Gas Essays - Electric Car, Electric Vehicle, Filling Station

Gas And Electric Cars As his car warmed up that morning, Alan Wilson stared with amazement at his gas gauge. "I can't believe it's on ?EMPTY' again," he ranted. "I just spent twenty bucks last weekend!" Alan sped away from his home toward the gas station before he had to be at work that morning only to find out that the gas prices had been raised again. "Why don't I just burn my money?" he said facetiously. Alan grabbed the nozzle and began the weekly task of filling up the gas tank on his 1970 Ford Maverick with a 302 and dual exhaust. "I need to go buy one of those new Styrofoam pieces of junk that get thirty miles to the gallon," he mumbled to himself. Since the invention of the car, people have had to go through this ordeal because we have no choice. It has been over eighty years, and we are still using gasoline as the primary source of power for our vehicles. With all of the new technology created over these years, shouldn't we have thought of something better by now? The truth is that we have. Electricity is a much cleaner, more efficient form of power that could be put to use, but it hasn't (Bradley 444). Is there any particular reason? Of course! Somebody will lose money. The idea of an electric car has been embedded in the mind of people for countless years. Whether it be by a writer, an inventor, or a scientist, it has been thought about for some time. Not only would this idea be safer for the environment, it would save billions of people money. Unfortunately, gas companies haven't preferred these ideas over losing millions of dollars in sales. Although it may not be true, many environmentalists believe that car manufacturers have been bought off by the gas companies in order to keep their millions flowing in (Sullivan 2). How could an idea perfected years ago not have caught on by now? The first working electric car was created in the 1800's before the first gas-powered car. It wasn't perfected until the 1970's so gasoline took its place in the mean time and we haven't changed back until now (Ramo 24). In the past month or two, a few car companies have begun to put half-electric half-gas powered cars on the market (Ramo 25). The work of fiction is slowly becoming a reality. This may be a form of compromise between the people of the world and the gasoline companies. These cars are well designed. The gasoline helps the cars get up to speed and with hills, while the numerous batteries keep the car going when they are up to speed and not on a hill. They run smoothly and the best part is that a car will get between eighty and ninety miles to the gallon (Sullivan 3). It is safe to say that most people would enjoy the idea of filling up their gas tanks once a month. Plus, Gasoline companies will not be put out of business for two reasons: they will still make money on the full gas-powered vehicles, and they will still get money from these new "electri-gas" cars (Ramo 25). What is wrong with a fully electric car though? For one, they only travel at a top speed of 65 MPH for 2 hours. After the 2 hours, the batteries need to be recharged. With the gas-electric cars, a special generator charges up the batteries while the car is using gas (Bradley 445). So every time the car is getting up to speed or pulling up a hill, the batteries are being charged by the generator. There is virtually no way to run out of power on these cars provided the gas tank is kept full, and with only needing to fill up the tank once a month, this should be no problem for the average person. To his amazement, Jerry looked down at his gas gauge and saw the needle almost to the ?E.' "Wow, I haven't seen that in almost 5 months," he smirked to his wife. The brand new blue electric gas car coasted into the local Chevron right next to a certain Ford Maverick. Alan could do nothing but stare with jealous eyes knowing exactly how great Jerry's gas mileage had to be with that new car. Both men finished filling their tanks and left. They never saw each other again for obvious reasons. Imagine owning one of these gas electric vehicles, and

Body image in todays society essays

Body image in todays society essays Parks, M.S., Read, M.H. (1997). Adolescent male athletes: body image, diet, and exercise. Adolescence, 32, 593-602. Today's society is heavily focused on the physical aspect of our bodies. It seems that our body image is of a very important concern to many. According to previous research studies one's self-esteem is closely related to the degree of satisfaction with one's body image. Most of the research before now on body image has been done in relation to the female population. The concerns of how one looks used to be thought of as a female preoccupation. However, cultural and societal trends have come to suggest that body image concerns may also affect males. New research has shown that the adolescent male is vulnerable to the pressures of obtaining the "ideal" male body. The ideal includes the V-shape, muscularity, and tallness. This new desire has led many to participate in athletics. Most of the data relevant to this subject has been done on college and adult aged people. This study is due to the limited information regarding younger male athletes. The study was done to investigate and compare body image concerns between two groups of adolescent male athletes. The two groups were composed of football players and cross-country runners. Diet and exercise often modify body image. So data was also collected on reasons for exercising and attitudes toward eating and weight control. I believe that the football players will be the ones who accept their body image more than the cross-country runners. The data was collected through a questionnaire. Various coaches were called up and asked to administer the questionnaire to their players at a convenient time. The players were told to answer seriously and make sure their answers were clear. The questionnaire included: Body Esteem Scale, Body Size Drawings, Eating Attitudes Test, and Reasons for Exercis ...

