Nutrition Research Essay Example | Topics and Well Written Essays - 750 words

Nutrition Research - Essay Example in the United States. Data obtained from the 1998 Supplemental Children's Survey involving 5,559 children aged birth through 9 years old were also included in the study. These surveys involved 24-hour-recall of food intake for one or two nonconsecutive days. The consumption for two days and appropriate weighting factors were used to calculate the average daily intake of beverage for individuals aged birth through 18 years old. The beverages are categorized as: 100% fruit juice (citrus juice plus non-citrus juices and nectars), total fluid milk, total carbonated beverages (regular and low-calorie), and total fruit drinks and ades (not 100% juice; regular and low-calorie). Breastfeed Infants and children were excluded from the analysis. The total sample size of the study includes 10,648 individuals 50.5% of which are male and 49.5% female. As far as cultural classification is concerned, there were70% white, 15% black; and 17% were of Hispanic origin). Descriptive statistics were calcul ated using SPSS (Version 10.1, 2000, SPSS Inc, Chicago,IL). T-tests were used to compare the mean differences of the data. The study presented the... Based on AAP groupings, the average intake of 100% fruit juice were 0.9, 4.6, and 3.4 oz for the children aged_6 months, 6 months to 6 years, and 7 to 18 years, respectively. Considering the recommended AAP levels for this type of beverage, the last two age groups are within 73% and 94%, respectively. For ages below 6 moths, giving 100% fruit juice was not recommended but the result show about 22% of the population surveyed consumed the beverage. Although it was not recommended for that age group there were no proven detrimental effects to the infants. Trend analysis of the data showed that 100% fruit juice consumption is highest at 2 years, declines steadily, and plateaus around age 7 years. For other beverages consumption, fluid milk is consumed highest, about 2 cups/day, at age 1, but by age 18 it decreases to 3/4 cup/day. Carbonated drink consumption increases as children grow, with a highest increase by age 8. One important findings of the study was that based on the data the consumption of other beverage such as carbonated soft drinks and other fruit drinks and ades which contained artificial sweeteners and flavors were higher compared to the consumption of 100% fruit juice. Disparity even increases from 4 years onwards for other fruit drinks while 8 years onward for carbonated drinks. The consumption level for 100% fruit juice also increased within 94% of AAP recommendation among older children. However, the increase consumption of carbonated beverages as the children mature is an alarming trend as far as the nutrient requirements and the choice of beverage for the children is concerned. Conclusions As far as consumption of 100% fruit juice for infants below 6 months old is concerned, the authors suggested that although there was no conclusive evidence

What does it to be a good leader Essay Example for Free

What does it to be a good leader Essay What does it to be a good leader? A leader is that person who uses social, organizational, intellectual or such authority to command a group, organization, or country (Cragg Spurgeon, 2007). Generally, a leader’s primary responsibility is to enlist the contribution of his/her subjects to accomplish a common task. Therefore, a leader should possess qualities that help him/her organize, command and realize the objective of the group or organization (Cragg Spurgeon, 2007). A good leader needs to be both proactive and reactive (Gachte, Nosenzo, Renner Sefton, 2008). This means that the leader should think several steps ahead of their subjects, so that they can see problems before they arise and hence develop counter mechanisms for them. This also means that a good leader should be flexible and adaptable, so as to fit into whatever new unexpected or uncomfortable situations. The leader also needs to be initiative- he/she should be the source of ideas and plans that benefit the group (Gachte et al, 2008). Communication is one of the most important pillars in teamwork. Therefore, an exceptional leader is that who knows how to communicate effectively. This entails having good listening skills, asking the right questions as regularly as possible, understanding the subjects’ needs and remitting directions and ideas in the best way possible (Cragg Spurgeon, 2007). A leader who not only values feedback, but also acts according to it is most likely to produce good results (Cragg Spurgeon, 2007). A good leader also needs to display confidence and enthusiasm for his/her job, thus causing the people under to follow in the same spirit. That is an important form of non-verbal communication for a good leader. Although the leader is the most powerful member in a group, the effective leader acknowledges the inputs and efforts of each and every member (Gachte et al, 2008). A good leader will respect all his subjects and treat them without discrimination or favoritism. In the same line, a good leader has an open mind so that they can weigh and consider all possible fruitful options even from junior members. In case a member of the team does well in achieving the groups’ mission, an exceptional leader will recognize and reward them, while motivating others to work even harder (Gachte et al, 2008). A common saying goes, â€Å"a good leader leads by example†. A good leader is not a boss, but a servant with the others. For this reason, a good leader should be resourceful and instrumental in the actual implementation of the organization or team’s tasks (Wills, 1994). Therefore, the leader requires proper skills, training and education to match the duties and responsibilities of the respective leadership position. Moreover, an effective leader should be well-organized, punctual and always ready for his/her duties (Wills, 1994). Authority and leadership are two qualities that are hardly separable. Although a good leader is a servant too, it is impossible to lead without authority over other members of the organization. A good leader understands their power such as to delegate duties, to allow or deny certain actions by the members, to reward or penalize a member, etc. (Wills, 1994). However, a leader should not use the authority vested upon them for their own good, but rather for the good of the whole organization. There are numerous other qualities that characterize a good leader, but the above are some of the basic good leadership traits. As discussed, good leadership revolves around personal endowment effective teamwork- only that the leader should understand place at the top of an organization, group or team. References Cragg, R., Spurgeon, R. (2007). Competencies of a good leader. How To Succeed As A Leader. Ed. By Chambers R Etc. Redclif Publishing, Oxford-Newyork, US, 3340. Gachter, S., Nosenzo, D., Renner, E., Sefton, M. (2008). Who makes a good leader? Social preferences and leading-by-example. Wills, G. (1994). What Makes a Good Leader?. The Atlantic Monthly, 273(4), 6380. Source document

COMPARATIVE :: essays papers

COMPARATIVE Homer Winslow and Jules Breton, two men painting the canvas of the nineteenth century. Comparing their art gives birth to numerous differences and unique qualities hidden within their work and lives. Dressing For The Carnival, Homer 1877, and The Weeders, Breton 1868, are fine examples of their careers as artists. "Beyond the aesthetic merits of his work, Breton is significant as the painter whose vision of French rural life best embodies a set of late nineteenth- century ideals: the charm and wholesomeness of rustic ways, the nobility of living close to the soil, the beauty of preindustrial landscape, and the social harmony of the agrarian community." ( Sturges) Breton’s work was unique in content, painting for himself, impressing his personal values to the viewer. Although he did not fit the mold, by producing classical and historical works, there were other artists struggling with expression and values of a newer mind, artists like Winslow Homer. "While he was at work in Petersburg, it became known to a group of fine young fire-eaters that he was consorting w ith the blacks, and they resolved to drive him out of town as a ‘d-d nigger-painter.’ Word had come to him that the place was to be made too hot for him, but he paid no attention to the warning." ( Hendricks) Both Breton and Homer were leaders for impressionism, however, the two works mentioned above vary greatly. Both artists focused on similar subject matter, figures in a scene or landscape. However a closer observation of specific images, narrative, symbols, sources, and process divide the two pieces to separate sides of late eighteen hundreds paintings. Physical elements such as composition, position of figures in space, brush work, color, viewpoint, and surface treatment all contribute to this separation of similar subject matter. The composition of The Weeders is un cropped, fairly balanced and symmetrical. The foreground is bold, the middle ground is expansive and the back ground strong and deep. Our view is that of perhaps a weeder on the field. Homer’s Carnival is cropped and less symmetrical with figures emerging from off the canvas. Less emphasis is placed on use of foreground, in turn creating less depth. Breton’s figures hold much movement and expression, women working the field are crouched close to the viewer. Farther back a woman stands alone, basket full, gaze and body positioned toward the setting sun. The women weeding are bent and tired.

West Nile: Its Not Just a River In Egypt Essay -- West Nile Viruses

West Nile: It's Not Just a River In Egypt These Americans will go mad over just about anything. Lately there has been so much news coverage about "the West Nile Virus" my head is spinning. What I don't understand is why they are finally becoming concerned with it now! The news reports on the television say that it has been present in animals and humans on other continents for years though it was only documented in 1999.[1] It has taken what seems like a long time to spread across the continent to California. However, being a student of history myself I know that usually epidemics in the past have taken much, much longer to spread such distances. Seeing as this disease was present on all other continents but this one for so long it makes it difficult to track its entrance into the U.S., but the American scientists say the strain of West Nile they have here most closely identifies with strains from the Middle East.[1] Every time I turn on the telly there is some well groomed reporter standing near an area deemed "high risk" such as ponds in parks. In her clear harsh American tone she warns to stay indoors at dusk, to avoid areas with standing water, and use plenty of insect repellent.[2] You see they have found that this virus is transmitted by mosquitoes, and those conditions tend to make people come in close contact with them. She then lists warning signs for the fever that accompanies contraction of the virus, rattling on about things that could just as easily be something else. Fever, head and body aches, nausea[2]--all things that could accompany any illness; the flu, a cold, food poisoning or even a hard days work. Why must all sicknesses exhibit the same symptoms? They say that the infection of the body c... ...ted for this year in California. Being so young I'm not as concerned about this as the older population is, but I am just as affected by the sensationalist news reports, "WEST NILE WATCH 2003," that interrupt programs every fifteen minutes. There really is a feeling of impending sickness that will sweep over us all, but luckily it doesn't seem to strike. It is definitely something that the populace here has been educated about, and warned about, but has yet to affect a widespread group of people negatively. On the contrary, I'm sure bug repellant sales are up, as well as doctor visits for flu-like symptoms. We are all more aware, many are frightened and hopefully few will ever have reason to be. Sources: 1. www.bayeradvanced.com/garden/west-nile-virus/ 2. Hitti, Miranda. "West Nile Fever Worse Than Expected," 3. www.cdc.gov/ncidod/dvbid/westnile/

