The Changing Face of TV essays

The Changing Face of TV essays African American are living better they were twenty years ago and so our television shows need to reflect that. We now see real people along with the portrayals of African Americans who are lawyers, doctors, and successful entertainers who also, earn major roles where the plots revolve exclusively around them. The quantity of programming devoted to African American culture today, provides us with unlimited choices from which to choose. After careful study, Steinhorn and Diggs-Brown concluded, During the hours when only one show depicts an African American character, we find that the media consistently depicts African Americans as good hard working people in positions of authority. We also see the familiar faces of celebrities selling various products (590-591). While the depiction of African Americans in the media has made great strides in recent years, many of the shows that we know and love today are still infused with negative stereotypes. On the surface, they seem to be sayi ng positive things about African Americans, but underneath they still illustrate the slanted view typical of American TV. When we examine two popular shows, Frasier and Girlfriends we see how the depiction of race has changed and how it has stayed the same, helping prevent an honest depiction of African American culture. We have already established that negative images persist, but they do not represent the African American community as a whole. We now know that class structures within the African American community decide what type of life you will live. Frasier and Girlfriends display different views of African American life and how we communicate. Both shows depict the lives of the upper-middle class, so they are somewhat similar in that respect, but each choose to use different races which is ironic because both are produced by the same person. Change the race of the characters and it c...

Learn How to Conjugate Monter (to Climb) in French

Learn How to Conjugate Monter (to Climb) in French A very useful verb, the French  monter  means to climb or to go up. You can imagine how many times youll use it, which is why its important to study how to conjugate it so you can say I climbed or he is climbing in French. This lesson will show you how to do just that. Its also important that you do not confuse  monter with  montrer  (to  show). That one  r  can make a big difference in the meaning of your sentence. The Basic Conjugations of  Monter In French, the conjugations of verbs are more complicated than they are in English. While we can use -ing  for the present tense and -ed  for most past tense uses, French requires a different form of the verb for every subject pronoun within each tense. While that does give you five more words to learn for each of the present, future, and imperfect past tenses, they are easier if youve studied similar words. Thats because  monter  is  a  regular -er verb, meaning it uses the same infinitive ending as the majority of French verbs. With each new one you learn, it becomes a little easier to memorize those youre not familiar with. To study the conjugations of  monter, use the chart to match the subject pronoun with the tense of your sentence. This will indicate which ending is added to the verbs stem (or radical),  mont-. For example, I am climbing is  je monte  and we went up is  nous montions. While that seems simple enough, youll definitely want to practice these conjugations in context. Luckily, there are many common  expressions with  monter  for you to use. Present Future Imperfect je monte monterai montais tu montes monteras montais il monte montera montait nous montons monterons montions vous montez monterez montiez ils montent monteront montaient The Present Participle of Monter The  present participle  of  monter  is  montant. Youll notice that this was formed by adding -ant  to the verb stem, another rule that applies to almost every regular -er  verb. Monter  in the Compound Past Tense For the past tense, the  passà © composà ©Ã‚  is an alternative to the imperfect. This is a compound conjugation, so you will need the  auxiliary verb  Ãƒ ªtre  as well as the  past participle  montà ©. The phrase comes together quite easily. Begin by conjugating  Ãƒ ªtre  into the present tense appropriate to the subject, then allow the past participle to indicate that someone has already climbed. For example, I climbed is  je suis montà ©Ã‚  and we climbed is  nous sommes montà ©. More Simple Conjugations of Monter There will be times when you may need to question whether the act of climbing took place or not. For those occasions, you can use the subjunctive. Similarly, if someone will climb only  if  something else happens, the conditional can be used. Though you might not need either the passà © simple  or  imperfect subjunctive, these are good to know. However, theyre used only on occasion, so they do not need to be a priority. Subjunctive Conditional Pass Simple Imperfect Subjunctive je monte monterais montai montasse tu montes monterais montas montasses il monte monterait monta montt nous montions monterions montmes montassions vous montiez monteriez monttes montassiez ils montent monteraient montrent montassent For direct commands and other short sentences, you can skip the subject pronoun and use  the imperative  form  of  monter. Simplify it to  monte  rather than the more formal  tu monte. Imperative (tu) monte (nous) montons (vous) montez

Chapter 6 class activity Essay Example | Topics and Well Written Essays - 250 words

Chapter 6 class activity - Essay Example The main stages in the stages of change model include precontemplation, contemplation, preparation, action, maintenance and termination. If I am in the stage of the precontemplation, more information on the risks associated with unhealthy behavior will help me move to the next stage. Additional information would open my eyes to the benefits of healthy behavior and risks of unhealthy behavior that I possess. In the contemplation stage, I would need to think deeply about the kind of a person I can become if I adopt healthy behavior. Therefore, relating with people practicing healthy behavior would help me reducing the disadvantages I associate with changing to healthy behavior. At the preparation stage, I need encouragement from trusted friends that I will succeed if I start the action stage. This will help me handle my biggest fears. In the action stage, I would need to learn how to substitute unhealthy behavior with healthy behavior. In the maintenance stage, I would need to learn how to deal with stress and avoid relapsing to unhealthy behavior (Hjemdahl, Rosengren & Steptoe

Should Life Imprisonment Without The Possibility Of Parole Replace The Research Paper - 1

Should Life Imprisonment Without The Possibility Of Parole Replace The Death Penalty - Research Paper Example Capital punishment is carried forward in several countries to this day through different methods like hanging, gas chambers, torturing, electrocuting and giving lethal injections. Many states of the world practicing this form of justice and have been challenged by human rights organizations for a long time. Proponents of the Death penalty believe that people fear death and if death is the punishment for killing someone, they would refrain from it. They believe that in order to have a just system in place where the victim’s family is put to ease it is important to have an eye for the eye approach. The criminal is guilty of taking someone’s life so he is liable to give up his. If the person is mentally unstable to have done so it makes him more dangerous to the society’s well-being and putting him to death is the only way to ensure such crimes do not take place through his hands again. However, opponents of the death penalty have a strong viewpoint as well. They be lieve that every life is precious and shouldn’t be given up on. If a criminal is guilty committing capital offense he should be subjected to punishments that take away his life figuratively, not literally. Also, many believe that taking away a criminal’s life is too easy on him, the real punishment would be him leading a hard life that prolongs his sufferings for the crime he committed. Executing a death penalty is costly for the governments as such cases are tried for a long time resulting injury expenditures and security arrangements for the courts.  

