutrition is not only important for preventing disease, but also for comprehensive management of a patient (Beerman, 2009). Anita takes soft white bread and peppermint tea for her breakfast. Peppermint tea actually contributes towards weight loss (Wolinsky, 2010). For lunch she takes white bread, margarine and yogurt, but the yogurt is low-calorie one and will not contribute towards her calorie intake. For dinner, Anita takes mashed potato, baked white fish and baked beans. But she does not always finish her dinner because of her poor appetite, nausea, depression and mouth abscesses. Her eve ning diet consists of semi-skimmed milk, digestive biscuit and some horlicks, which have proteins and carbohydrates, but not to a good extent because in the milk, proteins are removed. From what we can see from Anita's’s 24 hour food recall, the total calorie intake is about 1000 kcal, shortcoming of her requirement. Based on the age, sex, height, weight and lifestyle, the calorie requirement of Anita is 1581 kcal per day. Her basal metabolic rate based on Harris-Benedict formula is 1318 kcal per day. The protein intake is about 20 grams when she needs about 45 grams (ICMR, 2010). Total fat is about 10% and mainly constituting saturated fat. Dietary fiber is only about 10% (when it should be 30%) (ICMR, 2010). Except for some iron and calcium in the breakfast and some vitamins in the snacks, her diet is poor in vitamins and minerals. The diet does not contain fresh fruits or vegetables or starchy staple foods. Nor does the diet contain adequate milk. Clinical Signs of Malnutr ition Anita lost weight from 65 kgs to 49 kgs in just 4 months period. Malnutrition occurs when an individual's diet fails to provide nutrition that is required for growth, health and normal body function (NHS, 2012). Anita did not take diet that was sufficient to maintain health and normal functioning of her body. Malnutrition can affect any system in the body (NHS, 2012). The most significant symptoms of malnutrition are fatigue, weight loss and dizziness (NHS, 2012). Anita lost 6 kgs in 4 months. Anita also has anemia, depression and mouth abscess. One of the leading causes of weight loss in adults is depression. Anitha also has anemia. Her current hemoglobin is 10.4g/dl, much less than the normal range of 12- 14 g/dl. Anemia occurs due to deficiency in iron intake and also due to deficiency in the intake of some vitamins like B12. Another important sign of malnutrition in Anitha is repeated mouth abscesses. Malnutrition can cause depletion of important elements like zinc, calciu m and magnesium which are very important to build a strong immunity (Beerman, 2009). Malnutrition makes the individual vulnerable to infection, causes delay in wound healing, impairs the function of lungs and heart, causes depression and decreases the strength of the muscles (NHS, 2012). Thus, Anita has a mouth abscess healing that with just antibiotics alone is difficult. In general, patients with malnutrition have higher mortality and morbidity

The History of Algebra

The History of Algebra The dissertation will discuss about history of algebra, which is one of most important branch of arithmetic, the founder of algebra, meanings of algebra and its benefit in our daily life, how we can learn and teach in the best way? What is Algebra? Algebra is a branch of mathematics, as we know maths is queen of science, it plays vital role of developing and flourishing technology, we use all scopes in past and newly, the algebra is not exceptional the maths. Algebra is one of the main areas of pure mathematics that uses mathematical statements such as term, equations, or expressions to relate relationships between objects that change over time. Here is a list of names who have contributed to the specific field of algebra. Algebra is seen by much arithmetic with letters and a long historical precedent the textbooks, stretching back of the 14th century. As such it deepens upon experience and facility with arithmetic calculations. It provides student with skill to carry out algebraic manipulations .many of the which parallel arithmetic computation. At the very least ,school algebra is a collection of mathematical practices and procedure to be internalised and integrated into learners functioning ,at the very most in its tradition form its afford glimpse of a powerful tool for modelling and thus resolving problems, (page 559 jifa cai) Word Algebra The word algebra is a shortened misspelled transliteration of an Arabic title al-jebr wal-muqabalah (circa 825) by the Persian mathematician known as al-Khwarizmi [words, p. 21]. The al-jebr part means reunion of broken parts, the second part al-muqabalah translates as to place in front of, to balance, to oppose, to set equal. Together they describe symbol manipulations common in algebra: combining like terms, moving a term to the other side of an equation, etc. In its English usage, in the 14th century, algeber meant bone-setting, close