Bruce Weigl´s Poems on Vietnam War - 874 Words

To this day the Vietnam War is still considered to be one of the most devastating wars in history and has been a topic of resentment to the American culture thirty-three years after its end. For the American public it’s marked as being the point in history where distrust in our government was at an all-time high, mainly because most of the war’s carnage was witnessed on television for the first time. For all the bloodshed American and Vietnamese soldiers suffered through, the war has left a perpetual mark not only on the United States but ultimately has left a permanent scar on the soldiers who fought and managed to survive the war. Renowned war poet, Bruce Weigl, like most young American men during the time was only nineteen when he†¦show more content†¦Weigl has dug deep into his recollection of the war to produce work that can be thought of as artistically beautiful. It’s his aim to find the means, despite everything he’s endured, to transcend misery in his poetry. This is done on purpose and allows Weigl to employ a style in his poetry that’s dependent on the sound of words, to express an image so openly that the verses depict a genuine emotion that doesn’t pose as an insult to readers. Underneath the rubble of his misfortune there is a level of integrity on display that readers can appreciate. Weigl likes to view the world objectively and so does his poetry in a very responsible and accountable manner. A portion of the poetry created by Weigl illustrates a gap between generations. The general belief is that the United States sees what happened in Vietnam from a distance, but for those living in Vietnam it completely altered their lives. Another excerpt from Weigl’s memoir expresses this as he reveals the story of a woman he’d met in Vietnam. Titled, â€Å"Her Life Runs like a Red Silk Flag† illustrates exactly just how twisted and merciless war can be. The poem introduces Weigl rec eiving water from a woman who said she had seen her childhood village bombed by planes. She didn’t blame him and in her mind she viewed that uneventful day as a horror that will perpetually haunt her for life but Weigl responds clarifying that the real horror is digging inside of him as he writes, †there aren’t any words that canShow MoreRelatedThe History of the Vietnam War Essay2391 Words   |  10 PagesThe Vietnam War started in 1945, resulting in almost 60,000 American deaths and nearly two million Vietnamese deaths, according to Mintze. Years after combat countless Vietnam veterans suffer from posttraumatic stress disorder in every aspect of their lives (Price). Posttraumatic stress disorder is an illness that can happen to anyone who has gone through a horrifying experience. It has been documented in all forms of literature and films the brutality of the war and the side effects it came withRead MoreShort Essay on Vietnam Ptsd2629 Words   |  11 Pages Essay The Vietnam War started in 1945, resulting in almost 60,000 American deaths and nearly two million Vietnamese deaths, according to Mintze. Years after combat countless Vietnam veterans suffer from posttraumatic stress disorder in every aspect of their lives (Price). Posttraumatic stress disorder is an illness that can happen to anyone who has gone through a horrifying experience. It has been documented in all forms of literature and films the brutality of the war and the side effects

Analysis Of The Book Scott - 1525 Words

Her body is stiff as she stares at her brother, running down towards the hallway aiming for her as his eyes glow red. Scott! She screams, trying to snap him out. She continues to scream as he runs towards her. His claws extends as his body grew taller and monstrous. His feet pounding against the school s hallway echoes throughout the building. She pulls out a bow and arrow, aiming it at her brother. She takes a deep breath in, but before she knows it, her body is being shredded by claws with her blood oozing onto the floor. Scott! Scott jerks his body, his eyes glance around to realize that he is not laying in his comfortable bed, with his legs tangled with the cotton sheets. He glances at the wall to see that he is holding his†¦show more content†¦Sorry, Scott mumbles, helping his sister of the floor. She walks into Scott s bathroom in a fluster. After several seconds of her staring at herself in the mirror she lets out a low growl. Nothing like my brother leaving bruises on my neck. What am I supposed to tell people at school? Oh someone tried to strangle me with a wire or how about my brother is a werewolf and I just tried waking him up, but instead you tried suffocating me. Which one sounds better? Mae sasses at her older brother. Mae never had a filter since the day she learned how to speak. From picking up sailor language and being poor at keeping secrets, a filter was never consider. The only person that finds that hilarious is Stiles. Scott stares at her neck to see his hand prints red and swollen around her neck. He knows for sure they ll turn into bruises and Mom would be curious, especially their Dad since he is also back into the house. Can t you just put makeup on it? He questions. Can you stop yourself on a full moon? She mocks him, rolling her eyes. As Mae opens up the door to leave her brother, she runs into Isaac. Isaac gives her a puzzled look and points to her neck. Since when did Mae have a boyfriend and I never knew a small girl could be into that stuff. Isaac questions. Mae s heartbeat rises at the question and she clears her throat. Since when were you dating Allison? Mae changes the conversation and directs it at Isaac, crossing her

