What You Should Do to Find Out About Where to Get Essay Samples Before Youre Left Behind

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Essay on Civil Disobedience - 1397 Words

All throughout world history, human beings have participated in acts of civil disobedience. However, in the last two centuries the belief and practice of it has been in full swing and has even brought on major historical events, especially concerning equal rights and just laws. Three major firm believers and activists in civil disobedience were Henry David Thoreau, Martin Luther King Jr., and Gandhi. All three of these men participated in acts of civil disobedience but each in his own way and for different reasons. Henry David Thoreau believed that a certain war tax was unjust during the Mexican War and he refused to pay it. This then lead to his arrest and one day in jail where he wrote the essay Civil Disobedience. Martin†¦show more content†¦The person in the passage does not even talk about using negotiations to achieve their goal, instead they directly refuse to follow a rule which a direct rebellion toward the government. This passage relates to Thoreaus method of civil disobedience the most. The reason for this is because Thoreau believed that he had a moral obligation to himself to do what he thought was right, instead of a government who does what they believe is right for its people and themselves. Thoreau stated this best when he said, the only obligation which I have a right to assume is to do at any time what I think is right. This is exactly what the first quote was stating, that the protester has an obligation to himself first and can do anything including directly disobey an unjust rule in order to fulfill that obligation. Martin Luther King Jr. and Gandhi on the other hand believed in negotiating with the government first before participating in acts of civil disobedience and they also believed that everyone should still follow the rules and laws, only disobeying them if they oppressed human beings. Martin Luther King Jr. expresses this belief when he stated that, Nonviolent direct action seeks to create such a crisis and foster such a tension that a community which has constantly refused to negotiate is forced to confront the issue. It seeks so toShow MoreRelatedcivil disobedience2309 Words   |  10 Pagesï » ¿IS CIVIL DISOBEDIENCE JUSTIFIED? â€Å"The death of democracy is not likely to be an assassination from ambush. It will be a slow extinction from apathy, indifference, and undernourishment. 1 â€Å"Never doubt that a small group of thoughtful, committed individuals can change the world. Indeed, it s the only thing that ever has.2 History has shown us through the likes of Mahatma Gandhi, Martin Luther King Jr. who went against the greater power of their time to fight for injustice. These few respectableRead MoreLessons in Civil Disobedience828 Words   |  4 Pagesto its effectiveness, individualism, and past history of the world that has made immense progress. It is important to notice that if civil disobedience was not effective, then it would not be continually used to disobey the law. In The Role of Civil Disobedience in Democracy† by Kayla Starr, she explains why we have the right to participate in civil disobedience. â€Å"The U.S. Bill of Rights asserts that the authority of a government is derived from the consent of the governed, and whenever any formRead MoreCivil Disobedience Or Obedience?885 Words   |  4 PagesLaKyia Scott Professor Nelson English 1302 09 February 2015 Civil Disobedience or Obedience INTRODUCTION Civil disobedience is defined as the â€Å"refusal to obey civil laws in an effort to induce change in government policy or legislation, characterized by nonviolent means†; theories on this topic have been debated for centuries. (American Heritage Dictionary 3rd Edition pg161) Henry David Thoreau was well known for his refusal to participate in the political systems or activities of his era,Read MoreCivil Disobedience, By Thoreau870 Words   |  4 PagesCivil disobedience is the refusal to obey civil laws in an effort to induce change in governmental policy or legislation. Thoreau s infamous ideas on Civil Disobedience, written in 1849, have been monumental in the fight for change. It has helped influence change anywhere from the 1940s fight against Danish resistance, to the 1950s and McCarthyism. Thoreau s words have helped lead the way to freedom. It has made the people of the world think about how they are being governed and how theyRead MoreCivil Disobedience in Ameri ca1044 Words   |  4 Pagesobedient includes: religious beliefs, background, and work ethics. Civil disobedience played a large role in America. Creating protests, riots, and sit-ins, America had many examples of disobedience. In America, we value our rights as citizens and individuals. We have the right to protest as stated in the first amendment of the United States Constitution, which is called Freedom of Speech. According to the Webster Dictionary, civil disobedience is said to be â€Å"the refusal to obey government demands or commandsRead MoreEssay on Civil Disobedience738 Words   |  3 PagesCivil Disobedience Henry Thoreau wrote an essay about it in the 19th century. Martin Luther King, Jr. preached it in the South. Mahatma Gandhi encouraged it in India. Nelson Mandela went to jail for promoting it. The Bible says that Paul, Daniel, Shadrach, Meshach, and Abednego were all guilty of it. According wikipedia.org, civil disobedience encompasses the active refusal to obey certain laws, demands and commands of a government or of an occupying power without resorting to physical violenceRead MoreThoreau On Civil Disobedience1458 Words   |  6 PagesKonstantin Keller Anne Portman Philosophy 2010 4 December 2015 Thoreau on Civil Disobedience In Civil Disobedience, Henry Thoreau asserts that one should prioritize one’s conscience over the dictates of law. Thoreau begins his essay by arguing that government is rarely useful and that its power comes merely from the fact that the government is the strongest group, rather than because they hold the most correct viewpoint. He believes that people are obligated to do what they think is right and toRead MoreEssay on Civil Disobedience1532 Words   |  7 PagesAbstract Civil disobedience is the term assigned to actions taken by individuals to sway public opinion about laws that individuals deem unfair or unjust. Actions taken are usually nonviolent, and can include sit-ins, mass demonstrations, picket lines, and marches. Citizens are acting on their consciences, demonstrating highly advanced moral reasoning skills. Generally, these advanced skills fall into Kohlberg’s Six Stages of Moral Development, Stage Five and Six in particular. Characteristics ofRead MoreCivil Disobedience And The Apartheid1428 Words   |  6 Pages Throughout history, civil disobedience has been used to bring about change across a wide variety of civil rights issues. In India, Mahatma Gandhi used civil disobedience to nonviolently protest against the British Raj and, after a thirty-year struggle, earn independence both for himself and his people. In the United States, Reverend Martin Luther King Jr. employed civil disobedience to overcome both the Jim Crow laws that had oppressed the African-American minority and the systemic racism that wasRead MoreCivil Disobedience Essay958 Words   |  4 PagesCivil Disobedience Civil disobedience: â€Å"Refusal to obey civil laws in an effort to induce change in governmental policy or legislation, characterized by the use of passive resistance or other non-violent means† (Houghton, 2000). Although this definition seems broad enough to cover any aspect of a discussion, there is still much to be said about the subject. Martin Luther King wrote a fifty paragraph letter about

A Career In The Culinary Arts Essay Example For Students

A Career In The Culinary Arts Essay The culinary arts provide many career opportunities within the food service industry. As this industry has grown and prospered, a career in this field has become highly visible and offers the flexibility to work anywhere. Although a career in culinary arts requires extensive professional training and discipline, it offers a combination Of challenging and creative work and can provide real job satisfaction. The culinary arts are open to anyone who loves food, cooking, and a challenge. Although the majority Of chefs are men, women are gaining master chef Status, which is the highest level they can achieve in culinary arts according to the American Culinary Federation (Donovan I and 18). This achievement comes after meeting strict requirements for experience, education, competition, and passing an exam. A chef must be skilled in cooking, baking, presentation, cold foods, and nutrition while working in various conditions (Donovan 18). Many kitchens have modern equipment, convenient work areas, and air conditioning. Older places may have marginally equipped and ventilated kitchens. Working conditions also depend on the type and quantity of food being prepared and local laws overriding food operations (Donovan 18), A chef requires stamina as he must stand, lift heavy pots, pans, and kettles, and work near hot ovens and ranges (Chemically 47), Many chefs have earned fame for themselves and the places where they work due to their skills, but how did they get there? Cooking is a profession that emphasizes continuous learning. An increasing number of chefs are obtaining initial training through high school or post high school programs. Although a high school diploma is not required for beginning jobs in the culinary arts, it is highly recommended for a career as a chef (Chameleons 25). Many two and four year colleges offer programs in the culinary arts. Many Of the leading chefs agree that formal schooling is the best way to begin a career in the culinary arts (Peterson 15). Schools offer an opportunity to quickly gain fundamental knowledge Of cooking techniques, nutrition and sanitation theory, and various foods. The type of training a chef receives is not exactly similar to other careers. Instead of all classrooms education, the trainee incorporates hands-on, practical work as an apprentice (Donovan 29). An apprenticeship is an on-the-job training program. Typical apprenticeship orgasm entail completion of specific term (typically, three years or 6,000 hours) of full time employment for wages in a kitchen under a qualified chef@ (Peterson 26). Besides a quality education, a career in the culinary arts demands dedication, perseverance, and hard work. A chefs career usually starts at the bottom of the kitchen staff. Some trainees are surprised to find 50 much repetitive and boring work. The hours are long and demanding and the work is exhausting and highly stressful (Chameleons VII). The chef must be able to work in a team setting while preparing food in all stages f production, possess a keen sense of taste and smell, be in good physical health, and have good personal hygiene. Most states require health certificates indicating that kitchen workers are free from contagious diseases (Chameleons 26). The chef must learn how to handle stress and develop people skills, as he Will have to coordinate kitchen operations with management and consistently satisfy customers. If a chef is comfortable With Other people passing judgment on his work, then the rewards are numerous. Pay rates of chefs vary depending on the part of the country and the type of establishment in which they work. Wages are generally higher in the west and in well-known places and hotels. Chefs in famous restaurants earn much more than the minimum rate of $40,000 a year with the additional benefits of health, dental, and life insurance and a profit sharing (Donovan 51), The best benefits are satisfaction as a respected, skilled professional and the opportunity to travel and work in a variety of settings, Plenty of employment opportunities exist in the culinary arts. There is a strong demand for talented, well-trained personnel within the food service industry, Approximately, 3. 4 million chefs, cooks, and other kitchen workers ere employed in 19960 (Chameleons 48). Usually the kitchen staff is set up in the Traditional Brigade system with three levels- the entry, mid, and chef (Donovan 17). Entry-level positions are the kitchen apprentice and prep person. They generally clean, trim, and prepare vegetables for stocks, soups, and salads (Donovan 25). .u5f551e365bc83a9dfb87d2bcfd7c1865 , .u5f551e365bc83a9dfb87d2bcfd7c1865 .postImageUrl , .u5f551e365bc83a9dfb87d2bcfd7c1865 .centered-text-area { min-height: 80px; position: relative; } .u5f551e365bc83a9dfb87d2bcfd7c1865 , .u5f551e365bc83a9dfb87d2bcfd7c1865:hover , .u5f551e365bc83a9dfb87d2bcfd7c1865:visited , .u5f551e365bc83a9dfb87d2bcfd7c1865:active { border:0!important; } .u5f551e365bc83a9dfb87d2bcfd7c1865 .clearfix:after { content: ""; display: table; clear: both; } .u5f551e365bc83a9dfb87d2bcfd7c1865 { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .u5f551e365bc83a9dfb87d2bcfd7c1865:active , .u5f551e365bc83a9dfb87d2bcfd7c1865:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u5f551e365bc83a9dfb87d2bcfd7c1865 .centered-text-area { width: 100%; position: relative ; } .u5f551e365bc83a9dfb87d2bcfd7c1865 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u5f551e365bc83a9dfb87d2bcfd7c1865 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u5f551e365bc83a9dfb87d2bcfd7c1865 .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .u5f551e365bc83a9dfb87d2bcfd7c1865:hover .ctaButton { background-color: #34495E!important; } .u5f551e365bc83a9dfb87d2bcfd7c1865 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u5f551e365bc83a9dfb87d2bcfd7c1865 .u5f551e365bc83a9dfb87d2bcfd7c1865-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u5f551e365bc83a9dfb87d2bcfd7c1865:after { content: ""; display: block; clear: both; } READ: I heard the cry: plaintive, pitiable wail of a lost and frightened child EssayMid-level positions are line cooks working on the food line. The line chefs titles are saute?C, broiler, vegetable, pantry, and pastry (Donovan 21). The top level is the head chef and souse chef (Donovan 17). The head chef is the authority in the kitchen and is responsible for all kitchen operations (Donovan 6). The souse chef is in charge of the kitchen when the head chef is away (Donovan 20). The size Of kitchen staff depends on the type Of establishment, variety of food items prepared, and the number of customers served (Donovan 20). However, no matter the size of the operation, advancement opportunities for chefs are better than other culinary art positions. Many chefs acquire higher paying positions and new cooking skills by moving from one job to another. Others advance to executive chef positions in hotels, clubs, and elegant restaurants (Chameleons 27). A review of highly respected master chefs indicates here is no substitute for experience or education, Julia Child, master chef and author, trained at the famous Cordon Blue School under the master chat Max Uganda (Child 19). Paul Focuses, a famous master chef, apprenticed to legendary French Chef Fernando point (Focuses 9), Imperil Legalese, Commanders Palace head chef in New Orleans, graduated from Johnson and Wales University in Denver with a degree in culinary arts (Legalese xi). These chefs show the different ways to obtain a career in the culinary arts. In conclusion, a career in the culinary arts requires a foundation of basic skills and knowledge. It also requires extensive formal education with hands-on ¶ training, a desire to be the very best, discipline, and a creative imagination. This is an exciting time to be starting a career in the culinary arts. Not only does it provide a competitive salary, job security, and numerous benefits: it gives you the flexibility to work at national resorts, fine hotels, and exclusive restaurants. Throughout the country there is a strong demand for chefs that are well trained, talented, and creative.

