Poland

Poland ‚Â · Poland is the 6th most populous and the 6th largest of the European Union's 27 member states. Most of the country is flat, with an average elevation of 173 meters.‚Â · 90% of Poles have completed at least secondary education, the highest score in the EU, along with the Czechs, Slovaks, and Slovenes.‚Â · Polish people marry the youngest within the European Union (24 years old for women and 26.5 years old for men in average).‚Â · According to a 2007 UNICEF report on child well-being in rich countries, Poland is the second best of the 25 OECD countries surveyed in terms of "behaviours and risks" (healthy lifestyle, lack of violence), and third best for educational well-being. The same reports also finds that Poland has the lowest pecentage overweight young people (7.1%) and the lowest percentage of teenagers under 15 who had had sexual intercourse (15.1%). However, Poland also had the highest number of young people aspiring to low skilled work (17.1%).English: F lags of Poland and the EU‚Â · Polish people have the largest households in the European Union.‚Â · Poland is the poorest country in the EU after Bulgaria and Romania in terms of GDP per capita at PPP.‚Â · Poles have won a total of 17 Nobel prizes (more than Japan, China, India or Australia), including four Peace Prizes, and five in Literature.‚Â · The highest mountain in Australia, Mount Kosciuszko, was named after general Tadeusz Kosciuszko (1746-1817), who fought against the Russian Empire, as well as in the American Revolutionary War.‚Â · In ancient times, what is now Poland was inhabited by a multitude of ethnic groups, including various Celtic, Slavic (in the centre and south-east), Baltic (in the north-east) and Germanic (in the west and south-west) tribes.‚Â · The country's first historically documented ruler was Mieszko I (c. 935-992), Duke...

Biography of French Pirate François L’Olonnais

Biography of French Pirate Franà §ois L’Olonnais Franà §ois L’Olonnais (1635-1668) was a French buccaneer, pirate, and privateer who attacked ships and towns – mostly Spanish – in the 1660s. His hatred for the Spanish was legendary and he was known as a particularly bloodthirsty and ruthless pirate. His savage life came to a savage end: he was killed and reportedly eaten by cannibals somewhere in the Gulf of Darien. Franà §ois L’Olonnais, Buccaneer Francois LOlonnais was born in France sometime around 1635 in the seaside town of Les Sables-dOlonne (the Sands of Ollone). As a young man, he was taken to the Caribbean as an indentured servant. After having served his indenture, he made his way to the wilds of the island of Hispaniola, where he joined the famous buccaneers. These rough men hunted wild game in the jungles and cooked it over a special fire called a boucan (hence the name boucaniers, or buccaneers). They made a rough living by selling the meat, but they were also not above the occasional act of piracy. Young Franà §ois fit right in: he had found his home. A Cruel Privateer France and Spain fought frequently during L’Olonnais’ lifetime, most notably the 1667-1668 War of Devolution. The French Governor of Tortuga outfitted some privateering missions to attack Spanish ships and towns. Franà §ois was among the vicious buccaneers hired for these attacks, and he soon proved himself an able seaman and fierce fighter. After two or three expeditions, the Governor of Tortuga gave him his own ship. L’Olonnais, now a captain, continued attacking Spanish shipping and acquired a reputation for cruelty so great that the Spanish often preferred to die fighting than to suffer torture as one of his captives. A Close Escape L’Olonnais may have been cruel, but he was also clever. Sometime in 1667, his ship was destroyed off the western coast of the Yucatan. Although he and his men survived, the Spanish discovered them and massacred most of them. L’Olonnais rolled in blood and sand and lay still among the dead until the Spanish left. He then disguised himself as a Spaniard and made his way to Campeche, where the Spanish were celebrating the death of the hated L’Olonnais. He persuaded a handful of slaves to help him escape: together they made their way to Tortuga. L’Olonnais was able to get some men and two small ships there: he was back in business. The Maracaibo Raid The incident fanned LOlonnais hatred of the Spanish into a blaze. He sailed to Cuba, hoping to sack the town of Cayos: the Governor of Havana heard he was coming and sent a ten-gun warship to defeat him. Instead, LOlonnais and his men caught the warship unawares and captured it. He massacred the crew, leaving alive only one man to carry a message back to the Governor: no quarter for any Spaniards LOlonnais encountered. He returned to Tortuga and in September of 1667 he took a small fleet of 8 ships and attacked the Spanish towns around Lake Maracaibo. He tortured the prisoners to make them tell him where they had hidden their treasure. The raid was a huge score for LOlonnais, who was able to split some 260,000 Pieces-of-eight among his men. Soon, it was all spent in the taverns and whorehouses of Port Royal and Tortuga. L’Olonnais’ Final Raid In early 1668, L’Olonnais was ready to return to the Spanish Main. He rounded up some 700 fearsome buccaneers and set sail. They plundered along the Central American coast and even marched inland to sack San Pedro in present-day Honduras. In spite of his ruthless questioning of prisoners – on one instance he ripped out a captive’s heart and gnawed on it – the raid was a failure. He captured a Spanish galleon off of Trujillo, but there was not much loot. His fellow captains decided the venture was a bust and left him alone with his own ship and men, of which there were about 400. They sailed south but were shipwrecked off of Punta Mono. The Death of Franà §ois L’Olonnais L’Olonnais and his men were tough buccaneers, but once shipwrecked they were battled constantly by the Spanish and the local natives. The number of survivors dwindled steadily. L’Olonnais attempted an attack on the Spanish up the San Juan River, but they were repulsed. L’Olonnais took a handful of survivors with him and set sail on a small raft they had built, heading south. Somewhere in the Gulf of Darien these men were attacked by natives. Only one man survived: according to him, L’Olonnais was captured, hacked to pieces, cooked over a fire and eaten. Legacy of Franà §ois L’Olonnais LOlonnais was very well known in his time, and greatly feared by the Spanish, who understandably loathed him. He would probably be better known today if he had not been closely followed in history by Henry Morgan, Greatest of the Privateers, who was, if anything, even harder on the Spanish. Morgan would, in fact, take a page from LOlonnais book in 1668 when he raided the still-recovering Lake Maracaibo. One other difference: whereas Morgan was beloved by the English who saw him as a hero (he was even knighted), Franà §ois LOlonnais was never greatly revered in his native France. LOlonnais serves as a reminder of the reality of piracy: unlike what the movies show, he was no noble prince looking to clear his good name, but a sadistic monster who thought nothing of mass murder if it gained him an ounce of gold. Most real pirates were more like LOlonnais, who found that being a good sailor and charismatic leader with a vicious streak could get him far in the world of piracy. Sources: Exquemalin, Alexandre. The Buccaneers of America. Online edition from the Harvard University Library.Konstam, Angus. The World Atlas of Pirates. Guilford: the Lyons Press, 2009