Swot Nokia Mobile Exist Free Essays

Strengths, weaknesses, opportunities, and threats: Which is the most important? Why? How might your response change if you were the CEO of a corporation? What if you were a customer of the firm? An employee? A supplier? Answer: The SWOT strategy is one of the most useful tools in analysing data and information from the company. By using this SWOT tool, company will know itself clearly that which part is powerful, what to improve, what more can do and what to challenge.In my opinion, Threats is the most important overall because if there is no threats any more, companies will not be worried about the quantity of sales. We will write a custom essay sample on Swot: Nokia Mobile Exist or any similar topic only for you Order Now For example, NOKIA (mobile phone), if there is just NOKIA mobile exist in the mobile world without other types mobile companies like SONY ERICSSON or SUMSONG, then people definitely have to buy NOKIA due to it is the only mobile company.As if I were the CEO of a corporation, I would see Opportunities as the most important strategy when I used SWOT, because I need to look for and make the opportunities for my company to help the company gain more benefits. For example, company can increase its scale to become a big-scale company by corporate acquisition, and to do so, I, CEO of the company, need to seek for the opportunities for it, thus I think Opportunities is the most important. I will choose Strengths as the most important strategy if I were the customer of the firm. As customer, I would like to compare the products or services among several companies and then purchase for the greatest one. For example, buying skin care products, I will buy the product that I used as the most comfortable, soft and effective for my skin even if others are cheaper; however, if I were the employee for the firm, I would say weakness is the most important for me.This is because I need to know what the weakness while I’m working, and then I will try my best to fix and improve it. This can be done by customer feedback and after-sale services. For being a supplier to the firm, I would look at the Threats first. This is because I have to make sure that firm will make orders from me and one of the important problem is the plenty of competitors. This make the Threats as the most important thing that I would face. How to cite Swot: Nokia Mobile Exist, Papers

Healthcare for Antimicrobial Resistance -myassignmenthelp.com

Question: Do you think by developing new antibiotics we are actually solving the problem of Antibiotic or antimicrobial resistance ? Answer: At the present times, the medical research arena seems to be running out of antibiotics. While there were only two new classes of antibiotics in the market in the 1960s, the middle of the 20th century has witnessed around 20 new classes of antibiotics. Antibiotic resistance is a key concern of modern health system as the evolution of microbial pathogens is more advanced than the evolution of antibiotic properties. Development of new antibiotics rests on the desire to solve the problem of antibiotic resistance (Ventola 2015). In my opinion, by developing new antibiotics, we are not actually solving the problem of antimicrobial resistance. As opined by Sommer et al. (2017) the issue of antibiotic resistance is primarily due to the abuse of antibiotics. Individuals from across the communities have the inclination towards taking antibiotics for medical complications that could have been addressed through other forms of medication or other treatment processes. Antibacterial compounds have specific targets, and in a normal human body, such compounds have other adverse effects. In addition, completion of the full course of the prescribed antibiotics is a serious concern, leading to resistance. Antibiotics are also taken prophylactically, as a form of preventive measure for infections, leading to resistance. If antibiotic resistance is to be curbed at an immediate basis, there is a need to address the above mention challenges. Developing new antibiotics and successive failure to address antibiotic resistance will be a continual process if the cycle is not stopped at the level of misuse of antibiotic. It is only when the publ ic is aware of the appropriate use of antibiotics that development of new antibiotics would be successful in solving the problem of resistance. References Sommer, M.O., Munck, C., Toft-Kehler, R.V. and Andersson, D.I., 2017. Prediction of antibiotic resistance: time for a new preclinical paradigm?.Nature Reviews Microbiology, pp.nrmicro-2017. Ventola, C. L. 2015. The Antibiotic Resistance Crisis: Part 1: Causes and Threats.Pharmacy and Therapeutics,40(4), pp. 277283.

Blue Print for Personal and Professional Growth free essay sample

This course has provided me with a multitude of tools, and it has definitely taught me to put careful thought into every situation as it pertains to change; whether it relates to work, school, or things that are going on in my personal life. These tools are both important and necessary in order to become an effective manager in the future. This course has taught me a lot in terms of initiating and managing change, and Kotter’s eight-stage process is a very useful approach when it comes to making changes within an organization. This course has helped me strengthen my skills in overcoming barriers that tend to get and make it difficult to keep up with the change process. For me, the most interesting part of the course was learning about how today’s organizations are constantly evolving to accommodate change and learning about the tools that are required in order to work through those barriers that are known to effect efficient and positive change within organizations. We will write a custom essay sample on Blue Print for Personal and Professional Growth or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page To become an effective change advocate, it will be important for me to understand that although the change process can become somewhat difficult, it is possible when the necessary steps are applied to the change process. In addition to believing that change is possible, it is also important to carefully plan for change to assure that the process has been carefully thought out before attempting to apply changes within an organization. Being creative and motivated will also help me to become an effective change advocate as being creative will allow me to step outside of my comfort zone and think outside of the box while being motivated will help build momentum among myself and my employees as well as trust. Being creative will also give me the courage to take risks. Finally, to become an effective change advocate, it will be important for me to be flexible when it comes to change so that I will be able to adjust to any unforeseen circumstances that may arise. Leadership for Change: Enduring Skills for Change Masters Upon reviewing Kanter’s Article, â€Å"Leadership for Change: Enduring Skills for Change Master’s†, I found that of the seven skills described by Kanter, one area of weakness is skill #1: Sensing Needs and Opportunities: Tuning in to the Environment. As the author states, â€Å"Innovation begins with someone being aware enough to sense a new need† (Kanter, 2003). Being a person who has always struggled with adapting to new things, I would definitely benefit from strengthening this skill so that I am equipped with the necessary tools that will allow me to sense when there is a need for change as well as being able to identify the gaps between what is and what could be. Another weak area for me is skill #4: Enlisting Backers and Supporters: Getting Buy-Ins, Building Coalitions†. Strengthening this skill will allow me to bring on board the right people who are needed to help successfully implement the change as having too many people involved with the process could cause a delay in the implementation of the change, or could result in failure. This will require me to communicate my vision in order to find out who is receptive of the change and who is resistant as well ask finding out exactly who I will need to help with the change process. In order to further strengthen my management skills, I will continue with my program at Walden University until I have earned a Master’s degree in the field of management. This program will prepare me to successfully manage my employees and projects as well as how to face some of the critical challenges that exist in today’s society. I will also refer to the tools that have been provided to me in this course as I am sure they will serve as a guide in my quest to enter into the management arena as well as my personal life when change becomes necessary. When it comes to change, it is important to be able to determine both the reason for the change and why it is necessary. I will use the skills that I’ve gained in this course by applying them to changes that take place in my personal life and in my professional life, when applicable. When I am involved in the change process, I will make sure to follow Kotter’s eight-stage process to ensure that the change is implemented successfully and will little or no interferences.

