Control room Movie Review Example | Topics and Well Written Essays - 250 words - 1

Control room - Movie Review Example Hassan Ibrahim, the former BBC reporter, has been assigned to cover Iraq’s tragedies in the war. He is accused of creating stories which are not there. America downplays the situation in the warfronts. The movie highlights the role of the media in the war, and the importance of its coverage which is only next to the strength of the war machines fighting the war. The documentary shows the predicament of Lieutenant Josh Rushing, American Marine in charge of press at Central Command. He is a balanced individual, philosophical and sober but as a true American Marine, he is thoroughly convinced about the merits of the war. He sees nothing wrong in the American version of the media coverage. Dema Khatib on the other hand, though swears by the nationalism propounded by Al Jazeera, wishes for a future for his children in America. Control Rom has succeeded in revealing the truth about the war in the fronts. It depicts how in the desperate situations of the war, objectivity of the press becomes the casualty, and how the news is constructed as per the demands of the situation. Vested interests are in politics and they have also infiltrated the press. The bombing of an Al Jazeera post by America, indicates how serious are the compulsions of the war to silence the pen, apart from destroying the

Human Rights Essays Grotesque Violation Sudan

Human Rights Essays Grotesque Violation Sudan Grotesque Violation Sudan Since early 2003, the world has been witness to the grotesque violation of human right in the Darfur region of Sudan. More than two and a half million civilians have been removed from their homes and roughly four-hundred thousand have been killed in what has been deemed genocide. Despite actions taken by the American and European governments, wealthy celebrities and humanitarians from all around the globe, the conflict in Darfur remains. It is the moral and ethical responsibility of America, Europe and China to give foreign aid to the suffering people of Darfur and chastise the Sudanese government for allowing these crimes to happen. It is also the peoples’ universal right to be protected from genocide and torture inflicted by the Janjaweed militia and encouraged by the Sudanese government. Conflicts in Sudan can be dated back as far as the fourteenth century. The main source of conflict today deals with ideology, ethnicity and competition for resources between the people and the Sudanese government, (Snyder, 2007). Torture, rape and murder has been all too frequent for the civilians in Darfur and war has been a major part of their history. This is no way how people should be forced to live and how a government should govern its people. The current conflict in this region has been labeled by the United Nations as â€Å"the worst humanitarian crisis in the world today†, (Kim, Torbay, Lawry, 2007, 353). Former British Prime Minister, Tony Blair, began an initiative in 2005 to encourage the international community to accept its responsibility for the crisis in Darfur. He said, â€Å"There can be no excuse, no defense, no justification for the plight of millions of our fellow beings in Africa today†¦.It is obscenity that should haunt our daily thoughts that four million children will die in Africa this year before their fifth birthday†¦.I fear my own conscience on Africa. I fear the judgment of future generations, where history properly calculates the gravity of the suffering,† (Howard-Hassmann, 2005, 489). President George W. Bush has also recognized that something needs to be done in Darfur. He said, â€Å"I promise this to the people of Darfur: the United States will not avert our eyes from a crisis that challenges the conscience of the world. For too long the people of Darfur have suffered at the hands of a government that is complicit in the bombing, murder and rape of innocent civilians. My administration has called these actions by their rightful name: genocide. The world has a responsibility to put an end to it,† (Fox News, 2007) Increasingly large amounts of Western citizens believe that the violation of human rights in Darfur, at least in part, is their own responsibility. This is seen very frequently on television with promotional commercials that state, â€Å"Save Darfur!† Documentaries such as â€Å"The Devil Came on Horseback† and â€Å"Darfur Now† have also helped give awareness to the public about crimes being committed in Sudan. The West bears a lot of the universal responsibility to provide, promote, and protect human rights. Americans, along with other powerful countries, have a great sense of pride when it comes to helping others. Western states are collectively responsible for much of the current world social and international order, as well as for the political and economical situations of Africa today, (Howard-Hassmann, 2005, 490). This does not mean that African states and other African actors do not have the same ethical responsibility. Many African leaders are primarily responsible. It is necessary for key international organizations, such as the United Nations, to sort out global ethics and it is necessary to sort out what ethical responsibilities global actors have, (Reeve, 2006, 6). William J. Talbott argued that, â€Å"an appropriate empathic outside observer may be in a better position than insiders to morally evaluate the practice or social arrangement,† (Tablott, 2005, 71). He went on to say, â€Å"First, reliable moral observation, especially across cultures, requires empathic understanding. Not all moral observers have the same degree of empathic understanding. Second, one’s interests or desires can introduce biasing factors that lead to self-serving rationalizations of one’s moral judgment. Other things being equal, moral observers without such biases are more likely to make reliable moral judgments than those with such biases. The problem is exacerbated if the self-serving judgments are socially enforced,† (Talbott, 2005, 76). Many individuals involved in the world debate about human rights now accept that â€Å"to protect against harm and to aid the deprived are strong universal duties,† (Howard-Hassmann, 2005, 489). On-the-ground and regional research by the International Crisis Group, Human Rights Watch, Amnesty International, Refugee International, and Physicians for Human Rights have been the center of important work dating back to the beginning of the conflict, (Reeve, 2006, 5). The conflict in Darfur shows that the intrastate collective action problem has not been properly addressed by a traditional multilateral approach. Instead the crisis in Darfur demonstrates the need for an expanded view of modern international law in the face of intrastate conflict that includes systematic intervention procedures and preventative aid, as well as a comprehensive approach that recognizes and integrates non-governmental organizations and non-governmental organization alliances, (Welling, 2007,149). Many states, organizations, and individuals deny responsibility in Darfur to avoid, prevent, or create harm. Two of these very important states are Russia and China, who have not supported international intervention in Darfur. Russia has blocked votes to take action against the Sudanese because of its arms dealing and China has because of its interest in oil. William J. Talbott reinforced the idea as to why states like Russia and China do not intervene. He stated, â€Å"Where a culture’s practices are supported by socially enforced self-serving justifications, the result will typically be a wide spread moral blindness, a blindness that is unlikely to be detected by the members of the culture who benefits from the practices and, because of the social enforcement, unlikely to be voiced by those who are disadvantaged by the practices,† (Talbott, 2005, 73). China’s need for oil reserves is growing along with the population and the Sudanese are providing oil, (Human Rights Watch, 2003). â€Å"Oil was the driving force behind Sudan’s civil war. Oil is driving genocide in Darfur,† (Virginia Quarterly, 2007, 2). Thomas Pogge stresses that citizens around the world need to take responsibility to protect each others’ human rights, (Howard-Hassmann, 2005, 488). His idealistic idea rejects the â€Å"concentric-circle theory of obligation† and â€Å"communitarian arguments† that people have a bigger responsibility to their families, communities, and nation than to â€Å"strangers with whom they have no, or very tenuous, connections,† (Howard-Hassmann, 2005, 488). Some may argue that this idealistic idea goes against human nature, and they may argue in favor of a more realistic notion.; however, the recognition of individual human rights requires a standpoint from which to criticize not only a culture’s external norms, but also its internal norms, (Talbott, 2005, 87). Article 28 of the Universal Declaration of Human Rights promotes the idea that every state, institution, and individuals have the responsibility to protect everyone’s human rights. This is a fine example of global ethics. Article 28 states, â€Å"everyone is entitled to a social and international order in which the rights and freedoms set forth in this Declaration can be fully realized,† (UN, 1948). â€Å"Common-sense morality† helps people to make decisions about their own responsibilities. This often accepts the â€Å"concentric-circle theory of obligation†, (Howard-Hassmann, 2005, 489). This also suggests that people have the greatest responsibility to improve those harms these individuals have caused. According to Henry Shue, the first duty is to avoid depriving people of their rights, (Howard-Hassmann, 2005, 489). States and social institutions have special responsibilities to ameliorate harm that they, or their formal and legal ancestors, have caused. These states and social institutions have a responsibility not only for â€Å"sins of commission†, but also for â€Å"sins of omission†, (Howard-Hassmann, 2005, 489). Shue argues that we have the responsibility to protect others from harm and to aid the deprived. To avoid these duties is to commit a â€Å"sin of omission,† (Howard-Hassmann, 2005, 489). Movements for basic human rights usually develop in reaction to oppressive social practices, (Talbott, 2005, 87). There have been many carefully assembled eyewitness accounts of mass executions of African civilians, clearly murdered because of their ethnicity, (Reeves, 2006, 6). The United States Government has â€Å"substantial intelligence on Khartoum’s movement of corpses from better known sites to remote desert dumping grounds†, (Reeves, 2006, 6). According to the Universal Declaration of Human Rights, many of the rights of the civilians have been obviously violated. Article 3 states, â€Å"everybody has the right to life, liberty and security of person.† There have been accounts listed by U.N. Secretary General Ban Ki-moon and groups such as Amnesty International and Human Rights Watch that some two-hundred thousand people have been killed during this conflict, (Fox News, 2007). This clearly violated article 3. Ahmed Adam Ali, a civilian currently taking refuge in eastern Chad, described the violations by the Janjaweed. He said, â€Å"The Janjaweed kill us because they want our land.† He claimed the Janjaweed said, â€Å"we don’t like black people in Darfur. Sudan is for Arabs, not Africans,† (Snyder, 2007). Of his village’s two-thousand people, Ali says, the Janjaweed killed four-hundred, including his brother, and bombers pursuing them on their multiple-week trek to camp in eastern Chad where one-hundred more were killed, (Snyder, 2007). There have been â€Å"hundreds of accounts, authoritatively assembled, of the ethnic targeting and comprehensive destruction of African villages† by Khartoum and the Janajaweed, (Reeves, 2006, 6). As seen in Ahmed Adam Ali’s account, it is clear that these assaults are charged with racial hatred. Article 5 of the Universal Declaration of Human Rights states, â€Å"no one shall be subjected to torture or to cruel, inhumane or degrading treatment or punishment.† According to Amnesty International, a report found that rape and other forms of sexual violence in Darfur are being used as a weapon of war in order to humiliate, punish, control and inflict fear and displace women and their communities. These rapes and other sexual violence constitute grave violations of international human rights and humanitarian law, including war crimes and crimes against humanity. The report also examines the consequences of rape which have immediate and long-term effects on women beyond the actual physical violence, (Amnesty International, 2004). Human Rights Watch showed an example of Khartoums’s political and military command and control hierarchy. In a December 2005 report by Human Rights Watch there was a claim that stated: â€Å"Whether [National Islamic Front] policy [in Darfur] amounted to genocide remains unclear. The [UN] International Commission of Inquiry into the crimes in Darfur concluded that there was no government policy of genocide, but that crimes may have been committed by individuals with genocidal intent and that this question should be resolved in a court of law. Determining whether there was genocidal intent requires access to government documents and to those in the leadership, who planned and coordinated the campaign in Darfur, (Reeves, 2006, 6). A determination of genocidal intent does not require documentary evidence. There is already overwhelming evidence of the intent to commit acts that destroy a national, ethical, racial or religious group, which is defined by the 1948 United Nations Convention on the Prevention and Punishment of the Crimes of Genocide, (Reeves, 2006, 7). Eric Reeves has pointed out several examples of how the Sudanese government has in fact committed genocide. He lists: 1.) The government, working along with the Janjaweed, has deliberately destroyed as many as eighty to ninety percent of the villages of African tribal groups. 