The Twilight Saga 5: Midnight Sun 8. Ghost

I did not see much of Jasper's guests for the two sunny days that they were in Forks. I only went home at all so that Esme wouldn't worry. Otherwise, my existence seemed more like that of a specter than a vampire. I hovered, invisible in the shadows, where I could follow the object of my love and obsession – where I could see her and hear her in the minds of the lucky humans who could walk through the sunlight beside her, sometimes accidentally brushing the back of her hand with their own. She never reacted to such contact; their hands were just as warm as hers. The enforced absence from school had never been a trial like this before. But the sun seemed to make her happy, so I could not resent it too much. Anything that pleased her was in my good graces. Monday morning, I eavesdropped on a conversation that had the potential to destroy my confidence and make the time spent away from her a torture. As it ended up, though, it rather made my day. I had to feel some little respect for Mike Newton; he had not simply given up and slunk away to nurse his wounds. He had more bravery than I'd given him credit for. He was going to try again. Bella got to school quite early and, seeming intent on enjoying the sun while it lasted, sat at one of the seldom used picnic benches while she waited for the first bell to ring. Her hair caught the sun in unexpected ways, giving off a reddish shine that I had not anticipated. Mike found her there, doodling again, and was thrilled at his good luck. It was agonizing to only be able to watch, powerless, bound to the forest's shadows by the bright sunlight. She greeted him with enough enthusiasm to make him ecstatic, and me the opposite. See, she likes me. She wouldn't smile like that if she didn't. I bet she wanted to go to the dance with me. Wonder what's so important in Seattle†¦ He perceived the change in her hair. â€Å"I never noticed before – your hair has red in it.† I accidentally uprooted the young spruce tree my hand was resting on when he pinched a strand of her hair between his fingers. â€Å"Only in the sun,† she said. To my deep satisfaction, she cringed away from him slightly when he tucked the strand behind her ear. It took Mike a minute to build up his courage, wasting some time on small talk. She reminded him of the essay we all had due on Wednesday. From the faintly smug expression on her face, hers was already done. He'd forgotten altogether, and that severely diminished his free time. Dang – stupid essay. Finally he got to the point – my teeth were clenched so hard they could have pulverized granite – and even then, he couldn't make himself ask the question outright. â€Å"I was going to ask if you wanted to go out.† â€Å"Oh,† she said. There was a brief silence. Oh? What does that mean? Is she going to yes? Wait – I guess I didn't really ask. He swallowed hard. â€Å"Well, we could go to dinner or something†¦and I could work on it later.† Stupid – that wasn't a question either. â€Å"Mike†¦Ã¢â‚¬  The agony and fury of my jealousy was every whit as powerful as it had been last week. I broke another tree trying to hold myself here. I wanted so badly to race across the campus, too fast for human eyes, and snatch her up – to steal her away from the boy that I hated so much in this moment I could have kill him and enjoyed it. Would she say yes to him? â€Å"I don't think that would be the best idea.† I breathed again. My rigid body relaxed. Seattle was just an excuse, after all. Shouldn't have asked. What was I thinking? Bet it's that freak, Cullen†¦ â€Å"Why?† he asked sullenly. â€Å"I think†¦Ã¢â‚¬  she hesitated. â€Å"And if you ever repeat what I'm saying right now I will cheerfully beat you to death – â€Å" I laughed out loud at the sound of a death threat coming through her lips. A jay shrieked, startled, and launched itself away from me. â€Å"But I think that would hurt Jessica's feelings.† â€Å"Jessica?† What? But†¦ Oh. Okay. I guess†¦ So†¦ Huh. His thoughts were no longer coherent. â€Å"Really, Mike, are you blind?† I echoed her sentiment. She shouldn't expect everyone to be as perceptive as she was, but really this instance was beyond obvious. With as much trouble as Mike had had working himself up to ask Bella out, did he imagine it wasn't just as difficult for Jessica? It must be selfishness that made him blind to others. And Bella was so unselfish, she saw everything. Jessica. Huh. Wow. Huh. â€Å"Oh,† he managed to say. Bella used his confusion to make her exit. â€Å"It's time for class, and I can't be late again.† Mike became an unreliable viewpoint from then on. He found, as he turned the idea of Jessica around and around in his head, that he rather liked the thought of her finding him attractive. It was second place, not as good as if Bella had felt that way. She's cute, though, I guess. Decent body. A bird in the hand†¦ He was off then, on to new fantasies that were just as vulgar as the ones about Bella, but now they only irritated rather than infuriated. How little he deserved either girl; they were almost interchangeable to him. I stayed clear of his head after that. When she was out of sight, I curled up against the cool trunk of an enormous madrone tree and I danced from mind to mind, keeping her in sight, always glad when Angela Weber was available to look through. I wished there was someway to thank the Weber girl for simply being a nice person. It made me feel better to think that Bella had one friend worth having. I watched Bella's face from whichever angle I was given, and I could see that she was sad again. This surprised me – I thought the sun would be enough to keep her smiling. At lunch, I saw her glance time and time again toward the empty Cullen table, and that thrilled me. It gave me hope. Perhaps she missed me, too. She had plans to go out with the other girls – I automatically planned my own surveillance – but these plans were postponed when Mike invited Jessica out on the date he'd planned for Bella. So I went straight to her home instead, doing a quick sweep of the woods to make sure no one dangerous had wandered too close. I knew Jasper had warned his one-time brother to avoid the town – citing my insanity as both explanation and warning – but I wasn't taking any chances. Peter and Charlotte had no intention of causing animosity with my family, but intentions were changeable things†¦ All right, I was overdoing it. I knew that. As if she knew I was watching, as if she took pity on the agony I felt when I couldn't see her, Bella came out to the backyard after a long hour indoors. She had a book in her hand and a blanket under her arm. Silently, I climbed into the higher branches of the closest tree overlooking the yard. She spread the blanket on the damp grass and then lay on her stomach and started flipping through the worn book, as if trying to find her place. I read over her shoulder. Ah – more classics. She was an Austen fan. She read quickly, crossing and recrossing her ankles in the air. I was watching the sunlight and wind play in her hair when her body suddenly stiffened, and her hand froze on the page. All I saw was that she'd reached chapter three when she roughly grabbed a thick section of pages and shoved them over. I caught a glance of a title page, Mansfield Park. She was starting a new story – the book was a compilation of novels. I wondered why she'd switched stories so abruptly. Just a few moments later, she slammed the book angrily shut. With a fierce scowl on her face, she pushed the book aside and flipped over onto her back. She took a deep breath, as if to calm herself, pushed her sleeves up and closed her eyes. I remembered the novel, but I couldn't think of anything offensive in it to upset her. Another mystery. I sighed. She lay very still, moving just once to yank her hair away from her face. It fanned out over her head, a river of chestnut. And then she was motionless again. Her breathing slowed. After several long minutes her lips began to tremble. Mumbling in her sleep. Impossible to resist. I listened as far out as I could, catching voices in the houses nearby. Two tablespoons of flour†¦one cup of milk†¦ C'mon! Get it through the hoop! Aw, c'mon! Red, or blue†¦or maybe I should wear something more casual†¦ There was no one close by. I jumped to the ground, landing silently on my toes. This was very wrong, very risky. How condescendingly I'd once judged Emmett for his thoughtless ways and Jasper for his lack of discipline – and now I was consciously flouting all the rules with a wild abandon that made their lapses look like nothing at all. I used to be the responsible one. I sighed, but crept out into the sunshine, regardless. I avoided looking at myself in the sun's glare. It was bad enough that my skin was stone and inhuman in shadow; I didn't want to look at Bella and myself side by side in the sunlight. The difference between us was already insurmountable, painful enough without this image also in my head. But I couldn't ignore the rainbow sparkles that reflected onto her skin when I got closer. My jaw locked at the sight. Could I be any more of a freak? I imagined her terror if she opened her eyes now†¦ I started to retreat, but she mumbled again, holding me there. â€Å"Mmm†¦ Mmm.