Juxtaposing in the play Unity essays

Juxtaposing in the play Unity essays The world was devastated by four years of war in the fall of 1918. Suddenly, a puzzling and fatal plague added to the devastation. The Spanish flu struck people of all ages, and hastily proceeded toward death for its victims. The plague managed to bring home some of the horrors of the war with the soldiers. In fact, more people were killed by the Spanish flu than had died in battle. In the play Unity, Kevin Kerr takes the paranoia of the war and the fatal illness and juxtaposes it with his raw, slapstick comedy. Over the years it seems very little has actually been written about the wide-reaching misfortune of both the war and the Spanish flu epidemic. Kevin Kerrs Unity is therefore very important. It helps to recapture an elapsed period of Canadian history. Juxtaposition is a very important element in the play Unity by Kevin Kerr. Throughout the play, seemingly dissimilar qualities are placed together. Although very different, the qualities work together to add an aspect of veracity to the play. In many peoples experience, there is never really happiness without some aspect of misfortune. And wherever sorrow is present, a time of rejoicing is not far behind. Kerr takes this aspect of reality and uses it to his advantage to keep the essence of Unity very genuine and real. He also incorporates the strong basis of family into his writing. The juxtaposition of comedy and tragedy is also evident in this portrayal. Lastly, the unity of the small town is very important in the delivery of the piece. The plays very title, coupled with the fact that it is also the towns name, suggests that accord would play a large role in the progression of the play. Firstly, the juxtaposition adds an aspect of reality to the play. As early as the prologue the reader is introduced to this fact. Mary, Sissy, and Beatrice were talking about boys and getting married and the soldiers returning home, but abrup...

How to maintain effective accountability in project management Essay

How to maintain effective accountability in project management - Essay Example Hence, since most projects are implemented by teams whose heart is performance delivery, project managers need to be accountable to their teams and other project shareholders by ensuring they are empowered and dynamic. Accountability is undoubtedly one of the most important factors involved in the critical path of ensuring project managers account for the efforts of his or her team. The need for accountability in project management is to make sure that all finances and project resources are well utilized throughout a project life cycle (Barron & Barron, 2011). Hence, the ability of project managers to easily avail project data to the clients is important for ensuring good client relationships are maintained as well as establishing trust in the used methodologies. Therefore, accountability is very important to the involved teams because it ensures accountability is kept amongst project team members, a situation which prevents resentment in the project as well as helping to maintain mo rale (Gunlach, 2009). However, in order to make sure that accountability is maintained in project management there are issues which must be focused on throughout the project period. Firstly, one of such things involves maintaining effective communication within the project team and other stakeholders such as the sponsors or clients (Barron & Barron, 2011). Thus, since project management is usually a team effort, emphasis should always be placed on collaboration and communication in order to make sure everyone involved in the project can appropriately account for the allocated resources such as funds, labour, time, and so on. The significance of communication on maintaining effective accountability in management of projects is because it allows fast and easy process of making enquiries where some issues are not well understood. In addition, it also facilitates easy way of responding to concerns raised by colleagues in the project team as well as sponsors of the project or clients. Th erefore, in order to ensure accountability throughout the life cycle of a project, effective communication should be emphasized on because it is the only most important tool for the manager of the project and his or her team members (Gunlach, 2009). This is due to the fact that apart from helping in addressing concerns by team members and clients it also facilitates an easy way of addressing other obstacles to the project such as overlapping responsibilities, changes in project scope, complex integration as well as decentralization of the decision-making processes all of which pose potential conflicts in the project (Ten Step, n.d.). Secondly, maintaining effective accountability in management of any project requires establishment of the necessary project controls whereby planning plays the most significant role (Barron & Barron, 2011). This is mainly because it has been ascertained through experience, that planning for a project long before it commences lays the groundwork for acco untability from the project managers and project team as well as ensuring successful completion of the project. Thus, maintaining effective accountability in management of any project and its successful implementation and performance are highly depended on appropriate planning (Gunlach, 2009). In addition, execution of a project is

The Day that My Father Left Home Essay Example | Topics and Well Written Essays - 1500 words