to its original meaning. By the 16th century, the form algebra appeared in its mathematical meaning. Robert Recorde (c. 1510-1558), the inventor of the symbol = of equality, was the first to use the term in this sense. He, however, still spelled it as algeber. The misspellers proved to be more numerous, and the current spelling algebra took roots. Thus the original meaning of algebra refers to what we today call elementary algebra which is mostly occupied with solving simple equations. More generally, the term algebra encompasses nowadays many other fields of mathematics: geometric algebra, abstract algebra, Boolean algebra,s-algebra, to name a few. Algebra is an ancient and one of the most basic branch of mathematics, invented by Muhammad Musa Al-Khwarizmi, and evolve over the centuries. The name algebra is itself of Arabic origin. It comes from the Arabic word al-jebr. [1] http://www.cut-the-knot.org/WhatIs/WhatIsAlgebra.shtml The English invented the world (Kelly 1821-1895) algebra of matrices and the research (Paul 1815-1864) may have emerged since 1854 and from this research Boolean algebra, also appeared in 1881 forms of art to illustrate the Boolean algebra, (availablhttp://www.jeddmath.com/vb/showthread.php?t=5330/15/052011). History of algebra In history, we find some following mathematicians who have great contributions in development of algebra. Cuthbert Tunstall Cuthbert Tunstall (1474 -1559) was born in Hackforth, Yorkshire, England and died in Lambeth, London, England. He was a significant royal advisor, diplomat, and administrator, and he gained two degrees with great proficiency in Greek, Latin, and mathematics. In 1522, he wrote his first printed work that was devoted to mathematics, and this arithmetic book De arte supputandi libri quattuor was based on Paciolis Suma. Robert Recorde Robert Recorde (1510-1558) was born in Tenby, Wales and died in London, England. He was a Welsh mathematician and physician and in 1557, he introduced the equals sign (=). In 1540, Recorde published the first English book of algebra The Grounde of Artes. In 1557, he published another book The Whetstone of Witte in which the equals sign was introduced. John Widman John Widman (1462-1498) was born in Eger, Bohemia, currently called Czech Republic and died in Leipzig, Germany. He was a German mathematician who first introduced + and signs in his arithmetic book Behende und hupsche Rechnung auf Allen kauffmanschafft. Thomas Harriot Thomas Harriot (1560 -1621) was born in Oxford, London and died in London England. He was an astronomer and mathematician, and founder of the English school of algebra. William Oughtred William Oughtred (1575-1660) was born in Eton, Buckinghamshire, England and died in Albury, Surrey, England. He was one of the worlds great and formally trained mathematicians. Oughtred, in his book Clavis Mathematicae included Hindu-Arabic notation, decimal fractions and experimented on many new symbols such as ÃÆ'-,::, >, and John Pell John Pell (1611-1685) was born in Southwick, Sussex, England, and died in Westminster, London, England. Pells work was mostly based on number theory and algebra. Pell published many books on mathematics such as Idea of Mathematics in 1638 and the two page A Refutation of Longomontanuss Pretended Quadrature of the Circle in 1644. Reverend John Wallis John Wallis (1616-1703) was born in Ashford, Kent, England and died in Oxford, England. In 1656, Wallis published his most famous book Arithmetica Infinitorum in which he introduced the formula /2 = (2.2.4.4.6.6.8.8.10)/ (1.3.3.5.5.7.7.9.9). In another of his works, Treatise on Algebra, Wallis gives a wealth of information on algebra. John Herschel John Frederick William Herschel (1792-1871) was born in Slough, England and died in Kent, England. He was a great astronomer who discovered Uranus. In 1822, he published his first work on astronomy, a small work to calculate the eclipses of the moon. In 1824, he published his first major work on double stars in the Transactions of the Royal Society. Charles Babbage Charles Babbage (1791 -1871) was born in London, England and died in London, England. In 1821, Babbage made the Difference engine to compile tables of mathematics. In 1856, he invented Analytical Engine, which is a general symbol manipulator and similar to todays computers. Sir Isaac Newton Sir Isaac Newton (1643-1727) was born in Lincolnshire, England and died in London, England. He was a great physicist, mathematician, and one of the greatest scientific intellects of all time. In 1672, he published his first work on light and color in the Philosophical Transactions of the Royal Society. In 1704, Newtons works on pure mathematics was published and in 1707, his Cambridge lectures from 1673 to 1683 were published. ( http://www.barcodesinc.com/articles/algebra-history.htm) How is Algebra used in daily life? Every day in our life and all over the world we use Algebra many places as well as finances, engineering, schools, and universities we cant do most scopes without maths.