‘Mater Card’ by American Policymakers Essay Example for Free

‘Mater Card’ by American Policymakers Essay To what extent was the atomic bomb used as a diplomatic ‘mater card’ by American policymakers at the end of the Second World War? In 1945, the unconditional surrender of German symbolized the victory of the war against Fascism in Europe. However, the situation in Far East was still extremely intention. In the 7th July of the same year, the leaders of American, Great Britain and Soviet Union - Truman, Churchill and Stalin held the third conference during the wartime in Potsdam. During the conference, the Potsdam Declaration was proposed in order to urge Japan to accept the requirement of unconditional surrender. Nevertheless, the leader of Japan ignored the declaration and refused to surrender. As a result, the America dropped two atomic bombs to Hiroshima and Nagasaki in 6th and 9th in August 1945. The explosion of these two atomic bombs has brought enormous calamity to Japan. The bomb killed 140,000 inhabitants out of the total of 350,000 in Hiroshima, as well as 70,000 out of 270,000 people in Nagasaki. These huge numbers of death have largely led to the serious concern in the Japan to consider the surrender. In the 10th august, the Japan hand in the document of surrender. After 5 days, in 15th, the American accept the unconditional surrender proposed by Japan. If we looking back to the decision of dropping the atomic bomb, it is certainly an effective way in which it will promote the surrender of Japan in earlier time. However, it is not the only purpose of dropping the atomic bomb, in fact, as the lot of diplomatists have indicated, it is also a diplomatic strategy in dealing with the relationship with the Soviet Union. By using the atomic bomb, American will deter the Soviet Union and ensure American stand in a superior stage in deciding the world pattern in post-war period. To large extent, the atomic bomb is a ‘master card’ to contain Soviet Union rather than a tool to end the Second World War. It was certain that the Americans were willing to end the war as soon as possible by using atomic bombs. Both of America and Japan had paid high expense in the Pacific battlefield. Undoubtedly, to end the war would save a vast number of lives. Herbert Feis supplied evidence that one of the cogent reasons to use the atomic bomb was for military force, to push the war to end as soon as possible. It was until 15th August 1945, several days after the atomic booming event taken place, the empire of Japan declared  surrender. It was clear that the atomic bomb made influence on Japan’s surrender progress. However, as a matter of fact, the military power of Japan was disintegrated rapidly in 1945, meanwhile, allied nations had kept applying pressure to Japan. The defeat of Japan was for certain even without the bomb threatening. Thus, in other words, to large extent, the atomic bomb was not an instrument to end the Second World War. As the war against Fascism close to end in Europe, the Allies had concentrated their forces on Japan. Especially, in December1941, the attack on Pearl Harbor had significant blow on American people. In the speech after the big event, President Roosevelt asserted that ‘I ask that the Congress declare that since the unprovoked and dastardly attack by Japan on Sunday, December 7, 1941, a state of war has existed between the United States and the Japanese empire.’ Along with American’s entering the war, the trajectory of Japan began to decline. In the Midway Battle in 1942, it had cost Japan heavily by losing a mass of air and navy power. In addition, since 1944, the American navy had tightened the stranglehold towards Japan’s ships. In the late summer of the same year, the fail of Marianas Islands, including Saipan had pushed Japan to a severer condition. For the Marianas had been an important district as a defending perimeter, Japan was under the risk of within the range of B-29 bombings. The situation was moved rapidly, thus, the defense perimeter was broken and American forces had destroyed the navy and air force. By 1945, Japan was not able to declare large scaled air and sea battles. George, the commander of the Air Forces stated that Japan could do nothing without the support of sea and air power. Indeed, with America’s enormous industrial capacity, Japan was no longer a menace to America. This was why Henry, who was commanding Army Air forces said that the position of Japan was hopeless before the bomb fell for they had lose their air control. However, the worse was that a naval blockade strangled the key approach for Japan to import oil and other raw material. Japan could hardly to produce war materials, even the food. Without these essential supplements, Japan was indeed collapsed. Truman had written in his diary that ‘I have to decide Japanese strategy, shall we invade Japan proper or shall we bomb and blockade.’ In the eyes of American, the Japanese had to be obedient to American’s order. On the other hand, the invasion of Soviet Union had make a  key influence on Japan’s capitulate. With the victory of Stalingrad, the attitude of Soviet Union began to transfer. Even in the Yalta conference, Stalin promised that Soviet Union would attack Japan after the defeat of German. Ignoring the neutrality pact, the Operation August Storm was launched in the summer of 1945. The Soviet Union started an attack on Japanese position in the area of Korea and Manchuria. During the two weeks’ wartime, Japan has lost 84,000 lives. The Soviet Union’s invasion made it hopeless for Japan to search help from Stalin to end the war peaceful. The Navy Chief Toyoda argued that, ‘I believe that the Russian participation in the war against Japan rather than the atom bombs did more to hasten the surrender.’ With the enormous of lose of military force; there was no ability for Japan to procrastinate surrender. In sum, the shortage of military force and the pressure from all the alliance nations made Japan a country around by various crises. Many experts are convinced that the bombs are almost unnecessary to end the war, for the surrender of Japan would be probably occur in any of events. In other words, the atomic bomb was not a conclusive factor to end the war. The atomic bomb, which was the most appalling weapon created in the 20 century, had played an important role for certain. Instead of ending the war, many experts had asserted that to large extent, the atomic bomb policy was used to contain the Soviet Union. As a matter of fact, American had paid most attention to concern Soviet Union as a factor in the early progress of the bomb. Some scholars had the argument that there was never any illusion but Russia was the enemy of American. The president Roosevelt had also share the similar argument that the development of atomic strategy was a part of general diplomacy, which link the wartime situation and postwar affairs. Roosevelt also agreed with Churchill the opinion of using atomic bomb as an approach to bargain with the Soviet Union. Nevertheless, the compromising policy of Roosevelt would not promote the atomic diplomacy insufficiently. In Einstein’s opinion, he argued that if President Roosevelt were still alive, he would forbid the act of atomic bombings.In the April of 1945, after the death of President Roosevelt, Harry S. Truman became a new American leader with swearing an oath. As a result of Roosevelt’s sudden death, Truman was relatively uninformed the policy towards the Soviet Union  and atomic bombs. Truman had stated that he would continue the foreign and domestic policy before, however, that he would be a president of his own belief. Without an integrated foreign policy, Truman was heavily influenced by the advisors. The lack of information about Soviet Union made the advisors easy to persuade Truman to adopt their suggestion of confronting the Soviet Union. It indicated the fundamental transition of diplomacy of America.In the other hand, after his rising to power, the Secretary of War Henry L. Stimson introduced that the existence of ‘ the most urgent matter’ the bomb. Thus, Truman was full of confidence to achieve the superpower of American with the monopoly of nuclear power. Under his influence, the diplomacy of American had become offensive. In Truman’s opinion, the Soviet Union’s communist was a factor to prevent American hegemony. To Truman, the initial notion on the new weapon was a tool of diplomatic confrontation with Russia.It was a trend to use the atomic bomb as an instrument to contain the Soviet Union. In July of 1945, the atomic bomb action was put forward to discussion of the role, which the nuclear weapon would play to contain the Soviet Union. For another aspect, it was a colossal threaten to America that the invention of the Soviet Union army into the Pacific battle field. The atomic bomb was use to end the war earlier in order to avoid Soviet’s entry into the war. In the spring of 1945, the Soviet Union had achieved the victory of the Berlin Battle. The Soviet Union had been a dominant status in the European territory. Stalin also had the careerism to gain and expand the territory in East Asia. To occupy Japan was a positive tactics for Soviet Union to sally the Asian continent.Stalin stated that Russia would share the actual occupation of Japan before the explosion of the bombs. The American government had a concession of Stalin’s willing for the reason of a requirement of assistance from Russia to defeat Japan at the beginning in the Yalta Conference. However, along with the success of the testing of atomic bombs, Japan’s defeat was for certain. America was no longer with the requirement of Russia’s assistance. Stalin still tried to participate the war with Japan and America. The American government was not satisfied with Stalin’s decision with the hope of keeping Soviet Union out of Asia. If Russia were in the war against Japan, Russia would occupy other areas in  East Asia near Japan. In another word, Manchuria, Mongolia, and also Korea would gradually under Russia’s control. Stimson had provide a view of ‘If the Russians seek joint occupation after a creditable participation in the conquest of Japan, I do not see how we could refuse them at least a token occupation’ It has proved that America was under the risk of Soviet Union’ s entry into the war. The President Truman wrote in his book ‘Years of Decisions’ that he would not to allow Russians played any role to control Japan. Consequently, the Americans had a strong will to end the war as soon as possible to avoid the Soviet Union’s invasion. Byrnes, assistant to Secretary of State, had showed the argument to support ending the war before Russian’s joining in an interview. He asserted that the President Truman had shared the same view with him that it was necessary to get Japan defeated before the Russians came in the war. Similarly, Albert Einstein announced that by any means, to push the war to end should precede the participation of the Soviet Union.These are the evidence of that American were willing to end the war and to stall the Soviet Union’s entry. On 16th July 1945, in New Mexico, the success of testing the atomic bomb’s explosion had supplied an excellent chance to end the war. The assistant to Secretary of State, Byrnes, had suggested the President Truman that the bomb could be used as a way to reduce Soviet Union’s influence in Asia by ending the war. The atomic bomb, contain tremendous power when it occurs the nuclear fission reactions. The Americans had ability to urge Japan to surrender as soon as possible by holding such a weapon with huge lethality. If Japan was defeat by Americans before the Soviet Union’s assistance, there was no excuse for Soviet Union to invade East Asia area. From this aspect, the atomic bomb was used for contain Soviet Union’s invasion by ending the Pacific war as soon as possible. In addition, the make use of Atomic bombs was the nuclear threaten to the Soviet Union. To some extent, the atomic bomb would likely to strength the American military force in order to against Soviet Union. After germen’s defeat in 8th may 1945,the entire European continent seemed to be ready up for grab. As a matter of fact, one of the most considerable affaire to the Allied nations was to modify the world pattern. However, the Soviet Union has made a dominant place in Europe with expending large amount of territory  in the European continent. The Soviet Union has become the largest army to prevent America to achieve its hegemony monopolized in the world. The success of testing atomic bomb in new Mexico had provide a ‘master card’ for America to against the soviet union for the American has grasped the unique technological weapon with large power. Nevertheless, the development of atomic bomb was continually a secret before it’s testing. In the Potsdam conference, the president Truman had once tried to reveal that the America had had the nuclear power. In addition, the National Security Advisor, James