AsianAmericans and concentration camps in WWII essays

AsianAmericans and concentration camps in WWII essays In the early 1940s, there was evidence of Japanese-American loyalty and innocence, but the information was not always well known. This, coupled with the factors of war hysteria led to the legal upholding of concentration camps in Korematsu v. U.S. (1944). The injustice was clouded, most immediately by the war, and indirectly by racism at home. The sneak attack on Pearl Harbor left a permanent indent on the way Americans viewed the Japanese. Indeed, it was this one act which thrust the isolationist U.S. into the middle of the worlds biggest war. The brutal attack, so close to home, was viewed as sneaky and underhanded. This, added to the fact that the Japanese were rumored to have an amazingly effective spy system on Hawaii and the West Coast, led the Japanese-Americans to become highly suspected individuals. They were even a more immediate threat than communists, since they required an eventual takeover, and Germans, since they were preoccupied by numerous enemies. In addition, the Japanese-Americans were concentrated on the Western Coast and could thus organize better. There is also the chasm of culture; ignorance is the key to racism, and the average American knew very little of the lifestyle and customs of the Far East. This led to more suspicion. There were also facts going against the Japanese-Americans. According to the Munson Report, 98% of Japanese-Americans were loyal to the U.S. This is an impressive number; however, in times of war, 2% sabotaging on mainland America was a major threat. A more startling fact that tarnished the Japanese-American reputation was the fact that Japan was rumored to have an extremely effective spy system on the West Coast. There were even some conspiracy theorists that rationalized that the sneaky Japanese were merely waiting for the right time to strike, as they did at Pearl Harbor. The people were scared of the Japanese, and in a democracy, the people have a voice...

7 Things You Should Do in Your 20s to Become a Millionaire by 30

7 Things You Should Do in Your 20s to Become a Millionaire by 30 We all wish we could be rich. But if you’re young and smart and driven enough, you could be! In some cases, it is possible. Particularly if you’re able to make tough choices and choose to save where others choose to spend. Regardless,  one of the most important things you should be doing is managing your money responsibly. If done so correctly, you may very well become a millionaire by 30. That being said, here are 7 steps towards making your millionaire dreams come true. Start following them now before you hit the big Three-Oh.1. Write your planNo amount of desire is going to put the wealth in your account. You’ll need to actually come up with a feasible plan and put it on actual paper. Calculate exactly what you’d need to earn- and invest- to reach your goal. Then plan the options on how you’ll do it, whether that means focusing on a Roth IRA or a 401k, etc.2. SAVEYou can’t get there without this step. Period. Start saving immediately- fi rst an emergency fund, and then a high interest yielding account for everything you accumulate on top of that. Make a point of putting away half of every raise or tax refund, for example. And then don’t touch it unless an emergency occurs.3. Live cheaplyYou don’t need to be in poverty to live beneath your means. Just say no to high profile purchases that will crack open your budget- like expensive cars, extravagant houses, even expensive designer clothing and accessories. Live modestly, save decadently.4. Ease off on the credit cardsDon’t accumulate too many credit cards- one or two will do. And don’t put anything on your cards that you can’t pay off within three months. And if you can’t eat it- or wear it- don’t charge it. Keep your cash flow for investments.5. Put your money to workBuild a diverse portfolio with a mutual fund company that offers no-load funds and low expense ratios. You could be earning 8-10% interest on your money! 6. Start a businessA sizeable majority of millionaires are self-employed. Channel your entrepreneurial spirit and come up with a business plan to create wealth- and not just for yourself.7. Ask for helpFind yourself a good financial planner and make sure your investments are sound and working for you, not against you. If you build a good working relationship with someone you trust, you can really help your money grow.Remember, work smart not hard. It takes money to make money. But it’s never too late to start putting yours to work for you.

Evaluation of producer strategies (Spartan Energy Corp) Assignment

Evaluation of producer strategies (Spartan Energy Corp) - Assignment Example During 2014 second quarter, the company average production stood at 6,396 boe/d which consisted of 93% oil and liquids. The production costs reduced to $ 18.23 per boe while the administrative expenses reduced to $3.11 per boe. During the same period, the company attained $24.4 million as funds from operations. During the first six months that ended in June 30, 2014, Spartan net income stood at $16,357 million. As a company that takes into consideration the interest of the stakeholders, Spartan Energy Corp has adopted the culture of using modern technology in its production facilities. For example, through the use of 3-D seismic coverage, the company is in a position to identify areas with oil and other minerals. Additionally, the company has invested in modern drilling equipments that make it to improve its operations. Through the extensive research and innovation by the company, it is targeting to achieve 15,000 boe/d in the next 24 months. As a company that deals with oil, Spartan is exposed to various risks. For example, wet weather in southeast Saskatchewan has negatively affected drilling process in that region. As a result, the company has experienced delays in drilling. To deal with the risk of weather, the company first stops to drill in such areas until it is deemed fit to drill again. In addition, the company has established wells in more areas so as to ensure its operations are not affected once wet weather is experienced in some regions. Spartan Energy Corp is concerned with various government policies. For instance, the company provides audited financial statements to its shareholders. In addition, the company has a culture of conserving the environment during its activities. In this way, it acts in line with the government environmental conservation laws. The company adopts a whistle blowing policy that ensures that accounting frauds are detected as outlined

Modern Art History Assignments Assignment Example | Topics and Well Written Essays - 1000 words