Leading Cultural and Organizational Change at the Royal Conservatory Case Study - 18

Leading Cultural and Organizational Change at the Royal Conservatory of Music - Case Study Example The major issues raised in the study are incorporation of environmental changes within the broad goals and objectives of RCM and meeting the challenges of time with creative inputs. It was started in 1886 in Toronto as music school and had emerged as top school for piano. It had maintained its traditional approach to teaching. But by 1950s, University of Toronto gave it a stiff competition by its modern outlook and more professional way of working. The university gradually took over its traditional role of preparing concert stage musicians which led to the decline of RCM. These events were important issues that were raised in the text. Yes, Peter Simon was successful because he was able to turn around the declining status of RCM into successful institution with wide ranging activities in the field of music. He brought in corporate culture that used technology and innovation in the area of academics. A shift from academic to corporate culture broadly means that while academic is mainl y concerned with scholastic achievements, corporate culture is goal driven and strives to meet the challenges of time with new ideas and products. Higher performance outcome and financial gains become critical paradigms of success. I would advice Peter Simon to maintain high degree of ethics within RCM so that quality in music school is maintained. The online education must be accompanied by in-house training and practical tests. It would help to gain credibility amongst the various stakeholders like students, music teachers, donors etc. Knowledge sharing has increasingly become vital aspect of competitive advantage. I would therefore suggest Peter Flagstaff and Lindsay Gibson to create a learning environment that promotes knowledge share. Use of technology within the operations would greatly help to create a large database of new ideas and information that can be shared, as and when required. Effective management information system should also be developed so that management is abl e to monitor the projects and is able to give critical inputs to the accounts executives to save time.

Parties and Pretrial Procedures Assignment Example | Topics and Well Written Essays - 750 words

Parties and Pretrial Procedures - Assignment Example On receiving complaints regarding a criminal act the investing authorities can initiate the investigation, and collect information. The next step involves the assessment of evidences, and analyzing the situation. For this purpose grand juries are called. The protocol of using grand jury for deciding criminal charges was abolished in 1948 in the United Kingdom; however, it is still in practice in the United States of America (Campbell, 1973). The function of a grand jury is to decide whether the act under question is chargeable as a crime or not. Cases that ask for the involvement of grand jury use it as a preliminary step for initiating the criminal proceeding. Grand jury is composed of sixteen to twenty three individuals. Prosecutors summon grand jury for testing their case. They collect all the evidences from the investigating authorities, and then present their case in front of the jury. Trials involving grand jury does not have any lawyer, except the prosecutor, the indictment of charges does not require unanimous decision; rather a super majority of 2/3 or 3/4 is enough to charge indictment. Decisions made by the grand jury are of basic nature, they solve the question of law, and they decide whether the defendant is eligible fo r being charged with conviction or not. During the trial the role of the prosecutor is to present all the available information to the jury, and explaining the injunctions of law. After viewing the available information, and the cited act, the jury decides, whether to call for a court proceeding or not. In all this process there is no involvement from the defendant’s side. The grand jury deals with the case keeping the prevalent culture and customs of their society (Antell, 1965). If the indictment has been approved warrants are released for the arrest of the convicted. After the arrest of the convict, the case is reviewed by the district attorney, who has the authority to discard the case on unavailability of

Chapter Questions From Global health 101 richard skolnik book Essay

Chapter Questions From Global health 101 richard skolnik book - Essay Example Global health is the science that prioritizes health improvement and equity in the global context (Skolnik 7). Medical approach focuses on the individual while public health focuses on the population. medical approach is a personalized service while public health is a public service. Medical approach focuses on diagnosis of the ailment, treatment and care of the individual while public health focuses on prevention and health promotion in the society (Skolnik 7). Millennium development goals are a crucial part of a country’s development effort. The nations declared to meet the goals by 2015. The goal to reduce child mortality, improve maternal health and combat disease are related to health (Skolnik 10). The keys to eradication of smallpox include advances in technology, cooperation between global health actors and government commitment. The lesson learnt is leadership and commitment are key to a successful global health program (Skolnik