Things Fall Apart By Chinua Achebe Essays - Religion, Literature

Things Fall Apart by Chinua Achebe Chinua Achebe wrote the novel, Things Fall Apart, which is a great piece of African literature that deals with the Ibo culture, society, and history. One place where the Ibo religion is practiced is in the village of Umuofia in Africa, where the story takes place. On the other hand, Christianity is a very common religion that is practiced all over the world. Although Christianity and Ibo are both types of religions, they have many differences. One way the religions are different is the Ibo practice polytheism and Christians practice monotheism. A second difference is the Ibo believe in animate Gods unlike Christians who believe in an inanimate God. Another contrast is the Ibo practice polygamy unlike the Christians who practice monogamy. A final contrast is the afterlives of the two religions. First of all, the Ibo practice polytheism and Christians practice monotheism. Polytheism is the belief in more than one God, and monotheism is the belief in one God. Christians believe in one supreme creator of the heavens and the earth, who is called God. In contrast, the Ibo have various gods who they worship. The conversation between Mr. Brown, a Christian missionary in the village of Umuofia, and Akunna, a member of Umuofia, explains the Ibo religion very well. Akunna said that the Ibo believe in one supreme God also, but they call him Chukwu because he made all the world and the other gods. Mr. Brown made the comment that the Ibo worship carved wood and Akunna replied by saying,The tree from which it came was made by Chukwu, as indeed all the minor gods were. Akunna also said that the Ibo make sacrifices to the little gods, but when they fail and there is no one else to turn to they go to Chukwu. (179-180). Another god, besides carved wood, that the Ibo worship is the Oracle of the Hills and the Caves. The Ibo believe they must do whatever the Oracle of the Hills and Caves says or they will be punished. An example of this is when the Oracle of the Hills and Caves pronounces that Ikemefuna, the boy living with Okonkwo, be killed. Since the Oracle of the Hills and Caves had said it must be done, the men of Umuofia took the boy outside the village and killed him. (57). Another god the Ibo worship is the snake, which is called the sacred python. When the Christian missionaries came to the village, the son of the snake-priest was said to have killed and eaten the sacred python. (185). Enoch, the son of the snake-priest, ate the sacred python when he converted to Christianity. In addition, the Ibo believe each person has a chi, which is a personal god. When Okonkwo is exiled to his mothers homeland, he thought that his chi was not made for great things. The belief was that a man could not ris e beyond the destiny of his chi. (131). A second difference in Ibo and Christianity is the belief in animate gods and an inanimate God. Christians have an inanimate God, which means that He cannot be seen. Christians also believe that God is eternal. Unlike Christianity, the Ibo believe in animate gods, which are alive and can be seen. An example of the Ibo believing in animate gods is they worship carved wood, the Oracle of the Hills and Caves, and the sacred python. Another contrast of the two religions is the practice of polygamy compared to monogamy. Monogamy is what Christians practice and it is being married to one wife at a time. Christians believe that when a man and a women become united in Christ they become one, and a man can only have one wife at a time. In contrast, the Ibo practice polygamy, which is having many wives at a time. In Umuofia, the more wives a man has, the better. Okonkwo, the main character in the book, has three wives. (13) It is a common practice in Umuofia for all the men to have more than one wife. Each wife and her children live in a different hut and the man lives by himself in his obi. A final difference in Ibo and

Free Essays on Tounment

My stomach was turning, because I was very excited. The first day of my recreational soccer team’s first out of town tournament. The day was sunny, hot, and stirring with commotion. The Bandits were going to play some soccer. Saturday morning everyone on my soccer team met in the lobby of the Marriott in Beaumont. We piled into cars and headed to the soccer fields. We arrived and Coach Tim went to check us in. My team and I were standing around passing the ball, when Coach Tim walked over to us he had signed us up to late. We were all sad and thought we would have to go home, when the tournament director walked over to us and told us we could still play. He also told us that the only opening was in the under eight boys bracket. My team and I all agreed that we would: first of all, we were seven years old; and second of all; we wanted to play, not go home. So, there we were standing around waiting for our new Schedule to be delivered. When it was delivered we had to walk over to our first game. We ran onto the field and began our normal warm-ups. The referees walked onto the field and told us it was time to play. About that time my stomach felt like the butterflies would never go away. The whistle was blown and the game began. I was playing right forward when the ball was passed to me. I dribbled the ball as fast as I could, hoping and praying I would make it to the other end of the field. I lucky made it to the other side, and the goalie was starting to move toward me. I shot the ball and it hit him. I ran up and shot it again, but this time the ball flew to the back of the net. The rest of the game we went on scoring two more goals, winning our first out of town game. I will never forget that one game and the one moment when I scored the first goal, because I was congratulated so much it would have lasted me the rest of the year. Well, the rest of ... Free Essays on Tounment Free Essays on Tounment My stomach was turning, because I was very excited. The first day of my recreational soccer team’s first out of town tournament. The day was sunny, hot, and stirring with commotion. The Bandits were going to play some soccer. Saturday morning everyone on my soccer team met in the lobby of the Marriott in Beaumont. We piled into cars and headed to the soccer fields. We arrived and Coach Tim went to check us in. My team and I were standing around passing the ball, when Coach Tim walked over to us he had signed us up to late. We were all sad and thought we would have to go home, when the tournament director walked over to us and told us we could still play. He also told us that the only opening was in the under eight boys bracket. My team and I all agreed that we would: first of all, we were seven years old; and second of all; we wanted to play, not go home. So, there we were standing around waiting for our new Schedule to be delivered. When it was delivered we had to walk over to our first game. We ran onto the field and began our normal warm-ups. The referees walked onto the field and told us it was time to play. About that time my stomach felt like the butterflies would never go away. The whistle was blown and the game began. I was playing right forward when the ball was passed to me. I dribbled the ball as fast as I could, hoping and praying I would make it to the other end of the field. I lucky made it to the other side, and the goalie was starting to move toward me. I shot the ball and it hit him. I ran up and shot it again, but this time the ball flew to the back of the net. The rest of the game we went on scoring two more goals, winning our first out of town game. I will never forget that one game and the one moment when I scored the first goal, because I was congratulated so much it would have lasted me the rest of the year. Well, the rest of ...