Byrnes suggest Truman that to make a display of atomic bomb to the Soviet Union might become a tool to menace the Soviet Union, as well as to put the American into a positive situation at the end of the second world war. Similarly the president Truman has argued that in his belief that the atomic bomb would make positive effect on the position to strive for more territory at the end of the war. From Byrnes and Truman’s argument, it had been proved that the existence of atomic bombs itself was a huge risk to Soviet Union. To make Soviet Union realize that American had controlled the key technology of nuclear power as well as it had been in use, it was necessary to implement the atomic bomb policy with the global attention. Indeed, the atomic bomb increased the American army’s confidence dramatically. On the other hand, to Soviet Union, Stalin would not to compete against America directly as a result of such a weapon with lethality. In other words, the atomic bomb had played an important role to contain the Soviet Union. To conclude, the atomic bomb was a diplomatic ‘master card’ of containing The Soviet Union’s action instead of ending the war. It was certain that the surrender of Japan occurred several days after the atomic bomb’s explosion. The atomic bomb had made contribution on ending the war to some extent. However, Japan’s defeat was destined if the American policy makers didn’t make any decision of atomic bomb. For one thing, Japan was failed in many battles with a high expense of navy and air force. Even worse, the American army had cut the approach for Japan to import oil and raw materials. For another thing, the Soviet Union’s invasion was also a factor to promote Japan’s surrender. That is to say Japan’s surrender would occur in any case, the war would certainly had been end without the bomb. Instead of ending the war, the atomic bomb exerted its effectiveness to contain the Soviet Union.  In 1945, the President Truman’s rise to power had laid a foundation of the offensive diplomatic policy. To avoid Soviet Union’s expansion of territory, the atomic diplomatic strategy was used for against Stalin’s action. For one thing, the atomic bomb was used to end the war as soon as possible in order to prevent Soviet Union’s entry into Pacific battlefield. For another thing, the atomic bomb itself was deterrence for Soviet Union as the Americans had grasped the nuclear technology. In sum, the atomic bomb meet the requirement of defeating Japan, nevertheless, to be more accurate, the atomic bomb was a key step to deter Soviet Union’s global monopoly. Reference list Alperovitz, G., 1995. The decision to use the atomic bomb. London: Frontana Press Bird, K., Lifschultz, L., 1998 Hiroshima’s shadow. Michigan: Pamphletee†s Press P. 37 Cooper, J. W., 2006. Truman’s motivations: using the bomb in the Second World War [pdf] Available at: http://www.johnwcooper.com [Accessed 24 November 2012] Dower, J. W., 1986. The war in western eyes, apes and others. In: War without mercy. New York: Pantheon Books Pp. 77-93 Frank, R. F., 1999 Downfall, the end of the imperial Japanese empire. United States of America: Penguin Books. Giovannitti, L.,Freed, F., 1965. The decision to drop the bomb. Great Britain: Methuen Co Ltd. Freeman, R., 2006. Was the atomic bombing of Japan necessary? [online] Available at: http://www.commondreams.org/views06/0806-25.htm [Accessed 23 November 2012] Hein, L., Selden, M., 1997 Living with the bomb, American and Japanese cultural conflicts in the nuclear age. New York: M.E. Sharpe Leffler, M. P.,Painter D. S., 1994 the atomic bomb and the origins of the cold war in: Painter the origins of the cold war: an international history New York: Rouledge P. 59. Malloy, S. L., 2008. Atomic tragedy, the decision to use the bomb against Japan. United States of America: Cornell Paperbacks Milson, W.D., 2011. The most controversial decision. Cambridge: Cambridge University Press. P. 15. Preston, D., 2006 before the fall-out: from Marie Curie to Hiroshima: Corgi P. 493 Selden,M (1989), The atomic bomb voice from Hiroshima and Nagesaki. London: Kyoko, Mark Selden. P. 23. Smith, J. K., 2010 fire in the sky: the story of the atomic bomb: United States of America: Author house P. 17 Walker, J.S., 1996. The decision to use the bomb: a historiographical update. In: Hogan, M. J., 1996. Hiroshima, in history and memory. Cambridge, United Kingdom: Cambridge university press. Pp. 11- 37 [ 1 ]. L. Hein and M. Selden living with the bomb, American and Japanese cultural conflicts in the nuclear age. (Great Britain 1965) P. 4 [ 2 ]. J. S. Walker Hiroshima, in history and memory. (Cambridge 1996) P. 11 [ 3 ]. J. K. Smith Fire in the sky: the story of the atomic bomb (2010 United States of America) P. 17 [ 4 ]. M. Selden voices from Hiroshima and Nagasaki (1989 London) P. 23 [ 5 ]. R. Freeman was the atomic bombing of Japan necessary? [Online] Available at: http://www.commondreams.org/views06/0806-25.htm [Accessed 23 November 2012] [ 6 ]. R. F. Frank Downfall, the end of the imperial Japanese empire. (1999 United States of America) P. 132 [ 7 ]. J. W. Dower war without mercy. (1986 New York) P. 83. [ 8 ]. G. Alperovitz The decision to use the atomic bomb (1995 London) P. 647 [ 9 ]. G. Alperovitz The decision to use the atomic bomb (1995 London) P. 645 [ 10 ]. L. Giovannitti and F. Freed the decision to drop the bomb (1965 Great Britain) P. 236. [ 11 ]. J. W. Cooper Truma n’s motivations: using the bomb in the Second World War [pdf] Available at: [Accessed 24 November 2012] P. 6 [ 12 ]. G. Alperovitz The decision to use the atomic bomb (1995 London) P. 127 [ 13 ]. L. Giovannitti and F. Freed the decision to drop the bomb (1965 Great Britain) P. 125 [ 14 ]. M.P. Leffler and D. S. the atomic bomb and the origins of the cold war in: Painter the origins of the cold war: an international history (1994 New York) P. 59. [ 15 ]. S. L. Malloy Atomic tragedy, the decision to use the bomb against Japan. (2008 United States of America) P. 81-85 [ 16 ]. Miscamble.w.d. 2011. The most controversial decision, Truman, the atomic bombs, and the defeat of Japan. P. 15 [ 17 ]. K. Bird and L. Lifschultz Hiroshima’s shadow (1998 Michigan) P. 37 [ 18 ]. D. Preston before the fall-out: from Marie Curie to Hiroshima (2006) P. 493 [ 19 ]. G. Alperovitz The decision to use the atomic bomb (1995 London) P. 274 [ 20 ]. K. Bird and L. Lifschultz Hiroshima’s shadow (1998 Michigan) P. 17 [ 21 ]. G. Alperovitz The decision to use the atomic bomb (1995 London) P. 134