The Day that My Father Left Home - Essay Example I remember one particular evening when my father came back from a trip. He was very late and my mother was not happy because she had been waiting so long, and the food had been ready for several hours. Soon after he arrived, I went to bed and I could hear my parents arguing in the kitchen below. My father was shouting and my mother was crying. Suddenly I heard a door slamming and I looked out of my bedroom window. He was marching down the street in the rain, carrying his bag and looking very angry. I went to speak to my mother but she sent me to bed. Later that night I could hear her crying and this made me very worried indeed. I could not sleep because I thought that this time my father really had left home for good. I thought he would never come back. I was only twelve years old and I imagined that I would have I would have to look after my mother now, because my father was no longer at home. This was a big responsibility and it was terrifying to think that everything I had known would now change. I thought I was too young for such a big responsibility. My mother worked for my father, and so if they got divorced, she would have no money and no job. Our house, and our plans for my studies at school and then later at college, would all be destroyed. That night I tried to sleep but it was not easy. I had a dream that some big, black birds had come to take away my clothes, and that I had to walk in the street in my underwear. This was a very upsetting dream and I wondered what it meant. The next morning I spoke to my mother about my worries and my troublesome dream. She told me that I should not worry because my father would come back in a few days. She looked so sad, and I wondered if she was just saying that to comfort me and make me get ready for school. I went to school as normal and for three days there was no sign of life from my dad. Eventually, on the fourth day after school I came home and saw his shoes at the door of the house. My joy was very great, and I hugged my father and told him that I had thought he was never going to come back. He just laughed and said that I would understand about such things when I was older. This experience made me think that whatever happens in my life, I will not leave someone in an angry m ood. I think it is better to settle any different opinions with kindness, and to protect children from the fear and pain that I felt on that night. The time when dad didn’t return. Lipogram version. Our house in China was rather small and I recalled how much at home I was in its small rooms. The place had clothing samples and pieces of material scattered around. Mum and Dad were in the clothing trade. Dad had to locate new products to sell, and Mother helped him with the accounts. I missed him when he was gone, and I was glad to see him when he came home. I recall one particular night when Dad came home late. He was so tired and Mother was not happy since she had waited so long, and the dinner was warm for ages. Soon after he arrived, I went upstairs and I could hear Mum and Dad arguing in the rooms below. Dad was shouting and Mum was weeping . All at once I heard a door slamming and I saw Dad out of the window. He was marching down the street in the rain, holding his suitcas e and looking quite mad. I went to Mother and then she sent me upstairs. Later that night I could hear her weeping and this made me most worried indeed. I could not sleep that night. I thought that this time Dad had deserted us. I thought he would not come back again. I was only 12 and I imagined that I would support Mother now, since Dad was no longer at home. This

Listed companies are under increasing pressure from the media and Essay

Listed companies are under increasing pressure from the media and politicians to behave ethically. In recent months, c - Essay Example 7 Conclusion 10 References 11 Introduction In the modern day perspective, a director’s role is considered to be quite significant when concentrating upon the success factors or driving forces which can derive sustainable growth for a company. In the recent past, many occurrences have revealed the lack of ethical concerns, and the discrepancies persisting in the directors’ performances of listed companies owing to which the companies have been witnessing increasing pressure from the community including the media and even the politicians with relation to their ethical commitment and ‘green’ initiatives. It is in this context that Section 172 of the Companies Act 2006 tends to play a major role in directing the roles and the responsibilities of the directors to preserve the success and the interests of the corporate being treated as two separate entities. However, in light of the prevailing occurrences of unethical conducts by directors as against the interest s of the company, it can be argued that certain amendments are required in the provisions mentioned under Section 172 of the Companies Act 2006. This paper aims at arguing on the basis of this particular aspect with reference to few case laws. Ethical responsibilities of A Director Under Section 172 Of The Companies Act 2006 The Companies Act 2006 is one of the major legislations, which governs the companies’ activities within the business periphery of the UK. It is one of the longest legislations, which has been passed in the UK with a large number of sections by its name. The main aim of the law is to modernise along with simplify the prevailing Companies Act in the UK. Moreover, it has been observed that this law is also meant to codify the duties of the directors in the companies. Furthermore, this Act would also grant much improved rights to shareholders of companies and it would also be effective in limiting the managerial burdens carried by the companies operating in t he UK1. One of the crucial impacts of the Companies Act 2006 is on the managers of the UK companies. The duties of the directors of the companies are codified with the emergence of this Act. It has been observed from the Section 172 of the Companies Act that the directors of the companies need to appreciate their duties towards organisations. The directors should work for the best interest of the companies. The directors should have to perform keeping in mind the ethical considerations. In this regard, the director should not accept any kind of benefits from any of the third parties. It would be unethical to the company if they perform activities in that manner. It has been evidently mentioned in the Companies Act that the directors would not be allowed to take any type of benefits from any of the third parties as it may harm organisations. Moreover, it has been viewed from Section 172 of the Act that the directors of organisations must act in a way that would said to be done in a g ood faith and to support the success relating to the company by considering the success of the interests of the members associated with it [Aberdeen Railway Co v Blaikie Brothers]2. Additionally, it is the duty of the directors of organisations to think about the long-term consequences of his/her decisions which are also ethically important. Furthermore, it has also been assumed from Section 172 of the Act that the directors would also have to keep in mind the welfare or interests of the employees of organisations and do