Explain the advanatages and disadvantages to an organization using Essay

Explain the advanatages and disadvantages to an organization using computer based training versus lecture training - Essay Example The communication technology provides a highly innovative approach to training as opposed to the traditional methodology which is fast becoming obsolete. Hence, in the changing environment of business imperatives, the organizations are opting for training their employees and staff in the emerging new skills to meet the challenges of the time. According to a recent study, ‘the task of finding, retaining, developing, and deploying a skilled workforce to meet an organization’s objectives is the number one obstacle to revenue growth’ (Julian, 2001). They have realized the importance of such programs, especially in the light of rapid globalization which has made business more competitive and complex, with regard to transforming socio-economic paradigms and multi-cultural values. According to a study by Sugrue & Kim, ‘more than half of technology based courses in 2003 were delivered online’(Sugrue & Kim, 2004). Another survey reports that ‘the majority of learning executives anticipated increasing use of online platforms to deliver higher education to their employees’ (Trierweller & Rivera, 200 5). To have a cost effective training programs, the organizations need to be aware of the advantages and disadvantages of using computer based training versus traditional classroom based lecture training. We would be carrying an in-depth study into the two models of training programs. The process of globalization has changed the dynamics of the business world. Change has become essential for development and organizations tend to adapt to the constantly evolving business environment through appropriate training and learning modules that promote better understanding among the employees for easy changeover. â€Å"Organizations must change because their environments change† (Bateman, 1990). They implement necessary changes in the organization to not only survive but

Case study for subject (Strategic Leadership in Criminal Justice Essay

Case study for subject (Strategic Leadership in Criminal Justice 7038CCJ ) - Essay Example Kathy is required to resort to an apt leadership strategy that will ameliorate the concerns and distress of the personnel in one’s team and will lead to the requisite levels of work performance. The key issue is that Kathy’s organization is opting for a change, which it believes will lead to better work performance, efficiency and effectiveness. Managing organizational change is one of the most difficulties things to do, as the resistance to change ensues from varied sections of an organization (Joyce, 2000, p. 3). Those personnel who are most likely to be impacted by change could positively be expected to register maximum resistance, which is either intended, or happens inadvertently (Randall, 2004, p. 16). The employees in Kathy’s team are resisting the change and Kathy is required to resort to an apt leadership strategy to manage this problem (Barganza, 2001, p. 119). The personnel could be resisting change owing to a variety of reasons like: It goes without saying that the apprehensions of the personnel in Kathy’s team are to a great extent valid and justified. Hence, Kathy ought to resort to an appropriate leadership approach to ameliorate the identifiable and genuine concerns of the employees. As Kathy is the team leader, it goes without saying that he enjoys a degree of rapport with one’s team members. Hence, in the given dilemma, Kathy ought to establish herself as a transformational leader to assure a smooth management of change in the organization. Transformational leadership is an approach towards leadership which enables the team leaders to help team members rise to higher levels of moral and effectiveness. It allows the team leaders to help wrought out a positive and desirable change in the personnel following them. It is an approach towards leadership wherein the team leader exploits one’s vision and integrity to secure the commitment and sincerity of the team members in the intended change process (Rickards, 2005, p.