Learning Perspectives in Education

Learning Perspectives in Education Learning: Perspectives, Perceptions and Performance â€Å"Learning† is a vague, important term. When mentioned, common associations are often relegated to the association with young schoolchildren and not so often as one of the most intriguing and inquired upon aspects of psychology. Prior to further elucidation, as if oft the case, the examination of â€Å"learning† merits a definition. Though it seems to be a word of self-evident meaning, because it is hard to study directly, some further refining must be utilized. This self-evident ‘acquisition of knowledge’ can only be measured with behavioral outcomes and should be observationally able to be distinguished from reflexive or instinctive responses. A behavioral outcome might consist of a high test score, a rat that quickly presses a lever, an employee that receives bonus compensation or any other number of commonly conceived examples. In discussing the nature of learning, there are perhaps two or three popularly dominant perspectives which are essential to understand in the formation of any reasonably comprehensive review. These perspectives include the behaviorist, the social learning, and the cognitive schools. Though it becomes apparent that these three influences are not without critique and that, even within each, there exists what might be labeled ‘factions’, their fundamental contributions cannot be ignored. Behaviorism The first of these perspectives is the behaviorist. In this scheme, there are two broad branches: classical conditioning and instrumental conditioning. In classical conditioning, learning occurs by the pairing of the stimulus with a desired response of the subject. Experimentally, this is an example of Pavlov’s famous dogs and the learning that results is a consequence of the learned associative relationship and is not contingent upon any action by the subject. The alternative to this method is instrumental conditioning in which the subject gets to â€Å"choose†. By this, it is meant that the reinforcement is contingent upon what the subject â€Å"chooses† as evidenced by the behaviorally discernibly different response. Within the realm of behaviorism, one key contributor and voluminous icon of psychology in general is Thorndike. As a function of his experiments with cats in boxes for which they had to perform some specific behavior to escape, he concluded that learning was a process of an incremental nature and that their was became a neural link between the stimulus and response. This was evidenced by his successive experiments in which the cats became ‘smarter’, that is, they learned what specific behavior was required in order to be released. As the number of trials progressed, there was an inverse relationship with the time needed to escape. The work of Skinner furthered the science of behaviorism by his greater elucidation of the four broad categories of reinforcement: Application of a positive stimulus – Commonly referred to as a reward, this involves the presentation of something the subject desires. Removal of a positive stimulus – An example of this for children would be â€Å"time-out†. Theoretically and often in reality, this method is useful to extinguish unwanted behaviors. In fact, according to Skinner, the most effective way to eliminate a behavior is to ignore it, thus removing any external reinforcement. Application of a negative stimulus – Typically referred to as â€Å"punishment†, this involves the application of an unwanted or noxious stimulus to shape behavior. Removal of a negative stimulus – This is the be the restoration of â€Å"normal† conditions upon cessation of an undesirable action or commission of some desired behavior. A parenting example would be the removal of a ‘grounded’ condition upon acceptable repentance of some past action. In addition Skinner identified another type of reinforcer that he labeled a â€Å"general reinforcer† due to its wide applicability. Money is one such item and is so labeled because subjects desire it regardless of their state of depravity. This is in contrast to food which is not an adequate stimulus unless one is hungry, that is deprived of food. Another theorist, Guthrie provides yet additional insight into the theories and methods of learning. One of his key contributions to the field is with his â€Å"Law of Continuity†. In this, Guthrie proposes eloquently that, â€Å"a combination of stimuli which has been accompanied by movement will on its recurrence tend to be followed by that movement†Ã¢â‚¬ ¦ in other words, an action in a given situation will likely be repeated when the subject finds themselves in a similar situation. The Cognitive Approach While there is the well-known debate of nature versus nuture that runs throughout science, such polarity also exists within the field of psychology and learning. A pure behaviorist would insist that so-called ‘choices’ are really nothing more than an animal-like actions in all behavior is reducible to stimulus and response type mechanisms. As behaviorism has significantly added to our understanding of the human condition, there exist alternative perspectives that are also quite useful. One such branch of the more cognitive division of psychology is referred to a Gestalt psychology. From this perspective, the insight that the brain is not the passive recipient of stimulus but actively involved in the perception and construction of reality is posited. Further, Gestalt psychologists attest that a given stimulus exists not in isolation but in the total context of the perception of the subject. For example, Wertheimer, the father of Gestalt psychology, cited the example of two blinking lights being able to present the perception of apparent motion. This as well as the popular psychology examples in which a certain line has the appearance of being longer than another depending on the lines and figures around it speaks to the tenet of Gestalt psychology that an experience as a whole, is greater than the sum of the individual parts that make it up. From these and other example, the