† Nothing intelligible. Well, I would wait for a bit. I carefully stole her book, stretching my arm out and holding my breath while I was close, just in case. I started breathing again when I was a few yards away, tasting the way the sunshine and open air affected her scent. The heat seemed to sweeten the smell. My throat flamed with desire, the fire fresh and fierce again because I had been away from her for too long. I spent a moment controlling that, and then – forcing myself to breathe through my nose – I let her book fall open in my hands. She'd started with the first book†¦ I flipped through the pages quickly to the third chapter of Sense and Sensibility, searching for something potentially offensive in Austen's overly polite prose. When my eyes stopped automatically at my name – the character Edward Ferrars being introduced for the first time – Bella spoke again. â€Å"Mmm. Edward.† She sighed. This time I did not fear that she had awoken. Her voice was just a low, wistful murmur. Not the scream of fear it would have been if she'd seen me now. Joy warred with self-loathing. She was still dreaming of me, at least. â€Å"Edmund. Ahh. Too†¦.close†¦Ã¢â‚¬  Edmund? Ha! She wasn't dreaming of me at all, I realized blackly. The self-loathing returned in force. She was dreaming of fictional characters. So much for my conceit. I replaced her book, and stole back into the cover of the shadows – where I belonged. The afternoon passed and I watched, feeling helpless again, as the sun slowly sank in the sky and the shadows crawled across the lawn toward her. I wanted to push them back, but the darkness was inevitable; the shadows took her. When the light was gone, her skin looked too pale – ghostly. Her hair was dark again, almost black against her face. It was a frightening thing to watch – like witnessing Alice's visions come to fruition. Bella's steady, strong heartbeat was the only reassurance, the sound that kept this moment from feeling like a nightmare. I was relieved when her father arrived home. I could hear little from him as he drove down the street toward the house. Some vague annoyance†¦in the past, something from his day at work. Expectation mixed with hunger – I guessed that he was looking forward to dinner. But his thoughts were so quiet and contained that I could not be sure I was right; I only got the gist of them. I wondered what her mother sounded like – what the genetic combination had been that had formed her so uniquely. Bella started awake, jerking up to a sitting position when the tires of her father's car hit the brick driveway. She stared around herself, seeming confused by the unexpected darkness. For one brief moment, her eyes touched the shadows where I hid, but they flickered quickly away. â€Å"Charlie?† she asked in a low voice, still peering into the trees surrounding the small yard. The door of his car slammed shut, and she looked to the sound. She got to her feet quickly and gathered her things, casting one more look back toward the woods. I moved into a tree closer to the back window near the small kitchen, and listened to their evening. It was interesting to compare Charlie's words to his muffled thoughts. His love and concern for his only daughter were nearly overwhelming, and yet his words were always terse and casual. Most of the time, they sat in companionable silence. I heard her discuss her plans for the following evening in Port Angeles, and I refined my own plans as I listened. Jasper had not warned Peter and Charlotte to stay clear of Port Angeles. Though I knew that they had fed recently and had no intention of hunting any where in the vicinity of our home, I would watch her, just in case. After all, there were always others of my kind out there. And then, all those human dangers that I had never much considered before now. I heard her worry aloud about leaving her father to prepare dinner alone, and smiled at this proof to my theory – yes, she was a care-taker. And then I left, knowing I would return when she was asleep. I would not trespass on her privacy the way the peeping tom would have. I was here for her protection, not to leer at her in the way Mike Newton no doubt would, were he agile enough to move through the treetops the way I could. I would not treat her so crassly. My house was empty when I returned, which was fine by me. I didn't miss the confused or disparaging thoughts, questioning my sanity. Emmett had left a note stuck to the newel post. Football at the Rainier field – c'mon! Please? I found a pen and scrawled the word sorry beneath his plea. The teams were even without me, in any case. I went for the shortest of hunting trips, contenting myself with the smaller, gentler creatures that did not taste as good as the hunters, and then changed into fresh clothes before I ran back to Forks. Bella did not sleep as well tonight. She thrashed in her blankets, her face sometimes worried, sometimes sad. I wondered what nightmare haunted her†¦and then realized that perhaps I really didn't want to know. When she spoke, she mostly muttered derogatory things about Forks in a glum voice. Only once, when she sighed out the words â€Å"Come back† and her hand twitched open – a wordless plea – did I have a chance to hope she might be dreaming of me. The next day of school, the last day the sun would hold me prisoner, was much the same as the day before. Bella seemed even gloomier than yesterday, and I wondered if she would bow out of her plans – she didn't seem in the mood. But, being Bella, she would probably put her friends' enjoyment above that of her own. She wore a deep blue blouse today, and the color set her skin off perfectly, making it look like fresh cream. School ended, and Jessica agreed to pick the other girls up – Angela was going, too, for which I was grateful. I went home to get my car. When I found that Peter and Charlotte were there, I decided could afford to give the girls an hour or so for a head start. I would never be able to bear following behind them, driving at the speed limit – hideous thought. I came in through the kitchen, nodding vaguely at Emmett's and Esme's greetings as I passed by everyone in the front room and went straight to the piano. Ugh, he's back. Rosalie, of course. Ah, Edward. I hate to see him suffering so. Esme's joy was becoming marred by concern. She should be concerned. This love story she envisioned for me was careening toward a tragedy more perceptibly every moment. Have fun in Port Angeles tonight, Alice thought cheerfully. Let me know when I'm allowed to talk to Bella. You're pathetic. I can't believe you missed the game last night just to watch somebody sleep, Emmett grumbled. Jasper paid me no mind, even when the song I played came out a little more stormily than I'd intended. It was an old song, with a familiar theme: impatience. Jasper was saying goodbye to his friends, who eyed me curiously. What a strange creature, the Alice-sized, white-blond Charlotte was thinking. And he was so normal and pleasant the last time we met. Peter's thoughts were in sync with hers, as was usually the case. It must be the animals. The lack of human blood drives them mad eventually, he was concluding. His hair was just as fair as hers, and almost as long. They were very similar – except for size, as he was almost as tall as Jasper – in both look and thought. A well matched pair, I'd always thought. Everyone but Esme stopped thinking about me after a moment, and I played in more subdued tones so that I would not attract notice. I did not pay attention to them for a long while, just letting the music distract me from my unease. It was hard to have the girl out of sight and mind. I only returned my attention to their conversation when the goodbyes grew more final. â€Å"If you see Maria again,† Jasper was saying, a little warily, â€Å"tell her I wish her well.† Maria was the vampire who had created both Jasper and Peter – Jasper in the latter half of the nineteenth century, Peter more recently, in the nineteen forties. She'd looked Jasper up once when we were in Calgary. It had been an eventful visit – we'd had to move immediately. Jasper had politely asked her to keep her distance in the future. â€Å"I don't imagine that will happen soon,† Peter said with a laugh – Maria was undeniable dangerous and there was not much love lost between her and Peter. Peter had, after all, been instrumental in Jasper's defection. Jasper had always been Maria's favorite; she considered it a minor detail that she had once planned to kill him. â€Å"But, should it happen, I certainly will.† They were shaking hands then, preparing to depart. I let the song I was playing trail off to an unsatisfying end, and got hastily to my feet. â€Å"Charlotte, Peter,† I said, nodding. â€Å"It was nice to see you again, Edward,† Charlotte said doubtfully. Peter just nodded in return. Madman, Emmett threw after me. Idiot, Rosalie thought at the same time. Poor boy. Esme. And Alice, in a chiding tone. They're going straight east, to Seattle. No where near Port Angeles. She showed me the proof in her visions. I pretended I hadn't heard that. My excuses were already flimsy enough. Once in my car, I felt more relaxed; the robust purr of the engine Rosalie had boosted for me – last year, when she was in a better mood – was soothing. It was a relief to be in motion, to know that I was getting closer to Bella with every mile that flew away under my tires.