Violent video games Essay Example for Free

Violent video games Essay Video violence is a major problem in our society. When people are exposed to the violent world of video games, their perceptions of reality are changed from a world with consequence, to a world where consequence does not matter. USA Today Magazine states, that video violence is a major component in the desensitization of mankind (Video violence desensitizes the brain, 2006). Exposing children to the repetitive violence in video games serves as a conditioning for violent behavior. Whether or not the allies of video violence believe that exposure to violent games does not cause a more violent society, teach motor skills and develop excellent problem-solving skills (White, 2004), without looking at the consequences of these games, our society is at risk for increased acts of violence. The history of video games It was not so long ago that the video game industry was not the billion dollar monster that it is today. The history of video games runs parallel with the development of computers and traces the advancements not only of technology, but also in the social and economical patterns of the United States over the last four decades. The first video game was patented in 1948, by Thomas T. Goldsmith. The game used eight vacuum tubes to simulate a missile firing at a target, controlled by four knobs. By the 1970s arcade machines and handhelds were added to already existing computer systems. This was known as The Golden Age of Arcade Games. Atari was founded in 1972. Pong, the first successful arcade game, consisted of hitting a ball across a simulated tennis net. Pong sold 19,000 units the first year it was released. The evolution of games progressed, bringing more realistic graphics that appeared to be life-like. The figures in the games movements seem like that of a human being. The three dimensional graphics created a simulated world much like that of today. In the games of today, Eakes (2004) states players actively participate in the simulated murder of police officers, women, minorities and innocent bystanders. The acts graphically depicted and include victims being shot, beaten to death, decapitated, burned alive, and urinated on. These games also present favorable depictions of prostitution, racism, misogyny and drug use (Eakes, 2007). The days of simply hitting a tiny ball back and forth, where the only goal was to avoiding missing, are long gone. Research in the world of Violent Video Games. Video game violence effects the brain, not only by making murder or robbery seem acceptable, but as stated in, USA Today, also by effecting the regions in the brain that are involved with recognizing, remembering, rehearsing or activating aggressive behavior (Video violence desensitizes the brain, 2006). By repeatedly playing these games, the participant has lower-levels of empathy. The brain stores everything, including the visions that are seen in some of the games. Some of the more violent games are conditioning the brain over and over with angry, vengeful images that encourage negative even prejudicial thoughts. A game on the market at this time is called Manhunt in which the player has to murder or beat the opponent to death. There is no consequence for the winner, only points and positive feedback. Until recently, violent video game research has mostly comprised of studies revolving around participants playing violent video games and then measuring the participants responses when the participant is placed in different real world situations. The new studies now include the use of highly sensitive diagnostic equipment such as MRI to measure actual responses in the brain. These studies are much harder to refute. A recent study now has found that exposure to video game violence results in diminished responses mentally to real life violence or death (Phillips, 2005). Participants brain waves were measured while playing violent videos using an EEG (electroencephalogram). The participants showed a desensitized view when shown violent or negative images. But when the players were subsequently given the opportunity to punish a fake opponent in another game, those with the greatest reduction in P300 brain responses meted out the most severe punishments (Phillips, 2005, para.7). Eakes,(2004) states the studies on the effects of violent video games, has long been a source of great debate. There has been over 3,500 research studies done examining the correlation between violence and violent behavior. All but 18 of the studies have shown that the more violence one sees, the more likely one is to be violent (Eakes, 2007, para. 5). This is particularly true because the violence in video games is so realistic and portrayed without pain and suffering. Defenders of Video Violence. The violence in video games today is not seen as a problem for some people, especially those in the gaming industry and adolescents. Even though there are exceptional amounts of research that supports the conclusion that violent video games cause aggression, their continued denial of these facts are due to one thing, money. There is billions of dollars at stake in the sales of video games and video game systems. To admit that video games do cause violence, could potentially cost the industry dearly. The arguments used by defenders of video violence are that these types of games are a meaningful form of expression. The defenders believe that video games teach motor skills and help children and young adults to solve problems. Having also been criticized for being a factor in the epidemic of childhood obesity, the defenders argue that playing games are highly social. The proponents assert that a child, who would respond to real life violence the same way he or she would respond to video violence, is emotionally disturbed already (Jenkins, 2004). The military has been using video imagery for decades to train soldiers in the act of war. The soldiers skill in shooting improves as well as the actual response to violence. Just as simulators help train players for real-world tasks, violent video games coax players into actual aggression and antagonistic attitudes (Walsh, 2005, para. 38). With repeated participation in violent video games, players improve not only their violent techniques, but their mental attitudes as well. On the Armys recruiting website, there is a video game called, Americas Army. The game is available to anyone who logs on and is free. The game cost the military six million dollars to develop, and not only serves a recruiting technique, but also as a way to teach players how to actually fire a M16 rifle, throw grenades, and learn weapons identification. The game trains in various weaponry and teaches the player where to hit the intended victim to cause the most severe outcome. Effect of Violent Video Games Video games have become a training ground for learning how to shoot and murder. Many of these games reward the player for hitting the victim in the most deadly of places. In the world of interactive video games, players play games that are endless. They play with people who are trying to kill them. Sometimes, when confronted with real life problems of violence a child or young adult, will not seek out adult advice due to the thinking that they can