Modern Art History Assignments - Assignment Example The paper "Modern Art History Assignments" investigates the history of modern art and discovers what is bad and good art. A good art is an art that be interpreted easily with a theme or subject matter. It should be educative or resembling some deep hidden factors while appearing simple. A good art balances the environment and the pictorial. A good art should have a purpose. A bad art is an art without a theme objective and purpose. It lacks balance and creates mixed reaction leading to confusion. The painting shows Brutus wife and children very emotional crying and wailing over the ruling Brutus has made against his own sons to bring about revolution in his empire. Brutus appears to be calm but pictured to be in deep thoughts not even able to look back and see his own sons punished for committing treason. The pictorial paintings of the building, statues and mode of dressing signify the Roman Empire. The name Brutus in itself also signifies the brutality going on in the picture. Light and shadow are pictured are well illuminated in the picture with a good sharp contrast. Drama depicts this single painting as observed in the picture. At the back Brutus son is carried away for punishment while at the center of the image Brutus is shown seated and calm while at the very left the wife and children are crying and wailing. Realist art in the 19th century includes paintings and pictures that attempts to show the stratus of the lower, middle and upper class in addition to culture, customs, beliefs and mores of the people.

Simon says Essay Example for Free

Simon says Essay Need some ideas to entertain the kids? Whats in the bag? is a great game to play on a rainy day or even at the kids birthday parties! You can make it suitable for whatever age group you are entertaining, which is one of the reasons this game is a perfect game for any time of year! Number of players: 1 to lots What you need: non-transparent bag lots of household objects Activity: A great guessing game that you can make entirely age appropriate. Put a few things in the bag from around the house like paperclips, a coin, a lime, a toy car, a dog biscuit, a rock, etc. Let your child reach into the bag and choose an object. Encourage them to feel it, roll it in their hands and imagine what it might be. Ask them to guess before pulling it out. For older children, make the objects less defined by their shape. Hide and Seek No list of indoor games would be complete without Hide and Seek, now would it? In this classic game, one person (â€Å"It†) covers his or her eyes and counts aloud while the other players hide. When â€Å"It† is finished counting, he or she begins looking for the hiders. The last hider to be found is the next â€Å"It. † Warning: this game is often a source of giggle fits. Families with older children might want to take things up a notch and play Hide and Seek in the dark. Just to be safe, make sure there are no loose items on the floor. If you want, allow â€Å"It† to carry a flashlight or turn the lights on once â€Å"It† finishes counting. Treasure hunt Kids love finding hidden objects — especially when there’s a prize at the end. Simply write your clues on some slips of paper — get creative. Place the first clue somewhere easy to find, like inside your child’s snack or cereal bowl. Then leave as many clues as you like around the house, making a trail to the final clue. Instead of a prize, the treasure hunt can lead to various coins around the house. This way the kids get to collect all the coins and put them in their piggy banks in the end. Picnic memory game Former preschool director and grandmother of three, Marsha Colla, has some innovative games up her sleeve, including this fun and simple verbal memory game, which, Colla says, â€Å"challenges the children and makes them giggle. † To play, everyone sits in a circle. The first player says, â€Å"In my basket for the picnic, I packed†¦,† and then says what item he or she packed. The next player then says, â€Å"In my basket for the picnic, I packed†¦,† and then recites what the first player packed and adds his or her own item to the basket, and so forth. Simon Says This traditional favourite will never get old. To start, choose one player (probably a parent for the first round) to be Simon. The rest of the players will gather in a circle or line in front of Simon as he calls out actions starting with the phrase â€Å"Simon says†: â€Å"Simon says†¦touch your toes. † The players then have to copy Simon’s action, touching their toes. If Simon calls out an action without uttering the phrase â€Å"Simon says,† the kids must not do the action. If a child touches his toes when Simon didn’t say†¦, he or she is out of the game. There are lots of great ways Simon can trick players into doing actions when Simon didn’t say: Simon can perform an action without uttering a command, for example, or he can perform an action that doesn’t correspond with the command. Fun! The last player left in the game wins and becomes the next Simon. Touch-and-feel box Most preschoolers flock to the classroom sensory table as soon as the teachers pull it out. So there is little doubt they will love this entertaining challenge. Find a shoe box or any box that has a lid on it. Cut a hole in one of the sides of the box —large enough for your child to fit her hand in. If you want, get creative and decorate the box with glitter and question marks. When you’re ready to play, put an item inside the box and have your children guess what it is. They can ask questions about the item if they need to, or you can offer clues. Get as ooey-gooey as you wish (fresh pumpkin seeds or slimy spaghetti are great choices for Halloween), or use such simple objects as a brush, a toy, a piece of fruit. To make it competitive, you can give a point to the first child to name the object. What creature am I? game This is a fun kids party game that will have your little ones laughing as they are challenged to solve the riddle of what animal they have been given. Its a great learning game too as kids find out all about the different animals, large and small, that live in our wonderful world. Number of players: 2+ What you need: Old nature magazines or newspapers with animal pictures Scissors Glue Cardboard Safety pins Activity: Cut pictures of various animals out of the magazines or newspaper. Glue the pictures to a piece of cardboard to make them sturdier like playing cards. Punch a hole in the centre top of the card and use a safety pin to attach a card to the back of each childs shirt or dress. Give the kids some starter questions to ask each other to get clues as to the animal on their outfit. Enjoy as they learn about animals of all types. Animal cards Inspire their imaginations with a fun game of animal cards. This easy kids activity is a great year-round art and craft project and will let your kids imaginations take flight