Do Video Games Promote Violence Essay Example for Free

Do Video Games Promote Violence Essay There is much hype surrounding the launch of every new game system including Game Cube, XBox, Playstation 3 and all of their handheld portable equivalents. Affecting all sorts of people from children as young as age 4 all the way to 45 year-old adults, these video games have called for concern in our society regarding issues such as addiction, depression, and even aggression related to the playing of video games. A recent study of children in their early teens found that almost a third played video games daily, and that 7% played for at least 30 hours a week. What is more, some of these games being played like Mortal Combat, Marvel Vs. Capcom, and Doom are very interactive in the violence of slaughtering the opponent. The video game industries even put signs like Real-life violence and Violence level not recommended for children under age of 12 on their box covers, arcade fronts, and even on the game CDs themselves. According to the online encyclopedia, Wikipedia, the Truth in Video Game Rating Act (S. 3935) was introduced by Senator Sam Brownback on September 27, 2006. The act required that the Entertainment Software Rating Board, known as the ESRB for short, have access to the full content of and hands-on time with the games it was to rate, rather than simply relying on the video demonstrations submitted by developers and publishers. [1] The bill makes no considerations for modifications or mods for short, total conversions, user generated content, procedurally generated content, unused disc space, blocked/disabled out portions of code, player behavior in online games, and various other factors out of the control of the developers (such as how the player decides to play the unsaid game). This bill was unacted upon during its original session and was reintroduced by Senator Brownback on February 14 2007 under the same title the Truth in Video Game Rating Act with a new session number (S. 568). As of March 2007, S. 568 remains in the Senate Committee. [2] In the game Goldeneye 007 bad guys who used to disappear in a cloud of smoke when killed no longer do so. Instead they perform an elaborate maneuver when killed. For example, those shot in the neck fall to their knees and then face while clutching at their throats. Other games such as Unreal Tournament and Half-Life are gorier. In these games when characters get shot a large spray of blood covers the walls and floor near the character, and on the occasions when explosives are used, the characters burst into small but recognizable body parts. In spite of the violence, the violent video games are also the more popular games on the market. (2) When video games first came out, indeed they were addictive owever, there seems to be a strong correlation now between the violent nature of games these days and the aggressive tendencies in game players. On April 20, 1999, Eric Harris and Dylan Klebold launched an assault on Columbine High School in Littleton, Colorado, murdering 13 and wounding 23 before turning the guns on themselves. Although nothing is for certain as to why these boys did what they did, we do know that Harris and Klebold both enjoyed playing the bloody, shoot-em-up video game Doom, a game licensed by the U.  S. military to train soldiers to effectively kill. The Simon Wiesenthal Center, which tracks Internet hate groups, found in its archives a copy of Harris web site with a version of Doom. He had customized it so that there were two shooters, each with extra weapons and unlimited ammunition, and the other people in the game could not fight back. For a class project, Harris and Klebold made a videotape that was similar to their customized version of Doom. In the video, Harris and Klebold were dressed in trench coats, carried guns, and killed school athletes. They acted out their videotaped performance in real life less than a year later (3) Everyone deals with stress and frustrations differently. However when action is taken upon the frustration and stress, and the action is taken out in anger and aggression, the results may be very harmful to both the aggressor and the person being aggressed against, mentally, emotionally, and even physically. Aggression is action, i. e. attacking someone or a group with an intent to harm someone. It can be a verbal attackinsults, threats, sarcasm, or attributing nasty motives to themor a physical punishment or restriction. Direct behavioral signs include being overly critical, fault finding, name-calling, accusing someone of having immoral or despicable traits or motives, nagging, whining, sarcasm, prejudice, and/or flashes of temper. The crime and abuse rate in the United States has soared in the past decade. More and more children suffer from and are being treated for anger management than ever before. Now, one cant help but to wonder if these violent video games are even playing a slight part in the current statistics. Playing violent video games like Doom, Wolfenstein 3D or Mortal Kombat can increase a persons aggressive thoughts, feelings and behavior both in laboratory settings and in actual life, according to two studies appearing in the April issue of the American Psychological Associations (APA) Journal of Personality and Social Psychology. Furthermore, violent video games may be more harmful than violent television and movies because they are interactive, very engrossing and require the player to identify with the aggressor, say the researchers. One study reveals that young men who are habitually aggressive may be especially vulnerable to the aggression-enhancing effects of repeated exposure to violent games, said psychologists Craig A. Anderson, Ph. D. , and Karen E. Dill, Ph. D. The other study reveals that even a brief exposure to violent video games can temporarily increase aggressive behavior in all types of participants.