2.) More than ninety percent of the total casualties are from African tribal populations. 3.) The people who are being displaced report that the massive destruction, killing, rape, abductions, and torture are from the African tribal populations in Darfur. 4.) The livelihoods of the displaced African tribal populations have been deliberately destroyed by the Sudanese government and Janjaweed. 5.) Damaging attacks on the African tribal populations are very often followed by the use of racial slurs from the Janjaweed aimed at this population. 6.) All evidence suggests that these actions are systematic, pre-planned, and coordinated, (Reeves, 2006, 6). There has been enough information available that vast exercises in ethnically targeted human destruction have been taking place, (Reeve, 2006, 6). It was clear to Western policymakers in late 2004 that the treatment of the people of Darfur constituted as genocide, (Howard-Hassmann, 2005, 497). On September 9, 2004 Colin Powell, the secretary of State during the first Administration of President George W. Bush, used the word â€Å"genocide† to describe the situation in Darfur, (Howard-Hassmann, 2005, 498). On September 21, 2004, at the United Nations, President George W. Bush himself also used to term, (Howard-Hassmann, 2005, 489). African areas of Darfur have experienced killing, raping and expelling of its inhabitants. Arab militias burned villages, killed animals, and poisoned wells, thus inflicting â€Å"conditions of life calculated to bring about a group’s physical destruction,† (Howard-Hassmann, 2005, 498). This is considered a form of genocide under Article II (c) of the 1948 Convention Against Genocide, (Howard-Hassmann, 2005, 498). Former Prime Minister Tony Blair talked about the world’s moral obligation and his then Chancellor, Gordon Brown, asked the question, â€Å"if not now, when? If not us, who?† (Howard-Hassmann, 2005, 510). Brown went on to say that it does not matter who causes Africa’s problems; everyone is responsible for solving them. Around the same time, General Romeo Dallaire added to this notion. He wrote: â€Å"Our governments are ourselves, at least in the West. Citizens are capable of actions in democracies, and of expressing their views to their elected representatives. Particular Western states may well have obligations to particular African countries for damaging them in the past or for not assisting them in the present. But this does not absolve other states of the responsibility to help Africans now,† (Howard-Hassmann, 2005, 510). The realization by powerful world leaders that there is a universal ethical responsibility to protect individuals from genocide has drawn debates around the globe. Russia and China have not supported international intervention in Darfur. By doing nothing when human rights are clearly being violated, gives the notion that these actions are â€Å"ok† by world standards. Abandoning the internal conflicts in Darfur weakens international efforts. This also creates a culture of impunity. Allowing genocide to continue gives a signal to African governments, especially the Sudanese government, that the international community accepts governance through murder and ethnic hatred, (Welling, 2007, 154). The willingness of the international community to intervene in intrastate conflicts lowers the level of violence state actors will risk and contribute to more serious foreign policy issues, (Welling, 2007, 154). When action is taken, results are noticed. When no action is taken, obviously, there are no positive results. The primary responsibility for the Darfur genocide falls on the Sudanese government and the Janajaweed, (Garcia, 2006, 51). No Western power had any reason to promote this genocide, nor did any do so. In fact, Western democratic powers strongly oppose such violations of human rights. Contributory factors might partially implicate the West, which has been hesitant to offend the central Sudanese government because it wanted to buy oil from the Sudanese, (Howard-Hassmann, 2005, 498). The Sudanese government also placed itself as a western ally in the war on terrorism, (Howard-Hassmann, 2005, 489). Another factor was the peace agreement between the Northern and Southern Sudan after their long civil war. Despite the evidence of mass murder, rape and torture, only small actions have been made to help the victims in Darfur. According to the United Nations Security Council, some of these small actions include a United Nations arms ban on all belligerents, a travel ban and asset freeze on some Sudanese. Also a decision has been made by the Council to refer suspected Sudanese war criminals to the International Criminal Court, (Howard-Hassmann, 2005, 499). These actions are not enough. People continue to die and only minimal actions, at best, are being made. Some African Union monitors have been in Darfur, logistically assisted by the West, watching what has been taking place. Unfortunately these monitors have been inadequately supplied. Nearly half of the expected personal from the African Union is currently in place, (Garcia, 2006, 53). Fred Nyabera, executive director of the Fellowship of Christian Councils and Churches, has welcomed a pledge of three-hundred million dollars in aid from the Sudanese government to help in the Darfur region. However, he claims that this is insufficient and should not divert attention from the underlying causes of the conflict. He said, â€Å"It is a positive step, but it is not enough,† (Christian Century Foundation, 2007, 15). He went on to say, â€Å"The real issues have never been sufficiently addressed. The focus has always been on the consequences,† (Christian Century Foundation, 2007, 15). Mark R. Amstutz would agree that foreign aid can undermine the goals being pursued, (Amsturtz, 2005, 30). Many world powers have failed to do anything in Darfur, and in some disrespect encouraged the hellacious violation of human rights. This needs to change immediately. The Chinese own forty per cent of a large oil project in Sudan and have also built a one-thousand six-hundred kilometer pipeline there, (Howard-Hassmann, 2005, 499). In exchange for access to the Sudanese oil, China gave the Sudanese government three arms factories. China is not a democracy and its citizens are probably unaware that the Chinese government is supporting a regime that condones genocide. Unfortunately, even if the Chinese population knew of what was happening in Darfur, they would not be able to criticize the Chinese government or take humanitarian action. China’s interests are a main reason why the Security Council has not taken stronger measures against the Sudanese government. Russia also invests in Sudanese oil and sells arms to the government, (Howard-Hassmann, 2005, 499). China and Russia prevent the United Nations Security Council from acting quickly or by applying sanctions. China and Russia have repeatedly threatened to use their individual vetoes to block all United Nations Security Council efforts to place sanctions on the Sudanese government, in order to protect their individual economic interests, (Welling, 2007, 160). Because of this, the international community allowed the killing to persist. Russia has blocked votes because of its arms dealing and China has because of its interest in Sudanese oil. It may also come as no surprise that the two most destructive regimes have been the Soviet Union (Russia) and communist China, which together are responsible for murdering ninety-seven million people, or more than half of all the twentieth century’s democide, (Amstutz, 2005, 95). Whatever actions the West and the international community take to improve the conditions in Darfur, they may not be enough. Humanitarian relief has been the primary aid given to the suffering individuals. The United Nations has not given as much support as it possibly could. Also, Western democratic states could provide more aid to individuals suffering in Darfur. Genocide is a political and military matter which at times is out of the hands of humanitarians willing to help. Genocide requires solutions made by political and military powers. Anything less than these actions suggests that â€Å"the world is indicating an acceptance of the genocidal status quo,† (Howard-Hassmann, 2005, 499). While states have many incentives for intervening in situations like Darfur, history has shown that, whether acting unilaterally or through the United Nations, states unusually intervene late or not at all. In Rwanda, the death toll reached eight-hundred thousand before effective actions were taken by the United Nations, (Welling, 2007, 157). The willingness of the international community to intervene influences the level of violence state actors will risk and contributes to more serious foreign policy issues, (Welling, 2007, 155). The world community, especially developed nations, pays for humanitarian crises that result from intrastate conflict. Many of the costs associated with intervention do not include the social and ethical costs of the nearly four-hundred thousand lives that have been lost. Even with regional organizations such as the European Union, the African Union, and the North Atlantic Treaty Organization involved in Sudan, they have not resolved the Darfur conflict in a speedy fashion, (Welling, 2007, 159). Some governments, such as the American, seem desperate not to be forced to do anything requiring serious diplomatic or political capital, even as it continually talks about the word â€Å"genocide† whenever the subject of Darfur arises, (Reeves, 2006, 7). The European Union has given millions of Euros to Darfur and the African Union has provided troops. However, the number of African Union troops in Sudan is restricted to a very small amount, while the region of Darfur they need to monitor is nearly the size of Texas, (Welling, 2007, 159). Obviously more ground and air support is needed. As of right now, the Security Council members desired to limit the troops’ mandate and refrain from giving the troops permission to protect innocent civilians. The African Union does not even have the most basic supplies. It cannot afford items such as tents, transportation or even food and medicine. Other states are still unwilling to help. For example, Germany gave the African Union computers for technical support, however, the instructions were in German, (Welling, 2007, 159). Diplomats from the region asked for support from the African Union to meet its challenges; however, only United Nations Member States outside of the African Union can provide the type of support needed. Darfur needs a peace agreement and an extensive multinational force to carry it out, (New York Times, 2007). Humanitarian intervention needs to continue in Darfur in hopes to â€Å"remedy mass and flagrant violations of basic human rights of foreign nationals by their government,† (Amstutz, 2005, 143). The United Nations, along with other world actors, need to take more serious action in preventing the genocide that is taking place. Global ethics requires global responsibility. All who are responsible for genocide must take responsibility. The â€Å"when† is now, and the â€Å"who† is everyone, (Howard-Hassmann, 2005, 510). The global responsibility includes all world actors, and it allows no government, no institution, and no individual to deny responsibility. The West may have a special responsibility to cure past harms and prevent present ones, but it is not the only region of the world to be responsible. International responsibility includes the need to understand that the Sudanese government is causing great atrocities in Darfur right now and all world actors need to hold them accountable for what has, and continues to, happen. The genocide must stop now! Bibliography Amnesty International. 2004. â€Å"Sudan: Darfur: Rape as a Weapon of War: Sexual Violence and its Conseguences.† http://www.amnesty.org/en/report/info/AFR54/076/2004. (10 January 2008). Amstutz, Mark R. 2005. International Ethics: Concepts, Theories, and Cases in Global Politics. New York: Rowman Littlefield Publishers, Inc. Christian Century Foundation. 2007. â€Å"Aid pledge to Darfur ‘not enough’, says African church leader.† Vol. 124 Issue 22: 15. Garcia, J. Malcolm. 2006. â€Å"African Promise.† The Virginia Quarterly. August-September 2006:49-77. Howard-Hassmann, Rhoda E. 2005. â€Å"Genocide and State-Induced Famine: Global Ethics and Western Resposibility for Mass Atrocities in Africa.† Persectives on Global Development and Technology, Vol. 4, issue 3-4: 487-516. Kim, Glen, Rabih Torbay and Lynn Lawry. 2007. â€Å"Basic Health, Women’s Health, and Mental Health Among Internally Displaced Persons in Nyala Province, South Darfur, Sudan.† American Journal of Public Health. February 2007. Vol. 97 Issue 2: 353-361. Reeves, Eric. 2006. â€Å"Dissent.† Watching Genocide, Doing Nothing. Fall 2006: 5-9. Snyder, David. 2007. â€Å"See no evil.† US CATHOLIC. January 2008: 30-35. Talbott, William J. 2005. Which Rights Should Be Universal?. New York: Oxford.University Press The New York Times. 2007. Editorial, 1 November. Playing Sudan’s Game: pg. A.26 The Virginia Quarterly. 2007.† Editor’s Desk.† The Quandary of Oil in Africa. Winter 2007: 1-3. Welling, J.J. 2007. â€Å"Non-governmental Organizations, Prevention, and Intervention in Internal Conflict: Through the Lens of Darfur.† Indiana Journal of Global Legal Studies. Vol. 14 #1. (Spring 2007): 147-179. 2007. â€Å"Bush Announces New Economic Sanctions on Sudan to Halt Darfur.† Fox News. http://foxnews.com/printer_friendly_story/0,3566,275994,00.html. (10 January 2008). 2003. â€Å"China’s Involvement in Sudan: Arms and Oil.† Human RightsWatch. http://www.hrw.org/reports/2003/sudan1103/26.htm. (10 January 2008). 1948. â€Å"Universal Declaration of Human Rights.† United Nationshttp://www.un.org/Overview/rights.html. (9 January 2008).