handle on the problem on their own as in the video game. Children who view repeated violence are more apt to accept violence as a way to settle conflicts. On April 20, 1999, two heavily armed boys walked into their high school in Littleton, Colorado, and shot 12 of their classmates and a teacher to death. Then they killed themselves (Eakes, 2004). During the investigation, it was discovered that these two boys played thousands of hours of violent shooting video games. The boys pasted the pictures of their fellow classmates onto the games imaginary victims. Perhaps, this may not be the single reason these boys committed this horrific act of violence, but how can the hours spent rehearsing this act not be a factor? If nothing else, these games served as a training ground for the execution of the crime. Whether or not the boys were emotionally disturbed to begin with will be speculated upon for years but looking at the role these games played in this tragedy is essential. The use of violent video games has shown to have a negative effect on academic performance and social skills. Based on a survey of 189 high school students, users of violent video games held more pro-violent attitudes, more hostile personalities, were less forgiving, believed violence the norm, and behaved more aggressively in every day life. The researches were surprised the relation to violent video games was so strong (Anderson, 2007). Another issue of rising concern is regarding whether or not violent video games are addictive. On June 27, 2007 The American Medical Association called for more research in the designation of video games addiction a mental illness. The fact that a game is controlling someones behavior and taking over their daily lifes, is about compulsive behavior. Some of the games are played in an online community, where the game is demanding of the players time. Once a child is hooked, it becomes very difficult, for them to stop (Walsh, 2007). Today in South Korea, which has seen a widespread amount of video game addiction, there are over 40 treatment programs to deal with video game and internet addiction. If the situation in South Korea is any indication of what is to come here, we will be largely unprepared for the number and intensity of cases of such addiction (Walsh, Gentile, 2006, para. 16). Attempting to control video game violence The Entertainment Software Rating Board (ESRB) is an organization that rates computer, internet, and video games. The ESRB was created in 1994 to rate and restrict the sale of video games. Many of these games, even though they are rated M for mature, are sold to children. The new trend in violent video games is to hide explicit material within the game to avoid receiving a rating for adults only. Much speculation and questions surround the creditability of the ESRB. Recently, a game named Grand Theft Auto: San Andres, included sexually explicit material that could be accessed using a code found on the internet. This game already full of violence, with the players shooting police officers, beating up prostitutes and carjacking, also had an added bonus with graphic sex scenes. This caused a scandal as the game was only rated M for mature. Before long, the so-called Hot Coffee scandal, named after the modification that unlocked the extreme scenes, became a hot news item the rating was changed to A for adults (Terdiman, 2005, para. 7). That was after thousands of copies had already been sold. Even if the ratings alone were more reliable, it is almost impossible to enforce the rating system at the retail level. Everyday underage children buy games rated for adults or over 17 in stores all over America. According to the Federal Trade Commission (FTC), Bureau of Consumer Protection head, Lydia Parnes, There are still too many kids purchasing inappropriate games (Bangeman, 2006, para. 2). The commissions most recent study sent underage shoppers into stores and 42% were still able to purchase M-rated games. What can be done about Video Game Violence? If there was ever any doubt about the impact of video games on children of video games on children it has finally been laid to rest (Walsh, Gentile, 2005, para. 39). Whether there is a rating given to the games or not, many times the people who are selling the games are not responsible enough to make sure that these violent games do not fall into the hands of children. Video games are most likely going to remain a part of our society, so it is going to be up to the parents of children and young adults to strictly monitor what their children are playing. First and foremost parents need to pay attention to the relevant research and the industry needs to stop denying research-based conclusions (Walsh, Gentile, 2006, para. 8). Once parents come to terms with what is at stake, they should start limiting game time and keep mature rated games away from their children. Parents should also take advantage to new technology for parental controls in many of the current game systems. Educating children as to the dangers of viewing these games and being aware of what types of games they are being played will help to change the views on what is acceptable, and what is not. Perhaps the debate over whether or not violent video games cause violence will always be an issue. As long as there are billions of dollars at stake, clinical studies will be challenged, fingers pointed and denial will be used in the debate. One thing is for certain, video game violence does not add anything positive to the health and well-being of todays children or young adults. How can learning and practicing killing or robbing people have a positive effect on the brain? Children are spending large amounts of time playing violent video games during a fragile time when they should be learning healthy ways of dealing with life and solving problems peacefully. When will society accept that the world is full of negativity and exposing children to repetitive acts of violence reinforces that negativity? Hopefully, the answer will be sooner than later for the sake of all humankind. References Anderson, C, Buckley, K, Gentile, D. (2006). Violent video game effect on children and adolescents. Iowa: Oxford Press. Eakes, P.(2004). Do you know what video games your children are playing? The Video Game Revolution. Retrieved June 20, 2007 from http://www. pbs. com Jenkins, H. (2004). Reality bytes: eight myths about video games rebunked. The Video Game Revolution. Retrieved June 28, 2007 from http://www. pbs. com Phillips, H. (2005, December). Violent video games alter brains response to violence. New Scientist. Retrieved June 9, 2007 from http://www. newscientist. com Terdiman, D. (2005). Unlevel playing field for video games. Retrieved June 29, 2007, from http://www.cnetnews. com Video violence desensitizes the brain. (2006, April). USA Today Magazine, 134(2731), 13-14. Retrieved June 3, 2007 from EBSCO database. Walsh, D. , Gentile, D. , Walsh, E. , Bennett, N. , Rodideau, B. , Walsh, M. , Strickland, S. , Mcfadden, D. (2005). Tenth annual video game report card. National Institute on Media and Family. Retrieved June 10, 2007 from http://www. mediafamily. org White, J. (2004, September). Defenders of the video game realm. Playthings, 102(8), 10-14. Retrieved ProQuest database.