Informative Essay on Save the Last Dance and Step Up Essay Example for Free

Informative Essay on Save the Last Dance and Step Up Essay Informative Essay on Step Up and Save the Last Dance The two movies, Step Up and Save the Last Dance, have many things in contrast and in comparison to the other. In Step up, a girl named Sarah Johnson, a promising dancer in high school hoping to be admitted to study at Julliard School. She fails the audition and soon thereafter learns that her mother has been involved in a fatal car accident trying to get to her audition. After her mother’s death, Sara is wracked by built and gives up on ballet. She moves in with her father whom she doesn’t know well, transferring to an urban Chicago school. At her new school she finds that she is one of a handful of white people but quickly friendship flames up between her and a single mom named Chenille. Chenille invites Sara to a dance club called Stepps where she experiences dancing to hip-hop for the first time. While at Stepps, Sara meets Derek, Chenille’s brother and a student with dreams of attending Georgetown Medical School. Upon meeting and seeing each other at school, Derek decides to help Sara develop her dancing skills by incorporating more hip-hip into her ballet style. As they become closer, Derek takes her to a ballet and afterwards Sara confides in him about her mother and her dreams she tossed away. After, Derek convinces her that she needs to do what she wants and follow her dreams of Julliard. Sara auditions for Julliard for the second time, Derek arriving at a crucial point to offer encouragement and support. Sara was finally accepted into Julliard, and to celebrate Sara’s successful audition, they go dancing at the club Stepps. In Save the Last Dance, Tyler Gage was sentenced to 200 hours of community service for breaking into and vandalizing Maryland School of Arts. His community service is to be served at the school and notices as he peers into a dance class a girl named Nora Clark, whom was preparing for her â€Å"senior showcase,† an audition which could determine whether or not she is offered a job with any one of the professional dance companies. When friends of Tyler visit him on the school’s lot, Nora curiously watches from a window as Tyler incorporated a mix of break-dancing and ballet moves he recently observed while watching her. Nora finds herself unexpectedly without a partner for her routine when her partner sprains his ankle during a dance practice. She  held some auditions but decides that no one at her school meet her expectations. Tyler offered to be her partner, but Nora initially refuses. But Tyler proves that he can handle her requests by effortlessly catching and lifting her in a leap, quickly reconsidering his offer to help. Nora convinces the director of the school to allow him to rehearse with her and as they continue with rehearse; they teach each other their styles of dance and become closer to one another. When Nora takes Tyler to a special spot of hers, she reveals to him of how she envisioned her routine and becomes inspired to help her dream come true. He started with recruiting younger dancers for her routine while trying to balance his new goals, his new friends and rekindling the friendships with his old friends. Tyler decides he wants to attend Maryland and speaks with the director about this when Nora suggests that the showcase could be used as his entrance audition. The director agrees to this and advises that this could prove that he deserves a chance. Nora and Tyler move forward with their relationship and rehearsals continue as normal until Noraâ⠂¬â„¢s former dance partner returns seemingly healed from his injury. Tyler, feeling no longer needed, leaves the group and thus returns to the janitorial community services he was sentenced to. Nora continued to incorporate many of Tyler’s suggestions for the routine but finds the new choreography is much too difficult for her previous dance partner. Her partner resigns himself from the routine whilst Nora is once again left without a partner. Nora considers abandoning her dance career, but transforms her choreography into a solo piece when she received support and encouragement from her mother who used to be opposed of her future in dance. Tyler realizes after becoming reacquainted with his old friends that he needs to make better choices in his life when his friend was fatally shot after stealing a car. Tyler showed up at Nora’s showcase last minute and tries to persuade Nora to let him perform with her and to forgive him for his actions. She declined but changes her mind as Tyler wishes her good