as they create and invent new and amazing creatures! Number of players: 2+ What you need: index cards crayons or markers Activity: Start by placing the index cards horizontally on a table with the blank side up do two rows with one row stacked directly on top of the other. Encourage your child to draw a head on the top card and a matching body and legs and feet on the bottom card. Let them create as many as they can think of. A number of games can be played with the completed batch of cards. Let your child mix the heads and bodies of the different animals to create hilarious creatures. Or, turn them over and play a game of match each player gets to choose two cards and if they match, they are a pair and count as one match. This is repeated while the players get more familiar with what is on the underside of each card and more and more pairs are matched. The one with the most matches wins! Doggy, doggy wheres your bone? Doggy, doggy, wheres your bone is a fun kids party game that will engage and entertain kids of all ages. You can play indoors or outdoors, as a family or with friends. This kids activity is a winner every time. Number of players: 4+ What you need: simple object, for example a paperclip or coin chair blindfold (optional) Activity: One child is chosen to be IT and plays the role of the dog. He or she sits in a chair with their back to the group. A paperclip or coin is placed under the chair. This is the bone. While the dog is turned backward with his or her eyes closed (blindfold is optional) someone quietly steals the bone and hides it usually they just sit on it or hide it in their cupped hands. Then everyone sings: Doggy, doggy, wheres your bone? Somebody stole it from your home. Then the dog has three chances to guess who took it. If the dog guesses right, then he gets to do it again. If he guesses wrong, than the person who had the bone gets a turn as the dog. Usually, all of the children will try to look guilty by sheltering their laps or holding their hands together as if they have the bone. Hot potato Hot potato is a party game guaranteed to get the kids and grown-ups laughing. Play with the whole family or leave it to the kids as they discover the fun and excitement of racing the music to pass the potato! Number of players: 5+ What you need: music small beanbag or stuffed sock Activity: Arrange the children sitting in a circle. Pass a beanbag around the circle to music, pretending that the beanbag is a very, very, very hot potato. When the music stops, the person holding the beanbag is out. The music starts again and the remaining children continue passing the hot potato until the music stops. The last person in the circle is the winner. Scavenger hunt This is a great party game that all children will love as they can play it outdoors or indoors. There is lots of searching and finding involved! What you need: items to hide make sure there is as many as one item as there are kids. So, ten kids, ten buttons. paper bag pen Activity: Give each player a list of objects to find and collect within a determined length of time. Write the list on a paper bag, which can then be used for collecting the items. The list can be made up of items like a piece of string, a flower, a leaf, a stone etc. The first to collect all items on the list is the winner. Sleeping lions Sleeping lions is a great birthday party game and kids activity to help them wind down after an exciting day. Your children will learn to be still and calm down in the process. Definitely a favourite end-of-day party activity essential! Number of players: 5+ Activity: Have all of the children (except one or two hunters) lie down on the floor in sleeping positions. Once they are settled, they are not allowed to move you might use the language freeze so they fully understand the object of the game. The hunters walk through the room and try to make the sleeping lions move by making them laugh, telling them jokes, and so on. However, the hunters are not allowed to touch the lions. Once any lion moves they are tapped and get up and join the hunters. The last child still on the floor wins! Statues Kids love to dance like crazy but when the music stops they have to freeze into statues! See who laughs or giggles first as there will be plenty of smiling children playing this classic kids birthday party game. Number of players: 3+ What you need: music Activity: Have the children spread out in a room or on the patio. Start the music and the children can go nuts dancing and being silly. Stop the music and all of the children must freeze in whatever position they are in. Watch the children for any movement the first person to move goes out. Then restart the music and repeat until only one person is left the winner! Bean bag throw This is a fun activity is suitable for kids of all ages that is perfect for birthday parties as well as a backyard game. What you need: Small bean bags (or make your own using socks, dried beans and rubber bands) Activity: Purchase bean bags suitable for tossing, or create your own with dried beans, socks and rubber bands. Draw a pony or a heart on the side of a cardboard box (or print and cut out one of the pictures from our online Colouring Book. Cut a hole in the box, large enough for the bean bags to be thrown through easily. Place the box about ten feet away and give each child several chances to toss the bean bags through the hole. Alternately, you can place images of ponies directly on the floor and try to land the bean bags on the ponies. Fingers out Never worry about the kids getting bored in the car again. Simply have them play Fingers out and they will be kept busy with this fun guessing game. Number of players: 2+ Activity: Have the kids face each other and put out one hand each. One the count of three, the children should extend between one and three fingers. The kids will shout out a the number of fingers they think they and the other player will show. It will be a number between one and six. Once the fingers have been revealed, add them up and whichever child has guessed the number correctly scores two points. The closest guess scores one point. Follow the leader Discover the natural born leaders at the party with this simple game that everyone can play. With actions to suit every age group, this classic party game is sure to please. Number of players: 4+ What you need: a group of children Optional: an obstacle course Activity: Line children up and designate one leader who they are to follow around. To begin with, you may want an adult to lead so kids get the idea. Its up to the leader to decide the actions or paths the children take. Begin with simple actions like: hand on heads star jumps sit down stand up If an obstacle course is available, take the kids on a journey. The children can climb over, under or around things makes for even greater excitement. Change leaders and give every child a go at leading the others.