Home Schooling Essay -- Teaching Public Education

Home Schooling Education is a very important concern in the hearts of Americans. . But what exactly is the best form of education. Homeschooling has gradually made its way into the education field as an acceptable and controversial form of education. Homeschooling can simply be defined as educating children at home or the community rather than at school (Withrow, 1999; Cromwell, 1998; Lines, 1995). An alternative definition would be, parents choosing the schooling for their children (What is Homeschooling, 2000). Home schooling started thirty years ago because of two men, Raymond Moore and John Holt. Both men felt that the public education system was wrong and emerged as founders of the homeschooling movement in America. Moore believed that children were being pushed in school to learn things they were not ready to learn. After evtensive research, he concluded that children in schools become extremely dependent on their peers. (Lyman, 1998). John Holt believed that it was beneficial to homeschool children because children were not being encouraged to use their natural curiosity. His negative attitude towards schools is shown when he wrote, "To return once more to compulsory school in its barest form, you will surely agree that the government told you that on one hundred and eighty days of the year, for six or more hours a day, you had to be at a particular place, and there do whatever people told you to do, you would feel that this was a gross violation of your civil liberties." Holt viewed schools as places that produced "obedient, but bland citizens" (Lyman, 1998). Home education is one of the fastest growing alternative forms of education to public schooling (Cook, 1999; Withrow, 1999). Approximately one million children or more are being educated in their homes because of the success of homeschooling. (Two Takes on Homeschooling, 1997) The increase of students does not seem to be slowing down, and with growing concern over the public schools, the growth of the homeschooling movement is inevitable. One of the main areas of concern for homeschooling is the academic performance of students; even though there is much debate on the testing assessments and the data collected, research shows that that homeschoolers achieve academically at the same level, or in most cases, above stu... ... automatically. (Kuntz, 2000) Cost Public schools are free. Low-income families can attend without worrying about money, unlike homeschools that have a cost to buy curriculums, materials, and equipment. Also, in homeschooling one family member must give up their income in order to teach their children, and most families can not afford to do that (Szegedy-Maszak). Homeschooling may deprive a child of vital skills needed to succeed outside of high school and in the workforce. In the public schools it is almost guaranteed that a child will get them; whereas homeschoolers most likely will not. The public school system is not perfect, yet it offers a realistic place of education that is available to all with a promise of teachers that have been certified. ? Bibliography: Guterson, D. (1992), Family matters: Why homeschooling makes sense. New York: Harcourt Brace Jovanovich. Pennsylvania Department of Education (1998, March). Home education in Pennsylvania. Pennsylvania Department of Education. 1-15. Pride, M. (1994), Homeschool goes high tech. Retrieved January 27, 2000 from the World Wide Web: http://www.home-school.com/Articles/HighTechHS.html

Ethics and Morality

â€Å"In philosophy we have a problem knowing the origin of right and wrong, there are various theories and ideas but we do not seem to have a definite answer to this question. † By Jamee Ford In life people are brought up in different homes, surrounded by different people and are taught different ways of life. As we grow up we are taught the difference between what is considered right and what is considered wrong, which is based on what is socially acceptable.We learn from a young age how we are expected to behave, the rules we have to abide by given from family and the morals we should have and grow up with. In this society it is difficult to find the origin of right and wrong for there are so many theories and ideas, but yet there is no definite answer. I believe morality comes from us citizens, the law, our feelings and our religion can give a certain indication to how we set our values, but I belive it is an objective fact that what is said to be wrong is wrong and what i s said to be right is right.A minority of people believe that morality comes from God. These people have a lot of faith and get their morals and understanding of right and wrong from their belief in god and their bible. For example in the Bible, there are the 10 Commandments, a list of what is acceptable and unacceptable according to God. But what if we don’t believe in god, where would our sense of right and wrong come from? If we can’t change people’s options and feelings on what is right and wrong just by saying that it is acceptable or unacceptable, then why is it okay to say God can.Without god, would their still be morality? Because if god made it acceptable to kill other people, that still wouldn’t make it okay, so I believe this theory is unproven and morality and our right and wrongs can’t come from this theory. Another theory that has brought to the attention of the origin of right and wrong is The ‘Feeling Theory’ and the â €˜Boo-hoorah’ theory. The feeling theory is an example of how morality does come from us. We make things right or wrong by approving or disproving of them. If a person has certain feelings about another person’s actions, it is saying something about them.If they disprove of an action, it is considered morally wrong to that person. This theory is people making a claim about what they think; they are claiming whether the action is right or wrong. The ‘Boo-Hoorah Theory’ is another example of how morality comes from us but involves expressing what we think is right or wrong rather than making a claim about it. Something is neither true nor false and according to this theory there is no fact of the matter just an expression of what the person observing thinks.The feeling theory and the boo-hoorah theory are both wrong for everyone is different and raised differently with different beliefs (everyone has different feelings). So technically one person can trul y believe that it is okay to kill while another says it’s not okay, these two people are contradicting one another which rules out both theories. Some children are brought up in an abusive home environment; does this mean that morally they think its okay to treat people differently based on how they were raised?All people are raised in a different environment, under different circumstances so if morality comes from us then morality would have to include a whole lot of different views. Another important theory is that morality and our right and wrongs come from the law. Morality and the law often correspond, our morals are what we consider right and wrong, While the law is what has been decided as right and wrong for us. Both murder and stealing are things we consider morally wrong and are also against the law. In the perfect world we all want the law to coincide with morality, but in reality most likely will never be like that.For example drugs are illegal and the law will no t accept any sort of behaviour involving drugs, but in some cases people justify that is morally acceptable to deal drugs use it for personal use because of financial situations and pleasure. So they morally justify it in their own head for it to be okay. Even though morality can be guided by the law, helping us understand the differences between right and wrong, morality can’t come from the law, for there are a lot of things the law accept but us civilians see it as wrong.As we can see morality cannot come from the above theories, for they all leave the question of the origin of right and wrong UN answered. I believe that morality comes from us and that things are right and wrong anyway. I believe G. E Moores theory of the extra fact (the six sense) that can detect wrongness. I truly believe this for it is true that there is that something inside of us, guiding us and helping us know what is right and wrong. We on’t necessarily have to be taught about all the wrongs i n life to just get that gut feeling that mugging an elderly person is just wrong, why do we feel that? Why don’t we do it? It is because it is something that is just there. Also everyone in the world is different, we all come from different backgrounds and everyone has been brought up differently, in different environments. So therefore we all have different feelings and beliefs, for someone can truly believe that stealing is acceptable, when another thinks it is wrong.Morality is based on how you feel and how you treat people, expecting the same in return; you wouldn’t want someone to hurt you, so why would you want to hurt them. There are no proven facts to where right and wrong comes from but it is something that is just there. It changes over time, and things that were once believed as right are now seen as wrong. So therefore we cannot place judgements for we don’t know what morality and right and wrong will be seen as in ten years time, it’s based y ou as a person.