Effects of Culture in Teaching and Learning

Effects of Culture in Teaching and Learning Teaching English in Saudi Arabia – The Cultural Context Introduction In this essay, I aim to examine the cultural context predominant in the Kingdom of Saudi Arabia (KSA) in so far as it might affect effective teaching and learning styles and strategies in the EFL classroom. My interest in this topic is grounded in the reality of the post-9/11 world where the Western world has been pitted against the Arabic world as if there is a great social, cultural and religious divide that might never be bridged – or so the message in the media goes. This poses a great challenge and temptation for EFL teachers working in or curious about the region. The KSA makes for a particularly interesting study into how the local cultural and religious context might impact on successful English teaching and learning, because of the Kingdoms â€Å"politically sensitive geography† (Marcinkiewicz, 1995). The holy cities of Mekkah and Madinah are situated right within its borders and the KSA has thus â€Å"undertaken a protectoral role in religion.† It follows then that the Islamic religion is not only the most pervasive aspect of local culture, impacting directly on teaching method and content, it is also a significant motivating force for KSA learners who are â€Å"intensely religious, Islam having a strong influence on their minds and hearts.† (Al Haq and Smadi, 1996). It can thus be expected then that the religious dynamics in the KSA will â€Å"cause friction in the classroom† (Traynham, 2006). With Islam being the â€Å"strongest denominator† of students in the KSA (Kniffka, 1996), cultural awareness must inform any teaching methodology in order to achieve successful outcomes. Outline of essay I will introduce the cultural context underpinning effective language teaching and learning and give a brief background of the history of English instruction in the KSA as a way of introducing the larger historical and cultural context in which English-language instruction occurs. I will next consider some of the specific sociocultural and sociolinguistic issues that impact on the learning styles and strategies preferred by students and teachers in the KSA. Referring to the relevant literature, I will suggest connections between the local cultural context and the effectiveness of learning and teaching methods and strategies employed. Finally, I will conclude that while the local culture affects both students and teachers – and teachers must respond to this at the practical and theoretical levels – teachers must, at the same time, avoid overgeneralizing about cultural and religious factors and understand that each and every classroom exhibits a unique dynamic between a g iven set of individual students and their teacher and that, in fact, in many cases a universal education culture exists in all EFL classrooms regardless of social and cultural geography and context. The cultural context underpinning effective language teaching and learning In the past decade the concepts of context and culture have become increasingly more important in the literature on language teaching (Byram and Grundy, 2003). This is due to the increased acknowledgement of the significance of socio-political factors in teaching and learning and of the perception of learners as social beings who respond to learning a new language with â€Å"feelings and identities† (p. 1). In language teaching, cultural context is â€Å"usually defined as a/the culture associated with a language being learnt† (p. 1). As far as the English language is concerned, English has been taught in the KSA ever since the Kingdom was established, in 1932 (Al-Seghayer, 2005). The explosion of economic activity within the oil industry resulted in rapid development of English language programs in the 1970s, so that Saudis could successfully communicate in English with imported manpower and outside interests. Today, English is used as the major medium of instruction in universities where science, medicine, engineering and technology subjects are taught. English instruction begins in elementary school and is centralized and controlled by the Ministry of Education. Despite the ever-increasing importance of English in Saudi Arabia â€Å"as an essential vehicle for personal and national growth,† (Al-Seghayer, 2005, pp129), the system still fails to produce a satisfactory level of English language proficiency in Saudi learners. This seems to be an incongruous result, considering that the socio-cultural motivations for learning English are quite significant. Al Haq and Smadi (1996) find that a good knowledge of English rewards with social prestige and is considered to be a kind of duty to help Saudi Arabia advance economically, culturally and religiously at both the Islamic and international levels. With English being the lingua franca, in so far as technology and the sciences are concerned, Saudi citizens see English as a vital tool in advancing in this modern world. But this might be part of the problem. The English language – as the bearer of the goods of technology and science – necessarily comes with Western culture. Languages are expressions of national, historical and cultural identities. Languages are also â€Å"ideological because they are associated with aspirations of unity, loyalty and patriotism,† and â€Å"social because they are perceived as symbols of status, power, group identity, and belonging,† (Wesche, 2004, p. 279). As such, there is a fear in the KSA that the â€Å"use of English entails Westernization, detachment to the country, and a source of corruption to [] religious commitment.† (Al Haq and Samdi, 1996, p. 308). The sociolinguistic features of the English language – the grammar, phonetics and vocabulary – necessarily impact socio-affectively on the society of EFL learners (Khuwaileh, 2000, p. 287) wherever they might be situated in the world. In the case of Saudi Arabia, English language instruction often relies on Western cultural content that conflicts with Islamic culture and ideals. For example, Traynham (2006) explains how many EFL textbooks contain vocabulary – dating, alcohol, music, dance – that is offensive to Saudi students and to the Islamic faith. Khuwaileh (2000) also found similar sociolinguistic obstacles and cultural barriers when learners in an English for Science and Technology class refused to write on topics that included â€Å"taboo vocabulary† such as, AIDS, sexual diseases and contraception (p. 286), because for one student, at least, â€Å"religion,† â€Å"honor† and â€Å"politeness† were more important than gaining the certificate in English. Khuwaileh concluded that, unless modified, â€Å"course material rich in taboo content can significantly hinder the learning process.