luck and walks away. After their performance, a director from a professional dance company spoke to Nora about signing her on with them and the director from the school told Tyler he is now a â€Å"transfer student† at Maryland. To be clear with the comparisons and contrasts, Sara was a student who knew only ballet and was taught hip-hop by her boyfriend, Derek. Tyler was a  hip-hop break-dancer who was taught ballet by his girlfriend, Nora. Sara threw away her dreams of going to Julliard due to her mother passing while trying to go to her first audition. Tyler threw away his dream of going to Maryland when Nora decided to use her former dance partner for her showcase. As both sets of main characters incorporate their dance styles together, both sets grew closer to their partner and ended up being in a relationship. Derek convinces Sara to reconsider her dream of Julliard, continue with what makes her happy and re-audition for Julliard. Nora convinced Tyler to use her showcase as his entrance audition, convincing the director of the school as well. Both movies also have surprise visits to emotionally support their partners during a stressful and hard event. Tyler showed up at Nora’s showcase last minute as well as Derek at Sara’s audition. Tyler got into Maryland, Nora became a professional dancer, Derek got into Medical School and Sara got into Julliard. They all accomplished their dream. But in contrast, they both started out dancing a different style before learning to mix it up with another. Tyler first only knew break-dancing and learned ballet. Sara only knew ballet and learned hip-hop. They both started with two different styles. Tyler, the main character in Step Up, was trying to get into Maryland High School as Sara was trying to get into Julliard, a college that’s also difficult to get into. Tyler doesn’t have trouble fitting in at the school while he’s supposed to be there for community service, he fits right in when his dance talents are brought to light. Sara didn’t fit in at her new school and didn’t end up fitting in even in the end of the movie, she just had her few friend s and was happy with that even though she was still considered the oddball of the school for being one of the few white people there. There may be a few more comparisons than contrasts, but I love the movies so much I had trouble pointing out every contrast and unknowingly sought out the comparisons over the contrasts. If there’s a person that has never watched these two movies I would highly recommend them!

Impacts of Volcanic Eruptions on Urban Communities

Impacts of Volcanic Eruptions on Urban Communities Volcanoes, Environment and People Degree Assessment Compare and contrast the impacts of volcanic eruptions on urban communities in pre industrial and post – industrial evolution societies. Introduction The industrial revolution refers to a period in history that roughly occurred between 1760 and 1840, which saw the transition from old to newer manufacturing processes. It is regarded as a major turning point in history, influencing most aspects of daily life, even today. The revolution saw a change from traditional hand production to the use of more modern tools, machines and new technologies. Technology became more advanced and its use became more significant. Gaillard (2007) suggests that pre industrial revolution societies, like those discussed in this essay had a more intimate relationship with the natural environment, which plays a key role when assessing the impacts of a volcanic eruption. In this essay I will firstly compare the impacts of a pre and post industrial revolution eruption of Mount Vesuvius. Their impacts on urban communities will then be discussed in comparison with the more recent eruptions of Eldfell in Iceland and the Soufriere Hills volcano in Montserrat. For the purposes of this essay urban communities will be defined as a substantial group of buildings or people in one area. To assess the impacts of a volcanic eruption on an urban community, the nature of the community will need to be considered. Impacts of the eruption will vary between communities depending on a number of factors including closeness to the eruption, infrastructure, transport links, predication and preparation and the overall development of the community (Marzocchi et al., 2004). Different types of volcanic events will also produce different types of hazard (pyroclastic flows, tephra fallout, and gas emissions) which also need be considered in the assessment of a volcanic eruption. Pre Industrial Revolution Vesuvius, AD79 Mount Vesuvius is located in a densely populated area, with thousands