Lymphoma: What To Expect :: essays research papers fc

On December 16, my life changed forever. I was in my third semester of college and had just finished my last final exam. Having studied all night, I headed to the university game room to shoot some pool and relax. After a few games I felt painful spasms in my neck and shoulder. At first I thought it was a â€Å"pinched† nerve, and I tried to ignore it, but the pain just got worse. I wanted to go home, but I had promised my girlfriend we would meet. As I walked to her building the pain shifted to my chest and I grew short of breath. I remember sitting out on the steps, waiting, and thinking, â€Å"What the hell is going on?† Never had I experienced such fear. I thought I would die. Shari and I had been dating for only a month, and I did not want to alarm her. So when she appeared, I said nothing. She, her girlfriend, and I walked over to the cafeteria for lunch. I sat there quietly wearing my best poker face. No one suspected anything. After lunch, the girls left to go t o their next exam and I went home. Looking back, I should have asked for help, but I did not. It took me over forty minutes to walk to my car. With each step, the pain was more crippling. I felt like an elderly man inching along with a walker. Foolishly, I drove myself home. I was nineteen years old, but never in my life did I need my mother more. When I walked in the door my younger brothers and sister were there, but mom wasn’t. I collapsed on the couch, but before I could explain mom arrived home. She could hear the desperation in my voice as I told her, â€Å"Mom, I have to go to the hospital, something is wrong!† and explained what was happening. She rushed me to the Emergency Room where we waited in the lobby for hours. The nurses had already performed their initial assessment. They thought maybe I had a chest cold or perhaps sprained the muscles in my sternum. They wanted to take an x-ray, but I had to wait. Mom was worried about my brothers and sister being alo ne. My stepfather had met us at the hospital, so he stayed with me while she went home to care for them.

Project Management Life Cycle Essay

Four Steps of Project Management Life Cycle Project Management Life Cycle is a separation for a project. According to Ms. Cui’s research, managers can separate a whole project to some steps and connect those steps with project operation; the sum of all those steps are project management life cycle (Cui, 2011). There are four components in project management life cycle, which are time requirement, project stages, project task and project result. Generally, because the unpredictability of project, project management life cycle often uses time dimension to control and evaluate the project (Cui, 2011). There are many ways to separate project life cycle into steps. Project Management Institute in United States (PMI) separates the project life cycle into three steps: beginning stage, medium stage and final stage (Cui, 2011). Chinese Project Management Body of Knowledge (C-PMBOK) separates the project life cycle into four steps: Conception Phase, Development Phase, Implementation Phase and Final Phase. Though those two standards have some differences, both of them separate a project into many steps in order to survey and control the operation of project. In my opinion, the standard of C-PMBOK is better than the standard of PMI. C-PMBOK’s standard is not only based on time dimension but also based on activity dimension. C-PMBOK demonstrates the important aim for each stage. However, the standard of PMI is only based on time dimension and fails to demonstrate aims of stages. (1) Conception Phase In this step, the project practitioner should try his or her best to clarify the core mission, the clients’ demand, the aim and the definition of his or her project. In business, project practitioners may send a Request for Proposal (RFP) to customers. According to the feedback of RFP, project practitioner will make a basic concept for his or her project. Feasibility report and project design are two necessary documents in this step. (2) Development Phase In this step, project practitioner should make the detail plan for the whole project and discuss this plan with customers. This step is the last step before the project will be put into practice. Not only a plan, a scheduling duration should be set up for next stage. In addition, project practitioner should organize the team and arrange works. (3) Implementation Phase In this step, the project is implemented. Project team should works as the project plan and ensure all phased aims achieved. (4) Final Phase After Implementation Phase, the work of the project is finished. However, finishing all works does not means that the whole project finishes. In this step, some important work still should be done. For example, in trading business project, project practitioner should check out whether the goods are delivered to correct client and whether all invoices are paid in time. In addition, the feedback from clients and the lesson learned are both should be done in this step. People should understand that those steps above are a general method to separate the project life cycle. Both standards of C-PMBOK and PMI are guides rather than practical ways. In different industries, most of managers will use those ways to separate manage their projects. However, according to the different characters of industries, managers separate their project based on their different needs. For Instance, in urban construction industry, Morris Model is widely used in project management life cycle (Dong & Wang, 2010). Morris Model separates the project life cycle into four steps, which is same as general method. However, steps in Morris Model demonstrate the characters of urban construction industry: Feasibility step, urban planning and designing, building step and putting into use step (Dong & Wang, 2010). The Ways to Evaluate and Control the Project To ensure the project operating well and on time, the ways to evaluate and control are important. In current project management life cycle theory, three concepts are introduced to managers, which are used to evaluate the project operation. (1) Checkpoint Checkpoint is a specific time point. Managers will set up many checkpoints in each steps of project life cycle. Every checkpoint will have a specific time span with another one. Manager will compare the situation of project operation with project plan to check whether or not the project is on track. For example, when China Merchants Bank designed their new system, the manager of IT department set a checkpoint every two week to evaluate whether this employees finished their work as project plan that is 1000 lines computer programs per week. (2) Milestone Milestone is a specific time point, too. However, different with checkpoint, the project will be evaluated not only whether the time schedule is okay but also whether the quality and goal requirements are achieved on milestone. Milestone will be set after a stage work finish. In a step of project life cycle, there will be many checkpoints but only few milestones. (3) Baseline Baseline is a kind of special milestone. The stage work before a baseline will be the basis of the stage work after this baseline. For example, when airplane company designs a new plane, engine design and tuning will be a stage work followed by a baseline because of three reasons. First, the engine design and tuning should be finish in time because the fly test cannot be done without engine. Second, the quality of engine design and tune is the core element of the safety of test. Third, the engine design will be one of basics of next stage work – plane tuning. When manager set checkpoint, milestone and baseline, they need to consider carefully. If the time spans between them are too short, the evaluation will be meaningless. However, if time spans are too long, mistakes will accumulate too many and serious to be fixed and rescued. Managers should try to ensure the project is operating as schedule. If missing the checkpoint, milestone or baseline, managers need to fix their plan to chase the time expected schedule, or the project might be delay or failed on quality. Reference Gray, C. F., & Larson, E. W. (2000). Project Management: The Managerial Process. Boston: Irwin/McGraw-Hill, c2000. Project Life Cycle. (2010). Retrieved from http://wiki.mbalib.com/wiki/%E9%A1%B9%E7%9B%AE%E7%94%9F%E5%91%BD%E5%91%A8%E6%9C%9F Dong, W., & Wang, J. (2010). The Project Management Life Cycle of Urban Construction Based on Parallel Engineering. Urban Construction. 4(69). 161-162. Retrieved from http://doc.mbalib.com/view/72774efdf93f3360debc6fa5f66edfd8.html Miao, Z. (2012). The Management of Core Stage of PDM Project Life Cycle. E-Work. Retrieved from http://doc.mbalib.com/view/d1b58b855dd0dc9998b3ee7d4899a771.html Cui, L. (2011). The Optimization Research of Project Management of â€Å"Graduate Student Research Project†. Journal of Guangxi University. Retrieved from http://doc.mbalib.com/view/c6c150395dca43e5a5755d199261d8b5.html