Battle of Chattanooga in American Civil War

Battle of Chattanooga in American Civil War The Battle of Chattanooga was fought November 23-25, 1864, during the American Civil War (1861-1865) and saw Union forces relieve the city and drive away the Confederate Army of Tennessee. Following its defeat at the Battle of Chickamauga (Sept. 18-20, 1863), the Union Army of the Cumberland, led by Major General William S. Rosecrans, retreated back to its base at Chattanooga. Reaching the safety of the town, they quickly erected defenses before General Braxton Braggs pursuing Army of Tennessee arrived. Moving towards Chattanooga, Bragg assessed his options for dealing with the beaten enemy. Unwilling to incur the heavy losses associated with assaulting a well-fortified enemy, he considered moving across the Tennessee River. This move would force Rosecrans to abandon the city or risk being cut off from his lines of retreat north. Though ideal, Bragg was forced to dismiss this option as his army was short on ammunition and lacked sufficient pontoons to mount a major river crossing. As a result of these issues, and upon learning that Rosecrans troops were short on rations, he instead elected to lay siege to the city and moved his men into commanding positions atop Lookout Mountain and Missionary Ridge.   Opening the Cracker Line Across the lines, a psychologically shattered Rosecrans struggled with the day-to-day issues of his command and showed no willingness to take decisive action. With the situation deteriorating, President Abraham Lincoln created the Military Division of the Mississippi and placed Major General Ulysses S. Grant in command of all Union armies in the West. Moving quickly, Grant relieved Rosecrans, replacing him with Major General George H. Thomas. While en route to Chattanooga, Grant received word that Rosecrans was preparing to abandon the city. Sending word ahead that it was to be held at call costs, he received a reply from Thomas stating, We will hold the town till we starve. Arriving, Grant endorsed a plan by the Army of the Cumberlands chief engineer, Major General William F. Baldy Smith, to open a supply line to Chattanooga. After launching a successful amphibious landing at Browns Landing on October 27, west of the city, Smith was able open a supply route known as the Cracker Line. This ran from Kelleys Ferry to Wauhatchie Station, then turned north up the Lookout Valley to Browns Ferry. Supplies could then be moved across Moccasin Point to Chattanooga. Wauhatchie On the night of October 28/29, Bragg ordered Lieutenant General James Longstreet to sever the Cracker Line. Attacking at Wauhatchie, the Confederate general engaged Brigadier General John W. Gearys division. In one of the few Civil War battles fought entirely at night, Longstreets men were repulsed. With a way into Chattanooga open, Grant began reinforcing the Union position by sending Major General Joseph Hooker with the XI and XII Corps and then an additional four divisions under Major General William T. Sherman. While Union forces were growing, Bragg reduced his army by sending Longstreets corps to Knoxville to attack a Union force under Major General Ambrose Burnside. Armies Commanders: Union Major General Ulysses S. GrantMajor General George H. Thomas56,359 effectives Confederacy General Braxton BraggLieutenant General William Hardee44,010 men The Battle Above the Clouds Having consolidated his position, Grant began offensive operations on November 23, by ordering Thomas to advance from the city and take a string of hills near the foot of Missionary Ridge. The next day, Hooker was ordered to take Lookout Mountain. Crossing the Tennessee River, Hookers men found that the Confederates had failed to defend a defile between the river and mountain. Attacking through this opening, Hookers men succeeded in pushing the Confederates off the mountain. As the fighting ended around 3:00 PM, a fog descended on the mountain, earning the battle the name The Battle Above the Clouds (Map). To the north of the city, Grant ordered Sherman to attack the north end of Missionary Ridge. Moving across the river, Sherman took what he believed was the north end of the ridge, but was actually Billy Goat Hill. His advance was stopped by Confederates under Major General Patrick Cleburne at Tunnel Hill. Believing a frontal assault on Missionary Ridge to be suicidal, Grant planned to envelop Braggs line with Hooker attacking the south and Sherman from the north. To defend his position, Bragg had ordered three lines of rifle pits dug on the face of Missionary Ridge, with artillery on the crest. Missionary Ridge Moving out the next day, both attacks met with little success as Shermans men were unable to break Cleburnes line and Hooker was delayed by burned bridges over Chattanooga Creek. As reports of slow progress arrived, Grant began to believe that Bragg was weakening his center to reinforce his flanks. To test this, he ordered Thomas to have his men advance and take the first line of Confederate rifle pits on Missionary Ridge. Attacking, the Army of the Cumberland, which for weeks had endured taunts about the defeat at Chickamauga, succeeded in driving the Confederates from their position. Halting as ordered, the Army of the Cumberland soon found itself taking heavy fire from the other two lines of rifle pits above. Without orders, the men began advancing up the hill to continue the battle. Though initially furious at what he perceived to be a disregard for his orders, Grant moved to have the attack supported. On the ridge, Thomas men advanced steadily, aided by the fact that Braggs engineers had mistakenly placed the artillery on the actual crest of the ridge, rather than the military crest. This error prevented the guns from being brought to bear on the attackers. In one of the wars most dramatic events, the Union soldiers surged up the hill, broke Braggs center, and put the Army of Tennessee to rout. Aftermath The victory at Chattanooga cost Grant 753 killed, 4,722 wounded, and 349 missing. Braggs casualties were listed as 361 killed, 2,160 wounded, and 4,146 captured and missing. The Battle of Chattanooga opened the door for the invasion of the Deep South and the capture of Atlanta in 1864. In addition, the battle decimated the Army of Tennessee and forced Confederate President Jefferson Davis to relieve Bragg and replace him General Joseph E. Johnston. Following the battle, Braggs men retreated south to Dalton, GA. Hooker was dispatched to pursue the broken army, but was defeated by Cleburne at the Battle of Ringgold Gap on November 27, 1863. The Battle of Chattanooga was the last time Grant fought in the West as he moved East to deal with Confederate General Robert E. Lee the following spring. The Battle of Chattanooga is sometimes known as the Third Battle of Chattanooga in reference to the engagements fought in the area June 1862 and August 1863.

Summary Essay Example | Topics and Well Written Essays - 500 words - 110

Summary - Essay Example There was a massive migration of Europeans, mostly from Germany, Spain, Poland, and the present day Czech Republic to Mexico and Texas. These European migrants brought with them a new style of dance and music to the community living in Texas and Mexico. This event had a greater influence on the upcoming and development of the Tejano music genre. This migration resulted in the emergence of a special music genre that was later identified as the Tejano, which is a cross cultural mix of several traditional European music styles. Although this migration played a great role, it was not until the Mexican revolution that the Tejano music genre was fully developed. The Mexican revolution took place during the early 1900s and forced many Europeans migrants into south Texas, where their musical influence had a great impact especially on the development of Tejano genre. At the south Texas, the Tejano was music genre was mostly used by people involved in agriculture and ranching. There were occasionally travelling musicians who would come to the farms and ranches to play their music. They were using basic musical instruments such as guitar, flute, and drum to entertain their guest. As these travelling musicians were traversing the areas occupied by Poles, Germans, and Czechs, they began to incorporate the native sounds into their music. This resulted in an upcoming of a new form of music that later established itself as a strong music genre in the early 20th century. Thus, Tejano music genre evolved as a blend of various traditional European forms of music such as mariachi, corrido, Conjunto, Mexican cumbia, Pop, Ranchera, Rock, R&B, and polka amongst others that were introduced to Czech and German settlers in south Texas during the late 19th century (Peà ±a, 2010). There could be many possible reasons why Peà ±a describes Texas-Mexican women

Financial Reporting in New Zealand Essay Example | Topics and Well Written Essays - 2000 words

Financial Reporting in New Zealand - Essay Example Therefore, financial reporting provides information that assist investors, creditors, and others assess the amounts, timing, and uncertainty of prospective net cash inflows to the related enterprise. Decision makers' uses information in the financial report on how to base investment, credit and other decisions underlies the objectives of financial reporting. A critical evaluation is done in relation to the usefulness of the financial reporting and the purpose it serves. This paper discusses if the provision of a true and fair view of an entity's financial position and performance is required by law. It shows the importance of conceptual framework and why we use regulations that are part of Generally Accepted Accounting Practice (GAAP) to govern financial reporting in New Zealand. Companies, issuers and all public sector entities in New Zealand are required under legislation to act with accordance with General Accounting Acceptable Principles (GAAP) when presenting their external financial reports. According to New Zealand Institute of Chartered Accountants, they ensure that those involved in preparation of financial reports of entities to comply with General Accounting Acceptable Principles (GAAP) and any nonconformity should be reported. (New Zealand Institute of Chartered Accountants, 2006) Generally accepted accounting principles (GAAP) are accounting rules that are used to prepare financial statements for publicly traded companies and private companies as well as non profit making organisations. The generally accepted accounting principles operate under a different set of assumptions, principles, and constraints. GAAP ensures that the financial statements are useful to relevant users as they have the following essential qualities. Relevancy: A relevant information assist users of the financial statements to predict the future event in relation to the present and the past. This information must be available before the decision is made, so for this case they make a difference in decision making. Reliability: The information presented in the financial statement should be reliable i.e. if an independent auditor verifies it using the same method; he should be able to get the same result. Comparable: The financial reported should also be able to be reported in the same manner for a different organisation hence one can compare financial results of different companies. Consistent: This means that the same accounting method applied should be the same from period to period should be well explained and justified. This allows comparison of financial statements of the same company of different periods. For GAAP to achieve its objectives, it is usually guided by basic assumptions, principles and constrains. The Assumptions includes: Economic Entity Assumption: There is an assumption that the business is