idea that the mind is able to shape its own perspective of reality by virtue of its own beliefs about how things should be or how they are desired to be is a major enduring contribution of t he Gestalt movement. Though not a cognitivist, Piaget’s contribution to learning could arguably be filed in this area. Particularly noted for his contributions to developmental psychology and thus much appropriate for child rather than adult learning, Piaget declared the existence of fairly defined period of development. During these periods, a child was able to learn specific skills and acquire certain abilities with not being able to achieve certain others due to the maturation and innate abilities that of a developing brain. For example, the period of approximately seven to twelve years old is referred to as the concrete operations period. During this range, reasoning and problem solving abilities are generally limited to â€Å"concrete† phenomena that can be seen and observed rather than abstract in nature. Observational or Social Learning Though cognitive in nature, these theories have been treated separately due to both their easy discernment by more ‘pure’ cognitive perspectives and by the distinctness of the contributions of the key theorists. Up to this point, the models of learning that have been postulated, whether behaviorist or cognitive, have been focused on the subject only. Moving somewhat further away from the ‘clean’ and ‘pure’ perspective of behaviorism, social learning theory attests that the focus must extend beyond the subject to the contextual influence on others. In describing the views of social learning, some of the most controversial and informative experiments in modern psychology have be conducted. For example, Bandura’s famed ‘prison experiment’ in which subjects were put into a mock prison with some subjects assigned to be â€Å"guards† while others were simply â€Å"prisoners†. The experiment was terminated early due so me of the subjects ‘taking their roles a bit too seriously’. In another classic experiment, children were shown a film showing an adult acting aggressively by hitting a doll or shown an adult being kind to a doll. These same children later modeled the demonstrated behavior, whether aggressive or not. Such findings are reinforced by LeBon’s work on â€Å"crowd psychology† in which individuals and groups are influenced by others to model or imitate certain implicit behaviors. Implications on Health Well-Being Animals, depending on the species, have a number of unlearned, innate behavioral responses to certain stimuli. Examples such as sea turtles that ‘automatically’ head toward the sea upon birth on a sandy beach to dogs that seek the warmth and scent of their mothers while they cannot see after birth abound in literature. On the other hand, humans seem to come into the world as a blank slate to be written upon by life’s experiences. It is this aspect of humanity that makes learning play such a pivotal role in our development and beyond. Further, after even a short perusal of the various schools of thought, it becomes apparent that the human animal is complex enough to warrant the consideration and application of all perspectives. By doing so, it is possible not only achieve specific learning goals but also to achieve the avoidance of certain other issues that may occur from situations in which learning does not occur. One such example of this is the child who is raised with excessive punishments to shape behavior. According Skinner and other behaviorists, this can produce a ‘maladapted’ adult who has emotional issues. These emotional issues may manifest themselves in any manner of behaviors such as avoidance of others or difficulties in relationships to, at the extreme, sociopaths who ‘act out’ their frustrations upon others. From a cognitive perspective, much of the therapeutic approach of this school is in bringing the â€Å"cognitive errors† that a person commits to their conscious awareness. These â€Å"errors in thinking† occur when a person creates false assumptions or acts utilizing illogical conclusions in choosing their responses to stimuli. Extreme but common examples are those who express feelings of being a â€Å"total failure† and consider suicide. In most cases, such errors are much more subtle but just as insidious with regards to their ability to alter behavior. Clearly, learning plays not just a role in the development of humans but is an ongoing factor in the ‘success’ of daily living. Psychologists, human resource specialists, trainers and managers and supervisors of any business are vitally concerned about learning in the workplace. As the business world grows more sophisticated, new skills are needed. These new skills must be taught, learned and successfully applied for the mutual success of the individual and the enterprise. As such, lessons from all three perspectives are quite relevant. By utilizing key components of each perspective and theorist, one can gain a flexible paradigm by which there is greater understanding and application to additional circumstances. It is with this goal of greater applicability that a number of specific contributions are outlined below: Thorndike on Education Thorndike had much to say in regards to educational process and the efficacy of teaching methods and styles. This insight is relevant regardless of the age of the learner. Consider the situation the student faces. Consider the response the wish to connect with this situation. Form the bond. All else equal, from no bond that will have to be broken. All else equal, from as few bonds as possible. All else equal, form bonds in the way they are required to act later. Favor the situations and responses that naturally occur in life (Hergenhahn and Olson 2005, p. 72). The bond that Thorndike refers to is the previously mentioned neural bond that exists between the stimulus and the response. Though these recommendations contain a number of Thorndike’s behavioral precepts, a key ‘learning’ for typical occupational settings is the last advisement. Reminiscent of the idea that if