Explore the similarities and differences between the three examples of speech Essay

Explore the similarities and differences between the three examples of speech, including a consideration of the different contexts in which the texts were produced and how the speakers convey attitudes and values. Text A was both published and delivered by David Lloyd George as a speech in 1914. ‘The great pinnacle of sacrifice’ is a text of persuasion in support of the war. It does not have the benefit of hindsight that we have today, which allows us to establish a context an audience of 1914 would not have been able to do. Lloyd George opens with the concrete noun â€Å"The people†, this puts everyone into a metaphorical firing line, underlining the purpose that everyone will benefit from going to war. â€Å"Great menace† and â€Å"Freedom† are superlative noun phrases that are juxtaposed to reinforce the opinion that by going to war all unpleasant necessities will be avoided. Lloyd George uses the declarative â€Å"That is not all†; this emphatic, simple sentence shows he doesn’t allow room for interpretation, which is typical of political speech. He uses the collocation â€Å"new† and â€Å"old† in an attempt to rank all members of society together as an act of capturing this equal status. He continues with the comparative adjectives â€Å"richer/nobler† suggesting how life could be as a result, making the future seem rosy. Lloyd George refers to imagery taken from the Bible â€Å"Great food of luxury†. He uses this metaphor to explain something complicated. By evoking this biblical imagery of ‘good’ and ‘bad’ he is making use of intertextuality to reach the audience on a higher emotional level that his expression alone could never master. David Lloyd George continues to raise hopes and ideas of the future by using the inclusive modal verb â€Å"we can see†; this is clearly an indication of him trying to heighten hope in the situation with talk of new possibilities. Again he uses a modal verb â€Å"May†, this politeness marker allows him to gain encouragement through civility. This passive form of verbs makes the audience realise it’s their responsibility. He reinforces this action with the repetition of â€Å"too†, how far Britain has let things slip, not concentrating on wider things. He also continues with the religious lexis by incorporating a parable into his speech. This gives a higher prominence to the speech by creating a gentle atmosphere. Lloyd George successfully reinforces his discourse with this illustrated spiritual truth, allowing him to justify his words, as if it’s ‘God’s Will’. He then renders a personal feel to the piece by using concrete nouns â€Å"mountain† â€Å"sea† for the audience to crate a visual atmosphere; â€Å"beautiful valley† he is referring to Britain metaphorically, underpinning the fact that we should not turn a blind eye. â€Å"Hand†, they will be cleansed of all bad things at the time. The images following this is vital to David Lloyd George’s speech, his use of informal words, sentences, convergence results in bringing them closer together makes him, his speech and ultimately the war seem less intimidating. The audience is a variety of social classes, certainly adults and David Lloyd George’s use of the polysyllabic lexis towards the end creates his intended aim. The use of pre-modifiers and superlatives create a sense of euphoria, he is using them to rouse people up. He does not hide the fact that people are going to die, but he covers it up by calling it a sacrifice, this is one of many euphemisms he uses to create passion and intensity in his speech. Towards the end his innotation and stressed syllables becomes more frequent and his passion increases. His speech is obviously non-spontaneous, there are no non-fluency features, which is typical of political speech. He needs to achieve maximum effect through his language, therefore there is no room for mistakes. There are stages that his language goes through. Abstract nouns start the speech with a form of negativity, which progresses to end on a positive note. From â€Å"struggle† to â€Å"honour† and â€Å"glory†. It therefore succeeds in its purpose to inspire. Text B is from the final episode of the comedy series ‘Blackadder Goes Forth’. Scene two: The Dug-Out contains the three main characters of the series; Blackadder, George and Baldrick, whose status is in the same order. They each successfully create black humour towards the satire of the piece, reinforcing it’s main purpose to entertain. The audience would have been expected to have prior knowledge to the screening of Blackadder in 1992. Their familiarity with the Thatcher situation of the 1982 Falklands War allows them hindsight to the broadcasting of the programme; Giving the audience the opportunity to enjoy the black comedy. The extract opens with spoken language and the manner is both formal and informal. The informality is marked by the co-ordianting conjunctions in Baldrick’s speech; â€Å"So†, â€Å"And†, he is topic linking. Plus his repetition of â€Å"Right?† creates a sense of understanding. His phatic /child-like language is a satirical point that Baldrick doesn’t understand what is happening (the war). The formality of the text is indicated through the military lexis, Baldrick’s utterance; â€Å"Permission to ask a question, sir† The vocative again consolidates the fact that Baldrick is the inferior character. The field specific lexis allows us an insight to the visual aspect of the situation; â€Å"war started†, â€Å"shot† â€Å"history† â€Å"prevent†. There is a great deal of uncertainty in their speech; â€Å"isn’t it?† â€Å"right?† â€Å"well† these interrogatives again mirror how peo ple in their position would have felt: confused. The context is juxtaposed for the affect of the audience. The comedy value is played against the military content of the scene. Status plays a big part in this as Blackadder’s superiority enables him to act sarcastically and be exceedingly patronising towards George: â€Å"George, I hardly think we can be entirely absolved from blame on the imperialistic front.† His relaxed innotaion is highly demeaning, he wants to deflate George to reinforce his position of superiority. His inferior/ sarcastic humour is used best with George through the hyperbole â€Å"(small) sausage†, the emphasis placed on the alliteration also adds to the comedy. When speaking to Baldrick his patronising attitude is less abrupt, he somewhat creates a father/son relationship; â€Å"Well possibly† the convergence shows that Blackadder is making the distance smaller between them by letting Baldrick down gently, this also creates a teacher/pupil relationship, Blackadder sees himself as an educator, maybe this is an easier option. Blackadder’s paralinguistic features show how he treats Baldrick with contempt: â€Å"As long as it isn’t the one about where babies come from.