Professional Roles And Values Essay Example for Free

Professional Roles And Values Essay My personal nursing mission statement is changing and developing as my career advances, however, one core piece will remain constant. I will strive to provide the best, safest, most ethical and compassionate nursing care that I can for all patients and family members with whom I come in contact. I began my post-high school academic career as an accounting major. I enjoyed the challenge of manipulating a report until I had balanced. I thought I had found my calling. As my first semester was nearing an end, I found myself contemplating the thought of sitting behind a desk all day. I wondered if I would find fulfillment in this work as a career? The more I pondered this thought, the more I realized that this was not the right career path for me. I saw images of the medical assistant program in the catalog at the school where I was attending. I could not shake the thought of the medical field for a profession. I attained my medical assistant degree and worked in the field for 10 years. The longer I worked, the more I realized that there was more that I wanted to do, but my current degree restricted me from going further. I researched nursing school programs and selected one with a night/weekend program that would allow me to continue working full-time during my studies. I have a family that I needed to continue to provide for and this seemed to be the best fit. My nursing school decision was fortified when I was selected for an award by the nursing faculty from all four semesters for excellence in the clinical setting. After graduation, I began my nursing career working as a case manager for orthopedic worker’s compensation patients. During this time I gained critical knowledge of the importance of clear documentation, the ever-changing requirements of insurance companies and an extra measure of compassion for patients whose lives were often changed by traumatic injuries. This time helped me to develop personally and professionally as a nurse. From there I went on to develop an in-office infusion program for  gastroenterology patients suffering from Crohn’s and ulcerative colitis. This experience helped me to learn valuable organizational and time management skills. I also learned a vast amount about the challenges of GI issues for patients of every age. This opportunity gave me leadership skills, as I was responsible for a program that serviced two locations, management of nursing staff and medical assistants. I also learned a very human side of nursing, as my patients visited me every eight weeks and were here for two to three hours at each visit. I got to know them as individualsmothers, fathers, children, students and employees. They became part of my life. To date there are nearly 70 patients for whom I am responsible. My next endeavor begins in one week. I will be leaving my â€Å"baby† to one of the nurses I have trained, to embark on a new challenge. I will be learning to work in a surgical setting, at an ambulatory surgery center. I know this new opportunity will push me to grow further as a nurse, as I seek to learn critical care. I hope to develop a new level of compassion and expertise that I can then use to provide comfort and reassurance to the patients for whom I am responsible. I am excited about this new challenge and look forward to all that I can bring to it. I believe nursing should cause us to change and grow; to stretch us to reach new levels of education, knowledge and compassion. I will strive to continually learn as my career progresses to better myself and provide the highest level of care for my patients. What is the functional difference between a regulatory agency, such as the board of nursing, and a professional nursing organization? While there are some overlapping concepts, for the most part they are very different in function. Both regulatory agencies and professional nursing organizations are concerned with equipping nurses in ways to provide the best, safest, most effective and ethical care. They differ in that a regulatory agency is just that, regulations. They set up rules that govern the way in which a nurse provides care to their patients. These regulations are not suggestions, but requirements that are expected of all nurses in all situations. Regulatory boards are not made up of â€Å"memberships† like a professional nursing organization. Regulatory agencies require certain standards for individuals to achieve to be licensed to provide nursing care. The public can gain reassurance about the nursing profession from knowing that nurses are regulated by a board of nursing. Professional nursing organizations (PNO), on the other hand, are optional memberships. One can choose to be part of an organization that will help to advance oneself in a specific area of nursing, such as the American Academy of Occupational Health Nurses (AAOHN), the Academy of Medical-Surgical Nurses (AMSN), the American Nurses Association (ANA), or the American College of Nurse Midwives (ACNM). (Monster staff) The list of PNOs is quite extensive and includes organizations for most any nursing specialty. PNOs also seek to shape health policy or public policy related to health matters. (unknown1) Professional nursing organizations work to advance public awareness of their branch of nursing or the nursing profession as a whole. They also seek to draw public attention to the nursing profession as a whole. There are many factors in a nursing code of ethics that guide how I choose to practice as a nurse. I will now explain how two components of a nursing code of ethics taken from the American Nurses Association guide my personal nursing practice. First I will look at, â€Å"The nurse, in all professional relationships, practices with compassion and respect for the inherent dignity, worth, and uniqueness of every individual, unrestricted by considerations of social or economic status, personal attributes, or the nature of health problems.† (American Nurses Association) This principle has affected me personally, in that in my current position of developing an infusion program for my office, I have been responsible for evaluating patients for the appropriateness of care in this setting. I am required to look at their health conditions, their emotional status and their insurance to determine if they meet the abilities of our in-office staff to provide excellent, safe, compassionate c are. It is imperative that I am non-judgmental and look at each patient as an individual. Their personal health needs must be foremost in my mind when I decide if we can care for them appropriately or not. It is a lot of responsibility and very difficult at times. I do believe I have been successful in this in that we have nearly doubled the number of patients we care for in the last six months. Second, †The nurse is responsible and accountable for individual nursing practice and determines the appropriate delegation of tasks consistent with  the nurses obligation to provide optimum patient care. In my current role, I am responsible for over-seeing other nurses and medical assistants in provision of care for our patients. It is imperative that I am certain that we are providing care that is within our scope of practice. Often, in an office setting, the doctors get comfortable with the skills of their nursing staff and request tasks, expecting that we will take care of them properly. I must be certain that orders are properly documented and signed by the providers and that I am not doing or asking others to do tasks that are not within our scopes of practice. On a weekly basis I find things that need to go back to the provider for clarification or reassignment for management by appropriate staff. This is paramount to assure safe care and ethical treatment of patients, as well as protection of staff from inappropriate expectations. In my upcoming role as a nurse in a surgical setting, I will be working daily with an interdisciplinary team of ordering physicians, surgeons, anesthesiologists, LPNs and many others. My practice will be guided by the following four divisions from the American Nurses Association: 1) nurses and people, 2) nurses and practice, 3) nurses and the profession, and 4) nurses and co-workers. (Lyons) First, as discussed in provisions 1-4, nurses and people considers all people, not just patients. This means I will consider families and other people involved in the patient’s care or life. Nurses and practice, from provisions 5-8, will require me to stay educated and aware of the current standards of practice and ethical guidelines by which a nurse should practice. According to provisions 5-9, by following the guideline of nurses and the profession, membership in PNOs will be important in helping me to stay aware of current standards for the specialty in which I am working, as well as current healthcare policy or legislation that is being negotiated. As a professional nurse, it will be important for me to be involved in advocating for the policy that I believe best suites the patients for whom I care. Lastly, as outlined in provisions 5-6, nurses and co-workers is of significant importance. New nurses often hear, â€Å"nurses eat their young†. I do not believe this should ever be the case. Our job is to guide and educate our patients. Why then, wouldn’t we be willing to help those fellow nurses in their work and development? I will seek to help my  fellow co-workers, whether they are nurses, LNAs or other professionals to provide the best care and maintain a healthy work environment in which all co-workers are valued for what th ey have to offer. One nursing theory that has influenced my nursing practice to date is Dorothea Orem’s â€Å"Self-Care Theory†. In Orem’s theory, she states that a person’s well-being is based on whole person health, to include both physical and mental health. In addition, she takes into consideration the social and interpersonal aspects of the person’s well-being. This theory is based upon individuals being responsible for their own care and the care of their family. This theory impacted my nursing practice significantly during my time as an orthopedic nurse case manager. It was of the utmost importance that patients took responsibility for their health, both for the sake of their physical status, as well as for the maintenance of their position at their place of employment. Orem’s theory also states that individuals need to be aware of potential health problems. This is important in worker’s compensation case management because patients needed to be aware of their ability to perform their work tasks. This sharing of information helped me to be a greater advocate for my patients with their providers and employers. As I continue on into a surgical setting, this theory will also be important as patients will need to know what to anticipate after their surgery physically, emotionally and socially. The nursing figure who immediately comes to mind as having an impact on my nursing practice is Florence Nightingale. I have known of her since my childhood, even before I knew I would grow up to be a nurse. I did not study her closely until I began nursing school. The reason I have selected Florence Nightingale is that she had such a significant impact on ground-breaking theory that led into today’s aseptic techniques. Ms. Nightingale led a team of nurses who helped to reduce the mortality rate for wounded soldiers during the Crimean War by two-thirds. (Unknown) Thanks to her careful attention to detail and relentless desire to help others, she studied the unsanitary conditions under which her patients were being cared for. She then developed new hygiene practices that created lasting impact on today’s medical profession. This information is the ground work for what  will guide my aseptic practices in a surgical setting, as well as those that I used working in wound c are in the orthopedic specialty. They are the basis for infection control in all healthcare settings. She was far ahead of her time. I recently had a situation with a patient where I had to exercise beneficence and respect for autonomy. My patient was having a reaction to an infusion of a medication called Remicade. This was her first dose being done in this clinical setting, and her second dose overall. Within the first 15 minutes of her infusion, I watched as she went from talkative and seemingly fine, to flushed, diaphoretic and shaky. I called the physician to get his input. He advised that I continue with my plan to hold the medication and run normal saline for a period of monitoring. We would reassess in 20 minutes to see if we could restart her infusion. As the end of the 20 minutes of normal saline was approaching, the patient seemed to deteriorate. She began to have rigors. This was not a typical infusion reaction. It was not listed in any of the research or clinical articles of which I had read. I called the physician back. As I did so, the patient expressed concern about whether or not he was going to s end her to the hospital. She desperately did not want to go. Over the last 5 months, she had been in and out of the hospital for extended periods of time. The thought of returning there frightened her. The physician suggested that she should go to the emergency room. As she expressed concern about going, he glanced at me. He then requested that I consult with her ordering physician. Upon calling the ordering physician, I could have expressed concern about her condition. I could have told him that I thought the other physician was correct. However, there was something in her request that seemed very controlled. Her vital signs were stable. I knew I was surrounded by help if it was needed. I trusted the patient’s request to remain autonomous. The ordering physician also felt that the patient would benefit from staying at the infusion center if she was physically able. I assured him the situation was under control and that I would transfer her immediately if her condition worsened. The patient stayed with me for monitoring for another 2  ½ hours. Her condition improved and she was able to safely return home without having to visit the emergency room. Beneficence is â€Å"action that is done for the benefit of others†. (Pentilat) I believe I acted with beneficence in making this decision to keep the patient with me. I believe the stress of a transfer to the emergency room may have made her condition worse and may have caused her to be admitted again. I have seen this patient since then and she has assured me that the extra time I had given her in the office impacted her both physically and emotionally. It is situations like this that make me truly love my job. It is times like this that I know nursing is not a job, it is a calling. REFERENCES American Nurses Association. Code of Ethics. (2015) Retrieved May 8, 2015 from http://www.nursingworld.org/Mobile/Code-of-Ethics Monster staff. The Ultimate List of Professional Associations for Nurses. (2015). Retrieved May 8, 2015 from http://nursinglink.monster.com/education/articles/11850-the-ultimate-list-of-professional-associations-for-nurses Nursing Excellence, The Online Newsletter for Childrens Nurses, e-Edition, Issue 9, Code of Ethics for Nurses, Jo A. Lyons, MOB, BS, RN-BC, Retrieved May 8, 2015 from http://www.valleychildrens.org/PRESSROOM/PUBLICATIONS/NURSINGEXCELLENCE9/Pages/CodeOfEthicsForNurses.aspx Pentilat, S., Beneficence vs. Non-maleficence. (2008) Retrieved May 9, 2015 from http://missinglink.ucsf.edu/lm/ethics/Content%20Pages/fast_fact_bene_nonmal.htm Unknown1. Differentiating the Roles of Regulatory Bodies and Associations for Health Professionals, A Background Document. (Feb. 2010) Retrieved May 8, 2015 from http://www.nursing.ubc.ca/Scholarship/RNNetwork/do cuments/Differentiating%20the%20Roles%20of%20Regulatory%20Bodies%20and%20Associations%20%20-%20Feb%202010.pdf Unknown2. Florence Nightingale. (2015). The Biography.com website. Retrieved 07:54, May 09, 2015, fromhttp://www.biography.com/people/florence-nightingale-9423539.

Should Fraternities Be Banned From College Campus? :: essays research papers

Should Fraternities Be Banned From College Campus The frequency of binge drinking at fraternities and sororities leads to an â€Å"Animal House† style of living. (Dr. Henry Wechsler, Harvard University) Students celebrate the end of the week by flocking to local bars for $2 pitchers. They prepare for the big game by tailgating in the parking lots with coolers full of beer. Fraternities use keg parties to help recruit new pledges. As college students return to campus for the new school year, events like these will be repeated throughout the country. If students aren’t more careful experts say tragic events like the drinking binge that killed Louisiana State University student Benjamin Wynne and caused three others to be hospitalized could be repeated. â€Å"Every college has its own horror stories, most not as deadly as the one at LSU,† says Dr Henry Wechsler, a Harvard University professor and author of a 1995 study of binge drinking. â€Å"This is not a single occurrence. Something like this will happen again.† According to Harvard studies show that 44% of students and 86% of fraternity residents are binge drinkers, drinking four to five drink in a row. Wechsler attributes this to both heavy drinkers being attracted to frats and the Greek system turning some students into binge drinkers. So this leads to my question should frats be banned? The stereotype of college fraternities making merry fools of them may be amusing in the movies, but in real life it’s no joke. Alcohol abuse is a major health problem on college campuses all across the nation. So it’s encouraging that a few fraternities are taking a pledge of a different kind: They’re going dry. Beer is almost as synonymous with the fraternity system as Greek letters, and it won’t be easy to change that culture. But a few fraternities, including Sigma Nu and Phi Delta Theta chapters at the University of Utah, are attempting to put their organizations on the wagon by the year 2000. The Greeks at Utah State University have been dry since 1995. Members aren’t forbidden to drink alcohol, but such beverages eventually will be banned on fraternity property. Such a policy is unthinkable to many members and alumni, but the reality of high insurance costs and vandalism to their property are just reasons why frats are moving to become alcohol-free. The overriding concern, however, is student health. Alcohol abuse is epidemic among college students.