one is going to train for a five-kilometer road race, it is at some point necessary to train by running reinforces the point that training for a specific task should, as much as possible for effective learning, resemble the task itself. Skinner on punishment Just as Thorndike â€Å"lectured† on educational process, the iconic behaviorist Skinner advises in regards to punishment. This topic is perhaps most salient to child-rearing, an occupation in which there exists considerable frustration that might be at least slightly abated by the application of a learning theory. From a behaviorist standpoint, â€Å"punishment† is the application of a negative or undesired stimulus in order to shape behavior. While commonly utilized, Skinner cautions that punishment: Causes unfortunate emotional byproducts Indicates what an organism should not do rather than what it should do. Justifies inflicting pain on others. Being in a situation where previously punished behavior could be engaged in without being punished may excuse a child to do so. Punishment inflicts aggression toward the punishing agent and others. Punishment often replaces one undesirable response with another (Hergenhahn and Olson 2005, pp. 92-94). Guthrie on breaking habits Also a behaviorist, Guthrie addressed the issue of â€Å"habits†. From a behavioral perspective, habits are simply a specific response to a large number of stimuli in which the greater the number of the stimuli, the greater the strength of the habit. As habits can be a significant annoyance and possibly quite maladaptive, insight into their extinguishment is valuable. According to Guthrie, the following four methods are useful and valid: Threshold Method – In this method, the technique of ‘warming up’ to an idea is utilized rather than the sudden presentation of the stimulus in order to attenuate the response. Fatigue – This method demonstrates the futility of a response to gain the desired results but simply letting a subject ‘wear themselves out’ when a stimulus is presented. Incompatible Response Method – This method relies upon the pairing of a stimulus which generates an unacceptable response with a stimulus in which the response is not compatible with the unacceptable response. Such action has the effect of lessening the ability of the former stimulus to evoke and undesirable response. Though this is a behavioral percept, it has the net effect of forcing the subject to cognitively â€Å"rethink† the pairing and its meaning. Sidetracking – This method is one in which a habit in not so much eliminated as simply avoided. By removing the stimulation, one can effectively sidetrack the response (Hergenhahn and Olson 2005, pp. 220-224). Wertheimer’s Facts versus Principles According to Wertheimer, the father of Gestalt psychology, real â€Å"learning† occurs not by the simple recitation of facts but rather by the understanding of underlying principles. As apt illustration of this idea is the following example: A school inspector who was impressed by the children he had observed but wanted to ask one more question before departing. â€Å"How many hairs does a horse have?† he asked. Much to the amazement of both the inspector and the teacher, a nine-year old boy raised his hand and answered, â€Å"3,571,962.† â€Å"How do you know that your answer is correct?† asked the inspector. If you do not believe me,† answered the boy, â€Å"count them yourself.† The inspector broke into laughter and vowed to tell the story to his colleagues when eh returned to Vienna. When the inspector returned the following year for his annual visit, the teacher asked him how his colleagues responded to the story. Disappointedly, the inspector said, â€Å"I wanted very much to tell the story but I couldn’t. For the life of me, I couldn’t remember how many hairs the boy said the horse had.† (Hergenhahn and Olson 2005, p. 281). Enough said. Piaget’s â€Å"Learning depends on failure† Though we generally judge the success of learning by achievement, the noted developmental psychologist Piaget suggests that perhaps this should be reconsidered to some extent. Specifically, Piaget indicated that learning occurs only when the dilemma of ‘not learning’ or a failure to learn is present. To elaborate, the inability or failure of previous learning to account for a given set of circumstances makes it possible for new situations to be assimilated and accommodated, thus providing the raw material for learning to occur. Important to this assimilation and accommodation, or learning process is the ability of the teacher to gradually challenge rather than overwhelm the individual ((Hergenhahn and Olson 2005, pp. 302-303). Bandura: Human Monkeys are Different†¦ In early behaviorist experiments, animal subjects did not â€Å"look† at other animals to learn adaptive strategies. While more recent experiments have indeed demonstrated this phenomena, is was the failure of these early experiments that led Bandura to postulate model learning. In this system, Bandura explained and predicted human behavior by such as means that the stimulus was simultaneously internal and external to the subject. This is, to some extent, a cognitive behavioral approach and aptly illustrates the importance of positive role models and the influence that others can have upon learning and behavior. Conclusion Human learning simply cannot be fully understood by the use of a single perspective. It is not that any one paradigm is incorrect but rather each is only a partial representation of the range and diversity of the human condition. By availing oneself of multiple perspectives, one becomes the beneficiary of significantly more vast knowledge by which life, through work-, school- or home-life can be improved through the application of numerous principles and precepts designed to foster adaptive responses to the stimulation life brings. Works Consulted Hergenhahn, B. and M. Olson. (2005). An Introduction to the Theories of Learning, 7th Edition. Upper Saddle River, New Jersey, US: Pearson Prentice-Hall. Le Bon, G. (1914). The Crowd: A Study of the Popular Mind. London: T.F. Unwin.