† This is humorous, but also making a veiled connotation to Baldrick’s intelligence (maturity-childlike). Blackadder is de-meaning him for his audience. Whichever way Blackadder places his patronising attitude whether it is tentative or demeaning he his only after his official goal; to obtain and prove his superior rank to the audience. Baldrick’s total lack of understanding and through his connective declarative; â€Å"So, the poor old ostrich died for nothing† proves he has learned nothing and produces a more comical affect as his statement is not connected at all to George’s last utterance. George uses fairly racist, harsh language; pre-modifier â€Å"vile†, which British soldiers would have used at the time and the fact that he is totally un-shocked by Blackadder’s expletive language â€Å"It was bollocks† (which would have shocked audiences at the time) allows us to feel a slight pity towards his passion in his order in rank. George’s patrism makes a slight insight to his idiotism; â€Å"Henry VIII and his Six Knives†. The fact that these three characters with their different status in society have been stuck together for a long time creates the humorous content needed to steer clear of the harsh reality of a War, I feel it’s main purpose is therefore to entertain. Text C is an extract of spoken language and the manner is formal as it is three educators discussing the affects of both WWI and II. The formality is marked through the subject specific lexis; â€Å"†Second world war† â€Å"first world war† â€Å"German† â€Å"Hitler†. On the contrary the extract does not contain a title or specific names this suggests a familiarity between the speakers, highlighting an informal manner on the conversation. The conversation revolves around turn taking and object of male and female roles is then looked at in greater depth. MP initiates the conversation; â€Å"it seems to me† the use of the first person pronoun suggests his need to express his opinion first. JD corrects MP throughout the conversation and dominates him with his knowledge and understanding of the subject. This is expected as JD majors in History. MP’s use of fillers; â€Å"um† and one-second pauses prove his speech to be less detailed than JD, due to his lack in subject knowledge. MP’s repetition; â€Å"imponderables (.) Um (.) vague imponderables† is very characteristic of a spontaneous conversation and this is reinforced by his nature to interrupt. LT, being the only female turn taker, is slightly mistreated as her turns are rather like interruptions or comments. However she does disrupt the male on male battle by responding and supporting her opinion, ultimately for the affect to assert her inferiority. â€Å"Opposed to you know†, nevertheless her informal utterance indicates her lack of confidence suggesting she does need reassurance, which may be true of ‘typical women in conversation’. The extract is very much Fact versus Opinion. JD is the biggest turn-taker as he is the more confident speaker in subject knowledge. Unlike MP his long utterance clearly has strong opinions, but he uses fact. Emphasis in JD’s long utterance is always words that explain ideas, suggesting he is used to explaining concepts, reinforcing his ability as a teacher. This is true for all three speakers, as the piece does not contain many informal remarks, suggesting their ability to talk passionately about a topic. â€Å"Was about 1911, 1912 when they had some crises with the British and French to 1918†, JD’s complex use of figures stress the fact that his points are substantial however MP overlaps his turn, signifying him as the principal speaker. MP’s overlap occurs due to a male on male debate, they are both competing for talk-time, in spite of this JD’s complex and detailed utterances indicate his own passionate attitude reinforcing his position as the dominant speaker. Thomas completes JD’s sentence, again suggesting a familiarity; â€Å"it just provided them with the opportunity didn’t it†. The topic loop forms closeness between them rather than a form of ignorance that can be shown between both male speakers. LT’s inferior position is again obtained through her use of a rhetorical interrogative. It is a tag question, not only proving her lack of confidence but also accentuating a stereotype of war and men. From this extract it is shown to be true that men speak more in groups then women, although all speakers have the ability of hindsight. The purpose I feel is highly informational, and the ideas raised prove it is a conversation of opinions, thus status. Both Blackadder and Teacher Speech create a formal and informal manner. Their informality is marked through the familiarity between characters; Baldrick and Blackadder (father/son relationship) and teachers; LT and JD (use of topic loops). Baldrick’s informal manner may be related to the audience of David Lloyd George’s speech; the uncertainty in his speech â€Å"isn’t it?† â€Å"right?† mirror how his audience would have felt: confused. Lloyd George uses biblical imagery to his own effect, by the use of a parable he is able to reach his audience on an emotional level, Blackadder and Teacher’s Speech differs, as their field specific lexis is both resting on the military aspect. However, there is a similarity between Lloyd George and Blackadder as they both try to cover up the actual harsh reality or the War; Blackadder – through black humour and Lloyd George – through biblical language. Teacher’s Speech is very much Fact versus Opinion, this may be said for all three texts. Lloyd George has an â€Å"opinion† and through his use of concrete nouns â€Å"the people† and religious imagery â€Å"food of luxury† he is able to persuade his audience in support of the war. On the contrary, Balckadder uses â€Å"fact† his speech to obtain superiority over the two characters, making his utterances more believable. However George speaks of his â€Å"opinions† and his harsh, racial attitude makes seem appear displeasing to an audience of today. However an audience of Lloyd George’s time would have related to his anger. Blackadder uses his knowledge to form a patronising attitude, to ultimately obtain his rightful status, JD in the same way uses his knowledge and understanding of the field specific lexis to obtain his superior status; utterances does not contain many informal remarks suggesting his ability to talk passionately about a topic and finally Lloyd George uses no non-fluency features, typical of political speech in order to raise his status over his audience. The main difference between all three texts is their purpose. I feel this may be because of the dates in which each text was created. David Lloyd George is the earliest of the three and this is not only clear through his strong use of biblical imagery, but his main aim to uplift and ignite positivity in his audience, who do not have the benefit of hindsight. Therefore its purpose is to inspire. Blackadder is next on the time-scale and the audience of 1992 are able to have hindsight and are therefore able to understand the black humour towards the satire of the piece. Hence it’s main purpose to entertain. And finally Teacher’s Speech has an informational purpose, containing ideas and opinions that only the benefit of hindsight would allow us to summon and understand. It is acknowledgeable that through the passing of time, a subject from long ago may still be discussed and has the same ability to cause confusion and passion in the lives of people everywhere. The people of 1914, Lloyd George’s Speech, may have had different views or opinions to an audience of 1992, Blackadder and present day, Teacher’s speech, but the topic of the effects of the War is still as easily roused now as it was then. The people of today are able to obtain the same passion as the people of 1914, seeing that their lives would not be the same if the older generations of their family hadn’t fought so bravely and created that passion to begin with. Time is not an excuse to lose acknowledgement and enthusiasm.