A Semester of Work :: What I Learned From Work

The fall of my nineteenth year promised to be a long one. For the first time in thirteen years I found myself out of school. I was employed at the same mind numbing job that I had held for the last three years. While most of my friends were back in school after their summer break, I was back at home after a year of living in a college dorm. The transition was not an easy one for me, and I looked upon my semester off with little optimism. The previous fall was one of much more hope and excitement. At the age of eighteen, I was ready for college. I chose to attend State University, not far from my home, but still far removed from my former life, as I was moving away from my parents and into a dorm. I was to attend State with two of my closest friends from high school, and live with one of them. My major was undecided, so I planned on taking the general education requirements. I was quite unsure of what college held for me, but was eager to find out. It was not long before I discovered that, for me, college held boredom and feelings of uselessness. While I enjoyed some of my professors and courses, I treated college just as I had treated high school. The game plan was to show up, do just enough work to "earn" an A, and leave without gaining any pesky knowledge. Just like in high school, I executed this plan brilliantly, and found myself with a high grade point average and an even higher level of ignorance. Eventually, this method began to wear on me. As I was accomplishing nothing, feelings of guilt began to arise for the amount of money my parents were pumping into my education. Damned by a sense of self awareness, I realized that I was little more than a spoiled brat with time to waste. I finally began to look to the future and question where my life should lead. However, as I remained unsure of what direction I wanted to take, I became more frustrated than ever before. My solution? Run away from my problems. This brilliant idea initially manifested itself in a plan to travel the country for a semester. A Semester of Work :: What I Learned From Work The fall of my nineteenth year promised to be a long one. For the first time in thirteen years I found myself out of school. I was employed at the same mind numbing job that I had held for the last three years. While most of my friends were back in school after their summer break, I was back at home after a year of living in a college dorm. The transition was not an easy one for me, and I looked upon my semester off with little optimism. The previous fall was one of much more hope and excitement. At the age of eighteen, I was ready for college. I chose to attend State University, not far from my home, but still far removed from my former life, as I was moving away from my parents and into a dorm. I was to attend State with two of my closest friends from high school, and live with one of them. My major was undecided, so I planned on taking the general education requirements. I was quite unsure of what college held for me, but was eager to find out. It was not long before I discovered that, for me, college held boredom and feelings of uselessness. While I enjoyed some of my professors and courses, I treated college just as I had treated high school. The game plan was to show up, do just enough work to "earn" an A, and leave without gaining any pesky knowledge. Just like in high school, I executed this plan brilliantly, and found myself with a high grade point average and an even higher level of ignorance. Eventually, this method began to wear on me. As I was accomplishing nothing, feelings of guilt began to arise for the amount of money my parents were pumping into my education. Damned by a sense of self awareness, I realized that I was little more than a spoiled brat with time to waste. I finally began to look to the future and question where my life should lead. However, as I remained unsure of what direction I wanted to take, I became more frustrated than ever before. My solution? Run away from my problems. This brilliant idea initially manifested itself in a plan to travel the country for a semester.