“Forgiving my father” by Lucille Clifton Essay

As a person treads through life, he or she will realize at one point or another that the existence of complex relationships will often have an affect on the actions of those involved. The nature of these relationships can have either a positive or negative effect on a person depending on the nature of it, or how severe its elements are. It is human nature to hold emotions inward and uphold a proud countenance; however, those who go against this natural tendency will exert a rebellion of sorts to any and every falsehood. In the poem â€Å"forgiving my father† by Lucille Clifton, the speaker describes a daughter is haunted by recollections of strife between her and her father. The speaker in the poem actually seeks to hold her father accountable for his shortcomings instead of forgiving him for his deficiencies. In the poem â€Å"My papa’s waltz† by Theodore Roethke, it is clear that the papa and the child have a relationship sprinkled with fear, joy and love. Both fathers in the poems are dangerous to their child in many ways. In Clifton’s poem, the speaker is in danger because of the mental distress and financial instability caused by her father. In Roethke’s poem, the speaker is in danger mainly due to his father’s abusive behavior. In Clifton’s poem, the speaker is using a monetary debt to symbolize a debt of love and affection. The father in this poem is unable to provide the necessary care for his family which leads to the early death of the speaker’s mother, and causes mental distress to the speaker. The speaker is haunted by her father even in sleeping. â€Å"all week you have stood in my dreams/like a ghost, asking for more time†(Clifton, Lucile â€Å"forgiving my father†, line 3-4) How can a ghost pay debts and asking for more time? It cannot. The word â€Å"ghost† symbolizes the worriment that the speaker has over the unpaid debts and lacks of care. While on the other hand, the father in Roethke’s poem, comes home drunk after a long day just in time for his son’s bedtime.†The whiskey on your breath/Could make a small boy dizzy/We romped until the pans/Slid from the kitchen shelf;/My mother’s countenance/Could not unfrown itself.† (Roethk e, Theodore â€Å"My Papa’s Waltz†, line 5-8) Envisioning a heavy-drunk man romping through the house with his small son, it is easy to see why a mother may frown at the spectacle. It is nearly time for bed, and the father is doing everything to get the son riles up rather than calm down for sleep. The fact that the romping dance is even disrupting  the order of the mother’s â€Å"kitchen shelf† surely contributes to her frowning countenance. Instead of bringing joy and love to their home, neither one of the fathers cares about his family. They bring danger to their family and leave unhealed wounds on their children. The father in Clifton’s poem is dangerous to the speaker. The relationship between the speaker and her father is marked by resentment and abandonment. In the second stanza of the poem, the speaker states that her grandfather is also a needy man just like her father.†but you were the son of a needy father,/the father of a needy son,† (Clifton, line 12-13) With neediness flowing through the family, the speaker is worried about her own destiny. The father in this poem sets a miserable path for the speaker to follow. In comparison to the father in Clifton’s poem, the father in Roethke’s poem abuses his child physically. The speaker depicts a harsh father-son relationship is that the description of the dancing is violent with systematic child-abuse. â€Å"The hand that held my wrist/Was battered on one knuckle;/At every step you missed/My right ear scraped a buckle./You beat time on my head† (Roethke, line 9-13) The father â€Å"beat time† on the child’s head and crashes around the room so much that â€Å"the pans/slid from the kitchen shelf.† The word â€Å"beat† is a clear indication of abuse, and the fact that the child is held still by a hand that is itself â€Å"battered† strengthened the sense that manual violence is the subject of the poem. A child doesn’t voluntarily use the word â€Å"beat† in the context of an adult’s relationship to the child unless intending to suggest child-abuse. The image of the father’s belt buckle scraping the child’s ear in the third stanza confirms the father uses whatever tools are available to accomplish this beating. Furthermore, the child doesn’t appear to be enjoying himself. â€Å"But I hung on like death./Such waltzing was not easy.† (Roethke, line 3-4) The child describes the â€Å"waltz† as requiring him to hang on â€Å"like death† is hardly a positive description of something a little boy would welcome. The word â€Å"death† raises the threatening reminder that child-abuse all too often has fatal consequences. In conclusion, both fathers are dangerous to their children. The father in  Clifton’s poem possesses an invisible danger to the speaker; while the other father possesses a visible danger to the speaker. However, I learn an important lesson from both poems also, which is to appreciate my parents even more. It is because my parents always love me unconditionally. I also learn to forgive others who may have hurt me either physically or emotionally. Often, forgiving someone can be a hard task. It can even be a crime for those who wish never to forgive. Forgiveness must come from the heart, and can be the solution to both parties.

Parts Emporium Synopsis

Chapter 13: Parts Emporium* A. Synopsis This case describes the problems facing Sue McCaskey, the new materials manager of a wholesale distributor of auto parts. She seeks ways to cut the bloated inventories while improving customer service. Backorders with excessive lost sales are all too frequent. Inventories were much higher than expected when the new facility was built, even though sales have not increased. Summary data on inventory statistics, such as inventory turns, are not available. McCaskey decides to begin with a sample of two products to uncover the nature of the problems—the EG151 exhaust gasket and the DB032 drive belt. B. Purpose The purpose of this case is to allow the student to put together a plan, using either a continuous review system (Q system) or a periodic review system (P system), for two inventory items. Enough information is available to determine the EOQ and R for a continuous review system (or P and T for a periodic review system). Because stockouts are costly relative to inventory holding costs, a 95 percent cycle-service level is recommended. Inventory holding costs are 21 percent of the value of each item (expressed at cost). The ordering costs ($20 for exhaust gaskets and $10 for drive belts) should not be increased to include charges for making customer deliveries. These charges are independent of the inventory replenishment at the warehouse and are reflected in the pricing policy. C. Analysis We now find appropriate policies for a Q system, beginning with the exhaust gasket. Shown here are the calculations of the EOQ and R, followed by a cost comparison between this continuous review system and the one now being used. The difference is what can be realized by a better inventory control system. Reducing lost sales due to backorders is surely the biggest benefit. 1. EG151 Exhaust Gasket a. New plan Begin by estimating annual demand and the variability in the demand during the lead time for this first item. Working with the weekly demands for the first 21 weeks of 1994 and assuming 52 business weeks per year, we find the EOQ as follows: Weekly demand average = 102 gaskets/week Annual demand (D) = 102(52) = 5304 gaskets Holding cost = $1. 85 per gasket per year (or 0. 21 †¢ 0. 68. †¢ $12. 9) Ordering cost = $20 per order EOQ = 2(5,304)($20)/$1. 85 = 339 gaskets Turning to R, the Normal Distribution appendix shows that a 95 percent cycle-service level corresponds to a z = 1. 645. We then find Standard deviation in weekly demand (? t) = 2. 86 gaskets, where t = 1? Standard deviation in demand during lead time (? L) = 2. 86 R = Average demand during the lead time + Safety stock = 2(102) + 1. 64 5(4) = 210. 6, or 211 gaskets 2 =4 *This case was prepared by Dr. Rob Bregman, University of Houston, as a basis for classroom discussion. CN-108 Chapter 13: Parts Emporium b. Cost comparison After developing their plan, students can compare its annual cost with what would be experienced with current policies. Cost Category Current Plan Proposed Plan Ordering cost $707 $313 139 314 Holding cost (cycle inventory) TOTAL $846 $627 The total of these two costs for the gasket is reduced by 26 percent (from $846 to $627) per year. The safety stock with the proposed plan may be higher than the current plan, if the reason for the excess backorders is that no safety stock is now being held (inaccurate inventory records or a faulty replenishment system are other explanations). The extra cost of this safety stock is minimal, however. Only 4 gaskets are being held as safety stock, and their annual holding cost is just another $1. 85(4) = $7. 40. Surely the lost sales due to backorders is substantial with the current plan and will be much less with the proposed plan. One symptom of such losses is that 11 units are on backorder in week 21. A lost sale costs a minimum of $4. 16 per gasket (0. 32. †¢ $12. 99). If 10 percent of annual sales were lost with the current policy, this cost would be $4. 16(0. 10)(5304) = $2,206 per year. Such a loss would be much reduced with the 95 percent cycle-service level implemented with the proposed plan. 2. DB032 Drive Belt a. New plan The following demand estimates are based on weeks 13 through 21. Weeks 11 and 12 are excluded from the analysis because the new product's startup makes them unrepresentative. We find the EOQ as follows: Weekly demand average = 52 belts/week Annual demand (D) = 52(52) = 2704 belts Holding cost = $0. 97 per belt per year (or 0. 21. †¢ 0. 52. †¢ $8. 89) Ordering cost = $10 per order EOQ = 2(2, 704)($10) / $0. 97 = 236 gaskets Turning now to R, where z remains at 1. 45, we find: Standard deviation in weekly demand (? t) = 1. 76 belts, where t = 1 Standard deviation in demand during lead time (? L) = 1. 76 3 = 3 belts R = Average demand during the lead time + Safety stock = 3(52) + 1. 645(3) = 160. 9, or 161 belts b. Cost comparison After developing their plan, students again can compare the cost for the belts with what would be experience d with current policies. Cost Category Current Plan Proposed Plan Ordering cost $27 $115 485 114 Holding cost (cycle inventory) TOTAL $512 $229 With the belt, the total of these two costs is reduced by 55 percent. The safety stock with the proposed plan may be higher with the proposed system, as with the gaskets, but added cost for safety stock is only $0. 97(3) = $2. 91. Chapter 13: Parts Emporium CN-109 The big cost once again is the lost sales due to backorders with the current plan. A lost sale costs a minimum of $4. 27 per belt (0. 48 †¢ $8. 89). If 10 percent of annual sales were lost, the cost with the current policy would be $4. 27(0. 10)(2704) = $1,155. Such a loss would be much less with the 95 percent cycle-service level implemented with the proposed plan. D. Recommendations For the gasket, the recommendation is to implement a continuous review system with Q = 339 and R = 211. For the belt, the recommendation is to implement a continuous review system with Q = 236 and R = 161. E. Teaching Strategy This case can be used as a â€Å"cold-call† case or as a short case prepared in advance of the class meeting. If used without prior student preparation, it works best as a team assignment. Each team can have a different assignment (P or Q system, gasket or belt). When used as a cold-call case and time is a oncern, the instructor should provide the mean and standard deviation of the weekly demand for the two products. Begin with a general discussion of how to do the analysis, and then work through the analysis. If done with teams, give each time to follow through. After the teams develop their policies, have them make the cost comparison. It brings back the fundamental notions of cycle inventory and ordering costs that were introduced i n the Inventory Management chapter. The discussion at the end can broaden into other issues, such as applying the notion of inventory levers and the use of systems other than a Q system to control inventories. If time permits, the instructor can have the class hand-simulate their policies, using the actual demand data in the first 21 weeks of 1994 for the gaskets and the last 9 weeks of 1994 for the belts. Use a form to record the simulation, either as a handout or transparency. The starting conditions on backorders, scheduled receipts, and on-hand inventory can be what is mentioned in the case for week 21. Simulating the new system is similar to what is to be done in Advanced Problems 28-31 in the Inventory Management chapter. CN-110 Chapter 13: Parts Emporium