Chinas Support for North Vietnam in the Vietnam War

Chinas Support for North Vietnam in the Vietnam War Introduction One of the major wars waged after the Second World War was the Vietnam War (1965-1968). The two major antagonists in this war were China which backed North Vietnam and the US which backed South Vietnam. This war was in actual sense a front from which an ideological war between China and America was waged.Advertising We will write a custom research paper sample on Chinas Support for North Vietnam in the Vietnam War specifically for you for only $16.05 $11/page Learn More China was keen on spreading communism while the US was equally keen on advancing capitalism or at least curbing the spread of communism. The then US president Lyndon Johnson adopted a policy favorable to South Vietnam. Therefore, the US extended its commitment to preserve the independence of South Vietnam from the communist threat that North Vietnam posed. On the other hand, there existed a close relationship between North Vietnam and China. Evidence of this is present in the ass urance from Chinese Leader Mao Zedong to the North Vietnamese that your business is my business; my business is your business, we together will unconditionally fight America† (Bradley 9). China therefore vowed to support the north to whatever extents were needed. This paper shall analyze the specific manners in which China supported Vietnam in the course of the Vietnam conflict. Reasons for Chinese Involvement and Support A major result of World War two was the emergence of two Super Powers, The USA and the Soviet Union, both of which favored different political ideologies. While the US favored capitalism, the Soviet Union was pro communism and aimed to spread this ideology to its spheres of influence. One of the biggest allies of the Soviet Union was China which advocated for an even more radical implementation of communism. China was committed to the idea of a communism which emphasized violent revolution and Vietnam presented a perfect ground from which China could propagat e its ideology. In addition to this, China was even more determined that Moscow to spread the communism ideology everywhere. Aiding North Vietnam presented an immediate means through which China could oppose the US and as such, undermine capitalism. Vietnam was the arena for Chinas support for wars of national liberation and china encouraged North Vietnam to take on an aggressive course in the fight to unify the north and the south. As of the time of the war, the capital city of South Vietnam was Saigon while that of the North was Hanoi. US defense of South Vietnam was an expression of greater commitment to battle against Communism in Southeast Asia. Another reason for the increased Chinese support of Vietnam was the deteriorating relationship between the Soviet Union and China. These Sino-Soviet tensions were brought about by ideological and political issues between the two communist states. This split between the Soviets and Chinese resulted in public criticism of each others poli cy and each party aimed to establish itself as the major communist power. For China, supporting Vietnam would reinforce its power and influence among the communist countries.Advertising Looking for research paper on asian? Let's see if we can help you! Get your first paper with 15% OFF Learn More While it was possible to arrive at a political resolution of the Vietnam conflict, China firmly opposed any political settlement. This opposition was as a result of the realities from the First Indochina War which ended in 1954 with a decisive victory for Hanoi against the French. Following this victory, China and the Soviet Union had failed to support North Vietnam in their ambition to reunify Vietnam under communist rule. This lack of support had resulted in North Vietnam failing in its unification attempts and Hanoi viewed this as a betrayal by their Communist comrades. With this historical backdrop, China was keen to ensure that North Vietnam did not lose out aga in since a loss would destroy Hanois trust in China. Ways in which China Supported North Vietnam Even before the Vietnam War began, China had made it clear to the US that any military action against Hanoi would be considered as action against China and as such, China would give military support to North Vietnam. Actual Chinese support of North Vietnam began following the Gulf of Tonkin incident in which a US navy ship was engaged by North Vietnamese boats resulting in a sea battle. Following this incident, America undertook reprisal air strikes against North Vietnam. The air strike code-named Rolling Thunder commenced on March 2, 1965 and its aim was to pressure Hanoi and Beijing into stopping their aggression against Saigon. In response to this reprisal Beijing ordered Chinese air and naval units which were to the south of China to be ready for combat. In addition to this, a number of air divisions and anti-aircraft artillery divisions were deployed near the North Vietnam border. D inglie and Kongjun document that China sent some MIG-15 and MIG-17 jets to Hanoi to deter further U.S. escalation of the war(385). Weaponry plays a crucial role in all battle and the availability of surplus quality weapons often dictate which side emerges victorious. Under the terms of the 1954 Geneva Agreements, Hanoi was forbidden from increasing its military force. This meant that Hanoi had a limited supply of military forces and the international community was unwilling to supply Hanoi with military equipment. As a result of this, North Vietnam was ill equipped for battle against the American backed South which had superior weaponry. The Chinese helped to equal the battle ground by supplying the North with better weapons. China ignored the arms embargo imposed against Hanoi and continued to supply significant amount of arms to the Northern forces. Shaplen reveals that the basic weapons for the North were Chinese-manufactured 7.62 millimeter family which were better than the trad itional Vietnam guns (98).Advertising We will write a custom research paper sample on Chinas Support for North Vietnam in the Vietnam War specifically for you for only $16.05 $11/page Learn More In addition to this, China stepped up its efforts to train North Vietnamese soldiers into a professional modern force that could engage in combat with western forces (Zhang). This Chinese military hardware support to Vietnam was critical to Hanoi which had suffered from international isolation in the years leading up to the war. Chinese support also included building of new infrastructure in North Vietnam to streamline the war efforts. China helped in the construction of roads in North Vietnam and an improvement of the railways. The roads serve as infiltration routes that helped to move Hanoi troops to the south in a bid to match the US escalation. The railway lines were improved so as to handle the increasing flow of Chinese supplies to North Vietnam. Also, China u ndertook efforts to reinforce Hanoi’s defenses. In anticipation of a US amphibious assault, China engaged in the construction of defensive works in the northeast islands and the coast between Haiphong and Hon Gai (Shang, 748). The Vietnam War was characterized by heavy bombardment of North Vietnam targets by American forces. This ever-widening pattern of bombing which aimed at weakening the North greatly damaged infrastructure and property. The North undertook projects to repair this extensive bomb damages. China assisted and as of 1965, Shaplen records that over 100,000 Chinese volunteers were involved in the repairing of bomb damages in North Vietnam (95). In late 1965, Chinese troops were engaged in repairing a 554 kilometer stretch of railroad that had been damaged by US air attacks. Zhang highlights the effectiveness of Chinese repair efforts by revealing that while the rail complex at Kep was bombed nearly 50 times and was severely damaged from each strike, it was alway s quickly repaired and in fact remained operational for the entire duration of the air war (755). In recognition of the aerial threat that US posed, China dispatched a fighter regiment which consisted of 36 MIGs to North Vietnam. These aircrafts were based a few miles outside the capital city of Hanoi and they were aimed at ensuring air defense in case of US invasion (Zhang 741). In addition to this, China also sent a number of air force engineers to help with the upgrading of airfields which were meant to be used by jet fighters. Vietnamese pilots were also trained to operate the war planes in to enable them to wade of US aerial attacks. Zhang notes that while the presence of these Chinese-made MIGs would not pose any threat to the superior American air power in Vietnam, the fighter planes meant that any US air raids would carry with them a real risk of retaliatory attacks from North Vietnamese air force (741).Advertising Looking for research paper on asian? Let's see if we can help you! Get your first paper with 15% OFF Learn More Supply routes are a critical resource in any war since they are the bloodline of the war. In the Vietnam War, the supply routes used by the Northern forces were under continued attacks from American bombardment. The Chinese troops helped to maintain the vital supply route from China to Vietnam (Gilbert 85). Before 1965, most supplies to Hanoi were by sea route. These same routes could not be used during the war since the US Navy launched a number of sea operations that effectively closed off the sea route for Chinese shipments. Zhang documents that China build a special transport line that went to South Vietnam vie Cambodia for supplies to the Northern forces that were engaged in the region (749). When this route became inadequate due to the increased number of Northern forces in the South, China assisted Hanoi to improve the Ho Chi Minh Trail which traversed eastern Laos into South Vietnam (Rosenau). The American forces made use of their air force for a number of tasks including: r econnaissance, attacks and transporting military personnel. To get to North Vietnam, US warplanes at times intruded into Chinese air space through the Hainan Island. While the Chinese initially ignored this intrusion on their air space, they changed their stance as the war intensified and their support for Hanoi soared. As of April 1965, the Chinese military had requested for permission to engage US warplanes that flew over Chinas air space (Zhang 744). Once this permission was granted, Chinese units extensively engaged US warplanes that got into Chinas air space en route to North Vietnam. China asserted that these attacks on US warplanes were retaliatory action against an invasion of Chinas air space and hence were to be viewed as China protective herself. However, this was not entirely true since the US had in numerous occasions assured China that it had no intention of invading China. As a matter of fact, the warplanes took care not to hit any Chinese target and tried to steer of f Chinese air space. The attacks on US warplanes were therefore action in direct support of North Vietnam which China considered to be a Comrade. As US strikes against North Vietnam intensified, North Vietnamese leaders requested Beijing for a consignment of Chinese volunteer pilots and fighters in April 1965. Vietnams leader Le Duans stated that the presence of Chinese forces would not only assist in the defense of Hanoi from US air bombardment but it would also raise the morale of the Vietnamese people and therefore increase their likelihood of pushing on with their war efforts (Zhang 747). In response to this request, China mobilized some of its troops for deployment in Hanoi. Shang states that the first Chinese deployment to Hanoi consisted of three special division sized units that were designated as the Corps of the Chinese Rear Services (125). Chinese fighters served as a strategic reserve that was to be used in the event of an American led invasion by the South into Hanoi. T hese Chinese reserve forces were placed under the command of Hanoi greatly boasting the Northern military capacity. The deployment of Chinese troops had a number of positive implications for North Vietnam. To begin with, Chinese troops mitigated the escalation of the US war in Vietnam. In addition to this, Chinese forces took up the task of defending Hanoi and as such, Vietnamese troops were freed up to go to the South and engage in offensive action. Discussion and Conclusion Without a doubt, Chinese support to the North had huge implications on the War. To begin with, China’s support was unequivocal and even General Vinh who commanded the Northern Army acknowledge that China gives us wholehearted support (Shaplen 98). Duiker notes that the goal of North Vietnam in the war was not to defeat its enemy but rather to prevent the US from controlling South Vietnam (30). As of the 1960s, North Vietnam was one of the worlds poorest nations lacking a modern army and without an arms p lan, both of which were vital to the war effort. It is therefore inconceivable that Hanoi would have managed to achieve its objective without outside help. It was Chinas large scale infusion of aid that enabled North Vietnam to survive the war and indeed achieve its objectives. The huge support received by Vietnam from the Chinese was a direct attempt by China to stop the perceived spread of American imperialism and challenge the Soviets leadership of the International Communism movement. In addition to this, China was committed to the success of the war of national liberation that it encouraged Hanoi to engage in. This paper set out to highlight how China supported North Vietnam in the Vietnam War. To this end, this paper has discussed the specific means through which China demonstrated its support for North Vietnam. China made a promise that she would regard Vietnam’s problems as her own and was throughout the war the major ally for Hanoi. From the arguments presented in th is paper, it is clear that Chinese assistance was crucial to the success of North Vietnam in the war and it is inconceivable that Hanoi would have faired as well as it did without Chinese support. Bradley, Mark. Vietnam at war. Oxford University Press, 2009. Dinglie, Wang and Kongjun, Zhongguo. â€Å"Modern Chinese Air Force†. Social Science Publisher, 1989. Duiker, William. Waging Revolutionary War: The Evolution of Hanois Strategy in the South, 1959-1965. Werner and Luu. Gilbert, Marc. Why the North won the Vietnam War. Palgrave Macmillan, 2002. Print. Rosenau, William. Special Operations Forces and Elusive Enemy Ground Targets. April. 2002. Web. https://www.rand.org/pubs/research_briefs/RB77/index1.html Shang, Like. Shedding Blood in Vietnam. Beijing: China Personal Press, 1993. Print. Shaplen, Robert. Vietnam: Crisis of Indecision. Foreign Affairs, 2004. Zhang, Xiaoming. â€Å"The Vietnam War, 1964-1969: A Chinese Perspective†. The Journal of Military History, Vol . 60, No. 4, 731-762.

Free Essays on Phoenix Jackson, Walking The Worn Path

Phoenix speaks to another character in the book, a parting premonition that the struggle is going to last. Much like the incident with the hunter, Phoenix reiterates here that conflicts are just stones in the road, obstacles in the path.† (The Explicator pg. 153) You get a sense that this story really has happened and that perhaps it could be being told by her grandson sometime in t... Free Essays on Phoenix Jackson, Walking The Worn Path Free Essays on Phoenix Jackson, Walking The Worn Path The short story â€Å"A Worn Path† displays a classic example of the Christ like figure, willing to give it all up for another. This work of interpretive literature makes the reader fill in the blanks of whether or not grandma Phoenix’s grandson will recover, whether grandma Phoenix will return home safely, and a host of other issues. â€Å"A Worn Path† is a piece of interpretive literature that offers great details about the character and the world that surrounds them. The interpretive nature of â€Å"A Worn Path† adds to the mystery and story telling of the tale. While the main character, Phoenix Jackson, is a very likeable character she has many faults, her lack of education, old age, and unattractiveness. Grandma Jackson’s noble pursuit of medicine for her grandson makes the reader examine what he or she is doing with their lives. You can tell how much she cares for her grandson as she remembers why she made the trip in this quote â€Å"My little grandson, he sit up there in the house all wrapped up, waiting by himself,† Phoenix went on. â€Å"We is the only two left in the world. He suffer and it don’t seem to put him back at all. He got a sweet look. He going to last. He wear a little patch quilt and peep out holding his mouth open like a little bird. I remembers so plain now. I not going to forget him again, no, the whole enduring time. I could tell him from all the others in creation.† (A Worn Pa th, pg. 182) A critic has an interesting take on the final conversation in the story, â€Å"The adoration of her grandson are the final words Phoenix speaks to another character in the book, a parting premonition that the struggle is going to last. Much like the incident with the hunter, Phoenix reiterates here that conflicts are just stones in the road, obstacles in the path.† (The Explicator pg. 153) You get a sense that this story really has happened and that perhaps it could be being told by her grandson sometime in t...