( It is actually quite common for an average person to perform simple Algebra without realizing it. For example, if you go to the grocery store and have ten dollars to spend on two dollar candy bars. This gives us the equation 2x = 10 where x is the number of candy bars you can buy. Many people dont realize that this sort of calculation is Algebra; they just do it). (http://wiki.answers.com and http://wiki.answers.com) Other Definitions Algebra is the parts of mathematics where numbers and letters are used like A B or X and Y, or other symbols are used to represent unknown or variable numbers. For examples : in A +5 = 9, A is unknown, but we can solve by subtracting 5 to both sides of the equal sign (=), like this: A+5 = 9 A+ 5 5 = 9 5 A +0 = 4 A = 4 3b+12=15 subtract both sides 12 3b+12-12=15-12 3b=3 divide both sides 3 to get the value of b which is 1 and so on 5x/5x=1 if you substitute x any number not zero the equation will be true (Algebra is branch of mathematics that substitutes letters for numbers. An algebraic equation represents a scale, what is done on one side of the scale with a number is also done to the other side of the scale. The numbers are the constants. Algebra can include real numbers, complex numbers, matrices, vectors etc. Moving from Arithmetic to Algebra will look something like this: Arithmetic: 3 + 4 = 3 + 4 in Algebra it would look like: x + y = y + ) artical http://math.about.com/cs/algebra/g/algebradef.htm Terminology used in algebra to make algebra easy or any other branches of maths, we must understand well all basic sign in all operations and use it right way, these signs are , subtractions ,division, addition ,multiplication. variable is also called an unknown and can be represented by letters from the alphabet letters. Operations in algebra are the same as in arithmetic: addition, subtraction, multiplication and division. An expression is a group of numbers and variables, along with operations. An equation is the equality of two expressions. (Polynomials are often written in descending order, in which the terms with the largest powers are written first (like 92 3x + 6). If they are written with the smallest terms appearing first, this is ascending order (like 6 3x + 92). equation An equation is a mathematical statement that contains an equal sign, like ax + b = c. exponent An exponent is a power that a number is raised to. For example, in 23, the exponent is 3. expression An algebraic expression consists of one or more variables, constants, and operations, like 3x-4. Each part of an expression that is added or subtracted is called a term For example, the expression 42-2x+7 has three terms. factor The factor of a number is a number that divides that number exactly. For example, the factors of 6 are 1, 2, 3 and 6. formula A formula shows a mathematical relationship between expressions. fraction A fraction is a part of a whole, like a half, a third, a quarter, etc. For example, half of an apple is a fraction of an apple. The top number in a fraction is called the numerator; the bottom number in a fraction is called the denominator. inequality An inequality is a mathematical expression that contains an inequality symbol. The inequality symbols are : > greater than (2>1) à ¢Ã¢â‚¬ °Ã‚ ¤ less than or equal to à ¢Ã¢â‚¬ °Ã‚ ¥ greater than or equal to à ¢Ã¢â‚¬ °Ã‚   not equal to (1à ¢Ã¢â‚¬ °Ã‚  2). integer The integers are the numbers , -3, -2, -1, 0, 1, 2, . inverse (addition) The inverse property of addition states that for every number a, a + (-a) = 0 (zero). inverse (multiplication) The inverse property of multiplication states that for every non-zero number a, a times (1/a) = 1. matrix nth operation An operation is a rule for taking one or two numbers as inputs and producing a number as an output. Some arithmetic operations are multiplication, division, addition, and subtraction. polynomial A polynomial is a sum or difference of terms; each term is: a constant (for example, 5) a constant times a variable (for example, 3x) a constant times the variable to a positive integer power (for example, 22) a constant times the product of variables to positive integer powers (for example, 2x3y). monomial is a polynomial with only one term. A binomial is a polynomial that has two terms. A trinomial is a polynomial with three terms. prime number A prime number is a positive number that has exactly two factors, 1 and itself. Alternatively, you can think of a prime number as a number greater than one that is not the product of smaller numbers. For example, 13 is a prime number because it can only be divided evenly by 1 and 13. For another example, 14 is not a prime number because it can be divided evenly by 1, 2, 7, and 14. The number one is not a prime number because it has only one factor, 1 itself. quadratic equation A quadratic equation is an equation that has a second-degree term and no higher terms. A second-degree term is