To what extent does the ending of Jerusalem

To what extent does the ending of Jerusalem forcefully call Into question the Issues of happiness and forever after? Comedy Is often described as ‘a movement from one kind of society to another Conventionally, this transition results In an Improvement to the Initial society, In which the protagonist fights against a hindrance, and thus prevails, becoming the leader of this regeneration. This Interpretation can be supported by Frye who stated that the story reaches Its ‘happy ever after' once the ‘new society crystallites around the protagonist'.Here, Buttonholer uses the ending to deliberately call Into question whether Johnny was a pioneer of the newfound society therefore achieving his happy ever after', or just a mere obstacle that had to be overcome by society in order for them to achieve their ‘happy ever after. ‘ Although there is evidence to suggest that he aided the reformation of society, one must conclude that the ending of Jerusalem forcefully calls into question the issues of ‘happiness' and forever after' through the character of Johnny as he is seen to be overcome by society as they achieve their pappy ever after' through the reformation of society.This is emphasized through Johnny's initial reluctance to change as he sets about preventing it from happening in juxtaposition to suspected death at the end of Jerusalem as he becomes part of the rooster ancestors. Within Jerusalem happiness and forever after' are called into question through Johnny's reluctance to change. This is seen through Ginger's description of him; ‘once a count, always a count! ‘ This indicates Johnny's rebuttal to the prospect of change, and his active avoidance to change.This is seen through his previous use of the word count' towards the start of the play when he is describing ‘all those sorry counts on the new estate'. Furthermore, the fact that Ginger uses it to describe Johnny Is significant, as Ginger now sees Johnny as a threat In the same way that Johnny sees the ‘new estate'. This Is seen through the use of the word ‘count' as It Is the strongest profanity, therefore emphasizing the significance of Johnny as a threat to society attempt to reform.In light of this, the ending of ‘Jerusalem' therefore calls Into question the Issues of happiness and forever after, as through Johnny's refusal to change, he loses is ‘happy ever after' as society gains theirs, therefore showing that the Issue with ‘happiness' and ;forever after' Is that; as one person gains their ‘happy ever after' another persons Is lost. Include Boll quote. In addition, Johnny's presentation as the traditional trickster' aids Buttonholer in calling into question the issues of ‘happiness' and ;forever after'.A trickster is a typical comic character that is involved in manipulating the other characters for lies, which challenge and mock society (them Facet and Parsons always sending me love letters'). This is also seen through his ‘gender and form variability, such as when he takes on the role of ‘Boron's dog Sheep' in order to mock Facet and Parsons. The issues of ‘happiness' and forever after' are then called into question, as a traditional comic ending for a trickster would be reconciliation, where they are punished for their crimes, as part of the transition into a new society, showing the transition into ‘happiness' to be brutal.This is seen In Jerusalem ending, as Johnny completes his portrayal as a trickster figure by being punished for his manipulation f characters and general devious behavior towards society, in a rather brutal fashion. This is shown when â€Å"He stumbles down the steps. He has broken ribs. Wrist. He's bloodied. † The trickster is punished violently here in a brutal fashion, which is emphasized through Butterscotch's use of short sentences in order to convey his injuries in the most explicit fashion.Through John ny's barbaric punishment by society in order to achieve ‘happy ever after' one is forced to question the issues with ‘happiness' and forever after' through the lengths in which Johnny is forced, and whether one achieves ‘happiness' through doing so. Buttonholer further uses the character of Johnny to forcefully call into question the issues of ‘happiness' and forever after' through his involvement in the ‘Green world'.This is shown through his existence purely in the woods, where he is shown to be a catalyst for the challenges society faces, as he is happy in the forest, therefore showing that through society gaining their ‘happy ever after' they destroy his. This is shown in the end of the play, where he fails to prevent the unwanted shift in society and remains in a state of desperation, calling back to England's history: â€Å"Come you Italians. You fields of ghosts who walk these green plains still. Come, you giants! † There is definite ly no sign of â€Å"forever after† here.This is seen through Johnny's refusal to conform to his new society, but also his refusal to give up fighting against the likes of Kenneth and Avon. Here, Buttonholer uses the character of Johnny in order to criticize society, further bringing into question the issues of ‘happiness' and forever after', as society manipulates and muffles people in order to gain power over them and achieve their ‘happy ever after'. This is seen through Facet and Parsons instant attempts to evict Johnny from the forest in order to build the new estate, as he is the only obstacle in the way.Additionally, the rather ominous ending where Buttonholer uses an ellipsis to create a rather unsatisfying conclusion is used to point out that the â€Å"struggle between Logos and Myth's† is still occurring in society and that it has not yet reached its conclusion. ‘happiness' and forever after' through the supercilious behavior of society towar ds Johnny, This becomes apparent through the extravagant lies Johnny uses to mask his unfulfilled life. An example of this is when he describes his life in the forest, where he has ‘seen the air go still and all sound stop and a golden stag clear this clearing.However, the reference to the ‘golden stag is seen within Catholicism as a symbol for Christ, therefore showing the spiritual fulfillment that the forest brings him, similarly to the spiritual fulfillment brought through religion. The use of this sudden fulfillment within Johnny's life emphasizes the issues with ‘happiness' and forever after'. This is shown through Johnny and his happiness within the forest, and the apparent fact that society removes his ‘happy ever after'.This therefore portrays the solipsistic nature of society and their inability to allow others to reach their ‘happy ever after'. Furthermore, the fact that no one aids him furthers Butterscotch's critique of society as they are solipsistic and therefore oblivious to others needs. This is shown through the fact that Johnny is a mere obstacle to society that needs to be overcome. This can be seen through the authoritative language used by Facet and Parsons when they address Johnny at the start of the play by saying; ‘reference 4. 06. 01006' as they are dehumidifying Johnny through their use of numerical language. This therefore calls into question whether our lives are fulfilled, and therefore the idea of ‘happiness' and forever after' as Buttonholer uses Johnny to illustrate that no one is truly happy. It becomes apparent through the course of the play that the idea of ‘happiness' and forever after' are being called into question through the use of Johnny. This is shown through his failure to keep his ‘happy ever after' therefore showing that although they exist, they are not achievable.

Case Texas Instrument

RAISA AYU LESTARI 1091002047 Case 13. 4: Texas Instruments 1. Summarize the major features of Texas Instruments’ management systems. 2. How does Texas Instruments ensure that its operating managers appropriately allocate their time between short term and long term? 3. Why do you believe the OST System worked so effectively for TI in the 70s? why was not working effectively for company in the mid-to-late 80s? 4.Would systems like these be appropriate in other organizations, such as Harvey-Hudson Electronics? What implementation problems would you foresee? ANSWERS: NO. 1 Texas Instruments (TI) is considered to be the pioneer of the American electronics industry. TI was first established in 1951 as an electronics company serving the American defense industry. In 1958, TI developed the first semiconductor integrated circuit.TI has three main lines of business in 1984: components, which included semiconductor integrated circuits, semiconductor subassemblies, and electronic control devices; digital products, which included mini computers, personal computers, scientific instruments, and calculators; and government electronics, which included radar system, missile guidance and control systems, and infrared surveillance systems. The major management system of TI is OST System, which is Objective, Strategies, and Tactics System. OST System is a system for managing change and innovation.The system was employed to define the strategies the company intended to follow for further growth and development and to identify the tactics required to successfully implement such strategies. The OST System can be more easily understood if viewed in three strategies: 1. Presentation of the hierarchy goals 2. Dual responsibility of line management 3. Impact of matrix organization composed of strategic and operating modes The other main management system of TI is resource allocation system. This system included planning cycle, strategic fund, operating fund, and timing f planning c ycle. The next major management system of TI is incentive compensation system, which is included the Key Personnel Analysis and stock-option plan. Planning and control system on TI encourage the development of new product. Strategic planning systems are more critical to survive the uncertain environment. Budgeting systems are used as short term planning tools that are flexible to adapt to a fast-changing environment. Reporting system are concentrated on policy issues. Performance evaluation system highlight the uncertainty in the environment. NO. 2