GPA, SAT and ACT Data for Top Virginia Colleges

GPA, SAT and ACT Data for Top Virginia Colleges From tiny liberal arts colleges to large state universities, Virginia has some excellent options for higher education. Nearly all of the states best schools have holistic admissions, so the admissions folks will be looking for more than good grades and standardized test scores. Challenging high school courses, a well written essay, interesting extracurricular activities and positive letters of recommendation are all important pieces of the admissions equation. That said, the empirical part of your application is still remarkably important. To see if you numbers are in line for Virginias top colleges and universities, follow the links below for college profiles and graphs of GPA, SAT and ACT data for accepted, waitlisted, and rejected students: Christopher Newport University Located in Newport News, a city in southeastern Virginia, CNU is a small public university with a wide range of academic strengths. Christopher Newport University ProfileGPA, SAT Score and ACT Score Graph for CNU Admissions College of William Mary One of the best public universities in the country, the College of William Mary has highly selective admissions. Its attractive campus is located in Williamsburg, Virginia. College of William Mary ProfileGPA, SAT Score and ACT Score Graph for William Mary Admissions George Mason University Established in 1957, George Mason is a large public university with a main campus in Fairfax, Virginia. The schools NCAA Division I athletic teams compete in the  Atlantic 10 Conference.  The university has been expanding rapidly with both online and traditional learning opportunities. George Mason University ProfileGPA, SAT Score and ACT Score Graph for George Mason Hampden-Sydney College One of the oldest colleges in the United States, Hampden-Sydney College is located in rural central Virginia on an attractive 1340-acre campus. Hampden-Sydney is one of the few all-male colleges in the country. Hampden-Sydney College ProfileGPA, SAT Score and ACT Score Graph for Hampden-Sydney Admissions Hollins University Located in Roanoke, Virginia, Hollins College is a private liberal arts college for women. The schools programs in English and Creative Writing are particularly strong, and overall strengths in the liberal arts and sciences earned Hollins a chapter of Phi Beta Kappa. Hollins College ProfileGPA, SAT Score and ACT Score Graph for Hollins Admissions James Madison University A relatively large public university located in Harrisonburg, Virginia, JMU features an attractive campus and NCAA Division I athletic programs that compete in the Colonial Athletic Association. Academic programs in business fields are particularly popular with undergraduates. James Madison University ProfileGPA, SAT Score and ACT Score Graph for JMU Admissions Longwood University Located in Farmville, Virginia, Longwood is a small public university that emphasizes hands-on learning experiences. The Longwood Lancers compete in the NCAA Division I Big South Conference. Longwood University ProfileGPA, SAT Score and ACT Score Graph for Longwood Admissions Randolph College Randolph is a very small private liberal arts college located in Lynchburg, Virginia. Students who enjoy personal attention will appreciate the schools 9  to 1 student / faculty ratio and small class size. Biology, business, creative writing, and history are all popular fields of study. Randolph College ProfileGPA, SAT Score and ACT Score Graph for Randolph College Randolph-Macon College Located in Ashland, Virginia, Randolph-Macon is a small private liberal arts college with an attractive red-brick campus. Small class sizes and an 12  to 1 student / faculty ratio mean lots of personal attention from the faculty. Biology, communications, and economics are among the most popular majors. Randolph-Macon College ProfileGPA, SAT Score and ACT Score Graph for Randolph-Macon Admissions Roanoke College Roanoke College is a private liberal arts college located in Salem, Virginia, not far from Roanoke. The colleges strengths in the liberal arts and sciences earned it a chapter of the prestigious Phi Beta Kappa Honor Society. Roanoke College ProfileGPA, SAT Score and ACT Score Graph for Roanoke College Admissions Sweet Briar College Sweet Briar College sits on a huge campus in the foothills of the Blue Ridge Mountains. The school has a chapter of Phi Beta Kappa in recognition of its strong programs in the liberal arts and sciences, and Sweet Briar also made my list of top equestrian colleges. Sweet Briar College ProfileGPA, SAT Score and ACT Score Graph for Sweet Briar Admissions University of Mary Washington As a public liberal arts college, the University of Mary Washington provides the personal attention of a small college along with the value of a public institution.   University of Mary Washington ProfileGPA, SAT Score and ACT Score Graph for Mary Washington Admissions University of Richmond The University of Richmonds attractive campus  sits just six miles from downtown Richmond. The university features an impressive 8 to 1 student / faculty ratio and small classes. The Richmond Spiders compete in the NCAA Division I Atlantic 10 Conference. University of Richmond ProfileGPA, SAT Score and ACT Score Graph for the University of Richmond Admissions University of Virginia UVA is one of the top public universities in the country. The highly selective university has an endowment of over 7 billion dollars and takes pride in its beautiful and historic campus.   University of Virginia ProfileGPA, SAT Score and ACT Score Graph for UVA Admissions Virginia Military Institute VMI is one of the six senior military colleges in the United States. The school has selective admissions and competes in the NCAA Division I Southern Conference.   Virginia Military Institute ProfileGPA, SAT Score and ACT Score Graph for VMI Admissions Virginia Tech Virginia Techs many strengths earned it a place on my lists of top engineering schools and top public universities. The Hokies compete in the NCAA Division I Atlantic Coast Conference. Virginia Tech ProfileGPA, SAT Score and ACT Score Graph for Virginia Tech Admissions Washington and Lee University Located in Lexington, Virginia, Washington and Lee made my lists of top southeastern colleges and best liberal arts colleges. The school has highly selective admissions - to get in, youll need grades and test scores that are well above average. Washington and Lee University ProfileGPA, SAT Scores and ACT Score Graph for Washington and Lee Admissions

Western v. Sooner Case Study Example | Topics and Well Written Essays - 750 words

Western v. Sooner - Case Study Example Subcontract taking after which a manifestation of subcontract, unsigned by Western, was sent by Hastie to Sooner for execution and come back to Western for execution by Western at its home office in Iowa. On the hot blend surface this composed subcontract presented by Hastie held a cost of $7.82 for every ton subsequently however completed not accommodate installment by the tenth of the month. Rather, it accommodated halfway installments to Sooner, less a held rate of 10%, as Western was paid on appraisals by the manager and last installment to Sooner upon complete execution of the subcontract inside 45 days after last installment is accepted from the holder by Western (Gillies, 2000). Lemon denied that an oral subcontract was concurred upon on July 15, 1963, with Hastie and denied that any exchanges were even had whereby Sooner might consent to the $7.82 cost with the retainage procurement and last installment procurement as above set out rather than installment for the hot blend surface by the tenth of the month. Pybas, who affirmed that he was with Lemon at all times going to, at and from the Tinker meeting on July 15, 1963, likewise denied any oral assent to the subcontract or any talks about the reduced cost of $7.82 being pleasant without installment by the tenth of the month. Lemon affirmed that not long after getting the composed subcontract from Hastie he called Hastie on the telephone a few times and questioned the easier cost of $7.82 for every ton without installment being accommodated by the tenth of the month as per his cited terms. Hastie recognized a few phone discussions after July 15, 1963, with Lemon in regards to the retainage and that Hastie p roposed in one of these discussions a decrease of the retainage to just half of the work. Hastie further affirmed that Lemon never provided for him a response to this suggestion. Hastie and Lemon,

Public transportation affects on the economy in terms of employment, Essay

Public transportation affects on the economy in terms of employment, wages, and business income in the usa - Essay Example This paper discusses the effects of public transportation services on the economy in terms of employment, wages, and business income in the US. Public transportation generates numerous jobs in US. First, jobs are created through capital investments that take place in the sector, or to support the sector (Economic development Research, 2). This includes the purchase of vehicles and equipments, development of infrastructure, and other supporting facilities. An analysis conducted by Weisbrod and Reno (1) observed that per every billion dollars spent in investment activities in the US public transportation, approximately 24,000 jobs are supported annually. Public transportation operations are in addition significant sources of employment. These employment opportunities include management, operations, and maintenance of vehicles and facilities. The analysis conducted by Weisbrod and Reno (1) elaborate that for every billion dollars spent on public transportation operations in the US, around 41,000 jobs are supported annually. Moreover, the US public transportation sector helps to create jobs for individuals, or in industries inv olved in providing services such as repairs and car wash. On average, Weisbrod and Reno (1) observed that per every $ billion invested in public transportation sector in US, approximately 36,000 jobs are supported directly or indirectly annually. Investments in public transportation generate wages for employees working in the sector, in addition to individuals working in related sectors. An increase in investment in the sector results in an increase in public transportation spending, leading to employment of persons to fill the new created jobs (United States Department of Transportation, 2). This creates an opportunity for unemployed persons to earn income. The analysis conducted by Weisbrod and Reno (1) indicate that $1 billion investments in the public transportation sector in US results to $1.6 billion increase