of people living on its flanks and in the immediate vicinity of the volcano (Marzocchi et al., 2004). In the past Vesuvius has produced several large eruptions, including the most well known eruption which destroyed the town of Pompeii in AD79. This was a VEI5, Plinian eruption that consisted of two stages. Usually Plinian eruptions are classified by three stages; an initial eruption phase with a sustained eruptive column of gas and pyroclastic material; a second phase in which the eruption column collapses and generates pyroclastic flows which could reach speeds of up to 100km/h and finally the generation of dense, rapid mudflows generated by water on steep slopes (Barberi Zuccaro, 2006). In the case of the Vesuvius eruption in AD79 only stage one and two occurred. There were no mudflows, only pyroclastic flows. (Lirer et al., 1973). The eruption produced a 32km high eruption column and extensive tephra all out south of the eruption resulting in accumulation of tephra 2.8m thick over Pompeii and other regions (Sigurdsson et al., 1982). Sigurdsson et al (1982) presents evidence to support the collapse of roofs under the weight of pumice that fell and consequently the destruction of infrastructure throughout the town. The tephra fall would also have made it very difficult for people to be outdoors around that time. The town would have been in total darkness and they would have had to wade through several metres of tephra on the ground. Despite this, this first stage of eruption was non lethal. It alarmed people but gave the majority of the population time to flee. 2000 deaths were accounted for out of the 20,000 people living in Pompeii and neighbouring towns (Luke, 2013). The second stage of the eruption consisted of six pyroclastic flows, during which most death and destruction to property occurred. Figure 1 details that between them, six pyroclastic flows travelled from the volcano, covering the towns of Herculaneum, Oplontis and Pompeii. The flows travelled 32km west across the Bay of Naples to Misenum and south east of Stabiae (Siggurdsson et al., 1982). Figure 1. Map of Vesuvius and surrounding towns showing pyroclastic flow deposits and the extent of the pyroclastic flows during the AD79 eruption (Source: Siggurdsson et al., 1982). The AD79 eruption of Vesuvius is an example of how communities with the most insecurity are the most vulnerable to hazards and have the capability of turning them from hazard to disaster (Gaillard, 2007). Through studies carried out on the settlement of Palma Campania a commune in Naples, Grattan (2006) showed that although most of the population was killed by tephra fall and pyroclastic flows there was reluctance to permanently build a settlement on the volcano plains, suggesting that instead of mitigating the effects of a volcanic eruption the communities instead chose to deal with them. They derived a method of coping and learning to live with the sudden environmental change. Compare this with the smaller VEI3 eruption of Vesuvius in 1944 and the impacts are very different. Although the eruption was smaller, there was more of an impact on nearby towns because of the nature of the community (Barnes, 2011). Important buildings such as schools and hospitals were built very close to fracture zones on the volcano flanks where open vents had previously been recorded. Under these conditions, living and having important amenities in such close proximity, events smaller than the 1944 eruption could be catastrophic from an economical and social point of view (Marzocchi et al., 2004). From a comparison of the two Vesuvius eruptions it is evident that the hazards each volcanic eruption produced were similar, however the way the communities chose to deal with them and therefore the impacts of each eruption are different for pre and post industrial communities. With a simpler way of life, post industrial revolution communities towns were able to easily change aspects of their daily life and adapt to living with a volcano. In a way, modern technology could be considered a downfall. If a super eruption were to happen it would apply stress to all aspects of modern day life. Air travel would be practically impossible because of airborne tephra, climate change would be severe and affect crop production across the globe, telecommunications would be restricted and huge areas would be affected by tephra fall and toxic gases (Grattan, 2006). Although that is a worst case scenario it highlights how post industrial revolution or modern communities may not always be better off. Post Industrial Revolution According to Marzocchi et al (2004) the hazards a