Cafe Amadeo Development Cooperative Essay

In September 24, 2014, Technological Institute of the Philippines (TIP) – Quezon City had a plant tour. It is one requirement in our course’s Production and Operation Management. Our two organizations that we went are in Cafe Amadeo Development Cooperative and in Tri-R Allied Industries, INC. Both of them are really exciting when we heard about those organizations that we will be going for. Our mission here is to get knowledge and to apply it for ourselves in our future work. It was very educational because we saw the processes of how they do the coffee and also the parts of the vehicle. But before all, my classmates and I met within the school at 4:30am exactly because we do not want to make us left the bus so we go ahead for our assurance. The bus leave at school at exactly 7o’clock in the morning. After traveling of almost 3 hours, we finally arrived in Cavite at 10:30 in the morning. We started to discover, observe and learn in Cafà © Amadeo Development Cooperative organization. Their exact place is at Barangay 6, Poblacion, Amadeo, Cavite. This is the logo and actual view of their business, Cafà © Amadeo has their general purpose, vision and mission. Here are they; GENERAL PURPOSE To promote the cooperative as way of life by improving the social and  economic well-being of the people. VISION The country leading cooperative that produces and distributes quality coffee. MISSION Produce and offer quality products and services through technologically advanced capabilities its members. Develop professional officers and management team encourge thrift and savings consciousness. In their organization, you should be truly honest and loyal. They held that kind of value. Mrs. Agnes, the spokes man told us that Cafà © Amadeo was started on June 28, 2002 with only 20 members. They have an investment of â‚ ±137,500.00 when Cafà © Amadeo started, but it is just bit of their money. The coffee millers and traders of Amadeo were taking the amount of coffee. Their coffee before were worth rage of â‚ ±450.00 – â‚ ±500.00 per cut. Per cut is about 1 kilo and it has coffee pod yet. The usual coffee before was too expensive but because the coffee was lack of supply, they washout the coffee. Most farmers before usually gets their livelihood in coffee, like Mrs. Agnes’ life. So they take another economical as farming pineapples and papayas because coffee was almost a year when you are harvest it. But the good news here is, the DTI, DOST, and Provincial Municipal helps their cooperative to promote their products. Their cooperative consists of Farmers, Traders, and Millers. All the members are encouraged to sell and to add capital. It has also set up five market outlets, three in Cavite, one in Paraà ±aque City and lately in San Fernando, Pampanga. From now on, the cooperative is fast growing and keeping to its mission of continually supplying best grade coffee beans and ground coffee for the entire benefit of Amadeo Coffee farmers (4,560) in general and of its members in particular. They has a different kinds of coffee and this is the, Arabica Coffee, Liberica / Baracco Roasted Coffee, Robusta, and Excelsa. Mrs.Agnes told us that Arabica Coffee is commonly in Davao, Baguio and Benguet because it springing up in high and cold areas. Liberica/Baracco Roasted Coffee produces big beans, resistant to drought. The pulp is very thick and it takes 40 days to dry. Robusta is the number 1 soluble of coffee and most preferred by coffee growers. It dries in 15 days and since the pulp easily separates from the beans, it takes least effort to clean. Excelsa, which is secondly to Baracco. Excelsa is also resistant to drought and takes 25 days to dry. With  a pulp that does not separate from the beans when milled. PROCESS OF CAFÉ AMADEO The process used by Cafà © Amadeo is continuous because there is a very high volume of nondiscrete, highly standardized output is desired and their products have almost no variety in output and no need for equipment flexibility. It is used to manufacture, produce, or process materials without interruption. It also produces greatest quantity of a product over the time. Continuous-flow production requires products for which the same level of quality can be reliably achieved as long as the process of manufacture and the ingredients are unchanged. A production worker in continuous production commonly works in rotating shifts. So that I think they used Job rotation which means having workers periodically exchange jobs to avoid having one or a few employees stuck in a monotonous job because some of the employees will be get bored from their jobs because some of the responsibility there is only putting coffees into their packages or to wait the coffee from machine. As what I remembered from the speaker, they chose Amadeo province because since then Amadeo is one of the places that already engaging in coffee farming and coffee is Amadeo’s major crop for trade. There is a very high volume of nondiscrete, highly standardized output is desired and their products have almost no variety in output and no need for equipment flexibility. Continuous-flow production requires products for which the same level of quality can be reliably achieved as long as the process of manufacture and the ingredients are unchanged. They’re also using Product layout, product layout in the sense that there is a flow in the production of coffees or there are step by step processes. From work station 1 to work station 2 and so on and so for. Cafà © Amadeo their stores are located near towns in different places in Cavite so that it can easily be seen by the travelers and also they can be easily recognized by their customers. When it comes to working condition their work places are full of ventilations and sound proof mirrors so that their workers cannot be bothered by any distractions such as heat and other factors that can affect their works. VISION To be the most preferred manufacturing solution provider MISSION AND GOALS PROFITS-To have a sustainable growth of 20% annually and to maximize profit margin. PEOPLE-Proud and Happy associates. PORTFOLIO- To be an industry market leader and game changer. PARTNERS- To be preferred name the industry. PLANET- To be an environmental friendly company. PRODUCTIVITY- Promote effective management of people time and money TRI-R ALLIED INDUSTRIES INC. PROCESS CAPABILITIES STAMPING Metal stamping presses range from 35 – 600 tons for manufacturing seat frames and automotive parts. PAINTING/PLATING Bare metal parts are pre-treated before powder coating at 240 degrees C. Aside from painting, engaged also in in-house plating. WELDING Welding process occupies a large part of automotive parts manufacturing. From thin metal sheets to form structures. Welding processes include resistance welding, arc and gas welding using welding assembly jigs. SEWING AND SEAT ASSEMBLY The company cut, saw and assembled motorcycle dual seat assembly using PVC leatherette. Pad cushion and bottom plate. FOAM INJECTION Two components chemicals are used both for automotive and motorcycle seat pads. MACHINING The in-house machining centre fabricates tool and dies. The in-house machining centres fabricate tool and dies. METAL CASTING The company also employ metal casting process using High Press Die and Ductile Iron Casting using aluminium or metal alloys. TRI-R PROCESS MAP TRI-R Inc. uses job shop processing because they are customizing metal processing shop. A job shop process creates the flexibility needed to produce a variety of products or services in significant quantities like in TRI-R they make different kinds of parts of vehicle/cars. Customization is relatively high, and volume for any one product to meet customer quality and service standards. The work force and equipment are flexible and handle various tasks. Typically, they make products to order and don’t produce them ahead of time. The specific needs of the next customer are unknown, and the timing of repeat orders from the same customer is unpredictable. Each new order is handled as a single unit–as a job. A job shop process primarily involves the use flexible flow strategy, with resources organized around the process. Most jobs have a different sequence of processing steps. The job shop is organized by process, where assembly lines or continuous flow operations are organized in a product layout. In the latter layout, equipment or work processes are arranged according to the exact steps in which the product is made and the path for each part resembles a straight line. And also TRI-R is using Product Layout processing because the layout of equipment and processes in the workstations are distributed around the needs of the end product. Each station is given a small task to complete in a certain sequence. Because according to the information that I’ve obtained TRI-R is using Product Engineering, according to the definition of Product Engineering it is the process of designing and developing a device, assembly, or system such that it is produced as an item for sale through some production manufacturing process. So that, it became my basis to say that they’re using product layout. Also they are using assembly line of production because the automobiles parts that they are processing are added as the semi-finished assembly moves from work station to work station where the parts are added in sequence until the final product is produced.