How to Start a Book Report

How to Start a Book Report No matter what youre writing, be it the next great novel, an essay for school, or a book report, you have to capture your audiences attention with a great introduction. Most students will introduce the title of the book and its author, but theres so much more you can do. A strong introduction will help you engage your readers, hold their attention and explain what is coming up in the rest of your report. Giving your audience something to look forward to, and perhaps even creating a little mystery and excitement, can be great ways to make sure your readers stay engaged with your report. How do you do this? Check out these three simple steps: 1. Hook the Audience's Attention Think about what you experience in your daily life that captures your attention. The news and radio shows promo upcoming stories with a little teaser, often called a hook (because it hooks your attention). Corporations use snappy subject lines in emails and enticing headlines in social media to get you to open their messages; these are often called clickbait as they get the reader to click on the content. So how can you grab your readers attention? Start by writing a great  introductory sentence. You may choose to begin by asking your reader a question to hook his or her interest. Or you may opt for a title that hints at the topic of your report with a dash of drama. Regardless of the way you choose to start a book report, the four strategies outlined here can help you write an engaging essay. Starting your book report with a question is a good way to grab your readers interest because youre addressing them directly. Consider the following sentences: Do you believe in happy endings?Have you ever felt like a total outsider?Do you love a good mystery?What would you do if you discovered a secret that changed everything? Most people have a ready answer for questions like these because they speak to common experiences we share. Its a means of creating empathy between the person reading your book report and the book itself. For example, consider this opening to a book report about The Outsiders by S.E. Hinton: Have you ever been judged by your appearance? In The Outsiders, S.E. Hinton gives readers a glimpse inside the tough exterior of a social outcast. Not everyones teenage years are as dramatic as those in Hintons coming-of-age novel. But everyone was once an adolescent, and odds are everyone had moments when they felt misunderstood or alone. Another idea to hook someones attention is, if youre discussing a book by a well-known or popular author, you might start with an interesting fact about the era when the author was alive and how it influenced his or her writing. For example: As a young child, Charles Dickens was forced to work in a shoe polish factory. In his novel, Hard Times, Dickens taps into his childhood experience to explore the evils of social injustice and hypocrisy. Not everyone has read Dickens, but many people have heard his name. By starting your book report with a fact, youre appealing to your readers curiosity. Similarly, you may choose an experience from the author’s life that had an impact on his or her work.   2. Summarize the Content and Provide Details A book report is meant to discuss the contents of the book at hand, and your introductory paragraph should give a little overview. This isnt the place to delve into details, but draw off your hook to share a little more information that is crucial to the storyline.   For example, sometimes, a novels setting is what makes it so powerful. To Kill a Mockingbird, the award-winning book by Harper Lee, takes place in a small town in Alabama during the Great Depression. The author draws on her own experiences in recalling a time when a small Southern towns sleepy exterior hid a vague sense of impending change. In this example, the reviewer might include a reference to the books setting and plot in that first paragraph: Set in the sleepy town of Maycomb, Alabama during the Depression, we learn about Scout Finch and her father, a prominent lawyer, as he desperately works to prove the innocence of a black man wrongly accused of rape. The controversial trial leads to some unexpected interactions and some  terrifying situations for the Finch Family. Authors make a deliberate choice when selecting the setting of a book. After all, the location and setting can set a very distinct mood.   3. Make a Thesis Statement (if applicable) When writing a book report, you might also include your own interpretations of the subject matter. Ask your teacher how much personal interpretation he or she wants first, but assuming that some personal opinion is warranted, your introduction should include a thesis statement. This is where you present the reader with your own argument  about the work. To write a strong thesis statement, which should be about one sentence, you might reflect on what the author was trying to achieve. Consider the theme and see if the book was written in such a way where you were able to determine it easily and if it made sense. As yourself a few questions: Was the book meant to be entertaining or informative? Did it accomplish that goal?Did the moral at the end make sense? Did you learn something?Did the book make you think about the topic at hand and assess your beliefs?   Once youve asked yourself these questions, and any other questions you may think of, see if these responses lead you to a thesis statement in which you assess the success of the novel. Sometimes, a thesis statement is widely shared, while others may be more controversial. In the example below, the thesis statement is one that few would dispute, ​and uses dialogue from the text to help illustrate the point.  Authors choose dialogue carefully, and a single phrase from a character can often represent both a major theme and your thesis. A well-chosen quote included in your book reports introduction can help you create a thesis statement that has a powerful impact on your readers, as in this example: At its heart, the novel To Kill A Mockingbird is a plea for tolerance in an atmosphere of intolerance, and is a statement on social justice. As the  character  Atticus Finch tells his daughter, You never really understand a person until you consider things from his point of view...until you climb into his skin and walk around in it. Quoting Finch is effective because his words sum up the novels theme concisely and also appeal to the readers own sense of tolerance. Conclusion Dont worry if your first attempt at writing an introductory paragraph is less than perfect. Writing is an act of fine-tuning, and you may need several revisions. The idea is to start your book report by identifying your general theme so that you can move on to the body of your essay. After youve written the entire book report, you can (and should) return to the introduction to refine it. Creating an outline can help you best identify what you need in your introduction. Article edited  by  Stacy Jagodowski