volcanic eruption presents are hard to quantify because of the complexity of the eruptive processes and the unreliability of past data. However, it is thought that the advancement of communities means that a volcanic eruption poses a greater threat as there is more at risk. The eruption of Eldfell, a volcanic cone on the Icelandic island of Heimaey does however show how technologies of the industrial revolution could work towards reducing the hazards a volcanic eruption presents. Eldfell, 1973 The eruption of Eldfell began, without any warning, on the 23rd of January 1973, as a fissure crossing the island (Morgan, 2000). It caused a major crisis for the island, almost causing permanent evacuation. Volcanic ash fell on most of the island and more than 400 homes were destroyed as roofs were not constructed to deal with the weight from ashfall. Tractors were used to remove ash from the roofs and save some of the buildings (Morgan, 2000). Figure 2 shows the town of Vestmannaeyjar during and after the eruption and gives an idea of the scale of damaged caused by the eruption. It was most at risk because of its close location to the volcanic fissure. It was threatened by tephra fall and lava flows (Thorarinsson et al., 1973). The lava flows that threatened the towns also threatened the harbour, the islands main source of income. The response to the lava flows was to spray them with sea water, which cooled them down and stopped further advance, saving the harbour (Morgan, 2000). Figure 2. Houses nearest the fissure were destoryed by volcanic bombs thrown from the volcano during thr eruption (Left). The right image shows the town of Vestmannaeyjar after lava had advanced onto it. Cooling hoses used to cool the lava are highlighted in red. (Source: Morgan, 2000) Although the scale of the Eldfell eruption was relatively small, the town of Vestmannaeyjar was put at risk because of its location of the fissure. The fissure opened up at the edge of the town with the lava destroying 200 buildings, and more being damaged by tephra fall (Dugmore Và ©steinsson, 2012). Despite this the death toll for the Eldfell eruption was low as there were resources and space to evacuate those in immediate danger. Boats transported people off the island to Reyjavic where schools and other larger buildings acted as receptions for the evacuees. Compare this with the Pompeii eruption where the resources were unavailable and lack of knowledge made evacuating people not an option. Even if the resources were available, it would have been physically impossible to relocate such a large population. In Iceland, volcanism is considered to be one of the principal causes for lack of development (Dugmore Và ©steinsson, 2012). In most cases, the negative impacts of a volcanic eruption have been kept to a minimum both by environmental and cultural factors. There is little to encourage people to settle in immediate volcanic zones; high elevations are unfavourable in terms of climate and the steep slopes of the volcano flanks are difficult to build on. Social systems within Iceland are well suited to coping with volcanic hazards so when an event does occur it will not have such a great impact as if it were to occur in Britain for example (Dugmore Và ©steinsson, 2012). Soufriere Hills, 1995 Montserrat is a small island in the Caribbean that consists of 4 volcanic centres: Silver hill, Centre hills, Soufriere hills and South Soufriere hills. The map in figure 3 shows the location of the 4 volcanic centres on the island (Wadge Isaacs, 1988). Figure 3. Map of Montserrat showing the 4 volcanic domes. Chances Peak, responsible for the 1995 eruption is highlighted in red. (Source: Wadge Isaascs 1988) Chances peak was responsible for the eruptions from 1995 onwards (Figure 3). The eruption began in 1995 after a period of seismic activity and small warning signs of an eruption (Robertson et al., 2000). The most intense eruptions occurred in 1997 and consisted of pyroclastic flows, lahars and tephra fall. The advancement of tephra and pyroclastic flows and the settlements around the volcano that were destroyed throughout the eruption is shown in Figure 4. Figure 4. Chances Peak and the location of nearby settlements. Shows the progression of the eruption during 1997 to 1998 and depicts the settlements that were destroyed by pyroclastic flows, lahars and tephra fall. (Source: BBC Bitesize) Through recognition of distinctive patterns in seismic activity and monitoring signals, short term forecasts of volcanic activity were able to be made so those most in danger could be evacuated at the most appropriate time (Robertson et al., 