Health and Fitness Magazines Negatively Impact Male Thinking :: Health Nutrition Diet Exercise Essays

Health and Fitness Magazines Negatively Impact Male Thinking Warning! Warning! Alarms go off inside your head. You’re at the mall walking around with one of your best buds looking at CDs, when all of a sudden you look up and see this drop dead gorgeous girl, whose looking at CDs in the next aisle. You grasp the CD case you were looking at firmly, and use the reflection quickly to make sure none of your pimples are ready to burst, and that your hair is fixed right. You glance down at you pants making sure they are set right on your shoes to make them look as cool as possible. Then you make sure that your shirt is straightened up. You take a breath and look up. She gives looks at you out of the corner of your eyes and you feel a skip in you chest. She looked at you! You automatically double checked with your eyes to make sure your zipper’s zipped and that she’s not laughing at you, but she’s really smiling at you. Wow, you think, she must really think I look cool! That was only a brief glimpse into the complicated life of a teenage boy. A boy who reads magazines, wants a car, plays video games, and watches a lot of TV. Every morning he wakes up and picks out his clothes sometimes taking them off and putting on others that match better. His ultimate goal is to look as good and cool as possible, like those guys in the Gap commercials on TV, with their perfect smiles and their arm always around that really hot girl. Why have we as males become more concerned about our looks and body? It seemed that only twenty years ago it was just the girls really worrying about their make up and nails. Even though we have not come so far as to put on make up and paint out nails weird colors to match our 300 dollar outfit to go to the mall, we have become more aware of looking cool and more attracting to the opposite sex. Yet it seems as if instead of looking to better out grades and get a good job to attract females we’ve started to look more and more at our looks then what we do and who we are.

My Daily Activity

My Daily Activities Every Monday until Friday, I wake up at 5. 00 A. M. I press the snooze button two times every morning before I turn off the alarm and get up. I perform my morning routine of washing my face, and brushing my teeth. After that, I usually read for the next lesson. After time show at 5:30 A. M, immediately I start to worship until 5:30 A. M. The next activity I do breakfast. I usually buy cereal with fruits or hot poridge.I always eat breakfast every day, because if I do not eat breakfast, I always feel headache. After breakfast, I take my shower. After my shower, I get dressed. Before I going to campus, I usually clean up my bedroom, sweep floor, and tidy up my desk. I go to campus by public transportation but sometimes join with my friend’s vehicle. Usually, I study at campus until 12:30 P. M. Sometimes if there are two class schedules, I usually go back to my temporary house just for relax and lunch.Then, after having lunch I return to my campus and continue with skills lab until 4:00 P. M. I usually go home at 4. 15 PM, after that I start to do the assignment which given by lectures. When the evening is gone and it is night, I have some time to watch the TV entertainment and preparing to go Briton’s for English Course. I take 30 minutes to go Briton and I learning in there 1 hour and 30 minutes . After that, I go back home. I usually manage to go to bed around 9. 0 PM. That’s all what I do in every Monday and Friday. And on weekends, on Saturday, I go to Church. On Sunday mornings, I get up later than usual. Then I often go shopping downtown with my friends. Sometimes we go for a picnic in the countryside or doing something activites. On rainy Sundays, I stay at home reading books, listening to music and ometimes I practice my listening skill or browsing Internet with my computer. I am quite happy with my daily activities. ^^b