How Scientists Estimate the Weight of Extinct Dinosaurs

How Scientists Estimate the Weight of Extinct Dinosaurs Imagine that youre a paleontologist examining the fossilized remains of a new genus of dinosaura hadrosaur, say, or a gigantic sauropod. After youve figured out how the specimens bones are put together, and what type of dinosaur youre dealing with, you eventually go on to estimate its weight. One good clue is how long the type fossil is, from the tip of its skull to the end of its tail; another is the estimated or published weight estimates for comparable types of dinosaurs. If youve discovered a huge titanosaur from late Cretaceous South America, for example, you might venture a guess of 80 to 120 tons for a full-grown adult, the approximate weight range of South American behemoths like Argentinosaurus and Futalognkosaurus. Now imagine that youre trying to estimate the weight not of a dinosaur, but of an obese stranger at a cocktail party. Even though youve been around human beings all of your life, of all shapes and sizes, your guess is more likely than not to be inaccurate: you might estimate 200 pounds when the person actually weighs 300 pounds, or vice-versa. (Of course, if youre a medical professional, your guess will be much closer to the mark, but still potentially off by 10 or 20 percent, thanks to the masking effect of the clothing the person is wearing.) Extrapolate this example to the 100-ton titanosaur mentioned above, and you can be off by as many as 10 or 20 tons. If guessing the weight of people is a challenge, how do you pull off this trick for a dinosaur thats been extinct for 100 million years? How Much Did Dinosaurs Really Weigh? As it turns out, recent research demonstrates that experts may have been drastically overestimating the weight of dinosaurs, for decades. Since 1985, paleontologists have used an equation involving various parameters (the total length of the individual specimen, the length of certain bones, etc.) to estimate the weight of all kinds of extinct animals. This equation produces reasonable results for small mammals and reptiles but veers sharply from reality when larger animals are involved. In 2009, a team of researchers applied the equation to still-extant mammals like elephants and hippopotamuses and found that it vastly overestimated their weight. So what does this mean for dinosaurs? At the scale of your typical sauropod, the difference is dramatic: whereas Apatosaurus (the dinosaur previously known as Brontosaurus) was once thought to weigh 40 or 50 tons, the corrected equation puts this plant-eater at a mere 15 to 25 tons (though, of course, it doesnt have any effect on its enormous length). Sauropods and titanosaurs, it seems, were much more slender than scientists have given them credit for, and the same probably applies to plus-sized duckbills like Shantungosaurus and horned, frilled dinosaurs like Triceratops. Sometimes, though, weight estimates veer off the tracks in the other direction. Recently, paleontologists examining the growth history of Tyrannosaurus Rex, by examining various fossil specimens at various growth stages, concluded that this fierce predator grew much more quickly than was previously believed, putting on as many as two tons per year during its teenaged spurt. Since we know female tyrannosaurs were bigger than males, this means that a full-grown T. Rex female may have weighed as much as 10 tons, two or three tons heftier than previous estimates. The More Dinosaurs Weigh, the Better Of course, part of the reason researchers impute enormous weights to dinosaurs (though they may not admit to it) is that these estimates give their findings more heft with the general public. When youre talking in terms of tons, rather than pounds, its easy to get carried away and carelessly attribute a weight of 100 tons to a newly discovered titanosaur, since 100 is such a nice, round, newspaper-friendly number. Even if a paleontologist is careful to tone down his weight estimates, the press is likely to exaggerate them, touting a given sauropod as the biggest ever when in fact it wasnt even close. People want their dinosaurs to be really, really big! The fact is, theres still a lot we dont know about how much dinosaurs weighed. The answer depends not only on measures of bone growth, but on other still-unresolved questions, such as what type of metabolism a given dinosaur possessed (weight estimates can be very different for warm-blooded and cold-blooded animals), what kind of climate it lived in, and what it ate on a daily basis. The bottom line is, you should take the weight estimate of any dinosaur with a big grain of Jurassic saltotherwise, youll be sorely disappointed when future research results in a slimmed-down Diplodocus.

Parliamentary Vs. Presidential Essay Example | Topics and Well Written Essays - 1000 words

Parliamentary Vs. Presidential - Essay Example The government can be dissolved at will by the parliament by means of a no confidence vote or the leader of the cabinet may dissolve the parliament if it is not able to function anymore. On the contrary, a presidential government is one in which the executive branch is not accountable to the legislative branch. Both branches can check the actions of the other branch. The President and the members of Congress are elected in separate elections. The President holds office for a fixed term and his authority is not subject to direct control of the legislature. However, the President cannot dissolve government and order a new election. Clearly, there is a difference in the voting system between a parliamentary government and a presidential government. The indefinite terms of office in a parliamentary system allows a party to hold office and thus are permanent in order to provide some stability to the system. However, it may be argued that this may lead to unfavorable type of ruling for a country. This is because the possibility of the head of government holding office for life contributes towards the making of an autocrat. Especially in nations with weak democratic traditions and with executive powers concentrated in the hands of the party in power, this type of system signals dictatorship. It also does not welcome new ideas or changes that could benefit the economy of a country in the long term. For instance, the former Prime Minister of Singapore, Lee Kuan Yew, from 1959 to 1990 recently commented the decision by the current Prime Minister to open a casino in Singapore would never happen under his control. However, he welcomed the changes as fresh and different. A divided executive is one in which the relative powers vary between a Prime Minister and a President, representing two different parties and ideologies. This is important in a system where there are no dual lines of authority. A divided executive results in varied institutional forms to allow