2000). The islanders in close proximity to the volcano were evacuated to the north of the island, to neighbouring countries and to the UK as Montserrat is a British dependant territory (Young et al., 1998). In total, only 19 people who chose to stay behind were killed by the eruption. The Soufriere Hills volcano provided an opportunity for modern technology and volcanological thinking to be fully utilised in the thorough documentation and the provision of accurate and timely disaster mitigation advice (Young et al., 1998). Conclusion To conclude, the nature of a volcanic hazard, the social status of the population exposed to the hazard, geographic setting and the rehabilitation policy set up by authorities vary between time and place (Gaillard, 2007). In the cases discussed above, all the eruptions produced similar hazards (tephra, lahars, pyroclastic flows) but the nature of the community and the way the population responded made the impacts different. Post industrial revolution communities use technology to their advantage in aiding after the eruption but also before the eruption, in the prediction and preparation stages. From the case studies, it is evident that forecasting plays a fundamental role in volcanic hazard mitigation (Sparks, 2003). It is vital for predicting when/where eruptions will occur, the kinds of hazards associated with the eruption, how long the eruption is likely to last and if populations in close proximity to the volcano are at risk. Plans can then be put in place to reduce the risks related to an eruption on a community. References Barberi, F. and Zuccaro, G. (2006) Somma Vesuvio Mesimex: the final technical implimentation report Barnes, K. (2011). Volcanology: Europes ticking time bomb. Nature, 473(7346), pp.140-141. Dugmore AJ, and Và ©steinsson O (2012) Black sun, high flame and flood; volcanic hazards in Iceland. In Cooper J, Sheets P (eds) Surviving Sudden Environmental Change: Answers from Archaeology (University Press of Colorado: Boulder) p 67 -90. Gaillard, J.-C. (2006), â€Å"Traditional societies in the face of natural hazards: the 1991 Mt Pinatubo eruption and the Aetas of the Philippines†, International Journal of Mass Emergencies and Disasters, 24(1), pp. 5-43 Gaillard, J. (2007). Resilience of traditional societies in facing natural hazards. Disaster Prevention and Management, 16(4), pp.522-544. Grattan, J. (2006). Aspects of Armageddon: An exploration of the role of volcanic eruptions in human history and civilization. Quaternary International, 151(1), pp.10-18. Lirer, L., Pescatore, T., Booth, B. and Walker, G. (1973). Two Plinian Pumice-Fall Deposits from Somma-Vesuvius, Italy. Geological Society of America Bulletin, 84(3), p.759. Luke, BT. (2013). Roman Pompeii, Geography of Death and Escape: The deaths of Vesuvius, PhD Theses, Kent State University Marzocchi, W., Sandri, L., Gasparini, P., Newhall, C. and Boschi, E. (2004). Quantifying probabilities of volcanic events: The example of volcanic hazard at Mount Vesuvius. J. Geophys. Res., 109(B11) Morgan, A. (2000). The Eldfell Eruption, Heimaey, Iceland: A 25-Year Retrospective. Geoscience Canada, 27(1). Robertson, R., Aspinall, W., Herd, R., Norton, G., Sparks, R. and Young, S. (2000). The 1995-1998 eruption of the Soufriere Hills volcano, Montserrat, WI. Philosophical Transactions of the Royal Society A: Mathematical, Physical and Engineering Sciences, 358(1770), pp.1619-1637. Sigurdsson, H. et al. (1982) The eruption of Vesuvius in AD 79: reconstruction from historical and volcanological evidence. American Journal of Archaeology 86, pp. 39–51 Sparks, R. (2003). Forecasting volcanic eruptions. Earth and Planetary Science Letters, 210(1-2), pp.1-15. Thorarinsson, S., Steinthorsson, S., Einarsson, T., Kristmannsdottir, H. and Oskarsson, N. (1973). The Eruption on Heimaey, Iceland. Nature, 241(5389), pp.372-375. Wadge, G. and Isaacs, M. (1988). Mapping the volcanic hazards from Soufriere Hills Volcano, Montserrat, West Indies using an image processor. Journal of the Geological Society, 145(4), pp.541-551. Young, S., Sparks, R., Aspinall, W., Lynch, L., Miller, A., Robertson, R. and Shepherd, J. (1998). Overview of the eruption of Soufriere Hills Volcano, Montserrat, 18 July 1995 to December 1997. Geophysical Research Letters, 25(18), pp.3389-3392. 1

Effects/Origins of Racism :: essays research papers