Transnational Corporations and the International Human Rights Dissertation

Transnational Corporations and the International Human Rights - Dissertation Example 40 (2) Between the happening of the event that constitutes a violation, and the judgment of the court that liability exists, a substantial amount of time would usually have passed, during which restoration would have been rendered difficult or impossible. 40 (3) Restitution may not be sufficient to fully repair the damage that was done. When individuals suffered injuries during the violation, medical care may not be sufficient to restore the mental health of those who suffered the injustice 40 These reasons may discourage the tribunal from resorting to restitution as the primary means of reparation; when deciding on the remedy, the tribunal must use its discretion, because there is not sufficient guidance in case law to advice when a remedy is suitable and when it is not. 40 Chapter 5: Access to Remedies 41 5.1 Chapter overview 41 5.2 The necessity for recourse to remedies 41 5.3 The mandate for remedies under the Framework 42 5.4 Possible remedies and their implications 43 5.5 Due d iligence in determining responsibility 47 Chapter 6: Conclusion and Recommendation 48 6.1 Chapter overview 48 6.2 Findings of the study 48 6.3 Conclusion 50 6.4 Recommendations 50 Bibliography 52 Chapter 1: Introduction 1.1 Chapter overview This first chapter lays the groundwork for the entire dissertation. It defines the research problem and provides the context within which the problem should be viewed. A background of the problem situates the dissertation’s perspective of the problem prior to the statement of the problem and research questions. Five research questions are specified that will guide the discussion of the various issues leading to the conclusion. A description of the methodology explains the type of data the...Transnational companies transacting across borders may circumvent the framework of governance imposed by national law, because the parties to the contract or transaction are not totally within the rule of one nation. Thus, a gap in governance exists, be tween the scope and influence of economic actors and the market forces on the one hand, and the capability of societies to address and manage the harmful effects created by globalization, on the other hand. John Ruggie, former Special Representative of the Secretary General for Business and Human Rights, takes the position that ‘governance gaps’ created by the speed of globalization and the failure of states to keep pace in their capacities to provide the necessary regulatory frameworks enable the ‘permissive environment’ that allows for the ‘wrongful acts by companies of all kinds without adequate sanctioning or reparation.’ There is also a need to clearly define the standards against which the actions of transnational corporations are to be assessed, and the process in addressing perceived violations. It is necessary, prior to enforcement of sanctions, to identify the elements which determine the culpability of the accused corporation. In many cases, there is a lack of precedent according to which the new cases are to be judged. There is likewise uncertainty about the legal procedure to be followed, the vesting of jurisdiction in the proper authority, even the identification of the tribunal to hear the case. Light also needs to be shed on the protocol as to how claim may be made and the party with the personality to make it, and the protections which the accused corporation may avail itself of in warding off false claims and accusations

2-page rhetorical analysis on your visual argument Essay

2-page rhetorical analysis on your visual argument - Essay Example The video chosen reveals that the Government has taken stern measures promote the sufferings of the juveniles in the adult’s prisons (James, Dedel and Maria 34). The video discloses the violation of juvenile rights during and after trial. First, juveniles do not have the capacity to defend themselves in a court of law. The court is biased on the ruling against the juveniles. Second, the government put the juveniles in prisons where they can hardly protect themselves. They form easy targets for sex predators, and they become victims of the violation. The video provokes the society by recognizing a quote by Nelson Mandela the treatment made to children reveal the society sole. There before, the minor child said that he is willing to hang himself due to the sufferings in the prison. Equal punishment for children and adult is a punishment greater to the juveniles. The author promotes the thinking of the members of the society by making them question why court jail juveniles considering the same principles of law (James, Dedel and Maria34). When judges sentence both a juvenile and a minor to life without parole, who will serve more years in a jail? Who is prone to intimidation? The video provides the actual feelings based on real facts that occur in the society. The video makes them compare the risks of a free man to that of a juvenile. A juvenile has a probability five times higher to sexual abuse in an adult facility than in a juvenile facility. The video emphasizes sufferings of the juvenile using of images and sound. The author presents the innocent boy. A conceptual analysis reveals that he does not deserve a similar punishment to other inmates in the facility. He is greatly weaker than anybody else is in the prison to sustain the humiliations. The author wins the sympathy of the viewer by initiating a deep thinking of why a judge sentenced the bright boy to adult prison. The juveniles in adult prisons commit suicide

'Despite the extenxive advances in integration in the European Union, Essay

'Despite the extenxive advances in integration in the European Union, the member states remain in the driving seat'. How accura - Essay Example ember States are Seen to Remain in the Driving Seat.† How Accurate is this Description of Where Power Lies in the European Union? Introduction The European Union The European Union which is more formally referred to as the European Economic and Monetary Union is essentially an economic and political Union that that comprises of 28 different countries that are seen to primarily located in Europe. The European Union (EU) is seen to primarily operate through a number of institutions that variously include; the European Union Council, the EU court of Justice, the Court of Auditors, the European Commission as well as the European Parliament. The Union essentially serves to establish a common market for use by its different member states, a factor that caused the Union to eliminate the restive border controls that existed between the member states. This has allowed for the relatively free flow of both people and goods although there are however, random checks that are normally conduc ted to prevent drug trafficking and crime between the different members states (Staab, 2013). The common market formed by the European Union is seen to allow for the legal sale of products that have been manufactured in one country in another different country without the restrictive influence of any duties or tariffs. Taxes across the Union’s different member countries are also seen to have been greatly standardized. The EU is also seen to allow service providers in various fields such as medicine, banking, law, tourism, and insurance to freely operate across all the different member countries of the Union. While the formulation of successive treaties is seen to have helped provide the EU with an extensively elaborate foreign policy making machinery, the various member states of the EU are seen to not collectively mobilize their strength to help the Union fully realize its power. It is this position that is seen to raise question surrounding power in the European Union and t he general postulation that â€Å"Despite the Extensive Advances in the Integration of the European Union, the Member States are Seen to Remain in the Driving Seat.† The History of The Formation of the European Union The idea behind the formation of a unified Union Europe is seen to not be a new one. During the 9th Century, the Frankish emperor is seen to have made efforts towards the unification of Europe and ended up dominating much of Europe. During the beginning of the 19th century, Napoleon Bonaparte is seen to have led France in an attempt to try and attain this objective and also ended up conquering a large part of Europe. During the 1930’s, the dream of having a unified Europe is seen to have been borne by Adolph Hitler who sparked the second world war in his attempt to conquer all of Europe. Throughout history, numerous wars

2-page rhetorical analysis on your visual argument Essay

2-page rhetorical analysis on your visual argument - Essay Example The video chosen reveals that the Government has taken stern measures promote the sufferings of the juveniles in the adult’s prisons (James, Dedel and Maria 34). The video discloses the violation of juvenile rights during and after trial. First, juveniles do not have the capacity to defend themselves in a court of law. The court is biased on the ruling against the juveniles. Second, the government put the juveniles in prisons where they can hardly protect themselves. They form easy targets for sex predators, and they become victims of the violation. The video provokes the society by recognizing a quote by Nelson Mandela the treatment made to children reveal the society sole. There before, the minor child said that he is willing to hang himself due to the sufferings in the prison. Equal punishment for children and adult is a punishment greater to the juveniles. The author promotes the thinking of the members of the society by making them question why court jail juveniles considering the same principles of law (James, Dedel and Maria34). When judges sentence both a juvenile and a minor to life without parole, who will serve more years in a jail? Who is prone to intimidation? The video provides the actual feelings based on real facts that occur in the society. The video makes them compare the risks of a free man to that of a juvenile. A juvenile has a probability five times higher to sexual abuse in an adult facility than in a juvenile facility. The video emphasizes sufferings of the juvenile using of images and sound. The author presents the innocent boy. A conceptual analysis reveals that he does not deserve a similar punishment to other inmates in the facility. He is greatly weaker than anybody else is in the prison to sustain the humiliations. The author wins the sympathy of the viewer by initiating a deep thinking of why a judge sentenced the bright boy to adult prison. The juveniles in adult prisons commit suicide

Essay Questions from Reading Case Study Example | Topics and Well Written Essays - 500 words

Essay Questions from Reading - Case Study Example The path he takes is not as worn out as the other one, but they are same. The falling leaves on both paths look fresh.The speaker plans to take the road he did not take the other day and suspects that he may never come back. As an alternative, he will be talking of how his decision was ultimate and life changing, far off into his future. A lesson to learn from this story is that people are the opposite of what they appear to be. The people he thought were good actually took part in evils in the forest. Do not a judge a book by its cover. He gives a lesson of faith through his loss of faith and redemptive faith. He is tempted by the devil and gives in because of curiosity and his weak faith. Like Eve in Genesis, he cannot help himself knowing what is behind the forest’s mystery. â€Å"Happy is the man who wins her love! He could not find a better wife†. This was a quote used to describe the young girl. Her beauty and modesty were being praised by everyone and her gentle nature. They all thought she would make a good wife someday. â€Å"The rich, indeed, are happy. With money, it is possible to forget even the deepest sorrows. One can go where one pleases, and in travel find that distraction which is the surest cure for grief. Oh, if I were only rich!† This quote was describing the rich men slowly strolling around in the morning instead of being at work. In this poem, death is the principal subject. It describes the feeling of hollowness that is engulfing after the loss and describes the house after the loss of that dear person. It ,however, shows that life must go on and a recovery to normality. The priest mostly uses quotes to give a deeper and further meaning to his descriptions e.g. â€Å"only a man who knows nothing of reason talks of reasoning without strong, undisputed first principle.† It explains the deeper meaning the importance of reasoning. The Priest used three strategies to draw Valentin’s attention. One