† (p. 287) Moreover, in a study of EFL textbooks – largely those written by non-Saudis and non-Muslims – used to teach freshman English in Saudi Arabia, Alhaidari (2003) found that they contained images and vocabulary â€Å"that clashed directly with Islamic and Saudi cultures.† These issues might seem easily solved, if common sense prevails even before theoretical and pragmatic considerations are examined. Offensive material should be avoided by designing unique material adapted to the socio-cultural reality of the student group. Even so, the pervasive presence of the textbook as the â€Å"dominant tool in teaching† holds a â€Å"powerful influence† over both cognitive and affective factors in individual students (Alhaidari, 2003, p. 3). Cultural revulsion towards a given text might impact on a students attitude to authority (in this case, the English language and English teacher) and on a students attitude to how important a text might be. A negative response, which is likely to be expected, will surely result in â€Å"learning difficulties, probably lost teaching objectives and, consequently, useless curricula.† (Khuwaileh, 2000, p. 287). Cultural issues in Saudi Arabia affecting effective language learning strategies For all of these reasons, awareness of cultural issues is not only beneficial, but a necessity, and Kniffka (1992) stresses that EFL instructors need to increase their level of expertise in cultural awareness and teaching language within a cultural context. Cultural awareness begins with the understanding that culture is a concept that concerns the role of the individual in the â€Å"unending kaleidoscope of life situations of every kind and the rules or models for attitudes and conduct in them† Oxford (1996, p ix). Context includes the beliefs, perceptions and assumptions that directly influence two things: language learning styles (the general approaches that guide learning) and language learning strategies (the specific steps or techniques used by learners). Of the six types of learning strategies – cognitive, metacognitive, memory, compensatory, affective and social – outlined by Oxford (2003, pp. 12-15), studies (introduced below) find that Arabic students tend to use cognitive and metacognitive strategies with greater frequency, and socio-affective strategies with lesser frequency, though students also exhibit an optimistic flexibility toward using a wide range of learning strategies. Abu-Ghararah (1996) found that â€Å"a wide variety of learning strategies were used† even while the majority of the EFL students surveyed in three public schools in Madinah â€Å"tended to use more cognitive strategies [more] than socio-affective strategies [] in acquiring English as a foreign language† (p. 6). Abdan and Almuarik (1992) also found that students exhibited a preference for multiple learning styles. In fact, gender and subject major, in their study, made no difference at all to their preferences. Riazi and Rahimi (2005) similarly found that while their Iranian student subjects used metacognitive strategies â€Å"at a high frequency,† overall they were â€Å" medium strategy users.† This can be extended to Saudi Arabia, because both Arab countries have a â€Å"similar history, culture and language† (p. 282). These studies show that students regularly â€Å"combine all the learning orientations.† Riazi and Rahimi (2005, p. 110) suggest that this openness and flexibility results from a â€Å"specific philosophy of life† where â€Å"a human being can only be perfect, when he studies all of the sciences and arts.† Reasons pointing to more frequent use of cognitive and metacognitive strategies might be that these strategies offer students direct ways to control learning and are strategies that can be employed in private study, rather than in group situations, which seem to be less preferred. Another factor suggested was that these students might not have much exposure to English in social situations so as to â€Å"pick up† the target language â€Å"unconsciously.† Reasons pointing to the minimal use of other strategies might be, apart from cultural background, â€Å"improper teaching,† and again lack of exposure to English in a native environment with native speakers. For Riazi and Rahimi, at least, it is up to the English instructors to introduce other strategies by discussing them with their students and providing appropriate opportunities to develop and use those â€Å"neglected strategies† (p. 123). To this end, Zaid (1996) evaluated the methodological preferences of teachers in an English department at a major KSA university and found that the overall preference was for a communicative style of teaching. This is interesting when considered against the findings of Riazi and Rahimi (2005, p. 103) where social learning strategies were the least frequently used strategies of EFL students. In fact, Khuwaileh (2005, p. 282) also concluded that social strategies, such as group work and openly expressing opinions in the classroom are â€Å"culturally bound practices which seem to hinder English language learning.† Zaid (1996) warns against teachers developing â€Å"personalized theories† of teaching when it might result in a â₠¬Å"methodological gap† between what they are doing in the classroom and what program administrators – working within the socio-cultural framework of the KSA – expect. Personalized teaching might also result in a preferential gap between how the teacher prefers to teach and how the students prefer to learn. Good practice then is clearly a collaboration between program administration, teacher preference, and the expectations of students as a group and as individuals. â€Å"Individual† is stressed here because, as Oxford (2003, p. 16) emphasizes, a teacher needs â€Å"adequate knowledge about their individual students style preferences† in order to provide the most effective classroom instruction. The literature examined in this essay, while clearly suggesting learning trends and preferences based on cultural background, also suggest an openness and flexibility in the learning strategy preferences of Saudi, and other Arab, students. In fact, the impact of culture is often found to be influenced by other factors, such as individual personality traits (Oxford, 2003), gender, as well as motivation (Kaylani, 1996, p75). Individual learners who are more motivated – regardless of cultural background – will use a wider range of learning strategies thus ensuring greate r success in their learning (Oxford, 1996a, p118). This may further imply that students may successfully adjust preference and expectation if a teacher introduces new activities â€Å"on trial† (Tomlinson, 2005), in the first instance, and only incorporate lesser used strategies should students find them useful and enjoyable. In fact, Tomlinson (2005) suggests that while learners may well have expectations based on cultural norms and experiences, the level of innovation introduced by any given individual teacher into the EFL classroom may have the effect of creating a new and unique to the classroom â€Å"temporary culture.