Today, the United States is respected around the world as an international business powerhouse, notorious for a flourishing capitalistic marketplace. However, the very foundation for this commercial capitalist market was rooted in the exploitation of Africans. At first, the primary use of North American land was to provide the raw materials necessary for the British to produce goods to the end user. The need for cheap laborers soon arose. Europeans filled this void through the use of free laborers—African slaves. Africans were viewed as inferior beings, mere property to be traded and used like a horse or a cow, which gave Europeans the notion that this practice was morally acceptable. At first, only wealthy Europeans could afford the goods produced by the African slave trade; however, the goods soon became affordable to the middle class and the demand for additional slaves grew rapidly.   Ã‚  Ã‚  Ã‚  Ã‚  At the time of the American Revolution, slavery was the very basis for the American economy. Most of the country’s industries revolved around and depended upon the use of traded peoples. If not directly using Africans to provide labor, most businesses in America somehow related to the use of this free labor and all Europeans benefited in some way. Textiles manufacturing was the staple industry during the Industrial Revolution, most of whose raw cotton was grown by enslaved Africans. Those not directly involved in the trade of Africans benefited from the purchase and sale of products created by the slavery system. The triangular trade emerged, allowing Europe and the American colonies to benefit, while exploiting blacks even further (to gain economically in Africa, one would have to take part in the trade by providing the laborers). The textile industry’s success was based on the use of slave labor, and without it, it’s questionable whether the U.S. would have become a major industrial power.   Ã‚  Ã‚  Ã‚  Ã‚  Sons and grandsons of the earlier traders in slaves and slave-produced products benefited both directly (by becoming captains of the industries fueled by the slave trade) and indirectly (by the intergenerational transference of wealth). Americans not only gained economically, but also in terms of living conditions and life expectancies. Even the educational system (i.e. Brown University) benefited from the profits of the slave trade. Political figures that helped form the bases for our nation’s principles and are commonly viewed today as respectable, noble men (such as George Washington and Thomas Jefferson) were able to live their luxurious lifestyles because of their slave ownership.

Matilda :: Essays Papers

Matilda Squinting her eyes and concentrating very hard, Matilda managed to tip the glass of water over onto Miss Trunchbull, this being only the beginning of what was to happen next with her new found powers. Matilda, by Roald Dahl was creative and fun. I recommend it to anyone who is in for a little youthful adventure. It tells the story of a little girl with a horrible life. Her parents have no interest in her, and the Headmistress at her school is monstrous. Matilda deals with her problems by reading and learning mathematics. She is very bright and clever for a five year old. She soon discovers that she is able to move objects with her mind alone. Matilda’s parents are Mr. and Mrs. Wormwood. Being completely involved in the â€Å"Tele,† Mrs. Wormwood pays no attention to Matilda and what she has to say about anything. Mr. Wormwood, on the other hand, does nothing for Matilda except chastise her every move. Feeling unloved, Matilda turns to reading to keep her busy. Thinking that books are stupid, Mr. Wormwood calls her stupid and foolish for wasting her time on such things. Despite the verbal abuse from her parents, Matilda continues with her interests and does what she can to get back at her father for constantly denouncing her. For instance, she replaced his hair tonic with her mother’s hair dye, causing Mr. Wormwood’s hair to be turned a platinum blonde. On her first day of school, Matilda’s teacher Miss Honey becomes very interested in her abilities, wondering where the child picked up such an ability to solve complicated mathematical equations and read such great novels for a child her age. Miss Honey is a petite woman. She is timid towards her aunt, Miss Trunchbull, but can handle the first semester kids very well. Miss Trunchbull, a large intimidating woman, is very cold at heart. She was suspected of rubbing off Miss Honey’s father, Dr. Honey, and forged a will that gave her his house and left nothing for Miss Jennifer Honey. When Matilda was told about this, she became enthralled in helping out Miss Jennifer Honey with getting her house back. One day in class, the atrocious Miss Trunchbull was yelling at everyone because there was a newt in her water. She, of course, blamed the whole milestone on Matilda, who was innocent.