Telecommuting Challenges essays

Telecommuting Challenges essays Telecommuting, by definition, is to work at home by the use of an electronic linkup with a central office. Just the definition itself implies many communication challenges. The statement electronic linkup can apply to many forms: network connection, telephonic connections (land phones and cellular phones), video teleconferencing, and so forth. One of these could present a problem or all of them at one time. Having identified that there are numerous possible communication failures waiting to happen, what are the three most important communication challenges that a business faces when it contemplates letting its employees telecommute? I am going to take a different approach to this question than the norm. Instead of identifying individual items, I would like to explore the effects in general. The first challenge that I have already touched on is the physical communication challenges. This is the most important challenge that a business faces. This challenge has many outside effects that can or cannot be controlled by the business or the employer. For instance, natural acts such as thunder storms, tornadoes, and the likes can cause communication failures that could only affect telecommuters in a particular region. This is something that neither the business, nor the employer, could prevent. On the other hand, the telecommuter could not be affected when the central office was crippled by the same sort of event. So this could be a positive note for a business, say, in the Midwest during the spring with all the thunder storms and tornadoes. Another form of physical challenge that can face a business is that of communications equipment. If a business is limited by funds for a telecommuting division, then that division will suffer immensely as its communications speed and capabilities will be substandard. In order for a telecommuting division to succeed, they must be afforded the same, if not better, communica...