Influence of Neoclassicism on Romanticism

Niccolo Machiavelli once said, â€Å"whoever wishes to foresee the future must consult the past†, seems to sum the influence of past artistic styles on works of art across varying time periods. Neoclassicism, a popular art style in the 18th and early 19th century drew inspiration from Roman and Greek culture, it rose in response to a desire to revive the classical art period, whilst Romanticism, an art style that became popular at the end of the neoclassical period, embraced medievalism and revolted against the Age of Enlightenment and the classics that was the heart of the Neoclassical movement. Whether artists chose to embrace past styles or deviate from them, either way they are influenced by them. Despite contrasting views and techniques between the two periods, Romanticism grew out of Neoclassicism. Neoclassicism can be defined as the revival of the classical style in art, literature, architecture and music. It was an influential style in art during the 18th and 19th cent ury that lasted from the 1760’s until the 1850’s. Neoclassicism rose in reaction to the Rocco and Baroque styles that were popular during the middle of the 18th century in the United States and Western Europe especially France.Neoclassicism was the result of a renewed interest in ancient Greek and Roman culture as a result of archeological discoveries of buried Roman cities of Pompeii and Herculaneum, which brought about new inspiration. The Neoclassical era was also called the Age of Enlightenment as the Industrial Revolution was taking place. There were many new inventions and this lead to the growth of many factories. With new inventions, there was new knowledge, hence the reference to enlightenment and â€Å"neo† which means new.During the Neoclassical period, artists also focused on moral revivalism due to admiration for philosophers like Aristotle and Plato and also reflected on the Renaissance era. Neoclassical artists looked to the past as a guide to the present because of the assumption that human nature was constant. They did not strive to be original but to express â€Å"old truths in a newly effective way†. Neoclassical artists emphasized distinct characteristic styles in their work. These included the themes of patriotism, justice and honor.French artists of the Neoclassical movement drew parallels between ancient Rome and France. During the Neoclassical period, France was fighting the French Revolution and citizens reshaped France by uprooting the absolute monarchy. Neoclassicism appealed to artists who were in support of the French Revolution . French artist, Jacques-Louis David, The Oath of the Horatii 1784 is one of the most renowned paintings of the Neoclassical era. It depicts a scene of two warring cities in Rome, in which three brothers are preparing to fight for their country, which demonstrated patriotism.Other characteristic styles of this period included clean lines, symmetry and restraint in emotion. Painti ngs featured vivid contrast between light and dark colors. These features can be seen in The Oath of Horatii in which clean lines and symmetry can be seen in the depiction of Roman columns and the standing position of the brothers, the only emotion depicted is that of the women portrayed in the painting. The background color is dark compared to the foreground, which is bright and vivid, emphasizing the soldiers, which was a main technique used by the artists .Another feature characteristic of Neoclassicism was the attempt to depict in great detail, the setting and costumes of the era with as much historical accuracy. Joseph-Marie Vien, Young Greek Maidens Decking the Sleeping Cupid with Flowers 1773 demonstrates this attention to detail, as the center point of this painting is the three Greek maidens whose dress is executed with great detail and vivid colors. Romanticism began during the 18th century and lasted until the 19th century just as Neoclassicism, with Romanticism peaking a fter the neoclassical period.Romanticism grew out of a need to express the emotions and the adoration of nature that Romanticists felt had become lost during the Age of Enlightenment. They sought to search the subconscious and spirituality for answers rather than pure logic of the Neoclassical period. Other themes distinctive to this period were supernatural elements and historical nostalgia. Romanticism was especially popular in Britain and Germany. It was a reaction to the dehumanization that occurred during Neoclassicism due to industrialization.Romanticism bore many characteristics such as appreciation for nature, it saw nature as an escape from the dehumanization caused by industrialization. It examined the power of nature as evident in Philip James de Loutherbourg, An Avalanche in the Alps 1803 that depicted an avalanche so awesome that it terrified the people in the foreground of the painting. Another characteristic style of the Romantic period was the revival of past styles such as medievalism. Medieval ruins were an inspiration to these artists, and can be seen in paintings such as Gaspar David Friedrich, Eldena Ruin 1825.The supernatural was another theme explored by the Romantics. Ghosts, fairies and demons were symbolic of the rejection of materialism for spiritualism; this was depicted in William Blake, The Great Red Dragon and the Women Clothed with the Sun 1805 that portrays a dragon from the Book of Revelation. Artists during this period sought to express as much emotion they could in their artwork. There were expressions on every face including animals and humans; an example of this is Theodore Gericault, Mad Woman With A Mania of Envy 1822-1823 in which he depicts an old woman with a worrisome expression and uncanny stare.Neoclassicism and Romanticism were two art styles that were popular during the 18th and 19th Century. Neoclassicism celebrated the classics such as the Greek and Roman culture. It was a rebirth of the new classical period an d artists sought to emphasize on patriotism, honor and justice. Many paintings depicted Roman soldiers and Greek temples and philosophers and were in support of the French Revolution whilst Romanticism drew emphasis on emotions and nature; it celebrated the modern and the medieval time.Romanticism embraced the individuality of the painter, who drew on creativity to paint rather than adherence to rules and tradition like their Neoclassic counterparts. Neoclassicism celebrated the French Revolution and Industrialization, which Neoclassicists saw as enlightenment as there were new ancient findings and industrialization, which brought new knowledge. Artists inspired by the Romantic period saw enlightenment as dehumanizing. They rebelled against conformity to societal norms to which Neoclassicists saw as being of great importance.Romanticism was more creative than Neoclassicism; it sought to draw on spirituality and emotion, as Romanticists believed that not all questions could be answer ed by rationality but rather by irrationality. Neoclassical painters stressed drawing with lines and symmetry which is symbolic of living within the lines of conformity, they also used vivid color contrast with light and dark with no visible brushstrokes to draw interest to the main focus of the art piece. However, Romanticism used rich color, and a painterly technique with no distinct lines and visible brushstrokes in their works.Subjects depicted in Neoclassical art were from Roman and Greek history whilst Romantic artists subjects were legends, ghosts, witches, violence and nature. The role of Neoclassicism was to morally uplift as depicted in The Oath of Horatii in which men were strong and loyal to France, whilst Romanticism sought to create a dramatic effect that would take the viewer away as seen in An Avalanche in the Alps in which the avalanche is so magnificent and terrifying at the same time.When examining renowned paintings from both artistic periods: Neoclassicism and R omanticism, Neoclassicist Jacques-Louis David, The Oath of the Horatii and Romanticist Joseph Mallord William Turner, The Slave Ship are some of the most renowned paintings of their respective eras. The Oath of Horatii depicts a scene in which three brothers take swords from their father. The men are dressed in red, white and blue that represented the colors of France. This was thought to inspire patriotism, as it was symbolic of the brothers fighting for the good of country.In contrast to the theme of patriotism and the fight for the greater good of all, the Slave Ship sought to inspire anti-slavery efforts and the fight for human kind versus country as in the Neoclassical period. The Oath of Horatii can be viewed as celebrating the Industrial Revolution as it inspired the French to fight for economic progress whilst The Slave Ship revolted against Industrialization, which it viewed as the exploitation of slaves and human labor for economic growth.Another feature was the use of col or; in The Oath of Horatii, the background is dark compared to the vivid colors of the foreground, allowing the focus to be on the brothers hence reinforcing the theme of loyalty and patriotism. The brushstrokes are controlled and there are distinct lines, which is seen in the position in which the men stand, point their swords. Lines are symbolic of conformity, which can be viewed as staying between the lines. In The Slave Ship, brushstrokes are soft, colors are bright as seen in the deep red sunset and are blended in so there in no distinct lines.The symbolism of the lack of lines represents man’s freedom to choose and his individuality. The use of color draws attention to the background rather than the foreground, which makes the sky the main focus point. Human nature is also explored in The Oath of Horatii; the human need to stand strong in the face of adversity is depicted by the men in the painting, all of who raise their hands to their father in support of the fight un like the women who seemed fearful and crouched over in distress. In The Slave Ship, nature depicted does not refer to human nature but simply, nature.Neoclassicism used humans as their subjects and Romanticism used nature as their subjects. The rough sea and the majestic sky are the main focus in this artwork, which celebrates nature and shows how powerful nature is as the dead slaves are visible in the water along with nature’s creatures that are feeding on human carcass. The Oath of Horatii is symbolic of Neoclassicism as it depicts patriotism, linear painting technique, use of light and dark colors and human nature, which are characteristic of this era.The Slave Ship is representative of the style of Romanticism; it depicts revolt against industrialization, nature, use of painter techniques and bright colors. Romanticism influenced the future art world by leaving its legacy behind and for others to follow and lead to new artistic styles. It stimulated the birth of many art schools such as the Norwich School of Landscape Painting, which was the first provincial arts body to hold exhibitions in Britain during the 19th century. Famous artists from this school included John Crome who was famous for his paintings depicting sceneries of Norfolk.Another school influenced by the Romantic art style was the St Ives School of Art in England which flourished in the 20th century with its paintings being displayed today at the best art museums in the world such as the British Art Museum. St Ives School of Art later became renowned for its abstract sculptures and paintings that led to the development of modern art including Avant-Garde art that pushed the boundaries of cultural norms. Romanticism can be see as influential to the development of Avant-Garde as it began as a deviation from norms of society.Famous artists from this school included Barbara Hepworth and Ben Nicholson who were renowned their abstract art and cement sculptures. Romanticism calls for the ar tist to be creative and not follow the classics. Marcel Duchamp, Fountain 1917 in which he exhibits a ready made urinal as a piece of art can be seen as being influenced by Romanticism as it asks for the artist to be creative. Hence we can see Avant-Garde and Dadaism being influence by Romanticism . Whether artists chose to embrace past styles or deviate from them, either way they are influenced by them.Both Neoclassicism and Romanticism were popular art styles in the 18th and early 19th century, with Romanticism occurring during the later years. Neoclassicism drew inspiration from Roman and Greek culture and embraced the classics while Romanticism drew inspiration from emotions, nature and the historical period of medievalism. Romanticism grew out of contempt for the basic foundation of the Neoclassical era as Romantics felt that the Age of Enlightenment suppressed our creativity and dehumanized us, despite their contrasting views, we can see the influence of Neoclassicism on Roman ticism.

Free Essays on The Strong Impact Slavery Had On The Spread Of Islam

The strong impact slavery had on the spread of Islam The word of the Quran had a strong influence on many cultures. The Muslims holy word was fitting to many and easily answered people’s questions on how to get into heaven and how to stay out of flaming hell. The spread of Islam moved quickly considering the extensive geography and different regions that were involved. While the word to the Quran brought guidance to many, Islam spread by word of mouth while trading and military conquests took place. (Stearn,68) Throughout this paper I hope to show how the African Diaspora and slavery both economically and geographically played a huge role in the spread of Islam. The Islam faith offered rules that where easily followed, and it didn’t condemn or renounce material wealth. Economically Muslims brought strong skills in navigation, trade, and commercial exchange. (Fiero, 50) The famous Jihad also translated as the â€Å"holy war† was used as a defense in faith against non-Muslims. Although the Muslim armies did have success in defending there faith and it was thought that the Muslim religion brought power and triumph. As Africans where traded into the Islamic world many of them accepted and agreed with the Islamic faith. (Stern, 68) One example of a military slave that converted to the Islamic belief was a man named Ammar bin Yasir. He was one of the first African’s to embrace Islam, which he did at 48 years old. He told his father, an old Sabena freedman and his mother, also an old black African slave-woman that he had converted to Muslim. They also decided to embrace the Islam culture. When Ammar made and early conversion to Islam he suffered a great deal for his decision. He was punished and tortured, he was forced to sit and witness the brutal and horrifying death of his mother and father for their decision to convert to the Muslim faith and embracing Islam. The pagan Quraysh put a burning rod through Ammara’s chest t... Free Essays on The Strong Impact Slavery Had On The Spread Of Islam Free Essays on The Strong Impact Slavery Had On The Spread Of Islam The strong impact slavery had on the spread of Islam The word of the Quran had a strong influence on many cultures. The Muslims holy word was fitting to many and easily answered people’s questions on how to get into heaven and how to stay out of flaming hell. The spread of Islam moved quickly considering the extensive geography and different regions that were involved. While the word to the Quran brought guidance to many, Islam spread by word of mouth while trading and military conquests took place. (Stearn,68) Throughout this paper I hope to show how the African Diaspora and slavery both economically and geographically played a huge role in the spread of Islam. The Islam faith offered rules that where easily followed, and it didn’t condemn or renounce material wealth. Economically Muslims brought strong skills in navigation, trade, and commercial exchange. (Fiero, 50) The famous Jihad also translated as the â€Å"holy war† was used as a defense in faith against non-Muslims. Although the Muslim armies did have success in defending there faith and it was thought that the Muslim religion brought power and triumph. As Africans where traded into the Islamic world many of them accepted and agreed with the Islamic faith. (Stern, 68) One example of a military slave that converted to the Islamic belief was a man named Ammar bin Yasir. He was one of the first African’s to embrace Islam, which he did at 48 years old. He told his father, an old Sabena freedman and his mother, also an old black African slave-woman that he had converted to Muslim. They also decided to embrace the Islam culture. When Ammar made and early conversion to Islam he suffered a great deal for his decision. He was punished and tortured, he was forced to sit and witness the brutal and horrifying death of his mother and father for their decision to convert to the Muslim faith and embracing Islam. The pagan Quraysh put a burning rod through Ammara’s chest t...