Bacillus Anthracis essays

Bacillus Anthracis essays The bacteria Bacillus anthracis, the etiologic agent of Anthrax, is a large, gram positive, sporulating rod. Approximately 2-6 Â µm in length, this bacterium can be cultivated in ordinary nutrient medium under aerobic or anaerobic conditions. More commonly recognized by the name Anthrax, this bacterial pathogen is primarily a disease of domesticated and wild animals, particularly herbivorous animals, such as cattle, sheep, horses, mules, and goats. Humans become infected incidentally when brought into contact with diseased animals, which includes their flesh, bones, hides, hair and excrement. Recent bio-terrorism events in history dictate the necessity for a complete understanding of Anthrax and its infectious abilities. Unfortunately, the road to such discovery is long and arduous. The virulence of Anthrax depends on two factors: the bacterial capsule and the toxin complex. All virulent strains of B. anthracis form a single antigenic type of capsule consisting of a poly-D-glutamate polypeptide. The unusual poly-D-glutamyl acid capsule is itself nontoxic, but functions to protect the organism against the bactericidal components of serum and phagocytes and against phagocytic engulfment. Capsule production depends on a 60-megadalton plasmid, pX02; its transfer to nonencapsulated B. anthracis via transduction produces the encapsulated phenotype. The capsule plays its most important role during the establishment of the infection and a less significant role in the terminal phases of the disease, which are mediated by the Anthrax toxin. The Anthrax toxins are composed of three proteins: the protective antigen, the lethal factor and the edema factor. The protective antigen is an 83-kd protein that binds to the target cell receptors. Once bound, a 20-kd fragment is proteolysed, thus exposing an additional binding site. This binding site can combine with either edema factor (89-kd protein) to form edema toxin, or lethal factor...

Globalization, Unemployment, and Recession Links

Globalization, Unemployment, and Recession Links A reader recently sent me this e-mail: It seems to me that we are now engaged in an economy that may look different from any we have experienced. The Globalization of the economy has created huge firm closures in America expecially in manufacturing and forced lower wages on those employed by this sector. Typically and historically manufacturing jobs have created higher wages in this country but now we see all the rules are changing. Do you believe globalization will bring new trends to the relationship between rececession/depression and firm closures? I believe it already has begun. - Before we begin, Id like to thank the e-mailer for her very thoughtful question! I dont think globalization will change the relationship between recessions and firm closures, since the relationship between the two was fairly weak to begin with. In Are recessions good for the economy? we saw that: We do not see great differences in firm closures between periods of high growth and periods of low growth. While 1995 was the beginning of a period of exceptional growth, almost 500,000 firms closed shop. The year 2001 saw almost no growth in the economy, but we only had 14% more business closures than in 1995 and fewer businesses filed for bankruptcy in 2001 than 1995. Competition between firms in periods of growth: During a period of high economic growth, some firms still perform better than others. Those high performing ones can often squeeze weaker performing ones out of the marketplace, causing firm closures. Structural changes: High economic growth is often caused by technological improvements. More powerful and useful computers can drive economic growth, but they also spell disaster for companies that manufacture or sell typewriters. Would 0% Unemployment Be a Good Thing? Cyclical Unemployment is defined as occuring when the unemployment rate moves in the opposite direction as the GDP growth rate. So when GDP growth is small (or negative) unemployment is high. When the economy goes into recession and workers are laid off, we have cyclical unemployment. Frictional Unemployment: The Economics Glossary defines frictional unemployment as unemployment that comes from people moving between jobs, careers, and locations. If a person quits his job as an economics researcher to try and find a job in the music industry, we would consider this to be frictional unemployment. Structural Unemployment: The glossary defines structural unemployment as unemployment that comes from there being an absence of demand for the workers that are available. Structural unemployment is often due to technological change. If the introduction of DVD players cause the sales of VCRs to plummet, many of the people who manufacture VCRs will suddenly be out of work. Thats my take on the question - Id love to hear yours! You can contact me by using the feedback form.

Case Study on Synaptic Corporation Essay Example | Topics and Well Written Essays - 2000 words

Case Study on Synaptic Corporation - Essay Example This essay is on a case study of Synaptic Corporation, which is a company that develops drugs. The company’s staff is broadly divided into two: Information management and computational scientists. The Company faces cultural challenges and lack of proper communication and coordination between the two teams. This results to several risks within the Corporation. This essay identifies the risks facing the Information management process and their respective tools as recommended by the hired consultant. To be able to fully give the solutions to the issues that are plaguing Synaptic Corporation, as a consultant, I would like to point out some of the risks that from my analysis and research, seem to be affecting the company. These types of schedule risks are quite common; they are defined to be slips in schedule as a result of aspects that are at least ostensibly under the project’s control. More than half of the scheduled risks are represented by delay risks. There are about f our types of delay risk. They include hardware, parts, information, and decisions. Main sources of delay with regard to parts are problems to do with delivery and availability. Delays may also be as a result of available parts that did arrive at the required time although they have been discovered to be having defects. For example in the current case, the Information Management complains that the scientific software development presented to them by the Computational biologists is defective and that it does meet the standards of the company apart from being incompatible with the company architecture. This therefore causes the Information management to delay in making decisions that are critical to the operation of the corporation based on what the computational scientists have to present. Another case in the delay category is information type of delay. Both misunderstandings and communication time lags may result to information delay. In other cases, there can be interruption in the delivery of required reports as well poor access to the relevant information (Kendrick, 2009, p. 72-73). In the synaptic case, there is delay risk as a result of information based delay. This can be deduced from the explanation given by the Information Management managers. They assert that the computational team does not make consultations with them early enough (indicating communication time lags). Apart from this, the computation scientists are blamed for submitting an end product to the Information Managers which requires which does not give the latter sufficient time to switch to a new set of servers on a deadline that is too tight. They also claim that doing all this requires both planning and budgeting that should have been done earlier. This clearly points out an element of information delay due to communication time lags between the two groups. On the other hand, I have found out as a consultant that computational scientists are complaining of the Information Managersâ€℠¢ slow pace of development and perceive their demands about documentation and governance as bureaucratic and uneconomical. In their view, the Information managers are behind the technology curve. This from my point of view as a consultant is a clear show of misunderstanding between the two groups, which are the key cause delay risk in fulfilling the objectives of the corporation. The other cause of delay risk is the hardware that is required to ensure that project work has been performed. These include both equipment and systems that may be late (Kendrick, 2009,

Columbian Exposition Essay Example | Topics and Well Written Essays - 1000 words

Columbian Exposition - Essay Example The fair’s lead architect and overseer of the design and planning of the fair’s main buildings were Daniel Burnham. These massive, neoclassical structures came to be known, commonly, as the White City. Despite their elegant appearance, the buildings were made from wood frames wrapped in staff, a plaster mixture that creates the illusion of stone (Rydell and Wells-Barnet, 33). The White City was lasting for not more than six months. The exhibition closed in late October 1893 and that winter, almost all of the buildings came down due to the massive fire. The documents that follow present the history of the Columbian Exposition in comparison to the history of Chicago. With the town’s location on the Michigan, there was the facilitation of access to road, sea as well as rail. It was a congregation of ideas, men, and technologies from every part of the world, with each country putting forth the best of their industrial, cultural, commercial and educational enterprises . The Renaissance style of the expositional buildings was unlatches by its architectural beauty. The Exposition itself was a work of art. The Exposition was a brilliant show of science, art, and industry. All the people of the world have its pilgrimage to Columbian Exposition. The fair’s contribution to the restoration and development of Chicago as a whole is without the doubt great. The over 40,000 skilled laborers and workers who took part in the construction of the fair--at Jackson Park together with Burnham.