Vocabulary Quiz on Dr. Kings I Have a Dream Speech

Vocabulary Quiz on Dr. Kings I Have a Dream Speech Dr. Martin Luther King, Jr., delivered his now-famous I Have a Dream speech from the steps of the Lincoln Memorial in Washington, D.C., on August 28, 1963. This multiple-choice vocabulary quiz is based on the opening five paragraphs of that speech. The quiz should help you build your vocabulary by using context clues to determine the meanings of Kings memorable words. Instructions:Carefully read these five paragraphs from the opening of Dr. Kings I Have a Dream speech. Notice in particular the words in bold. Then, guided by context clues, respond to the ten multiple-choice questions that follow. In each case, identify the synonym that most accurately defines the word as its used by Dr. King in his speech. When youre done, compare your responses with the answers. Opening Paragraphs of the I Have a Dream Speech by Martin Luther King, Jr. Five score years ago, a great American, in whose symbolic shadow we stand today, signed the Emancipation Proclamation. This momentous1 decree came as a great beacon light of hope to millions of Negro slaves who had been seared2 in the flames of withering3 injustice. It came as a joyous daybreak to end the long night of their captivity. But one hundred years later, the Negro still is not free. One hundred years later, the life of the Negro is still sadly crippled by the manacles4 of segregation and the chains of discrimination. One hundred years later, the Negro lives on a lonely island of poverty in the midst of a vast ocean of material prosperity. One hundred years later, the Negro is still languishing5 in the corners of American society and finds himself an exile in his own land. And so weve come here today to dramatize a shameful condition. In a sense, weve come to our nations capital to cash a check. When the architects of our republic wrote the magnificent words of the Constitution and the Declaration of Independence, they were signing a promissory note6 to which every American was to fall heir. This note was a promise that all men, yes, black men as well as white men, would be guaranteed the unalienable Rights of Life, Liberty and the pursuit of Happiness. It is obvious today that America has defaulted7 on this promissory note, insofar as her citizens of color are concerned. Instead of honoring this sacred obligation, America has given the Negro people a bad check, a check which has come back marked insufficient funds. But we refuse to believe that the bank of justice is bankrupt. We refuse to believe that there are insufficient funds in the great vaults of opportunity of this nation. And so, weve come to cash this check, a check that will give us upon demand the riches of freedom and the security of justice. We have also come to this hallowed8 spot to remind America of the fierce urgency of now. This is no time to engage in the luxury of cooling off or to take the tranquilizing drug of gradualism9. Now is the time to make real the promises of democracy. Now is the time to rise from the dark and desolate10 valley of segregation to the sunlit path of racial justice. Now is the time to lift our nation from the quicksands of racial injustice to the solid rock of brotherhood. Now is the time to make justice a reality for all of Gods children. momentous(a) lasting for just a brief moment(b) of great importance or significance(c) belonging to the distant pastseared(a) painfully burned or scorched(b) highlighted, illuminated(c) lost, forgotten, abandonedwithering(a) devastating, humiliating(b) refreshing, rejuvenating(c) non-stop, endlessmanacles(a) laws, rules, principles(b) habits, routines(c) shackles, handcuffslanguishing(a) hiding, kept out of sight(b) existing in miserable or disheartening conditions(c) lasting for a long time or slow to endpromissory note(a) a written promise to repay a debt(b) a union formed for mutual benefit(c) a pledge to do what is right under the lawdefaulted(a) brought shame or disgrace on someone(b) rewarded or paid back(c) failed to fulfill an obligationhallowed(a) formed by making a hole(b) nearly forgotten, largely ignored(c) highly respected, regarded as holygradualism(a) forcible overthrow of a social order(b) a policy of step-by-step reform over time(c) forgetfulness, neglectdesolate(a) brightened with light(b) depressingly empty or bare(c) profound, deep Here are the answers to the Vocabulary Quiz on the I Have a Dream Speech by Martin Luther King, Jr. (b) of great importance or significance(a) painfully burned or scorched(a) devastating, humiliating(c) shackles, handcuffs(b) existing in miserable or disheartening conditions(a) a written promise to repay a debt(c) failed to fulfill an obligation(c) highly respected, regarded as holy(b) a policy of step-by-step reform over time(b) depressingly empty or bare

Cell Phone Usage and Texting While Driving Assignment

Cell Phone Usage and Texting While Driving - Assignment Example When an individual uses a cell phone, his or her concentration gets shifted from the road to what is being discussed over the phone. As a result, an individual may not notice a vehicle making a change on the lane, or a vehicle speeding from the opposite direction thus causing an accident via colliding heads with it. Pedestrians hitting is the most severe offence that is culpable that an individual can commit while using a cell phone and at the same time driving. The use of hand free gadgets not necessarily limits an individual chance of causing an accident in any manner. Various researches and studies have proved the statement. Playing mobile games and texting while driving is a perfect example of behaviors that are irresponsible characterized by the users of cell phones. The behavior least acceptable is the receiving of emergency calls in situations that are certain. On the contrary, there are no justifications for gaming or texting on the phone in whatever situation. That is why va rious solutions have been put across to curb such a behavior. Solutions are such as banning the activity, exerting peer pressure and raising awareness and safety improvement through technology use. Cell Phone Use Ban While Driving Globally, several countries have banned the usage of cell phone while driving on the public roads. For instance, in the United States of America, various states have entirely prohibited the cell phone usage while driving. On the other hand, some states have partially banned the usage of cell phones while driving. This means that, the banning is imposed upon specific vehicles such as vehicles used for public transport and buses. In some cases, the ban might prevail in areas that are specific including residential neighborhoods downtown... This essay focuses mostly on cell phones that have played a significant role in our lives today. The researcher analyzes modern usage of cell-phones while driving topic and states that utilization of cell phones while driving can result to fatal or dangerous outcome on the public roads. In essence the trend of diving while texting have rapidly increased. Driving and cell phone usage are not compatible just like driving and alcohol. The combination of the two only results to endangering one’s life and other innocent people as well. Thus, the purpose of this essay is to provide solutions to the above problem via stating the advantages of banning cell phone usage/ texting while driving. From researches conducted, it is obvious that texting while driving has severe consequences. This is because of their potential to eliminate the magnitude of cognitive, visual and manual destruction that occurs as a result of receiving or sending text messages. Safety automotive technologies such as cross-traffic alerts, warning systems in case of collision, stability control that is electronic and change indicators in road lanes will enhance the mitigation the driver inattention consequences. Finally, children, parents, community leaders and professional in the insurance industry have a role to play in ending this habit. In conclusion, the researcher sums up that it is not acceptable socially to drive in absence of a seat belt or drive when you are drunk, the same should be applied to texting while driving.