Run a Diesel on Waste Vegetable Oil (WVO)

Run a Diesel on Waste Vegetable Oil (WVO) So, you’re here because you’re curious about the process of running a diesel engine on waste vegetable oil gathered from a restaurant? Well, good for you. Our guess is that in addition to still having the first nickel you ever earned tucked between your mattress and box spring, you no longer want to contribute to all the nastiness that goes along with America’s dependence on fossil fuel. Give yourself a pat on the back. We’re conservationists. People who don’t want to use more of this world’s resources than necessary, and we place a priority on getting a little more mileage out of stuff that most people would toss aside. We’re also rugged individualists. People who don’t like to depend on others when they can depend on themselves. Run a Diesel on Waste Vegetable Oil: A Reality Check By now, you’ve probably read all of the waste veggie oil propaganda: diesel engines run fine on vegetable oil, just as they were originally designed to; restaurants are dying to get rid of this viable fuel alternative - to them it’s a waste product; burning veggie oil is better for the planet than burning fossil. As far as we’ew concerned, all of that is true. But going into this you also need to know that there are no free lunches and no free rides. Yes, you will save money, but you’ll be trading off valuable time out of your life. Compare burning waste vegetable oil in your car to another popular grassroots sustainable energy process: burning wood to heat your house. If you’ve ever cut, split and stacked enough firewood to last through a cold winter, you know what were talking about. It saves you money out of pocket, but it’s going to cost you some sweat and maybe even a minor flesh wound or two. Run a Diesel on Waste Vegetable Oil: Things to Keep in Mind First, if you make a deal with a restaurant to collect their oil, you need to do so in a prompt, professional manner. In my case, the restaurant had little storage space and was eager to get rid of their waste oil when they had a few containers filled up, lest they get cited for having it around in the event of a health department inspection. So when the manager of that fine establishment called, she expected me to get over and collect the oil, pronto. Next, you have to store the oil. I have two clean 55 gallon drums in which I store my filtered oil, but the five-gallon containers I get from the restaurant get stacked up in the corner of my garage until I get around to the next step. Which is... Filtering. There will be food particles suspended in the oil and, before you can burn it in your car, you need to get them out. This isn’t brain surgery, but it can be tedious if you’re doing it the old-fashioned way like I do it, pouring the oil through strainers by hand. There are more effective ways, but it will involve buying additional equipment, a pump, hose, spin on filters etc. Then there’s the waste. My oil is given to me in five-gallon plastic containers inserted in cardboard boxes. These are recyclable, but you’ll have to clean out the containers or risk drawing the ire of the folks at the local transfer station. Ditto for the cardboard. If it’s soaked in oil, they might reject it, which means you’ll be sending it to the landfill. In addition to the packaging waste, you will also invariably have some oil at the bottom of the containers that are so polluted with charred food that it’s virtually unusable. You’re going to need to get rid of this too, unless you plan on taking the time to clean it and burn it. Run a Diesel on Waste Vegetable Oil: Modifying the Vehicle You need to modify your vehicle to burn WVO. If you are planning to burn WVO in a car that is under warranty, first off, I think you’re out of your mind, and second, this will definitely void said warranty. The best kit on the market  is the Greasecar kit. It costs about $1,000, less installation. If you can’t do it yourself, then at $80 an hour, which is what most repair shops charge, you could be looking at more than $1,000 for installation. In fact, Greasecar charges between $1,000 - $1,400 for installation. If you’re driving 15,000 miles a year in a VW diesel that gets 40 mpg, it’s going to take you more than a year just to pay off the price of the kit and the installation. Run a Diesel on Waste Vegetable Oil: Maintenance It’s possible to filter all of the fryer junk out of the oil before you dump it in your car, but for some reason, I’m never able to. So you’re going to have to change the filters on your car more frequently than you ever had to while burning diesel. This isn’t a big deal, but it is one more step in the process that people who just pull up to the pump, fill up and then drive off, never have to deal with. And if you drive too far with a clogging filter, you could be left on the side of the road facing a $200 tow bill. (This happened to me). And there goes some of your savings. Run a Diesel on Waste Vegetable Oil: Final Thoughts Its important to understand that burning WVO isn’t as straightforward as some might lead you to believe. It is interesting and rewarding but will require some work on your part. But, hey, we’re conservationists and rugged individualists. We don’t give up after hearing a little straight talk, right?

The Plural of Genus and Other Irregular Plurals

The Plural of Genus and Other Irregular Plurals A genus is a group of objects that have similar characteristics. You may be most familiar with the word genus from biology class, as it refers to the subdivision in the classification of organisms. If you want to refer to more than one genus, you can use a few forms. Both genera and genuses are correct, although genera is best for academic writing. Note: You pronounce genera as JEN - er - uh. Awkward Plurals Pluralizing words is not something you stress about when preparing to write a paper. You just add an â€Å"s† or maybe an â€Å"es,† right? Well, sometimes it is not that easy. As you write, you may come across a word that you just do not know how to make plural. There are many words that just do not fit into our standard idea of making a singular word into a plural one. These kinds of nouns are called irregular plural nouns.   Irregular plural nouns can take many forms. Some of them change just the last few letters. Some change vowels in the middle of the word. Some nouns do not even change at all. There is not an easy trick to remember most of them, you just have to learn and memorize them. Below we will look at some commonly confused plural forms of words. There are some words or phrases that can be a bit tricky as well: Attorney general to attorneys generalPasserby to passersbySister in law to sisters in lawCoat of arms to coats of arms Plurals That Take No Change Some words do not have different forms when singular or plural. For example: PantsDeerCorpsFishSheepOffspringShrimpMooseScissors Words That Add S Some words that end in â€Å"o† can either just have an â€Å"s† or an â€Å"es† added to the end: Potato to potatoesMemo to memosHero to heroesVolcano to volcanoesTomato to tomatoes Words That Take an I Next are some words that end in â€Å"i† when pluralized. These words usually come from Latin or other languages. Here are some examples that you may encounter in your writing: Syllabus becomes syllabiFungus becomes fungiNucleus becomes nucleiRadius becomes radiiAlumnus becomes alumniStimulus becomes stimuliCactus to cactiFocus to foci Words That Change Completely Then, of course, there are words that just change. Some of these are Latin or Greek based as well: Die to diceMillennium to millenniaBacterium to bacteriaCriterion to criteriaCurriculum to curriculaParenthesis to parentheses  Emphasis to emphasesThesis to thesesAppendix to appendicesAnalysis to analyses  Synopsis to synopsesGenus to generaOx to oxenHypothesis to hypotheses   Words That Replace F With V Sometimes if a word ends in â€Å"f† or an â€Å"f† sound, we replace it with a â€Å"v† before adding the â€Å"es†: Wife to wivesCalf to calvesLife to livesThief to thievesLeaf to leavesSelf to selvesKnife to knivesElf to elvesShelf to shelvesWolf to wolves Words That Change a Vowel Sound Another strange way we can change a singular word to plural is by changing the internal vowel sound. Some of these are: Man to menWoman to womenMouse to miceFoot to feetTooth to teethGoose to GeeseLouse to lice

BUS205 CA MOD 1 Essay Example | Topics and Well Written Essays - 750 words

BUS205 CA MOD 1 - Essay Example The offer should be accepted as given and there should be no change of conditions. Counter offer occurs where new terms are suggested, and it may be rejected or accepted. Acceptance of the offer is the one which will terminate the negotiations which are establishing the contracts terms and condition. For a contract to be valid, it should have valuable considerations. In this case, one of the parties makes a promise to perform something and in return of the promise the offeree should give a benefit of the value. So consideration is any value each party offers to the other as they agreed. Intention of legal consequences is also an element of a contract; it needs the parties to engage themselves in a law binding agreement. The parties making the agreement should create a legal relation and they should know that also the agreement may be enforced by the act of the law. Not all the people who are allowed to enter into the contract which is valid. The following list of contracts of people who have problematic consent and they are dealt separately; minors or young people, bankrupts, those people with a mental disability, corporation and prisoners. For a person to enter into a contract, the action or decision should be out of goodwill. Consent of all the parties in the contract should be genuine. An appropriate consent will be influenced by; duress, mistake, undue influence and false statement. A contract is breached when one party fails to stick to the agreement and makes the other party not to perform (Richard 219). In this of Chappelle breached the contract because he did not stick to the agreement he had with Mustafa. Their agreement was that Abueljia was to manage his business and be paid though the contract was not in written form. A business contract as this one of Chappelle and Abueljia creates certain obligations that they had to fulfill because they were in a contract. Chappelle by dismissing