Economic impact on Crime Literature review Example | Topics and Well Written Essays - 3750 words

Economic impact on Crime - Literature review Example Unfortunately, illegitimate ways of seeking basic resources and of ensuring human survival have also been used. This may account for the fact that crimes are prevalent in areas with depressed economic conditions. The studies below shall present a literature review on the relationship between the economy and crime, how they impact on each other and mostly how depressed economic conditions lead to the high incidence of crime and how high crime rates can impact negatively on the economy. Review of related literature Before reviewing the studies discussing the relationship of crime and economic conditions, it is important to first establish global conditions relating the economy and crime. Based on the United Nations Global Pulse (2010), their analysis was based on a cross-national assessment which sought to investigate the possible impact of economic stress on crime. The UN report established that in times of economic crisis and non-crisis, economic conditions have a crucial role to pla y in the manifestation of crimes. Based on statistics and analysis from 15 countries, there are general associations which can be made between crime and economic conditions. ... s seem to support the criminal motivation theory which indicates how economic stress may further increase the motivation for individuals to participate in illegal activities (UNGP, 2010). For the different countries compared by the UN, the combination of crime and economic predictors were evaluated and a major association between these elements was identified. The UN assessment cites issues seen during economic crisis like youth gangs, weapons availability, drugs and alcohol abuse, and the low visibility of law enforcement officers as factors which all impact on criminality during economic hardships. In the study by Aiginger (2010), the author compared the recent economic recession with the Great Depression which was seen following the First World War. The authors utilized new data set in order to evaluate the decrease in activity in the industrialized countries using seven activity indicators. Their data indicated that the recent crisis had the possibility of being another Great Dep ression, especially with the speed and decline seen within the first nine months of the recession. However, if it is to be assumed that another greater impact can be avoided, the decrease in the indicators would have to be smaller when compared to the Great Depression. This is true for the GDP, the employment rates, and for manufacturing profits. Differences in the degree of the crisis are expected in terms of differences in the policy reaction. In the Great Depression, fiscal policies were applied in order to manage budgets. However, the lower nominal interest rates led to higher and actual rates. Aiginger (2010) also indicates how the economic policy implemented during the recent crisis prevented the crisis from causing another period of depression. Baron (2008) discusses the importance