Demonstrative Pronouns of Spanish

Demonstrative Pronouns of Spanish If youve already learned the demonstrative adjectives of Spanish, youll find it easy to learn the demonstrative pronouns. They serve basically the same purpose, acting as the equivalent of this, that, these or those in English. The main difference is that they (like other pronouns) stand for nouns rather than modify them. List of Spanish Demonstrative Pronouns Below are the demonstrative pronouns of Spanish. Notice that they are identical to the adjectives, except that most traditionally use accent marks, unlike the adjective forms, and that there is a neuter form. Singular masculine à ©ste (this)à ©se (that)aquà ©l (that, but further away in time, sentiment, or distance) Plural masculine or neuter à ©stos (these)à ©sos (those)aquà ©llos (those, but further away) Singular feminine à ©sta (this)à ©sa (that)aquà ©lla (that, but further away) Plural feminine à ©stas (these)à ©sas (those)aquà ©llas (those, but further away) Singular neuter esto (this)eso (that)aquello (that, but further away) The accents do not affect the pronunciation, but are used merely to distinguish adjectives and pronouns. (Such accents are known as orthographic accents.) The neuter pronouns do not have accents because they have no corresponding adjective forms. Strictly speaking, the accents arent mandatory on even the gendered forms if leaving them off wouldnt create confusion. Although the Royal Spanish Academy, a semiofficial arbiter of proper Spanish, once required the accents, it no longer does, but neither does it reject them. Use of the pronouns should seem straightforward, as they are used basically the same in both English and Spanish. The key difference is that Spanish requires use of the masculine pronoun when it substitutes for a masculine noun, and use of the feminine pronoun when it substitutes for a feminine noun. Also, while English does use its demonstrative pronouns standing alone, it also often uses forms such as this one and those ones. The one or ones shouldnt be translated separately into Spanish. The difference between the à ©se series of pronouns and aquà ©l series is the same as the difference between the ese series of demonstrative adjectives and the aquel series. Although à ©se and aquà ©l can both be translated as that, aquà ©l is used to refer to something further away in distance, time, or emotional feelings. Examples: Quiero esta flor. No quiero à ©sa.  (I want this flower. I dont want that one. Ésa is used because flor is feminine.)Me probà © muchas camisas. Voy a comprar à ©sta. (I tried on many shirts. Im going to buy this one. Ésta is used because camisa is feminine.)Me probà © muchos sombreros. Voy a comprar à ©ste.  (I tried on many hats. Im going to buy this one. Éste is used because sombrero is masculine.)Me gustan esas casas. No me gustan aquà ©llas. (I like those houses. I dont like those over there. Aquà ©llas is used because casa is feminine and the houses are distant from the speaker.)A mi amiga le gustan la bolsas de colores vivos. Voy a comprar à ©stas. (My friend likes colorful purses. I am going to buy these. Éstas is used because bolsas is plural feminine.) Using the Neuter Pronouns The neuter pronouns are never used to substitute for a specific noun. They are used to refer to an unknown object or to an idea or concept that isnt specifically named. (If you would have occasion to use a neuter plural, use the plural masculine form.) The use of eso is extremely common to refer to a situation that has just been stated. Examples:  ¿Quà © es esto? (What is this [unknown object]?)Esto es bueno. (This [referring to a situation rather than a specific object] is good.)El padre de Marà ­a murià ³. Por eso, est triste. (Marys father died. Because of that, shes sad.)Tengo que salir a las ocho. No olvides  eso. (I have to leave at eight. Dont forget that.)Quedà © impresionado por aquello. (I left affected by that.) Key Takeaways The demonstrative pronouns of Spanish are the equivalent of English pronouns such as this and these.The demonstrative pronouns must match the nouns they refer to in gender and number.Neuter demonstrative pronouns are used to refer to concepts and situations, not named objects.