a variable raised to the second power, like x2, or the product of exactly two variables, like x and y. When you graph a quadratic equation in one variable, like y = ax2 + bx + c, you get a parabola, and the solutions to the quadratic equation represent the points where the parabola crosses the x-axis. quadratic formula The quadratic formula is a formula that gives you a solution to the quadratic equation ax2 + bx + c = 0. The quadratic formula is obtained by solving the general quadratic equation. radical A radical is a symbol à ¢Ã‹â€ Ã… ¡ that is used to indicate the square root or nth root of a number. root An nth root of a number is a number that, when multiplied by itself n times, results in that number. For example, the number 4 is a square root of 16 because 4 x 4 equals 16. The number 2 is a cube root of 8 because 2 x 2 x 2 equals 8. solve When you solve an equation or a problem, you find solutions for it. square root The square roots of a number n are the numbers s such that s2=n. For example, the square roots of 4 are 2 and -2; the square roots of 9 are 3 and -3. symbol A symbol is a mark or sign that stands for something else. For example, the symbol à · means divide. system of equations A system of equations is two or more independent equations that are solved together. For example, the system of equations: x + y = 3 and x y = 1 has a solution of x=2 and y=1. terms In an expression or equation, terms are numbers, variables, or numbers with variables. For example, the expression 3x has one term, the expression 42 + 7 has two terms. variable A variable is an unknown or placeholder in an algebraic expression. For example, in the expression 2x+y, x and y are variables. +, (www.EnchantedLearning.com) Learn algebra Symbolizes the number in the account to a group that contains that number of things, for example, No. 5, always stands for a set containing 5 things. In algebra, the symbols may be replaced by numbers, but it is possible to solve the number one or more replace one icon. To learn algebra, we must first learn how to use symbols replace the numbers. And then how to create a constraint for strings of numbers. Groups and variables. There is a relationship between the symbols in algebra and groups of numbers. It is certain that each of us has some knowledge of groups of objects, such as collections of books, collections of postage stamps, and groups of dishes. And groups of numbers are not different for these groups a lot. One way to describe sets of numbers in algebra is that we are using one of the alphabet, such as the name of her p.. Then half of the numbers of this group Bhzaretha brackets of the form {}. For example, can be expressed set of numbers from 1 to 9 as follows: A = {1, 2.3, 4, 5.6, 7, 8.9}. The group of odd numbers under 20 are: B = {1.3, 5, 7.9, 11, 13.15, 17, 19}. These examples demonstrated the models of the groups used in algebra. Suppose that the age of four persons were respectively: 12, 15.20, 24. Then can be written in this age group numbers. A = {12.15, 20, 24}. How is the age of each of them after three years? One way to answer this question is that we write 12 +3.15 +3.20 +3 and 24 + 3. We note that the number 3 is repeated in each of the formulas  ¸ à ¢Ã¢â€š ¬Ã‚ ¢ four. In algebra we can express all previous versions form a single task is m + 3 where m is any number of numbers of a group. That is, it can replace any of the numbers 12, 15, 20 or 24 m are indicated. Is called the symbol m variable, called the group a field of this variable, but No. 3 in the formula m+3 is called hard because its value is always one. Known variable in algebra as a symbol can be compensated for the number of one or more belongs to a group. We can replace any names lead to correct reports or reports the wrong variable. For example: Hungary is bordered by the State of the Black Sea à ¢Ã¢â€š ¬Ã‚ ¢ Report of the wrong, as in fact can not be like this report is correct only if compensated by the variable r one of the States: Bulgaria or Romania, or Turkey. The report shall be  ¸ Turkey is a country bordered by the Black Sea à ¢Ã¢â€š ¬Ã‚ ¢ for example, the right one called the compensation that makes the report and called the right roots group consisting of all roots with a solution. The solution set is the previous example. {Bulgaria, Romania, Turkey}. And in reparation for not use the names to compensate for variables, but we use the numbers. Equations known as the camel sports is equal to reflect the two formats. Phrase: Q +7 = 12 For example, an easy equation  ¸ mean the sum of the number 7 with the number equal to 12 à ¢Ã¢â€š ¬Ã‚ ¢ To solve this equation, we can do to compensate for different numbers of Q until we get a report of the equation makes the right one. If we substitute for x the equation becomes number five report is correct, and if we substitute for x any number of other reports, the equation becomes wrong. So to solve this equation set is {5}. This group contains only one