The Characteristic Of Teaching Young Learners English Language Essay

The Characteristic Of Teaching Young Learners English Language Essay The concept of learning is influenced by the psychological study of the learning process and is widely interpreted in the popular use. The psychological concept extends quite far and includes all parts of childrens development, from language acquisition to social roles and changes in their personality. Language teaching can be widely interpreted as all activities intended to facilitate and cause language learning. At the beginning of learning the new language, the learners knowledge has none or hardly any associations with the language, it is as an infant learning its first language. The lack of contact with the language and the lack of a safe reference system can give the learner an intellectual and emotional shock which can discourage from further learning. Thus, the task for the teacher is to overcome childrens disorientation which characterises the beginnings of learning, build up and associate a system of positive attitudes and feelings with the language: that is, being able to reply spontaneously and to think in the second language. In teaching of the second language, certain social strategy is also needed, so that children should feel a need of imitation and acquire the second language in the same way as their first one. (H.H. Stern Fundamental Concepts of Language Teaching:397-400) Childrens world is based on games and having fun and the same should apply to their learning. Children should not be aware of learning, neither lexicon nor grammar, but the teacher can easily use these facts to teach the foreign language through games, stories and songs. In teachers work with young learners, it is important to teach them according to psychological and pedagogical rules. The amount of material which the learners can remember depends on teaching techniques and the way the material is drilled. It is important to remember that lack of stress in learning makes it more efficient and easier to use in real situations. What is more, only friendly attitude of the teacher towards a learner, teachers willingness for learning and using all methods of relaxation can protect a child from being discourages and shy in learning and using the foreign language. Any good associations with parts of the material can cause that vocabulary or grammar will be better and longer remembered. It is also important that childrens concentration span is quite short and it is crucial to use any procedures which can make the learner able to longer concentration. Student should be also involved and interested in the lesson (BrzeziÅ„ski 1987: 145-150). Childrens learning is based on imitation and having fun rather than on their awareness of learning. Imitation is the easiest way of introducing new vocabulary and its aim is to lead to correct articulation and intonation of sounds and their memorization. In teaching young learners, intonation exercises are especially useful because of childrens flexibility of larynx which disappears with time. In terms of imitation exercises, the teacher should pay attention to learners reactions determined by their age. Furthermore , the teacher should change the techniques of teaching to avoid learners getting bored (WoÃ…Â ºnicki, T./ Zawadzka, E. 1979: 60). Most activities for children should consist of movement and involve their senses. The teacher needs many objects, visuals and pictures to work with, and to create a possibility to use all of the schools surroundings. It is also important for the teacher to let the pupils play with the language, talk to themselves as much as it is possible, use songs, rhymes and tell stories. As a matter of fact, the teacher should let pupils talk even nonsense to enable them to experiment with the language. The basic principle in teaching a language is a variety of activities, pace, organisation, voice and face expressions. Nevertheless, routines in the classroom are also essential so that the children can know the rules, be able to use the mark system and complete tasks. Using familiar situations or activities creates the atmosphere of safety, especially for the shy learners. Another important criteria in making teaching a language efficient is the classroom atmosphere. During the lesson, there is s upposed to be room for shared experiences, group work, pair work; what is more, rewards and prizes should be avoided. It is much more useful for the teacher to make notes about each pupil regularly in case the teacher would like to inform the pupils parents about their progress (W. A. Scott Teaching English to Children:5-7). Theory of language acquisition in the early age From around 1975, language acquisition is contrasted with language learning. The American applied linguist Krashen uses the word acquisition to describe learning of the second language which is analogous to the way in which a child learns naturally his or her first language and does not focus on the linguistic form. The disadvantage of Krashens terminology is that it is contrasted with psychological terms. Krashen differentiates between acquisition and learning, as learning for him is more or less conscious. It is a very valuable distinction but it implies a constraint on the use of the term learning, and frequently deliberately limits it to the school-like learning (H.H. Stern Fundamental Concepts of Language Teaching: 18-20). In the light of an early start of language learning, Anderson claims that the way a person acquires mother tongue still remains a riddle. Between birth and the fifth year of life, children develop their ability to speak. Children in the first stage observe adults behaviour and any noises they produce. After some time, they start understand the meaning of such noises without seeing adults movements. The next step is imitation of sounds and (partially) a creation of their own ones. Consequently, children find out that they can control adults behaviour by making certain sounds. Lonnerberg mentions that only 10% of childrens utterings is like adults ones and that 90% of such utterings is their own language production. As far as it is concerned, childrens language acquisition is a dispute between an innate, individual parole and the langue created and used by the society (BrzeziÅ„ski 1987: 22-23). A critical age for foreign language learning Regarding the age of the earliest acquisition and learning point as birth, the best moment to start teaching a child the second foreign language is the age of 4-5. This is because of childrens flexible larynx which allows for nearly ideal imitation of sounds and the most efficient brain which all together create a great opportunity for language acquisition. Nevertheless, only until the age of 12-13, children keep their flexibility and natural readiness for language acquisition. Lenneberg shows through extended case studies the stages of physiological maturity processes taking place in the brains hemispheres (especially the left one), which is dominant. What is more, if it happens that the left hemisphere is damaged before the age of 12-13, it is possible that the right hemisphere takes over the domination and speech problems can be reduced. In addition, after this age such a process is almost impossible (BrzeziÅ„ski 1987: 28-29). 1.2.2 Childrens second language acquisition The phenomenon of mother tongue acquisition is interesting for linguists, psychologists, neuropsychologists and even neurophysiologists. Furthermore, it is connected with natural bilingualism which occurs when a child learns, in a natural way, the second language. The process of the second language acquisition in natural conditions is quite similar to the first language acquisition or even identical. The only difference between those two is the fact that the second language is assimilated later and is based on experience and knowledge of the first one and, as a result, the whole process happens faster and more effectively (BrzeziÅ„ski 1987: 18). Chomsky(1964) claimed it is a common observation that a young child of immigrant parents may learn a second language in the street, with amazing rapidity, and that this speech may be completely fluent and correct to the last allophone, while the subtleties that become second nature to the child may elude his parents despite motivation and continued practice (BrzeziÅ„ski 1987: 8). The first international meeting connected with childrens acquisition and its use in teaching foreign languages took place in Hamburg in 1961. Participant tried to find out if it is right to introduce foreign languages in the primary schools, if it is true that children learn better than teenagers and adults and which techniques are supposed to be used in teaching them. After four years, the second meeting took place and the first answers were given. During many decades, lots of contrary opinions developed. As early as 1967, Corder points out: It still remains to be shown that the process of learning second language is of fundamentally different nature from the process of primary acquisition. On the other hand, in 1972, Moulton stresses that in teaching a foreign language to young children it is possible to adopt some methods and intuition procedures, used by a child during mother tongue acquisition, and weave them into learning of the foreign language (BrzeziÅ„ski 1987: 8). 1.2.3 Factors of efficient language learning In 1960s, the matter of teaching a foreign language during the early age was a topic of many discussions. After the war, in many methodological books it was said that children can easily absorb, imitate and produce the new language. Learning of languages in the early age is connected with the habit of repeating words and sentences in a foreign language and acquisition of language material with the help of various memory techniques. The technique of frequent repetition of the material, as the main key to learning a language, is also supported by many psychologists such as Watson and Thorndike. In many psychological books, it is easy to find many completely different definitions of habit. According to MaÅ‚y sÅ‚ownik psychologiczny, habit is well-practised through numerous repetitions: actions which are done always in the same way and automatically. This definition can bring one to a wrong opinion that one should always react in the same way. Lado definites habit as fluency in using units and models of a particular language in answering while attention is not paid to units but to content. There are many more definitions of habit written by A. Szulc, Lompscher or Rubinsztejn, but all these definitions come down to the conclusion that the habit is way of mechanic, unconscious repetition and conscious production leading to the conscious process where consciousness is removed so long as the automatic element is eliminated. In this case, the fact that the process of repetition is the most important comes from the opinion of psychologists based on the theory that acquiring the mother tongue comes from the imitation of adults. There are also certain reasons directly influencing and shaping the process of learning and its efficiency: age - ­ after the age of 10, language acquisition ease diminishes. Childrens minds lose their flexibility and it is not that easy to acquire a language. Younger learners have better and more specific memory but have less ability to learn and need more repetitions. Children are more willing to imitate but have a very short concentration span. Their mechanical memory is better than that of the adults, and their short memory is more dynamic and more effective. The older the child, the more specific the way of learning is. Older children have their own range of memory, their long-term memory is more developed and more logic. They can focus more easily and have wider general knowledge. Being more mature, having better learning techniques and better motivation, the young and adults can easily make up this matters, which children can reach thanks to their imitating skills and more flexible minds. attitude in learning, there are many elements which have influence on better acquisition or learning, but attitude is one of the most important because it stimulates brain to better work and makes memory work more efficiently. What is more, the lack of motivation can cause that person who is not interested in the topic or in learning itself will not remember anything. previous experience connected with the material that has to be learned the more experience the learner has, the easier and more efficient learning is for him or her. material and content there are some units of material which are more difficult to understand or remember, for example, sentences which have lots of information. Also, the size of the material, the length of sentences, the kind of material (Passive Voice sentences are harder to remember and require longer time to learn than Active Voice sentences) significantly influence the effectiveness of the learning process. way of learning Humans use mechanical or logical memory while the logical one is more preferred and a part of material learned in a logical way is not only easier to reconstruct, but also stays longer in human memory. Certain researches show that talking in a foreign language is not only a simple reproduction of material that was learned. A learner should pay attention to very basic patterns which can be modified and updated with new vocabulary and structures. Mechanical memorising of sentences can be even a quite dangerous and tricky factor because certain language elements occur in a particular arrangement, in a way they were learned and drilled by exercises. number of exercises and repetitions Psychological research shows that the long term memory is extended in proportion to the learning time. What is more, overlearning is a very important element in the memorizing process. The higher the level of overlearning, the slower is the process of forgetting. Yet, the level of overlearning is reached individually after each learner performs a number of repetitions. At the same time, mindless repetitions cannot be treated as overlearning. time spent on learning It is important how long and how often repetitions and exercises are done. Frequent and short exercises are more efficient than rare and long ones (WoÃ…Â ºnicki, T./ Zawadzka, E. 1979: 30-40). The characteristic of childrens memory Learning styles are various ways of learning. They involve education methods, characteristic for an individual, which are used by the individual to learn best. The alleged basis and efficacy for these proposals have been extensively criticized. Learning styles depend on individual preferences, and, according to Nail Fleming, such styles may be divided into four categories. The fist group is made of visual learners, who, as the term suggestsplies, receive most information visually. These learners have a tendency to do well at public schools because most of what they are taught is presented through visual teaching tools. They do well with visual aids like pictures. For visual learners, the easiest way to learn is watching and calling up visuals in their minds to remember what they studied in the past. They have a tendency toward appreciating arts: crafts, painting or drama. They tend to be creative and imaginative. The second group are auditory learners who tend to learn better through listening. They listen to instructions and follow them in such a way that they can gather large amounts of information and deal with it. Auditory learners are very good at listening to lectures and conversations for a longer time without getting bored. They are more concentrated than visual learners and may be more discerning and attentive in the class. They prefer to study with music in the background. These students may also be creative and imaginative. They are good at listening to information and reproducing it in their individual ways. Students with another style known as kinesthetic learning might be mistaken for too active in the classroom. They do not like waiting for information. They prefer to find things out for themselves without any prompts. They are the explorers who want to make new discoveries. They are quick to learn new things and do not mind being left on their own with a particular toy to find out how it works. They can be successful in practical tasks, such as carpentry and design. These children prefer doing rather than thinking. Homeschooling might be a better for these learners because regular classroom activities might not be interesting enough for them. The forth group consists of logical learners who think in a conceptual manner. They explore patterns and like to know how things work. They often ask questions and are good at puzzles, math problems, strategy games and computers. They understand abstract concepts faster than others. These students prefer inventing and building their own contraptions, for example, with toys (http://www.ehow.com/info_7881656_inventory-learning-styles-child.html#ixzz1MXMcJS9C). Initial memorisation According to many researches, children have lots of problems when trying to remember and repeat parts of material or longer sentences. In a situation when a group of kindergarten children was asked to remember and repeat, they were passive and even did not take any action to do so. 8-year-old children are a slightly better and show some will to do what they were asked, although only the 10-year-old children and older pupils are able to deal with efficient memorization, data processing and are even able to organise new information to remember it better. According to this research, one can observe that at the beginning children can use only simple techniques and just after some time those techniques develop, become more complicated and fitted to individual preferences and styles. This fact is quite disturbing because during the very early school-years children are often required to remember mane, sometimes even complicated information like lyrics, grammar rules or definitions. On the o ther hand, children can easily learn their mother tongue, they widen their knowledge about society or nature quite fast. Children are often able to repeat the dialogue of their parents even if they seem not interested in it. In their first years, they are not aware of how their memory works. The flash memory term became very popular according to the discovered phenomena that some people have perfect perception and prefer things they saw rather than those which they listened to. It is a very important fact that children use flash memory in a metaphorical way because they mechanically transfer the received information to their memory. Everything seen by people is remembered for a very short time in their operation memory. For a long-term memorisation, it is useful to include various visual aids in the teaching process. Children are able to remember not only pictures but also many details from such pictures. However, sometimes a picture shown to a child may be slightly different, may h ave different colours or shapes (especially of those elements which amazed the child). Autistic children have a very efficient flash memory and after a few seconds they are able to memorise very complicated and detailed pictures; what is more, they do so without much effort. From the previously discussed research, one can deduct that only from the age of ten children can consciously memorise some facts for a longer time. More effective memory depends on which study techniques the child uses. Those study strategies consist of certain elements like: the level of consciousness and awareness of the aim the child is learning for and willingness the child hasmemorisation strategy effort used to learn a specific part of the material Sometimes it is very hard to prove which element from the ones mentioned above is used. It can be even said that children create memorization strategies in internalisation. Before a child creates its own technique of learning, a child cannot achieve better results in learning but when those strategies are already created, the child knows how to study to achieve his or her aim. Then, the process of memorisation becomes faster, easier and more efficient. After some time, children not only know how to learn faster but also can understand more and do this more freely. Nevertheless, at the age of six it is still very complicated for the young learner to organise material which has to be learnt, and this is why children start to repeat. Only nine-year-old children are consciously able to group certain pictures into categories to achieve better memorisation. To sum up, one can easily say that children develop their memorisation skills according to their age and in this process children reme mber those things which they pay attention to but it is short memory and at the same time hard memory which are used. Sensitivity on keeping memory on the alert and reaction do not depend on where this new information comes from (society, nature or their own body) but in case of children it is mainly automatically received and processed by their brain. This process happens quickly and almost without any effort and the teacher cannot see those processes and cannot stop or modify them. This process can be only stopped and controlled, but then it works much slower and requires some effort. What is more, a child has to be conscious of information and has to recognise it. To distinguish between automatic and controlled memorisation, one can distinguish three levels of the automatisation processes: the first level is dominated by the automatic use of information (also without paying attention) the second level is partially automatic when attention is not focused on information the third level is only rarely automatic but full attention is needed in this case ( E. Gruszczyk- KolczyÅ„ska, Ewa ZieliÅ„ska Wspomaganie dzieci w rozwoju zdolnoņºci do skupiania uwagi i zapamiÄâ„ ¢tywania WSiP Warszawa 2005: 52-68). The theory how media influence children Media themselves may introduce lots of positive things but also the negative ones into the human life, shape attitudes and mentality of the young people. Furthermore, especially children may be easily influenced by commercials. Media contents are brought to people through the Internet, radio or television, and such media information consists of specific stimuli which affect brain, senses and create or change attitudes and ways of looking at the reality. The good side of the media is the fact that it is created for peoples development, making life more convenient, introducing social and personal values and causing that long distances are easier to overcome. As a result, even such aspects as education or culture are closer to various and separated nations. On the other hand, mass media become a kind of of a boundary or a cage in which a person is isolated from the others, as it may create a situation of misunderstanding and limit of ones social life which is then substituted with cyber space. Needless to say, the mass media caused radical reorganisation of the social life. In terms of education and upbringing of young generation, the media are creating new types of personalities, a sort of a new civilisation. This new generation of media-people is an inextricable part of the modern life, and can be source of many good, positive and improving aspects as well as bad, demoralising, violent and the ones encouraging unacceptable deviations. Media in education The fact of striving for more effective ways of teaching is a main subject of many modern researches. Nowadays, in order to achieve the goal it is natural to use the most entertaining and universal tools like the Internet and other mass media. Thanks to these tools, learning can be more pleasant and successful for the learners and also easier and less effort-requiring for the teachers. More and more modern teaching techniques make education up-to-date and allow for leaving (old) traditional methods in education and introduce the modern model of integration of education with entertainment. In this context, education becomes a product, (almost a technological device), a source of educational tools and an incentive for the unconscious learning. Media may be easily and freely used not only in school teaching but also in private, out-school or even global, social, personal and cultural training. They can provide news, information and educational content using all possible multilingual tools. What is more, this kind of instrument has certain aspects which are singled out by Henryk GrudzieÅ„ in his work Media jako skÅ‚adnik procesu dydaktyczno-wychowawczego: direct influence this means that especially television programs and films immediately influence their audience (human emotions and intellect) building-up influence means building up information, associations and feelings connected with films or TV programs which cause some changes in the human psyche subconscious influence similar to the one above, but the audience is not conscious of changes in its attitudes because at the beginning the audience refuses the given way of thinking due to its unsuitable content and after some time its resistance disappears. Media also have a tremendous influence on the lifestyle of the young people, and they affect lots of spheres of young peoples lives, for example: the effect on the way that somebody behaves (making decisions, aggressive behaviour, social actions etc.) the effect on the level of knowledge (level of information, range of knowledge, level of communication skills etc.) the influence on attitude (believes, religion, judging of other people, etc.) the influence on physical fitness (damaging of senses, lack of motion, addiction) The processes mentioned above depend on many conditions such as age, psyche, actual situation in ones life, level of knowledge, weather, place of receiving such information or influences, company or gender. For example, the most influential may be a film watched in a cinema where the level of focus is very high, a bit weaker may be television and the weakest the radio. The Internet in childrens education Nobody can deny that modern technology has changed and revolutionized education. Teachers have also quickly adjusted their teaching methods in a response to new technology because gadgets in the classroom can create a more interesting, interactive and entertaining environment. If schools strive to keep up with technological trends, then the learning that takes place there becomes more relevant and meaningful for the learners. The Internet and computer knowledge and literacy of major software programs is no longer reserved only for higher educational systems or special trade schools in the modern society. ( http://www.ehow.com/about_5410187_uses-modern-technology-classroom-teaching.html#ixzz1Iai4xP5X) Many children, when going to school, deal with individual difficulties on the basis of their opportunities. Nowadays, from the very early age, children get used to computers, the Internet and other modern technologies. The access and the use of the Internet fulfil many of the aims of education. What is more, it broadens childrens mind horizons, gives them a sense responsibility, builds up their self-esteem and develops their autonomy. A big advantage of the Web is its easy access and lack of duty to have a face-to-face contact. The author of the book Special educational needs and the Internet: issues for the inclusive classroom Chris Abbott claims that there are four principles and each one proves that websites and the Internet have become an influential tool for teaching as the pupils are: Informed The Internet is a source of information and news used in topic work, planning visits, web sites pictures of classmates work, connection with other pupils even outside the school, village or town and also link with past friends. Involved In the virtual tour, in preparing material, in creating and sharing their ideas; in group with the integrated activities where physical presence is not significant. Empowered enabling access for children with any physical difficulties, various tools, e-mails Recognised pictures on websites of the children and their work, whiles of the school council meeting, aiding successes and building self-esteem. (111-112) The Internet has a large part to play in the future education of the young people. In this book, the author included many useful tips when using computers in teaching young learners. For example, the page a teacher wants to use should be put on the screen before children come into the classroom. What is very important, computers should be set in a way so that the children cannot open unauthorized sites and also it is important to remind the children of behaving in a good way to prevent the pupils from running to get to the computers first. It is also useful to create a list of computer room rules. Wherever possible, there should be no more than three pupils per one computer. If children cannot see the screen, they may quickly lose interest in their school work and may not be willing to learn. All these elements can make children more concentrated and make learning more effective (C. Abbott Special educational needs and the Internet: issues for the inclusive classroom New York 2002).