Classical Managment Essay Example for Free

Classical Managment Essay Historical Foundations of management have been around for years and were first introduced by Fayol around the turn of the century . This essay will discuss three main points and questions around management, the first question will cover how modern management practices have evolved from the â€Å"classical approaches to management†. The second question will cover the challenges contemporary managers face in 2013 compared to managers in the era of the classical approaches and the third question will be around comparing and contrasting bureaucratic management to a style of management I have been faced with. This discussion will pay particular attention to Frederick Taylor’s scientific approach to management. How Modern Management Practices have evolved from the â€Å"Classical Approaches to Management†? The classical management approaches focus on developing universal principles for use in various management situations. There are 3 three major theories within the classical approaches. Scientific management, administrative principles and Bureaucratic organisations and these theories are still widely used in management today. Modern management approaches focus on the systems view of organisations and contingency thinking in a dynamic and complex environment. The modern management approaches to management grew directly from foundations established by the classical approaches. It has been proven in today’s working world you need to have a mix of the classical approaches and the modern management approaches to succeed in today’s environment. According to McDonalds case study the restaurants operate on classical management theory – there are elements of â€Å"scientific management from a former era (to maintain efficiency), as well as up-to-the minute human relations approaches to maintain the motivation of the â€Å"crew†. . Challenges contemporary mangers face in 2013 compared to mangers in the era of Classical approaches. A contemporary business environment refers to management trends in the 21st century – the year 2000 to now. . Globalisation plays a missive part in the changing challenges for contemporary mangers. Most companies move into international markets and by moving into different international markets there are different rules and regulations that need to be learned when doing business. It was Cited in that it is important for global organisations to employ people from other cultures who understand the customs and traditions of other countries and to deal appropriately with customers. This then brings different beliefs and cultural beliefs into the work place and contemporary mangers need to understand the needs of their employees. In today’s working environment multiculitlism is a growing factor and plays a big part in contemporary mangers needing to adapt to different management styles to help create the rights at work for its people, for example if your religion requires you to pray at certain times of the day, a manger would need to respect these religious beliefs and allow you to do so, back in the time if the classical era this would have not even been considered. It wasn’t until 1920s; an emphasis on the human side in the workplace began to establish its influence on management thinking . It was also cited in people are interacting with others who are different from themselves with biological, political, religious or cultural differences. This causes for the contemporary mangers to learn and adapted to new skills. If we look at the evolution of management practices over a period of time off from the era to now. It has changed dramatically and there are more practices to consider and adapt as a contemporary manger. Referring below outlines the evolution of management practices from the era to now and how much more a contemporary manger needs to consider then a manger in the era had to. Evolution of management practices Period /YearClassical Approaches 1890 Systemic Management 1900Bureaucratic Management 1920Administrative Management 1930Human Relations 1940Behavioural perspective Contemporary Approaches 1940Quantitative Management 1950Organisational Behaviour 1960System Theory 1970Contingency Theory 1990Total Quality Management 1990Learning Organisation 2000Business Reengineering CurrentStrategic Management Diversify in the workplace has also grown from the 1890’s to now. The amount of women workers in the work place has doubled over time; women in particular needs are diifernm It was cited in the journal article that Daft and Samson (2009) argued that rganisations are encountering new challenges to deal with diversity as more women and people from minority backgrounds are entering the workforce in the contemporary business environment PART B (some personal reflections) Scientific Management compared and contrast with current management style of what I have been faced with. Fredrick W. Taylor published the Scientific management emphasises careful selection and training of workers, and supervisory support. It has four guiding action principles: 1. if you check your presentation guidelines on page 7 of the Subject Outline and the extra information provided in Resources folder under Assignment Help in MGT100 Interact site you will see that subheadings are quite appropriate in business assessments. You could set you work out with meaningful headings to help guide the reader through your discussion. For example,  · INTRODUCTION (introducing both parts of the discussion)  · PART A (optional heading) SUBHEADING 1 SUBHEADING 2 SUBHEADING 3  · PART B (optional heading) SUBHEADING 4 (e.g. some personal reflections . . )  · CONCLUSION (concluding both parts of the discussion)  · REFERENCES If your writing is very clear then it may not be necessary to include the Part A B headings. Your primary responsibility is to make sure that your essay is clear and understandable to the reader. The best way to ensure this is to get someone else to read your work (preferably not a business student) before you submit. Question 2: I chose option two for the essay, Historical Foundations to Management. When considering ‘classical approaches to management’ is it suggestible that I mention (or cover) all theories, or just a select few which represent a cross section of the range of classical theories? Or, should I focus on only one or two theories? Suggestion: When in doubt put yourself in the reader’s position. The question asks about ‘classical approaches’, think about what you would want to know if you were reading a response to this question from a position of little or no knowledge of management theory. Also think about how many words you have available. That is, the more theories you include the less adequately they will be explained. It’s up to you to work out the balance between scope and detail. You can get away with most things if you explain to the reader in either the Introduction or very early on what your intended scope is (e.g ‘This discussion will pay particular attention to Fayol’s fourteen principles and Taylor’s four principles of management . . . etc). Then the reader doesnt get disappointed to find his or her favourite theory has been omitted. This is what I think I would be silently asking myself:  · What is meant by a ‘classical approach’? and by implication . . .  · How is a ‘classical approach’ different to other approaches?  · How is the writer (you) going to make his case that classical approaches are still/not relevant today? Asking these questions would lead you to the sort of answers you are looking for with regard to ‘required theoretical content’:  · You really need to mention at least briefly the three big names of Taylor, Fayol, and Weber  · You really need to give a nod to the other big approaches such as quantitative, HRM, contemporary  · This is your choice and will be determined by personal interest, the sorts of case examples you use and word limits. You need to include enough material to be convincing. You won’t have to look very far with any of those big names to make a case. I imagine you will only have space for about 2 specific theories Carroll, S. J Gillen D. J. (1984). The Classical Management Functions: Are They Really Outdated? P132-136. doi:10.5465/AMBPP.1984.4978715 Ambang, T, (2009). Challenges of contemporary management in Papua New Guinea, 10(2), p1-16.