The Difference Between a Weak and Strong Verb

The Difference Between a Weak and Strong Verb The distinction between a weak verb and a strong verb is based on how the past tense of the verb is formed. Weak verbs (more commonly called regular verbs) form the past tense by adding -ed, -d, or -t to the base form- or present tense- of the verb, such as call, called and walk, walked. Strong verbs (usually called irregular verbs) form the past tense or the past participle (or both) in various ways but most often by changing the vowel of the present tense form, such as to give, gave and stick, stuck. Strong vs. Weak In Garners Modern American Usage, author Bryan Garner explains the difference between a week and strong verbs: Irregular verbs are sometimes called strong verbs because they seem to form the past tense from their own resources, without calling a The term strong has been inherited from Old English grammar, and many of todays irregular forms are descendants of common Old English verbs. Although fewer than 200 modern English verbs are strong, these irregulars- most of which are just one syllable in length- are among the most common in the language. Examples of Weak Verbs With week verbs, the stem vowel does not change in the past or past participle tense. Take the word walk, for example. The past and past participle of this verb would be walked because the stem vowel does not change. Another example would be work, where the verb becomes worked in the past and past participle. Other examples of the week, or regular, verbs would be as follows, where the verb is listed on the left with the past/past participle on the right: Add addedBeg beggedCall calledDamage damagedEarn earnedMark markedTaste tastedYell yelled The past tense or past participle of these verbs looks roughly the same as the present tense because, as noted, the stem vowel does not change. Strong Verbs Examples By contrast, strong verbs generally do have a change in the stem vowel in the past or past participle. For example, the past tense and past participle of bringing is brought. At other times, the stem vowel in a strong verb might change in the past tense but not in the past participle, such as arise, which becomes arose in the past tense but arisen in the past participle (as in he has arisen.) Other examples of strong verbs would be: Blow blew (past tense), blown (past participle)Break broke (past tense), broken (past participle)Do did (past tense), done (past participle)Feed fed (past tense and past particle)Lie (down) lay (past tense), lain (past participle)Speak spoke (past tense), spoken (past participle) As you can see, there is no hard-and-fast rule for determining if a verb is a week or strong. Since there are fewer than 200 strong verbs in English, the best method is to memorize their use in the past and past participle.

Employee Relations Essay Example | Topics and Well Written Essays - 2000 words

Employee Relations - Essay Example factory employers. He also used to pursue other workers in favor of his masters. That is why the other workers did not like him. He after some time lost his one finger in an accident during his work in the factory. After that the masters did not bother to help him. Then he decided to agree on with other workers in the protest against the factory owners. The union of the workers did not exactly wanted to get what the majority of the workers are trying hard to achieve during strike. He was eventually fired from his job due to his conflict with the masters as well as the union of the laborers. After some time when the conflict was sorted out in a decent manner, his job was again given to him. In this movement we see the roles of the workers are transformed during the strike. They were actually the cause of reduced supply of products to the market no matter what the products are in this case. This shortage of supply eventually leads to inflation in the market and the innocent people suff er. This is a negative role prescribed to workers in the market. In the example above, it is clear that the purpose of workers were not actually the same as that of the union of laborers. This evidence shows that the union member’s purpose was somewhat different and hence some kind of political influence and affiliation seemed to be present working efficiently here. The purpose was not exactly the same in most of the cases in the world. For example, according to a study made by Shri Ram Centre for Industrial and Human Resources, the laborers in Punjab wanted to settle down their matters silently by directly talking to the responsible authorities (Prakash, 2006, 91-109). In this way, the conflict due to the strikes can avoided between employers and employees. But the conflict is caused by the union itself often for some personal or political influences. Moreover, strikes only leads to destruction due to the stubborn behavior of the both parties. The laborers lose their jobs as in the above example and eventually suffer. On the other hand the owners of the organization also suffer due to having no work due to the strikes of the workers. The management also does not act according to its responsibilities at the time of strike and due to this irresponsive behavior political elements can get benefit of this situation. If the products produced have a few competitors in the market, it may lead the market towards monopoly. So this political influence can be caused by the close competitor of the organization in which the workers are striking. The relationship between the employers and the workers can be better due to the strike but the exact inverse is also possible. If the conflict is handled in a decent and effective manner, this will be the cause of greater trust from both the sides because the demands from both sides were equally treated. On the other hand, this situation may be worse if the conflict is not handled responsibly. This can lead to a more intense strike from the workers. For example, in the above case the workers were fired due to the strike going on because of the unprofessional behavior of the people sitting in the factory administration. The same example can be taken from another strike in the Johnson steel strike of 1919 where the authorities called the police during the strike of workers. Police were arresting