root. It is possible that the equation more than one root: X  ² + 18 = 9 o. No. 2 highest first variable x means that the number of representative variable Q is the number of box, that number multiplied by itself once. See: box. In this equation, we can make up for X number 3: 3 ÃÆ'- 3 + 18 = 9 ÃÆ'- 3 9 + 18 = 27 27 = 27 We can also compensate for X number 6: 6 ÃÆ'- 6 + 18 = 9 ÃÆ'- 6 36 + 18 = 54 54 = 54 Any other compensation for making the equation Q report wrong. Then 3 and 6 are the root of the equation. Thus, the solution set is {3.6}. There are also equations having no roots: X = + 3 If we substitute for x any number, this equation becomes a false report, and a solution is called the group of free and symbolized by the symbol {}. and some of the equations, an infinite number (for high standards) from the roots. (X + 1)  ² = x  ² + 2 x +1 In this equation if we substitute for x any number we get the right report, the Group resolved to contain all the numbers http://nabad-alkloop.com/vb/showthread.php?t=38762 What is best way to learn and teach algebra? Step-by-step equations solving is the key of teaching and learning. To find fully worked-out answers and learn how to solve math problems, one step at a time. Studying worked-out solutions is a proven method to help you retain information. Dont just look for the answer in the back of the book; There are five laws basic principles of math governing operations: multiplication addition subtract and expressing the variables and can be compensated for any number Algebra is an essential subject. Its the gateway to mathematics. Its used extensively in the sciences. And its an important skill in many careers. Many people think, it is a nightmare and causes more stress, homework tears and plain confusion than any other subject on the curriculum but that is not true. The importance of understanding equation Connotation and denotation on extension of a concept two opposite yet complementary aspects is clarified the extension is defined vice versa understanding the concept equation includes its connotation and denotations. This session of observed lessons will show the essential nature or the equation is consolidated by designing problem variation putting emphasis on clarifying the connotation and differentiation the boundary of the set of object in the extension. (Page 559 Jifa cai) Whats the best formula for teaching algebra? Immersing students in their course work, or easing them into learning the new skills or does a combination of the two techniques adds up to the best strategy? Researchers at the Centre for Social Organization of Schools at Johns Hopkins are aiming to find out through a federally funded study that will span 18 schools in five states this fall. The study, now in its second year of data collection, will evaluate two ways to teach algebra to ninth-graders, determining if one approach is more effective in increasing mathematics skills and performance or whether the two approaches are equally effective. Participating schools in North Carolina, Florida, Ohio, Utah and Virginia will be randomly assigned to one of two strategies for the 2009-2010 school year; to be eligible, students must not have previously taken Algebra I. Twenty-eight high schools were studied during the 2008-2009 school year. One strategy, called Stretch Algebra, is a yearlong course in Algebra 1 with students attending classes of 70 to 90 minutes a day for two semesters. This approach gives students a double dose of algebra, with time to work on fundamental mathematics skills as needed. The second strategy is a sequence of two courses, also taught in extended class periods. During the first semester, students take a course called Transition to Advanced Mathematics, followed by the districts Algebra I course in the second semester. The first-semester course was developed by researchers and curriculum writers at Johns Hopkins to fill gaps in fundamental skills, develop mathematics reasoning and build students confidence in their abilities. The question is, Is it better for kids to get into algebra and do algebra, or to give kids the extra time so the teacher can concentrate more on concepts started in middle schools? said Ruth Curran Neild, a research scientist at Johns Hopkins and one of the studys principal investigators. Teachers using both strategies will receive professional development. Mathematics coaches will provide weekly support to those who are teaching the two-course approach; the study will provide teacher guides and hands-on materials for students in Transition to Advanced Mathematics. Johns Hopkins researchers will be collecting data throughout the school year. Findings are expected during the 2010-2011 school year. http://gazette.jhu.edu/2009/08/17/calculating-the-best-way-for-teaching-algebra/ Learn Algebra, the easy way The key to learn and understand Mathematics is to practice more and more and Algebra is no exception. Understanding the concepts is very