Process improvement plan Essay Example | Topics and Well Written Essays - 750 words

Process improvement plan - Essay Example Any company or person operating a business needs the best operational processes to avoid time and resource wasting to ensure maximization of profit. Steps in attaining this process should be identified and recorded according to their performance. It should be noted that proper data collection will enhance effective data analysis towards improving the quality of data management. In a span of 5 weeks, cash flow was recorded showing all the processes involved during the day and the time it takes for each step. Metrics were established towards creating a flowchart that recorded the entire process that was created. According to the data, the process began on Monday and lasted for a period of five weeks. Metrics of the outcome was used to determine the control limits, intervals, and seasonal effects. Process Boundaries Process boundaries is usually established where a process begins and ends with input and output. The process of depositing many is sub-divided into: handing the cash flow pa ttern from the facility to the bank, ensuring figures indicated are of true reflection of the business activities, signing the form, heading to the bank, being served by the relations manager, confirmation of the deposit slip by the manager, head back to the firm and final preparation of the next day`s work. Therefore, this activities constitutions a process boundary since it began and ended and also has input and output. process configuration process metrics A metric is a measure that allows the project team or individual to evaluate various performance constraints within a process; hence, ensuring that monitoring can be done on the processes to check the quality and effectiveness (Guha & Kettinger, 1993). Control limits and processes metric will be used to guide the process improvement plan. The metric used to measure the process's flow was the time flow metrics. This test measures the alignment of the time allocated for each stage with the factors that may disrupt the flow of the process. In order to run a business successfully, it is important to know what is going on with the financial aspect of the business and make sure there is appropriate cash flow. Daily routine is heavily affected by Traffic jams, this cause interruption; 0On the other hand, driving to the bank and from the bank will also a factor to both processes. A process can be delayed if the owner wants to set up a meeting with other workers under his supervision, checking and proper clearance of account books to see if there are missing details. These factors disrupt the time schedule as allocated to each phase. (Wood, 1999) After a successful collection of the data needed the upper control limit, lower control limit, mean and standard deviation were computed. The mean is the average on record of the partaker`s action time. . The mean is from the data given is 93.75 Class limits Frequency Class limits Class limits-mean F2 80-89 2 84.5 -9.25 171.125 90-99 17 94.5 0.75 9.5625 100-109 0 104.5 10 .75 0 110-119 4 114.5 20.75 1722.25 120-129 1 124.5 30.75 945.5625 Standard deviation =2, 838.5/25= 10.89 Accepted mean = (25+10+15+10+30) = 90 minutes The accepted mean from the table is 90 minutes improved performance In the whole process to improve, the owner needs to understand the current state of the process and where he wants them to be in the future. Even if the process is

Glo-Bus Company Analysis Research Paper Example | Topics and Well Written Essays - 1250 words

Glo-Bus Company Analysis - Research Paper Example The Glo- Bus Company is a fully automated simulation where the team leaders are divided in teams to run a digital camera in a head to head competition with other companies. It competes globally with other companies. The major challenge for this company in trying to craft and execute a competitive strategy which will result into a respected brand image, keeping their company in contention for global market leadership, and producing financial performance. This is measured by its earnings per share, stock price appreciation, credit rating and return on equity investment and this calls for a proper strategy. The Glo-Bus application was an intriguing and challenging venture starting in the simulation where the team leaders were positioned well with good strategy and strengths in the first years. Despite the challenges in the first years, it struggled to adapt to the increasingly changing market conditions. Eventually, it gained an insight which would help in its future strategy formation and execution efforts (John, 1997). Strategy As a co-management team, a plan of attack was formulated quickly to enable the company compete effectively with its competitors. A plan conference was then decided upon with all the managers of distinguished image. The company felt that this would be its most convenient opportunity for its team leaders to talk over its strategies which would help them come up with a plan of attack. This conference led to the birth of the company’s vision statement and I quote, â€Å"Distinguished imaging strives to be the global market leader in reliable technological and advanced digital cameras. We are focused on customer satisfaction on quality technological products and seeking to be the number one in the digital imaging technology† (John, 1997). By having this vision statement put in place, the team leaders worked with the notion of being unified in to a cohesive and coordinated effort. From a strategic perspective, they decided to offer quality products at a cheaper cost unlike th e other companies. Its major goal was to use the best cost provider strategy in providing good to excellent product qualities but at a cheaper cost. This strategy has enabled the company compete with Beacon camera and Capture camera respectively in the sixth year. Its goal was to offer a quality entry level camera at a cheaper cost plus a higher quality multi feature camera at a reasonable price. This was only during that year alone but in the next year, the company would adapt a new strategy which included a combination of focused market niche differentiation and low cost strategy to be applied (John, 1997). Strength One of the quickest ways in trying to achieve the best cost strategy was to invest in a high quality workforce and major on the employee output. This was coupled with paying their employees at the high end of the pay scale and rewarding them in exchange for reaching a higher level of output. This was because with a higher input, it would definitely lead to improved pro duct production and quality. Unlike its competitors, this would definitely be a plus to them hence compete effectively as can be seen in year seven. As a result of this logic, the company did not invest in the first three years in warranty periods as it expected the quality of the products to maintain lower quality claims. Therefore, in hindsight, the company might have missed a great opportunity in offering an extensive warranty programs at a lower claim rate due to the quality products. As a result of this, a corporate citizenship program was implemented by increasing the employee conditions and the community efforts in the following years respectively (Jennifer, 2000). As part of the initial product strategy, focus was on offering a strong number of camera models and concentration was initially on developing features of entry level cameras. This was definitely to offer a strong market share. A decision was made not to enter the multi feature

Media Law Essay Example | Topics and Well Written Essays - 2500 words

Media Law - Essay Example This report provides some insight into the dynamics of these treaties and conventions and explains how they can and will facilitate the expansion of this company into foreign territory. The advancement of modern technology has changed global mobility in such a way that the concept of free and open markets have given rise to a form of â€Å"deterretorialization†.1 The transnational trade regime has been altered by this new age of globalization to the extent that world trade is no longer constrained by borders.2 Treaties and Conventions have been attempting to harmonize international commercial activities.3 Some of these Treaties and Conventions are relevant to this company’s plans to expand into foreign territories and will impact upon the employment contracts, contracts for the sale of its products outside of the UK and protection of intellectual property across borders. Expansion into the European Community will not have any real consequences since the UK is already bound by the harmonization that characterizes the UK. The primary goal of the Treaty Establishing the European Community if one of unity and harmony. Article 2 of the Treaty provides as follows: â€Å"The Community shall have as its task, by establishing a common market and an economic and monetary union and by implementing common policies †¦a harmonious, balanced and sustainable development of economic activities, a high level of employment and of social protection, equality between men and women, sustainable and non-inflationary growth, a high degree of competitiveness and convergence of economic performance, a high level of protection and improvement of the quality of the environment, the raising of the standard of living and quality of life, and economic and social cohesion and solidarity among Member States.†4 In accordance with the principles set forth in Article 2 of the Treaty of Rome, Articles 23-31 provides for the free movement of goods within the European

Differentiated Instruction for Student Readiness Assignment

Differentiated Instruction for Student Readiness - Assignment Example All sated objectives in the lesson relate directly to the assessments, provided numerous opportunities for differentiated instruction. Based upon student interest, the instructor can tailor make various videos, multi-media, technology, and print based options for the students to learn the necessary concepts for this unit. Each of these strategies would fit the stated learning outcomes (that each student will understand the influence that others have on our way of thinking) and can be aligned to cover differentiated access, product, and content. Differentiated Access It is important the teacher of this lesson work hard to differentiate the way in which the learning objectives are taught to the students. This involves the process of helping the student make sense of the writings that influenced the Founding Fathers and to truly understand and develop an ownership of the key facts, concepts, generalizations, and learning objects of the lesson overall (Sousa & Tomlinson, 2011). The activ ities that are used in class to support the specific outcomes for this lesson on influential writing and the United States Constitution should be purpose driven and related directly back to the stated learning objectives for the unit. ... The teacher, then, should work to provide the appropriate level of support to each student based on that activity they have chosen, and the ability level that has been demonstrated to that point. Finally, the teacher can provide options and choices to the students in the class in terms of how they express what they have learned. Instead of mandating, for example, that the final project be a PowerPoint presentation on the influential writings of the Founding Father, choices can be given and the class lead towards a variety of assessment delivery options that can make the learning process come alive. Students could choose to create a dramatization, cartoon, or other form of media such as writing a letter to the editor of a newspaper, or developing a brochure aimed at illustrating the various influential writings that helped shape the foundation of the Constitution of the United States of America. Differentiated Product There are various products that can be utilized in this particular lesson to account for differentiated instruction. There are various ways to make sure that this in an effective unit. The instructor can work to allow students to design the products that they will be utilized to be centered around essential learning tools. The students can also be encouraged to express what they leavened in a variety of ways. This can occur by allowing them to present their projects in a format of their choosing. The assessment can also be offered as a group or individual project, to allow students the opportunity to complete the work in a way that is more suited to their own personal interest. In addition, it is important that the