Phrenology :: essays research papers

  Ã‚  Ã‚  Ã‚  Ã‚  Phrenology is basically the study of personality through the study of the shape of the skull. The basis of this theory is that the brain conforms to the shape of the head and its contours. This pseudoscience says that because we have isolated where different parts of personality come from we can tell how dominant this trait would be in a person’s life by the size of the piece of the brain. We have since proven that this theory is not true.   Ã‚  Ã‚  Ã‚  Ã‚  Franz Joseph Gall is considered to be the founder of the direct scientific link between the morphology of the skull and personality traits. Gall was one of the first scientists to consider the brain the home of all mental activities. His main work was called The Anatomy and Physiology of the Nervous System in General, and of the Brain in Particular. In this article he put forth five points that phrenology was based on in general. 1. That moral and intellectual faculties and innate. 2. That their exercise or manifestation depends on organization. 3. That the brain is an organ of all the propensities, sentiments, and faculties. 4. The brain is composed of many particular organs as there are different propensities, sentiments, and faculties which differ from one another. 5. That the form of the head or cranium represents the form of the brain, and thus represents the relative development of the brain organs. Gall linked the faculties with precise brain localizations through careful observation and expensive experimental measures.   Ã‚  Ã‚  Ã‚  Ã‚  Johann Spurzheim’s contribution to phrenology was also great. He helped Gall in a study of brain injuries with the phrenology concept Gall had created. He also studied many cases of aphasia following victim’s cranial injuries in battle. In 1832, he arrived in America, which was at that time desperate for insight into human personality, and started on a lecture circuit that eventually killed him only six months into it.   Ã‚  Ã‚  Ã‚  Ã‚  While Spurzheim was in America he managed to inspire two young, frustrated evangelists whose names were Lorenzo Niles Fowler and Orson S. Fowler. These two are largely responsible for spreading phrenology throughout the country. They traveled from town to town carrying the truth of phrenology. They offered lectures, readings, and to evaluate the charteristics of total strangers through the bumps and valleys on their heads. Soon everyone from small-town folk to the rich and famous were getting readings. It became a fad throughout America.

Mastertag: a Case Study

I. POINT OF VIEW Supply chain manager He ensures that their supply chain is efficient and cost-effective. A supply chain is the collection of steps that a company takes to transform raw components into the final product. Typically, supply chain managers are responsible in comprising the five stages of supply chain management: plan, develop, make, deliver, and return. II. STATEMENT OF THE PROBLEM How should the management establish an efficient solution in producing exact number of tags that will be needed to meet and achieve the customer’s satisfaction and to avoid the shortage and excessive production of the plant tags? III. OBJECTIVES * To come up with a better solution for a achieving a match between supply of the producers and the demand of the consumers * To maintain and improve the effectiveness and efficiency of the company * To improve the effectiveness and efficiency of the supply chain management system of MasterTag * To implement a new style in producing tags that would enhance positive outcome to the company * To formulate action based on the chosen solution for the problem IV. AREAS OF CONSIDERATION * The demand of the consumers (seed companies) didn’t match the supply of the company because its supply chain is not effective * The company expects possible crop failures of the seed companies * The management of MasterTag planned to introduce new items of seed companies V. ALTERNATIVE COURSES OF ACTION * Set a new supply chain management system by making a fairly large batch which would be produced and shipped directly to the growers instead of the seed companies. And later, when the grower results became available, a second batch would be produced using information from growers on how many additional tags are needed. The second batch would then be made and shipped to the growers. Pros: There will be an assurance of exact numbers of plant tags. They will not end up with millions of leftover tags. Cons: Time consuming process. There is a lot of process to take. * Deal and find a better consumer (seed companies) that will match the company’s supply. Look for a company that can satisfy the number of products of the supplier (MasterTag) Pros: The company will surely lessen the leftover of the plant tags. Cons: The company will find it hard to find seed companies that will match their supplies. There will be limited chances in having this option. At the same time, you have to allot time and effort. VI. RECOMMENDATION Based on the alternative courses of action, we think that the best alternative course is to set a new supply chain management system by making a fairly large batch which would be produced and shipped directly to the growers instead of the seed companies. And later, when the grower results became available, a second batch would be produced using information from growers on how many additional tags are needed. The second batch would then be made and shipped to the growers. In this case, although the action is said to be time consuming process, the company will achieve the consumer’s satisfaction because eventually, the supply and the demand will meet. The problem regarding the leftover and unused tags will be lessening. At the same time, the chosen action achieved organization’s established objectives and deliver effective performance not only for the company but also to the consumers. We consider the importance of supply chain management system which involves coordinating and integrating flows in both within and among companies. It is said that the ultimate goal of any effective supply chain management system is to reduce inventory (which is the main problem in this case study. ) VII. APPLICATION AND STEPS BEFORE AFTER