† Tomlinson finds that even in significantly different cultural contexts, â€Å"educational cultures seem to be remarkably similar† (p. 139), what he refers to as a â€Å"universal† education culture. He calls it a Tomlinson seeks to stress the â€Å"teachers attitude† in response to the perceived cultural context in which they work and warns against the â€Å"dangers of cultural overgeneralization.† He concludes that teachers should remember that in a classroom teachers teach to a â€Å"class of diverging individuals rather than to a convergent group of cultural stereotypes.† Conclusion In conclusion then, the sociocultural and religious context in the KSA clearly influences teaching and learning. Teachers should not only be aware of the cultural context in which they teach and but this context should directly inform their choices of method and materials. However, teachers should avoid, on the one hand, making methodological choices based on overgeneralizations and preconceived ideas about how cultural issues influence their students, and on the other hand, should also avoid personalizing their methodology to suit their preferences and ideology. Methods and strategies employed in EFL instruction should always be negotiated anew between the teacher and the group of individual students. And all of this, of course, within the general framework of the sociocultural and religious dynamic prevalent in the KSA. References Abdan, A.A., and Almuarik, S.A., 1992. The Learning Style Preference of Saudi EFL University Students. In Journal of King Saud University. Educational Sciences Islamic Studies. [online] Vol. 4, No. 1, Abstract from King Saud University Journal Digital Library, Available from: http://digital.library.ksu.edu.sa/paper2214.html. [Accessed 15 November 2008]. Abu-Ghararah, A.H., 1996. The Learning Strategy Uses of EFL Students. [online] In Educational Journal, Faculty of Education, Kuwait University. Vol. 10, No, 38, pp. 15-32, Available from: http://abughararah.com/App_content/File/Researches/07.pdf  [Accessed 16 November 2008]. Alhaidari, A.O., 2003. The Compatibility of Freshman EFL Textbooks Used by Saudi Universities with Islamic Culture. [online] In Journal of King Saud University. Educational Sciences Islamic Studies. Vol. 15, No 2, pp1-41, Available from: http://wwww.ksu.edu.sa/printpress/researches/V28M206R2970.pdf, King Saud University Journal Digital Library.  [Accessed 17 November 2008]. Al Haq, F.A., and Smadi, O., 1996. Spread of English and Westernization in Saudi Arabia. In World Englishes, Vol. 15, No. 3, pp 307-317. Al-Seghayer, K., 2005. Teaching English in the Kingdom of Saudi Arabia: Slowly but Steadily Changing. In G Braine, ed. Teaching English to the World: History, Curriculum, and Practice. Mahwah, NJ: Lawrence Erlbaum Associates, p 125-191. Byram, M., and Grundy, P., eds., 2003. Context and Culture in Language Teaching and Learning. Clevedon: Multilingual Matters. Kaylani, C., 1996. The Influence of Gender and Motivation on EFL Learning Strategy Use in Jordan, p 75-88. In Oxford, R.L., ed., 1996. Language and Learning Strategies Around the World: Cross-Cultural Perspectives. : University of Hawaii Press. Khuwaileh, A.A., 2000. Cultural Barriers of Language Teaching: A Case Study of  Classroom Cultural Obstacles. In Computer Assisted Language Learning, Vol. 13, No. 3, pp. 281–290. Kniffka, H., 1992. Cultural Identity, Life Cycles and Intercultural Communication: Teaching  German to Adults in Saudi Arabia. In Language Teaching Journal, Vol. 2, pp. 75–80. Marcinkiewicz, H.R., 1995. Educational Technology Transcends the Saudi Desert and Cultural Mores. [online] In TechTrends, Vol. 40, No. 2. Preview available from http://www.springerlink.com/content/m415w713355677h4/fulltext.pdf?page=1, Springer Boston  [Accessed: 16 November 2008]. Oxford, R.L., 2003. Language Learning Styles and Strategies: An Overview. In Learning Styles Strategies: Oxford, GALA. Oxford, R.L., 1990. Language learning strategies: What every teacher should know. New York: Newbury House. Oxford, R.L., 1996. Language Learning Motivation. Manoa: University of Hawaii Press. Oxford, R.L., ed., 1996a. Language and Learning Strategies Around the World: Cross-Cultural Perspectives. Manoa: University of Hawaii Press. Riazi, A., and Rahimi, M., 2005. Iranian EFL Learners’ Pattern of Language Learning Strategy Use. In The Journal of Asia TEFL, Vol. 2, No. 1, pp. 103-129. Tomlinson, B., 2005. English as a Foreign Language: Matching Procedures to the Context of Learning. In Hinkel, E., ed., Handbook of Research in Second Language Teaching and Learning. Mahwah, NJ: Lawrence Erlbaum Associates, p. 137-154. Traynham, M.S., 2006. Challenges for EFL Students and Teachers in Saudi Arabia [online] TESOL Courses.  Available from: http://www.tesolonline.com/articles/complete_articles.php?index=177category=59  [Accessed: 15 November 2008]. Wesche, M., 2004. Teaching Languages and Cultures in a Post-9/11 World. [online] In The Modern Language Journal, Vol. 88, No. 2, pp. 278-285.  Available from: http://www.jstor.org/stable/3588759, Blackwell Publishing.  [Accessed: 16 November 2008]. Zaid, M., 1996. Ascertaining the Pedagogical Preferences of EFL Teaches in Saudi Arabia. In Journal of King Saud University. Educational Sciences Islamic Studies. [online] Vol. 8, No. 2. pp. 1-20. 20. Available from http://digital.library.ksu.edu.sa/V8M317R2260.pdf Abstract from King Saud University Journal Digital Library.  [Accessed 15 November 2008]. 9/ 9