Declaration For War In 1917 Essay -- essays research papers

Declaration for War in 1917   Ã‚  Ã‚  Ã‚  Ã‚  Welcome fellow Senators. We are here today to discuss what the United States should do following Germany’s announcement of unrestricted submarine warfare and the sinking of the three American merchant ships. A resolution is put forth in front of the senators. The first section of the resolution says that: The U.S. Government authorizes President Wilson to use the Armed Forces of the Unit6ed States to wage war against the Nation of Germany. The second section says that: The U.S. Congress supports the president’s request for a declaration of war against the Nation of Germany. I fully agree with this resolution 100%. I agree with war against Germany, as I have said ever since the sinking of the Lusitania.   Ã‚  Ã‚  Ã‚  Ã‚  All this had started back in February of 1915 when Germany had stated its War Zone Policy. They said that neutral ships may enter the war zone at their own risk. President Wilson’s reaction to this was that the United States will take action if American lives or property are destroyed. In May of 1915, the Germans had torpedoed and sunk a British ship, The Lusitania. On that ship were 128 Americans, that had been killed. Instead of declaring war, which I had wanted, President Wilson sends out demands to the Germans. He demands a formal apology from Germany, money damages to the families of American victims that boarded the Lusitania, and he had made a remark that said, â€Å" The U.S. Government shall demand that the German Government pledge to follow international law with regard to the use of their submarines. Any future violation of international law shall be regarded as a deliberately unfriendly action against the United States.† After this, Presi dent Wilson asks for an increase in military spending, but the Congress had refused. The Germans abide by this for 10 months. After these 10 months, in March 1916, the Germans had sunk another ship, the French fairy boat, The Sussex. 5 Americans were killed in this sinking. Instead of declaring war, like I had wanted again, or even breaking diplomatic ties, President Wilson threatened to break diplomatic ties with Germany. The Germans issue the Sussex Pledge. In this, they promise not to sink passenger ships and merchant ships without warning and without saving human lives. They abide by this pledge for 10 months. After that, Ger... ...at he believes that the United States would be going to war for Wall Street. He says that American corporations want this war. They have sold over 300 million dollars worth of munitions to nations of war, and if the United States would enter the war, they would be in financial heaven. I do not believe, as an American citizen, that we would be going to war for Wall Street. We would be going to war for national pride, because the Germans had killed innocent civilian lives of neutral nations, and because the Germans had violated international law numerous times. I do not agree, at all, with Representative Lindberg.   Ã‚  Ã‚  Ã‚  Ã‚  My fellow Senators, I remind you again my reasons for going to war. For national pride, for the killing of innocent American lives, for the violation of international law, for the plot of war against the United States, and because of the increasing public opinion for war. We have given Germany 4 too many chances, which they had totally violated and taken advantage of. It is finally time to do something about these â€Å"unfriendly actions† taken against us. Again Senators, I urge you to vote â€Å"YES† to this resolution and declare war against Germany.