vital. There are several techniques that can be followed to learn Algebra the easy way. Learning algebra from the textbook can be boring. Though textbooks are necessary it doesnt always address the need for a conceptual approach. There are certain techniques that can be used to learn algebra the fun and easy way. Listed below are some of the techniques that can be used. Do some online research and you will be surprised to find a whole bunch of websites that offer a variety of fun learning methods which makes learning algebra a pleasant experience and not a nightmare. But the key is to take your time in doing a thorough research before you choose the method that is best for you, or you can do a combination of different methods if you are a person who looks for variety to boost your interest. 1. ANIMATED ALGEBRA : You can learn the basic principles of algebra through this method. Animation method teaches the students the concepts by helping them integrate both teaching methods. When the lessons are animated you actually learn more ! 2. ALGEBRA QUIZZES : You can use softwares and learn at your own pace best of all you dont need a tutor to use it. What you really need is something that can help you with your own homework, not problems it already has programmed into it that barely look like what your teacher or professor was trying to explain. You can enter in your own algebra problems, and it works with you to solve them faster make them easier to understand. 3. INTERACTIVE ALGEBRA : There are several Interactive Algebra plugins that allows the user to explore Algebra by changing variables and see what happens. This promotes an understanding of how you arrive at answers. There are websites that provide online algebra help and worksheets. They also provide interactive online games and practice problems and provide the algebra help needed. It is difficult to recommend better methods for studying and for learning because the best methods vary from person to person. Instead, I have provided several ideas which can be the foundation to a good study program. If you just remember all the rules and procedures without truly understanding the concepts, you will have difficulty learning algebra. (http://www.ehow.com/how_4452787_learn-algebra-easy-way.html)

The Grapes Of Wrath Essay: The Malice of Society -- John Steinbeck

Malice In Steinbeck’s novel, The Grapes of Wrath, the Joad family represents the thousands of migrant families who came to the west with the fantasy of obtaining a peaceful life after the Dust Bowl. Conversely they are faced with something resembling the epitome of human cruelty. Business owners and Californians do what they can to keep the Oklahoma families from breaching the invisible line that divides the privileged and the poor. This line, which only exists in the mind, causes people to loose their sense of humanity. The following quote describes the attitude of the wealthy: â€Å"And in the little towns pity for the sodden men changed to anger† (Steinbeck 434). In the beginning of the novel, Steinbeck describes the devastating Dust bowl that settles â€Å"on the corn, on roofs,† and blankets â€Å"the weeds and trees† (Steinbeck 3). His use of imagery instantly installs the picture of destruction into the reader’s mind. The Dust Bowl is the beginning of the hardships that are to come for the migrants. There is an anecdote of a turtle who struggles to get to the other side of the road. The turtle struggles up the embankment like the families struggled to get to California. When he was trying to cross the highway he was nearly hit twice, which is similar to the business owners and Californians running over the Oklahoma people. This small chapter symbolizes the entire journey of the Joad family, in turn it symbolizes the journey of all the Oklahoma people. The grass isn’t always greener on the other side. The crops eventually fell and â€Å"the owners of the land came onto the land† (Steinbeck 31). The Oklahoma families are forced to leave the land that they lived on for generations. There isn’t any negotiating. It was either flee or die of ... ...ld be compared to the story of Moses and the Hebrews. The Californians and the wealthy business owners symbolize the Pharaohs while the migrants symbolize the enslaved Hebrews. However the happy ending to Moses’ story doesn’t correspond with the ending of the Joads or other families. In the end, they are still impoverished, homeless, and hungry. While Egypt suffered plagues, the Californians and business owners suffer none. There isn’t any reason for the vindictiveness of the Californians and wealthy business owners to cease. Steinbeck uses the story of one family to ultimately cry out to everyone that â€Å"food must rot, must be forced to rot† (Steinbeck 349). The ones forcing poverty upon the migrants are the same ones sitting comfortably in their chair reading The Grapes of Wrath. Works Cited Steinbeck, John. The Grapes of Wrath. New York: Penguin Books, 1978.