The critique of We are raising a generation of deluded narcissts Essay

The critique of We are raising a generation of deluded narcissts - Essay Example The current generation of students is highly obsessed with success and fantasy, courtesy of the negative media influence on their psychology. A study undertaken for 47 cumulative years has indicated that freshmen in colleges and universities, up to a tune of 30% are regarding themselves as gifted and self-driven to success, yet their test scores indicate otherwise (Ablow, n.p.). It is the toxic psychological impact that the media has on children, adolescents and young adults that is giving such young people the illusion of being celebrities, though in a more unrealistic world. Through social media networks such as Facebook and Twitter, young people have obtained the sense of control in their world, where they display to the world what they would want the world to see, akin to the celebrities, sportsmen or movie stars, while controlling and blocking those who may poke holes into their self esteem issues (Ablow, n.p.). The friend following and the friend lists they have managed to gene rate out of such social media platforms, which are purely based on false love and false fame, make them feel that they are already stars. Playing different types of games also makes them feel as if they are Formula 1racers or sharpshooters, thus deluding their minds psychologically, such that it is the social media, the computers and the computer games that have turned into the psychological drugs addiction of the 21st century. This explains why young people are doing anything to distract themselves from reality, through becoming more and more drunk, tattooed, smokers and drug addicts, to help them sustain their false pride. This article has touched on the center nerve of the youth problem; technology, social media, advertisement and carefree society thus does little to control the unrealistic pride and fame that young people are displaying. Nothing can be true, than the fact that many lonely, lowly esteemed and less confident youths and adolescents have found salvation in the

Differentiated Instruction for Student Readiness Assignment

Differentiated Instruction for Student Readiness - Assignment Example All sated objectives in the lesson relate directly to the assessments, provided numerous opportunities for differentiated instruction. Based upon student interest, the instructor can tailor make various videos, multi-media, technology, and print based options for the students to learn the necessary concepts for this unit. Each of these strategies would fit the stated learning outcomes (that each student will understand the influence that others have on our way of thinking) and can be aligned to cover differentiated access, product, and content. Differentiated Access It is important the teacher of this lesson work hard to differentiate the way in which the learning objectives are taught to the students. This involves the process of helping the student make sense of the writings that influenced the Founding Fathers and to truly understand and develop an ownership of the key facts, concepts, generalizations, and learning objects of the lesson overall (Sousa & Tomlinson, 2011). The activ ities that are used in class to support the specific outcomes for this lesson on influential writing and the United States Constitution should be purpose driven and related directly back to the stated learning objectives for the unit. ... The teacher, then, should work to provide the appropriate level of support to each student based on that activity they have chosen, and the ability level that has been demonstrated to that point. Finally, the teacher can provide options and choices to the students in the class in terms of how they express what they have learned. Instead of mandating, for example, that the final project be a PowerPoint presentation on the influential writings of the Founding Father, choices can be given and the class lead towards a variety of assessment delivery options that can make the learning process come alive. Students could choose to create a dramatization, cartoon, or other form of media such as writing a letter to the editor of a newspaper, or developing a brochure aimed at illustrating the various influential writings that helped shape the foundation of the Constitution of the United States of America. Differentiated Product There are various products that can be utilized in this particular lesson to account for differentiated instruction. There are various ways to make sure that this in an effective unit. The instructor can work to allow students to design the products that they will be utilized to be centered around essential learning tools. The students can also be encouraged to express what they leavened in a variety of ways. This can occur by allowing them to present their projects in a format of their choosing. The assessment can also be offered as a group or individual project, to allow students the opportunity to complete the work in a way that is more suited to their own personal interest. In addition, it is important that the

Kennedys Inaugural speech Essay Example | Topics and Well Written Essays - 250 words

Kennedys Inaugural speech - Essay Example Effective writing is an important tool of expression that bridges the writer to the readers. The other essay that this account also used was that of Jams Tipton. On the first analysis, there are reasons that could account for why some writers repeat key phrases throughout their writing pieces. One reason is to make their pieces coherent. Repeating the use of keywords in an essay is an important means to strengthen its transitions, â€Å"various devices that help readers along through a document† (â€Å"Online Technical†), which are important components of an effective writing piece. On the grounds of its effectiveness, repetition is an effective factor for both comprehension and persuasion, on the part of the readers. However, such effectiveness is arbitrary due to the reason that if not used intentionally, such repetition could eventually frustrate the piece’s coherence (Lybbert and Cummings 35). In Rolly Pelovangu’s essay â€Å"John F. Kennedy Inaugurat ion Speech,† it was written in a formal manner that it is more objective, which avoided the use of contractions. In addition, the essay was more of a persuasive essay which posited the author’s emotions and which formality was appropriate for the purpose of persuasion, as it was said to be the goal of any persuasive essay. Hence, prior to Kennedy’s Inauguration speech which is a political matter, persuasive essays are likely to be developed and formality is also a distinguishing feature.

Why Do Children Join Gangs?

Why Do Children Join Gangs? Gang association of juveniles is the concern of researchers and field workers .Why do the youth join these gangs yet most of them are involved in criminal activities? This study aims to understand the various factors that contribute to youth gang membership. With these factors it may be possible to conceptualize a practicable plan that will effectively prevent or reduce the juveniles from joining gangs. 1.0 Introduction Currently, it is well known that the issue of street gangs, and the operations of the gang wars have been something quite common to people. What should be agreed is that there have been increases in enmity springing between a number of groups of certain people as well as personal rivalries who have been slowly by slowly taking dreadful stands or thirsty and bloody fights. This has led to an upsurge of cases and numerous instances which are comprised of gangs who are wrestling towards achievement of own supremacy and dominance over the others (Visher, 2006). Therefore, all the way from the streets to the cells and prisons, such criminal sides have been able to strengthen themselves beyond the national level to become a global issue. Having achieved that, these groups have continued to get engaged in illegal activities or actions which have seen a continued spill of blood on the side of the foes. Criminal gangs have hence become a commonplace term which has been in use to denote differ ent kinds of gang-related activities even in the major correctional centers and prison facilities (Stearns, 2009). Basically, the term gang has always been in use to stand for any kind of approach or performance that stands for any group of individuals who team up towards establishing an interest that seems to undermine the performance of a given system. In countries where majority of the gangs have been able to effectively establish themselves, it has been noted that they have been going a step farther other than protecting the members of the gangs (John, 2009). For instance, it is well known that, more often than not, all kind of gangs in a country like United States have been responsible for any kind of drugs spread across the country, and found inside the correctional centers and prisons. These individuals give the necessary modalities on how drugs, tobacco, and even alcohol are handled within the society. Furthermore, a number of observations have gone ahead to observe that these gangs have also been greatly involved in issues such as assaults, prostitution, muggings, murders and even kidnap ping (Bourdieu, 2007). Another important thing to be noted with gangs is that they do seek ways through which they will intimidate other people by pressuring forcing them to submit their resources .This research will therefore dig deeper towards understanding why the young people involve themselves with gangs and come up with useful findings which can be applied in addressing the issue reforming the youths and ensuring proper security and peace concerns in the society (Richard, 2007). 2.0 Literature Review There are various reasons as to why the youth join gangs; the reasons vary from culture to the gang itself. Gangs can replace family units for some young people and provide a sense of protection, some young people are displaced and these gangs offer a means of survival .For instance most gangs that are made of Latinos are based on members of real families. The pop culture positions gang leaders as heroes and therefore most youth want such acceptance. Poverty also forces the youth to join gangs, they want to be able to provide for themselves. Young people from minority groups tend to join criminal gangs, further most young people have social adjustment problems and are looking for a place where they can adjust without much pressure, and gangs provide a safe haven for them. 2.1 Poverty Research has shown that most of young people that are in criminal gangs come from broken homes where the single parent has to work two or three jobs just to survive. In the eyes of these children there is a sense of wanting to be rich, they are never content with there lifestyle and constantly compare themselves with the rich .Gangs propose some sense of being stable, crime offers an opportunity to have more than what they had even with the risks. In addition, the juvenile system of justice is not harsh and does not deter the youths from joining gangs. Anyone who comes from a poor background has felt a sense of hopelessness that can result from being unable to purchase wanted goods and services. Young people living in poor neighborhoods find it difficult to meet basic needs that may be physiological or psychological which can lead to a lack of self-worth and delight. The only way for these youths to earn money is to join a gang involved in the drug trade. Conditions of poverty and la ck of opportunities to improve their situations lead these young individuals to participate in gangs instead despite them knowing the risks involved. 2.2 Minority groups A minority group can be described as a group of people whose members have less power and control over society compared to members of the majority group. In America, Latinos and black Americans are considered a minority. Ethnic youth are more prone to joining street gangs in order to adapt to the way of life. Research has shown that minority groups face education disparity and therefore do not get good jobs; this cycle continues for generation and even becomes the way of life. Most children in the minority groups drop out of school, dropouts significantly diminish their chances to secure a good job and a promising future. There are certain group of people that are at a higher risk for this type of appeal; to join criminal gangs (Giblin, 2002). People who belong to minority groups, may feel left out gang up in order to experience a sagacity of belonging. Gangs time and again come up along racial or religious lanes. Teens experience trouble fitting in or have been out of favor from the mainstream social group are at risk a, as they often will seek any associations that will accept them. 2.3 Social adjustment problems Gang members time and again come from homes where they feel estranged or neglected. They may turn to gangs when their desires for love are not being met at house. There is an increased risk where there are no programmes or recreational facilities that are provided by the community as an alternative to violence. Gangs often do in reality well is provide a teen with a sense of belonging, something that every teenager craves. Teens who join gangs often describe the gang as a family, or a reliable group of acquaintances that they can lean on in every situation that they face. This social advantage is very potent it entices the teenager to join and then cements the gangs hold on the individual making it very hard to leave. Leaving the groups makes the teenager feel like he or she has lost a group of very important friends and at times feels like a traitor. 2.4 Family traditions There are various aspects of a family that increase the chances of a young person joining criminal gangs, disorganization in the family, including broken homes and parental drug/alcohol abuse .Troubled families, including incest, family violence, and drug addiction or having other. Gang members often come from homes where they feel left out and neglected and more often than not there have been cases where other immediate members of the family have been members of criminal gangs. They often turn to gangs when their desires for love are not being met at home. 2.5 Problem Statement The youth make up a very large population and therefore any illegal activity they engage in should be addressed as quickly as possible since it can easily go out of control. The occurrence of gangs has compromised societal bonding and life in our communities while going ahead to distort economic and social structures of the country and at the same time causing a lot of losses and fear within the communities. This calls for means through which the issue can be addressed and come up with better measures of addressing issues that make the youth join gangs and how to deal with the youths already in these gangs. 2.5.1 Hypotheses Gang membership enhances status among the youth. Probability of a young person joining a gang is high if they come from a neighborhood whose level of integration is low. All gang members come from poor families 3.0 Research Methodology The sample is comprised of self-identified gang members from the community, drawn using respondent-driven sampling by Heckathorn (1997, 2002). It samples individuals through their acquaintance networks. Thus, it has the ability to get to individuals who might not otherwise participate in the study using other methods of sampling. It begins by having the first participants of the study, known as seeds. Seeds then start the chain referral by recruiting a specific number of their peers who also look for their other peers to participate in the study.The process goes on until the targeted size of the sample is achieved. In this case the sample size will be very small therefore will take a very short time. Because this kind of sampling is based on networks of peers , it may give overrated results in certain subgroups especially the subgroups many people who who form big networks or networks of people who are more well-organized in recruiting. The experiment is designed in such a way that t here is no bias in order to make sure that the sample is representative of the entire population. Reports collected ensures that inclusion probabilities will be calculated. This helps in assessment of any bias that may be present in the population es, and to estimate any variabilities of indicators (e.g., standard errors). This study aims to: a. Determine if independent variable(s) Poverty, Family bonding, social adjustment problems that lead to the youth wanting to belong somewhere and belonging to ethnic minority groups have a strong correlation with the dependent variable (Joining gangs); The study utilizes qualitative and quantitative study approaches, and comprises of administered questionnaire. Since most gangs are illegal, it will be important to ensure the confidentiality of the information that will be given by the participants. There will be no real names used in the study and the participants will not be required to sign any documents. 3.1 Significance of the study The findings of this study will advance our understanding of why the youth join criminal gangs and will enlighten us on how to avoid teenagers from joining these gangs.The experiments will provide an insight on how to deal with teenagers who are already in the gangs. Youth gangs have compromised societal bonding and life in communities while going ahead to distort economic and social structures of the country and at the same time causing a lot of losses and fear within the communities. This has hence been the reason why it has been necessary to carry out a study which has been able to come up with proper findings, and which can be competently adopted towards maintaining of proper justice within our country through practical applications. Generally, all what the study will be able to come out with can be given a theoretical approach hence being able to contribute towards this fight. This shall ensure that the mutual benefits commonly noted in the streets is addressed in a better manne r and have more individuals who are responsible given the job. This study therefore holds the key for the rightful future practice in dealing with the youth gangs.