Pigs cant fly

Thesis: Life is about making decisions and creating an identity for oneself and yet at times decisions are made for one that would forever impact one's life, and one's sense of identity in ways that would cause us to question between one's personal desire and choosing to conform. Individuality is something that seems to be encouraged by many around the globe. Creating a sense of unique identity is something all humans will unconsciously do.Many would argue that individuality and identity go hand in hand and are something all people have the right to. In the short story Pigs Can't Fly by Shyam Selvadurai we egin to learn how certain identities aren't accepted as much as others are. Selvadurai describes the life of a young boy by the name of Arlie which isn't quite the same as the other boys in his family. ame as the other boys in his family. Thesis: Life is about making decisions and creating an identity for oneself and yet at times decisions are made for one that would forever impact one's life, and one's sense of identity in ways that would cause us to question between one's personal desire and choosing to conform. would torever impact one's lite, and one's sense ot identity in ways that would cause

The Arab Image by Jack G. Shaheen essays

The Arab Image by Jack G. Shaheen essays Jack G. Shaheens "The Arab Image" is a highly effective essay because he appeals to the audience in order to bring prejudice against Arabs to the attention of the American public and offer a solution to the inherent problem. Shaheen structures his essay in a way that can be easily followed by most any reader. He brings his concern with the problem of prejudice to the surface in his essay by invoking issues found in areas that the majority of his target audience can relate to. Shaheens rhetorical essay is effective because he is able to incorporate logos, pathos, and ethos within his work. These three alone can be enough to persuade an audience, but when Shaheen incorporates all three within his work he leaves very little room for doubt about the topic at hand. Jack Shaheens essay is effective because of how simple it is for the audience to follow. This allows the audience to focus more on the argument presented and not be so concerned about trying to decipher what the author is trying so convey to them. One way Shaheen accomplishes this is by staying on track throughout his essay. The information flows smoothly and he does not jump around, but sticks to his main topic. He uses a problem and solution argument. Shaheen begins by stating the problem that he is going to discuss early in essay, allowing the audience to understand what issue he is trying to get across. Within the first paragraph he declares, Beginning in 1896, Hollywood began saturating world viewers with hideous feature films which portrayed Arab Muslims and their descendants as sub-humans - sand niggers, lecherous sheiks, and terrorists" (Shaheen, 2002 183). He follows up his claim by supporting it with examples from real problems that have taken place. After stating the issue of prejudice Shaheen follows up his argument with a solution to the problem. This also adds to the effectiveness of the essay by not leaving the reader hanging t...

Sex Ed and Premarital Sex Essay Example

Sex Ed and Premarital Sex Essay Example Sex Ed and Premarital Sex Essay Sex Ed and Premarital Sex Essay Controversial Speech- Eliza Froemel Should Sex Ed be taught in school? Intro: I remember when I was in 5th grade in Hayward Intermediate School in Mrs. Helander’s class. We learned songs that helped us remember The Preamble of the Constitution, and songs that helped us remember that before a bill became affective it was sent to Capitol Hill to be approved or vetoed. I also remember when we watched a video that had a singing sperm, and a singing egg. I thought it was the funniest thing that was taught in school and couldn’t keep myself from cracking up. But I understood what the video was talking about. I was a kid who, at a young age, was taught by my mother about sex because she got pregnant with me at such a young age she worried, and still does worry, about me following in her footsteps. So my mom had no problem when I came home from school that day and told her what I’d seen at school. Not everyone, though, is as cool with it as my mom was. I: Students who have Sex Education are more likely to have premarital sex. A. In the article Carnal Knowledge: The Sex Ed Debate By Molly Masland, she introduces Tamara Kreinin who is the president of the Sexuality Information and Education Council of the United States. Tamara says, â€Å"Young people are going to learn about sex and our question has to be where do we want them to learn? From the media? From their friends? Or from a educated, responsible adult? † So what Tamara is saying is that younger kids are going to learn about sex regardless of whether or not we teach it in school, so we should teach them in an educational way instead of them learning from unreliable sources such as friends or the media. B. NPR, The Kaiser Family Foundation, and Harvard’s Kennedy School of Gov’t did a survey that showed that only 7 percent of Americans say that sex educations should not be taught in school. For me, that brought up the question, well if only 7 percent of Americans disagree with the teaching of it, why aren’t we teaching it in schools everywhere? C. Genevieve Wood, Vice President of Communicators at Family Research Council said, â€Å"What people really want is for their children to be taught an abstinence-centered education. By an almost 5 to 1 margin, parents approve or strongly approve of character-based, abstinence sex education. † What Wood is saying is that a staggering 5-1 ratio of parents approve of sex education. This also brought back my question, if it’s that one-sided, and it clearly seems to be a one-sided argument by this information, then why aren’t we teaching it everywhere? II. Some experts argue that sex education shouldn’t be taught in school. A. Robert Welch, the founder of The John Birch Society (an American radical-right wing political advocacy group that supports anti-communism, limited government, Americentrism and personal freedom) decided that sex education is a â€Å"filthy Communist plot. † B. According to the article Carnal Knowledge: The Sex Ed Debate, A Florida mother named Jodi Hoffman sued the Broward County Public Schools, claiming that their sex education classes were too explicit. She believes that sex education should only be taught at home, never in schools, in order to teach children the values the parents want to instill in them. Also, she spoke of the religious aspect. The school’s program clashed with her family’s religious beliefs. Hoffman said waiting until marriage to have sex â€Å"is the way God intended it to be. That’s how it’s taught in the Bible and those rules were not written for no reason. † C. In the essay Sex Education Should Be Taught By Parents, Not Schools by Eric Badertscher and Denise Grier, they claim that â€Å"school programs are said to treat the concept of sex as purely biological, without taking into consideration its mental, spiritual, emotional and social aspects. † What they’re saying is that when sex education is taught in school, the school only teaches the science of sex. They don’t let students know there’s other aspects to sex besides science such as emotions and mental aspects. They don’t teach students how to deal with their feelings about it, and at home that would happen. Conclusion: Think back to when you were in elementary, middle, and high school. Were you taught a form of sex education at school? And if so, did your parents agree with it? Now, if you have kids or plan to have kids, which way will you prefer for them to learn about sex? I’m sure there’s divided opinions among us, so who’s to say which way is right?