A New Kind of Dreaming by Jamie Riley Essay

Jamie Riley changing for the better throughout the novel ‘A New Kind of Dreaming’ is thanks to many of the events throughout his stay in Port Barren. The courts sending Jamie to Port Barren on Isolated Care, I find, is the best thing they have done for him. Even though he was targeted, threatened and set-up, he managed to endure it, and come out the other side a better person. He can only owe it to Port Barren and its people for the turnaround in his life. Jamie’s poor attitude and behaviour issues are no fault of his own. They are at the fault of both his father and late mother. His mother had passed when Jamie was quite young, and his father was of no use either, ‘†¦usually too pissed to worry about anything, particularly the boys.’ Having no parents meant that both Jamie and Eddie could do whatever they like and not have to reap the consequences. Jamie and Eddie both took full advantage of this situation, and it hasn’t done either of them any favours. Eddie is now behind bars, still with no concept of the severity of the situation. He just continues to think that it doesn’t matter, that he will get out and go and find Jamie in Port Barren and they’ll live happily ever after. This attitude of Eddie’s plays a major part in influencing Jamie, especially because Eddie is the only person Jamie can look up to, and he isn’t what I would call a ‘good influence’. So as Jamie carries this attitude into Port Barren, he cops a bit of shit for it. As soon as he arrives in Port Barren, he stops dead still in the road with shock, as if ‘something bad, something evil had reached out and touched him as he crossed the road’. After this little incident, mid-way thru a conversation between Jamie and his social worker Lorraine, a comment she makes, startles Jamie a little bit ‘This is it, Jamie. This is your last chance.’ As much as he had heard it all before, he knew that for some reason, this actually was his last chance. Being Jamie’s last chance, before Jail, he’d been putting in the hard yards. He was attending school, and had become quite close with Cameron, who was becoming more and more like a brother as the story unfolded, and had settled at Archie’s. Often, of an evening, Jamie would go for long walks, to think,  and occasionally to release some ‘steam’. However, on the way back from one of his regular walks, after seeing Butcher burning the school down, Butcher followed him home, and just before Archie’s stopped Jamie; blamed him for burning the school down. Jamie tried to defend himself, but Butcher just smacked him over the back of the head with his Nightstick and threw him in the back of the police truck. After a torturous ride in the back of the police truck, Butcher deserted Jamie at an old Mining Station, Flaherety’s Curse, handcuffed to a retaining pole. Cameron managed to decipher where Jamie was, however, another visit from Butcher, he smashed Cameron’s Father’s car into the Mining Hut, and left. Which meant if the boys even wanted a chance of survival, they’d have to hike it back to town, a very strenuous journey, especially after all of Jamie’s experiences. The boys found the previous person Butcher had left out there, who was unlucky enough to have died out there, and they bought her skeleton back too. After their near-death experiences on their travels, and being struck with pure luck, of finding a watering hole and two recreational hikers, who gave them a ride back to Port Barren, they made it back. Butcher, furious with the news, made a beeline for Archie’s house, in search of Jamie, and after a call from Cameron, he made for his sacred place, the boat. Butcher, eventually finding Jamie, set the boat alight, and upon Jamie’s escape from the inferno, held him at gunpoint. Thanks to some ingenuity from Robb, Cameron and Archie, they managed to make it before it was too late, and Robb shot Butcher in the shoulder, saving Jamie’s life. They made contact with the Karratha Police, and had Butcher arrested and charged. Once all the fuss was settled, Jamie returned to Archie, and in reference to a story Archie had told Jamie, he asked if he was a wanderer or a lost one, and Archie’s reply was ‘Neither mate, you’re a local’. This was a massive milestone for Jamie. Clearly Jamie realises that he needs to ‘pull his finger out’ or he has had it. This is shown right throughout the novel. Jamie does well at school, offers to give Archie around the house occasionally and he is off the streets. He feels different, usually when he was sent to Foster Homes, they’d all smother him, and nurture him, and treat him like an idiot, however, Archie’s was different, he had the freedom to do whatever he liked, but most of the time, he’d be controlled; he’d stay at home, and sleep or  study. Also, throughout his stay in Port Barren, he felt as if he had a Guardian Angel, constantly watching over him and speaking to him. In the words of the narrator, ‘The girl’s presence filled Jamie. She’d been watching him, helping him, calling him, ever since the moment he’d stepped off the bus and into Port Barren. I find that Jamie is also very grateful for the experiences throughout his stay in Port Barren, as good or as bad as they were, because if it wasn’t for them, he’d still be the same juvenile delinquent he’d come as, and for all we know, could’ve ended up in Prison with Eddie.