Sea Fever Essay -- English Literature

Sea Fever - speech Good morning Miss Allison and class, the poem I chose is Sea Fever by John Masefield. John Masefield, was only 22 years old when he wrote the simple yet moving lines in his poem 'Sea Fever'. He was born in 1878, in, England. Young Masefield wanted to be a merchant marine officer and at 13 he spent two and a half years on the school ship and afterwards was apprenticed aboard a sailing ship, bound for Chile. In Chile he became ill and left the sea and returned to England. In 1902 Masefield published his first volume of poems, 'Salt-Water Ballads' John Masefield's poem "Sea Fever" is a work of art that brings beauty to the English language through its use of rhythm, imagery and many complex figures of speech. Sea Fever is a classic, English poem about the poet’s strong longing to return to the sea. It is a description of a man who reflects on what his life used to be like when he was a sailor. In Stanza one, the man yearns to be sailing the oceans once again. He remembers the solitude and the natural environment around him, such as the sky, with its stars to guide him in the right direction, as well as the wind that made his ship shake and its sail to billow. He also recalls the grey mist of the ocean. In stanza two, the man describes his yearning in stronger terms, when he describes the tide of the ocean as ‘a clear call that may not be denied’. The man also remembers various aspects associated with the sea, such as the white clouds moving in the sky, the foam and spray, as well as the sound of the sea gulls. Stanza three is a further description of the man’s life at the sea. He recalls his life as being similar to the wandering life of a gypsy. He remembers being at the helm of his sh... ...ng or mood of each stanza. Firstly, a mood of solitude is expressed in this picture, through the tall ship, being isolated in the open seas, crossing storms, secluded from all civilisations. Secondly, a mood of deep yearning, hunger and frustration is depicted in this picture with the flung spray and the blown spume, being very important features in this picture. This picture also shows the longing shared between the speaker and the ocean. Thirdly, in this picture, the mood of freedom and independence is reflected through the freedom of a whale and a sea gull. The colours I chose for this picture are very peaceful, with blues and greens and whites, showing the true calmness of the sea. The themes in "Sea Fever, the longing the speaker has for the sea and the comparison of life to a sea voyage, are also seen in the pictures I have displayed on my poster.

photography after 1917 :: essays research papers

Analysis of a photography after 1917. AUBREY BODINE. â€Å"BUILDERS IN LINE†. (1961) Aubrey Bodine's photographic career began in 1923 when as an office boy with the Baltimore Sun he was a newspaperman covering all sorts of stories with his camera so this gave him opportunities to travel throughout the region and learn about it in every tide, wind, weather and season and out of this experience came amazing pictures of farming, oystering, hunting, soap boiling, blacksmithing, clock making, bricklaying and dozens of other occupations he a true American original, combined reportage with the creative eye of an artist. Bodine believed that photography could be a creative discipline, and he studied the principles of art, the camera and the dark room equipment were tools to him like the painter's brush or the sculptor's chisel. He was always experimenting with his tools, but hardly ever made a mistake. Some of his best pictures were literally composed in the viewfinder of the camera. In other cases he worked on the negative with dyes and intensifiers, pencil marking, and ev en scraping to produce the effect he had in mind. He added clouds photographically, and made other even more elaborate manipulations. Bodine's rationale for all these technical alterations of the natural scene was simply that, like the painter, he worked from the model and selected those features which suited his sense of mood, proportion and design. The picture was the thing, not the manner of arriving at it. He did not take a picture, he made a picture. Bodine's work includes pictorialist images as well as "straight" story-telling photojournalism and are also creative works of great originality. From his photographs I choose the image named â€Å"Builders in Line†, a a perfectly balanced image bathed in natural light. a captured moment of history that intrigue me, amaze me, and makes me want to discover the way he could get such a piece of art. It is a construction or a structure being built and he captured the moment in which two builders are walking trough and even though the image of them is far I can almost see their faces walking so tired like robots just doing their job. This high-gloss, high-contrast print reminds me like a typical day in a builder life. He made an amazing use of light and darkness and that way he balanced the composition between the structure that we can

High school versus college Essay

Going to College after so many years made me realize how different high school is from College. In fact, many students that attend College straight after high school quit after their first semester of College due to the changes and difficulties encountered. There are various reasons why College differs from high school. However, knowing the expectations and the culture of College in comparison to high school would help in a more successful transition. College differs from high school in many ways. However, students should begin their transition to College by first looking at not only what to expect from College; but also what College will expect from them. As a college education is very important step to reach personal aspirations in the workplace and life. First of all, College offers an opportunity to learn independently. Unlike high school, College students can function with little guidance from their professors. As a result, College students have to develop many self management skills such as getting to school on time, turning projects by deadlines, being able to use electronic materials for the syllabus, class outlines, online classes or assignments. Secondly, College has a faster pace than high school. Each college course is twice faster than high school courses. In addition, College course usually requires more reading, more homework, and more projects. The workload is totally higher and faster and requires more time to study. The College books have more words per page, thus more chapters than the high school books. The language used in the textbooks is more difficult and requires more time to study. Unlike high school which has specific school hours 5 days a week excluding weekends; College on the other hands offer more out of class time. Students can choose to go to school any time based on their chosen schedule whether is day, night or weekends. As a result of this freedom, College students have to learn to manage their time effectively. In addition, all high schools students must take the same basic classes in order to graduate such as English, Mathematics, Sciences, Physical education, world history, economics, foreign languages and other elective. College students on the other hand can take any classes based on their academic major. Most college freshmen start with beginning classes such as English, writing, speech, and Mathematics then they can choose any other required course based on their academic field of study. College students also have higher level of thinking than high school students. They are able to do research on a topic and ideas as well as analyzing others ideas and interpreting and evaluating data from any given source. High school students on the other hands can only summarize and take ideas from others. Some of College student’s classes unlike high school class require research papers, presentation, and discussion in front of the whole class and sometimes peer evaluation. Although College culture differs widely from high school culture, students can also succeed with improved effort and practice. Whether students attend College straight from high school or its equivalents; or attending College after many years of working, going to college offers an opportunity to grow and to achieve goals. No matter what the background or motivation, being a College student will provide an opportunity to improve life and reach personal aspirations.