What is the Future of the Humanities Essay Example | Topics and Well Written Essays - 750 words - 11

What is the Future of the Humanities - Essay Example The films and literature are considered so easy to master, and most of the people believe that humanities belong to the weaker students. There is also pressure from the parents and relatives to pursue science related courses. Thus, most of the students are discouraged to major in the humanities. I agree with the research that shows that, the study in humanities has reduced as students are being encouraged to enroll in science related courses. Humanities provide a platform for one to work and communicate with others. Most of the scientists are unable to communicate their ideas clearly. Scientists only work on coming up with new ideas and forget to communicate and working with others which is a crucial aspect of their lives. Through studying humanities, students develop communication skills and they can clearly articulate their ideas through both spoken and written languages (Frankly 3). They are opened up to the real world because they directly deal with individuals. Additionally, with globalization, in order to succeed in the commerce industry, people have to develop a communication strategy for them to attract a wide audience. Thus, students must learn how to communicate which only happens through enrolling in the humanities and taking them as courses. Additionally, the study of humanities enables the students to identify the future scientific needs of the society. Through the study of history, students understand the i mpact of the study of science and technology and the impact the technology has on the lives of the people. It shows the negative effects science and technology has on the lives of the people and looks for ways of eliminating the negative impacts. Subsequently, humanities form a very crucial role in our today’s life. We are living in a society where most of the young people dont know how to relate with one another. Most of the children have abandoned their culture, and they do not know their origin.

MMP Essay Example | Topics and Well Written Essays - 750 words

MMP - Essay Example 40% of the whole study sample will be composed of students who do not drink alcohol. Data will be collected through the survey techniques including face-to-face interviews, observation, and questionnaires. The study will focus on the drinking lifestyles or trends and its effects in the institutions of higher learning including. Through regression analysis, the data collected is analyzed to ascertain the effect of over indulgence in alcoholic beverages on students’ life, health, social life, and academic performance. The results from the drinking group are analyzed and compared with the control results of non-drinking students. The study should confirm that there is a great deal of dangers and effects of students consuming alcohol in campus. It affects their health since some of them are extremely addicted and cannot do without it. This makes them chronically ill with the conditions such as liver cirrhosis. Alcohol also leads to poor performance of students since some of them attend lectures when drunk; hence, they can barely understand anything at all. It is a cause of poor study life since one rarely has the time to sit down and read. Alcohol consumption lowers concentration to an extremely critical level. Alcohol has a great deal of dangers and effects in the institutions of higher learning. It not only affects the consumer but also the people around him or her. It makes daily learning difficult to those who are addicted to drinking. It can also affect the general learning process of an institution. This is a research project that was held to find out the relationship between the consumption of alcohol and the illnesses reported by the university students. It was found that those who drink heavily experience a wide range of chronic health problems; those who drink acutely suffer from less serious health conditions, such as mild