The Role Of ICT In Teaching ESL

The Role Of ICT In Teaching ESL The association of ICT and English in last few years had made rapid changes in the presentation of curriculum in various aspects. Practitioners, theorists and researchers have started to pay serious attention to the challenges of the new technology and these challenges and opportunities that new technology presents have resulted English teachers into a new dimension. There are different issues related to the relationship of ICT and English which consists of complex implications for classroom teaching and initial teacher education. Student teachers who play a vital role in delivering ESL have wide range of experiences and level of expertise in ICT. My aim is to enable student teachers to be aware of these important issues and have the skills, knowledge and critical understanding to respond teaching of English through ICT. Initially, I perform analysis of the changing nature of ESL in the light of current technology advancement. Then, explore the interpretations of the role of ICT in teaching English, the provision made by ICT in college and policy and classroom practice in the area of the curriculum. Changing nature of ESL at present Recent years have seen a move from the predominance of the printed test to varied sites for textual production, including web-based environments, mobile phones and computers games. Screen based texts are characterized by varied and densely interrelation multimodal communication with an increasing emphasis on visual aspects of texts, such as layout use of font and images and the incorporation of sound, animation and hyperlinks. Digital technology has also made it easier to experiment the text production and to communicate rapidly with a range of familiar and unfamiliar audiences. ESL teachers have to consider how to teach language literacy and technological skills so that learners can make effective use of ICT. When teachers develop and implement an electronic literacy approach, they must address a number of questions: How should ESL teachers make the best use of new online opportunities to maximize language study and practice while also helping students develop computer-based communication and literacy skills? What strategies for communicating and networking should students be taught? What goals should language teacher aim for and what kinds of online projects could students carry out to accomplish those goals? Which are the most crucial electronic resources and tools that teachers should learn about so that they can teach them to their students? How can teachers encourage students to become autonomous learners who can continue to learn how to communicate, conduct research and present their ideas effectively using information communication technology beyond the confines of the class or semester? (cited in Shetzer Warschauer, 2000, 171-172) The purpose of this study was to explore the use of the Internet in vocational high-school English learning environments in a specific socio-cultural context including in the physical world and in cyberspace. The results of the in-depth study aim to shed light on the combinations of English language and ICT that can both enhance vocational high-school students technological competence as well as facilitate English language acquisition and applications in an authentic situation. Research questions Specific questions explored in the study include the following: à ¢Ã¢â€š ¬Ã‚ ¢ Can students learn the functions of the Internet via the English language and Significantly improve their English e-talk on the Internet? à ¢Ã¢â€š ¬Ã‚ ¢ What are the benefits or difficulties with the use of Information Communication Technology in the teaching of English as a Second Language? à ¢Ã¢â€š ¬Ã‚ ¢ What are the perceptions of both teacher and students regarding the use of the Internet in the class? à ¢Ã¢â€š ¬Ã‚ ¢ What are the issues and challenges that arise in the integration of the Internet in English learning contexts? à ¢Ã¢â€š ¬Ã‚ ¢ Can students feel comfortable communicating in English on the Internet? Can the design of the Internet and English class improve their language proficiency and grammatical usage? The setting for the study The research study was conducted at a vocational high school________________ The course was named Internet and English; its major objective was to help vocational high school students learn English in a natural setting with the assistance of ICT. This course used various methods to facilitate students Internet usage by way of English writing. A ______-hour on-line lecture plus a computer session was held on Tuesdays in a computer lab where ______ Personal Computers were set-up and networked. In the lab the teacher lectured on some introductory aspects of the Internet and its functions and at the same time demonstrated its uses and gave students opportunities for practice using English and exploring the Internet. In addition to the weekly lecture and computer session, the after-class activities and assigned tasks were required of each student. To carry out the after-class projects and assignments, the students therefore needed to connect to the Internet and search for the required materials in response to the teachers weekly questions and, meanwhile, they were required to use English to communicate with the teachers as well as with the other classmates. Although ICT facilities and support were limited in the vocational school studied, the English teacher wanted to overcome the barrier by the inclusion of some outside-campus network resources in his class. A course syllabus, updated announcements, handouts, profiles of the teacher and the students, and class presentations, pictures and recommended relevant web resources were all converged in colourful words on the website. Contents of the project English was the main language used throughout class activities, which included English website information collection, topic-centred discussion, on-line communication, and email exchange. the course used four major tools-the World-wide web, Newsgroups, Chat-rooms, and email to cultivate students network accessibility and language expressions/utterances so that the course was given primarily in four segments. First, for the World-wide web section, Project A self introduction and Project B website recommendation were their assigned tasks. Second, in the Newsgroup section, the teacher asked students to subscribe to the newsgroups they were interested in and then used the chat messenger to post articles and questions and required students to either answer the questions or discuss the given topics in English. Third, in the Chat section, the students were allowed to freely e-talk about whatever interested them in the chat room in chat messanger. Through the different presentation formats of online tutoring, online discussion, and online debate, they were given different objectives each time. Finally, in the email section, students learned the basic commands by using Outlook and basic ideas about email user interface design and the system setup and some key functions (POP setup, web-mail, filtering, and so on). Participants The participants in this study were ______ students: ____22 females and _____7 male students plus the_______ young male teacher. To take the elective course Internet and English, certain prerequisites were required. For instance, the students needed to have previously taken Introduction to Computer Science and Applications of Computer Science, which were the first-year and second-year courses. Assessment For this course students were assessed as follows: 20% for class participation, 20% for homework exercises, 30% for the combined score on the 1st and 2nd midterm exams, and 30% for the final exam. Projects A and B were counted as the scores of the 1st midterm. The quality as well as the quantity of each students specific online utterances their portfolio was used as students 2nd midterm scores. The Chat performance in the chat messanger was used for the final exam grades. The Final exam consisted of an article on the topic How do I perceive Internet and English ; students were instructed to talk about the current semester only and to include three parts: my impression of this class ; what I have learned from this course and my suggestions . Methodology The study employed both qualitative and quantitative methods. The researcher used a multi-method approach to document and evaluate the process of integration of the Internet in the English learning settings, including the collection of their electronic data from chats, discussions, dialogues and email exchanges on the Internet, observations of their online classroom activities, formal and informal interviews with the instructor. A post-class questionnaire was administered to the participants at the end of this class. In addition, a student who had a special need for remedial instruction had actively interacted with the English teacher via email communication throughout most of semester. The students email exchanges with the teacher were used as a case study. Data collection Data collected for the studies included authentic email messages, questionnaires, classroom observations, formal and informal interviews, and student logs. Descriptive statistical information was provided for cross-referencing. The study was conducted in a natural learning setting. None of the student subjects were aware of being observed and analysed during the data collection procedures. Overall results of the use of ICT in the class The teacher used an open-ended question to solicit student overall responses to the use of information communication technology in the class. This question was, Do you think Internet and English can really improve your English? Tell me why. Most students thought the Internet was an interesting and useful tool in their Internet and English class (Table 1). Table 1. Data from the open-ended question Positive reactions (19 out of 23 82.16%) Negative reactions 3 out of 23 (13%) Being able to practice typing 5 Not liking the Internet 1 Learning more English 4 Too much vocabulary resulting in Being more motivated in learning new vocabulary 4 learning pressure 1 Being able to learn more about computers 4 The fast-paced schedule of the class 1 Communicating with others using emails and making friends from other countries 4 Looking for information on the Internet and enhancing reading comprehension by materials on the Internet 3 Meeting people 2 Talking on line 1 Being able to correct mistakes instantly 1 The Tell me why self-report data were used for further analysis. The positive perception of Internet use could stem from two sources. First, due to the convenient access provided by the Internet, students were able to make foreign friends. Second, in the process of navigating the webpages, the chances of directly reading English and learning new vocabulary, sentence patterns, and grammatical patterns increased. Moreover, the immediacy of the online tutoring enabled the teacher to correct their mistakes quickly. The other advantages include the acquisition of relevant Online discourse data analysis The data for quantitative analysis were gathered from the Chat function in chatmessanger, which generally meant participating in online tutoring and online debates. Also, the data from both the midterm exam and final exam in the first semester were collected for analysis. In online tutoring and online debate, not every student wrote down his or her responses. Although five students were completely silent, the other 24 students had at least one sentence (here one sentence means an utterance with a period or a question mark at the end) in the online chatting. However, in online debate, which discussed the interesting topic of having a girl friend or a boy friend, the volume of discourse obviously increased by an average of six sentences, and that was five times as many as the very first time, when they were required to talk about a good teacher. Most students, who had already e- talked the first time, were more likely to write more than the second time. As for the 2nd midterm exam and final exam, since the written records were used for students grades, every student was mandated to express his or her opinions in order to gain points. Eventually the volume of the discourse resulted in an average of approximately 15 sentences in final exam. This was two and half times as many as in the midterm exam. When addressing the reasons for the increase in students discourse volume, the researcher found that students gradual increasing familiarity with the computer commands and the digital environment contributed to the increased number of their expressions. Moreover, the topics for discussion which appeared to be interesting, controversial or abundant in readily available online information also resulted in an increase in the number of sentences. Non-online discourse data analysis based on two projects In addition to the online data, non-online data were collected from Project A and Project B for analysis. For Project A, in order to encourage students to begin their English writing, the English teacher purposefully used self-introduction as an introductory and familiar topic. Thus each student was asked to use English to introduce himself/herself. For Project B, each student had to browse the English resources on the Internet and then recommended some websites as their favourites and to give reasons for their recommendation. Consequently, the average number of sentences produced in Project A was eight, and this was about four times as many as the number produced for Project B. Further analysis of the in-depth data revealed that Project A was a self-introduction and there were several basic items that the students could always include in their written presentations, such as blood type, sign of Zodiac, and favourite sports. On the other hand, Project B asked students to recommend a web site that they found interesting. This topic was of wide scope and more challenging than Project A. Student perceptions of the use of ICT in English learning In order to understand students perception of learning English by using the Internet and the impact of the Internet on English learning as well, a questionnaire was administered to the students shortly before the end of the first semester in order to collect their demographic information and their responses to the use of the Internet in this English class. The questionnaire was composed of three parts: personal data; experience in using a network computer; and ten 5-point-Likert-scale questions. A general question was given at the beginning of the questionnaire and 10 more corresponding statements followed with choices. A total of 26 questionnaires out of 29 were collected and used for analysis. The statistical results of this questionnaire are presented below (Table 5). Questionaire What do you think might be the reasons that the Internet could facilitate English learning? (1-Totally Disagree; 2-Strongly Disagree; 3-Agree; 4-Strongly Agree; and 5Totally Agree) Statements 1 2 3 4 5 Rank 1. The teacher interacted with students on the 0 3.8% 57.7% 15.4% 23.1% 1 Internet so that I feel less pressured in class. 3.8% 94.2% 2. I can learn new vocabulary, sentence patterns, 0 19.2% 57.7% 15.4% 7.7% 8 and grammar on the Internet. 19.2% 81.8% 3. Anonymous communication makes me less afraid 3.8% 3.8% 42.3% 15.4% 34.6% 2 of making mistakes in English chatting. 7.6% 92.4% 4. I could learn good English sentences from others. 3.8% 3.8% 30.8% 38.5% 23.1% 2 7.6% 92.4% 5. I dont need to speak English in front of my 7.7% 26.9% 26.9% 34.6% 3.8% 9 classmates. Instead, typing in front of the 34.6% 65.4% computer screen reduces my stress. 6. Learning English wont be that boring since I 3.8% 7.7% 38.5% 15.4% 34.6% 5 could find some intriguing English information 11.5% 88.5% on the Internet quickly 7. I could improve my English response speed since 7.7% 26.9% 30.8% 30.8% 3.8% 10 online chatting in English requires instantly 34.6% 63.8% answering in English. 8. I could make key/pen pals in foreign countries 3.8% 3.8% 23.1% 30.8% 38.5% 2 and practice English writing. 7.6% 92.4% 9. I could often practice English since English is 0 11.5% 26.9% 38.5% 23.1% 5 the common language on the Internet. 11.5% 88.5% 10. I could freely practice English because I could 3.8% 11.5% 34.6% 26.9% 23.1% 7 build up my little virtual world on the 15.3% 84.7% computer screen.

The United States is an Energy Hog :: Energy Environmental Issues Essays

The United States is an Energy Hog The Unites States consumes ninety-eight quadrillion Btu’s of energy annually, which is over one-fourth of the world’s total energy consumption. (â€Å"Country Analysis†) For me, this fact is startling, but not surprising. I grew up in a residential sector, an energy-consuming sector that consists of living quarters for private households (â€Å"Definitions†), and I have been taught to conserve as much energy as possible. My mother, a teacher with bachelor and master degrees in science, has always told, well, nagged, my brother and I to â€Å"turn out the lights every time† we leave a room. Many times I have entered the house to find my mother ironing or cooking dinner in a very dark room. Before I even greet her I automatically flip the light switch and ask, â€Å"Mum, why are you in the dark?† She always reminds me that electricity costs money. She also reminds me that my Grandma was eleven years old before her family even had el ectricity! Once in a while, mom will consider what it must have been like for Grandma to grow up without electricity. She always mentions that Grandma had to take cold baths and use the restroom outside. Of course, Grandma couldn’t grab a cold glass of milk out of the fridge or shoot her cousin an email. My mind wanders from Grandma’s life to my own when I think what an inconvenience it would be to be without energy, specifically electricity for lights. Without lights, my lifestyle would be entirely different. Lights enable me to study into the evening. Without lights driving would be impossible. It’s difficult to accept that, where I live, I would inevitably be trapped at home-sometimes when it’s only seven or eight o’clock at night! This would surely alter my hobbies, extracurricular activities and friends. When I was younger, I would think my mom just had trouble â€Å"keeping up with the times,† but, I now know that my mom was accurate when she encouraged me and my brother to conserve and appreciate energy. I can rest assured that another reason that my mother encouraged me to conserve energy was because of expenses. The ten month average of electricity costs, in 2004, was 8.