Workplace Violence Essay -- Workplace Health and Safety

Workplace Violence Workplace violence has existed throughout history. However, historical documentation of workplace violence is vague and sometimes non-existent. Documented workplace violence is believed to have existed during the Roman Empire, the Renaissance Era, and it continues today. It seems unfortunate, but as long as a â€Å"society† exists, workplace violence will more than likely exist. Therefore, employers must understand: the history of workplace violence, the effects it has on the organization, the reasons why it occurs, the warning signs, and ways to prevent it from occurring. Most importantly, it is the responsibility of the Manager, to not only understand workplace violence, but to ensure that all employees understand the seriousness of workplace violence and to make sure that they have a safe working environment. According to the National Institute for Occupational Safety and Health (NIOSH), workplace violence is any physical assault, threatening behavior or verbal abuse occurring in the work setting. It includes, but is not limited to beatings, stabbing, suicides, shootings, rapes, near suicides, psychological traumas such as threats, obscene phone calls, an intimidating presence, and harassment of any nature such as being followed, sworn at or shouted at. Before 1980, the American job-site was relatively safe and there were not many people concerned with violence in the workplace. Unfortunately, this has changed. Workplace violence has become a serious issue, especially since many people spend most of their time at work. Today, television and radio bombard the public with graphic depictions of violent workplace scenes. Violence occurs everywhere and it has even trickled ... ...s.† http://www.all-biz.com/articles/violence.htm U.S. Office of Personnel Management Author: Mary P. Tyler., A Manager’s Guide: Traumatic Incidents at the Workplace., 1993. Workplace Violence Department of Labor, Occupational Health and Safety Administration, Resources on the web. Information on Workplace Violence, guidelines and training materials are available. http://www.osha-slc.gov/SLTC/workplaceviolence Workplace Violence- a Bibliography Books dealing with workplace violence, prevention, protection, management, containment, liability, etc., are listed here with hyperlinks to Amazon.Com where they can be reviewed and ordered online. http://www.growing.com/accolade/viol/w_place.htm In addition, portions of a group project, in which I participated in, was used as a reference for completing this report.

Sample of Chapter 2 of an Investigatory Project

Chapter 2 REVIEW OF RELATED LITERATURE AND STUDIES Introduction This chapter indicates the ideas, also the history, relevant to the experiment to provide information and further elaborate different standpoints that were the foundation of the proposed study, also on the background study of the different methods and concepts used by other researchers that applies to the present study. In order to develop new method and procedures, careful review of literature and studies must be done for the development of the study.The main purpose of this chapter is to identify and review theories on steam engine and to identify the deficiencies of those theories. Related Literature In general usage, the term ‘steam’ is the invisible vapor into which water is converted when it boils. On the contrary, it is the cloud of water droplets formed by the partial condensation of this vapor as it is cooled. [1] Steam is the technical term for ‘water vapor’, the gaseous phase of water . Since it is a vapor, it is logical that the density of steam is much less than that of water because the steam molecules are further apart from one another.The space immediately above the water surface thus becomes filled with less dense steam molecules. Water vapor that includes water droplets is described as wet steam. As wet steam is heated further, the droplets evaporate, and at a high enough temperature (which depends on the pressure) all of the water evaporates and the system is in vapor-liquid equilibrium. [2] Steam has many uses. In agriculture, it is used for soil sterilization to avoid the use of harmful chemical agents and increase soil health. The steam is used to sterilize the soil in open fields and/or greenhouses.Pests of plant cultures such as weeds, bacteria, fungi and viruses are killed through induced hot steam which causes their cell structure to physically degenerate. Biologically, the method is considered a partial disinfection. It also has a large contributi on of making our lives better at home: for cooking vegetables, steam cleaning of fabric and carpets, and heating buildings. In each case, water is heated in a boiler, and the steam carries the energy to a target object. While about 90% of all electricity is generated using steam as the working fluid, nearly all by steam turbines. 3] In electric generation, steam is typically condensed at the end of its expansion cycle, and returned to the boiler for re-use. However in cogeneration, steam is piped into buildings through a district heating system to provide heat energy after its use in the electric generation cycle. The world's biggest steam generation system is the New York City steam system which pumps steam into 100,000 buildings in Manhattan from seven cogeneration plants. [4] In other industrial applications steam is used for energy storage, which is introduced and extracted by heat transfer, usually through pipes.Steam is a capacious reservoir for thermal energy because of water 's high heat of vaporization. Steam is also an effective lifting gas, providing approximately 60% as much lift as helium and twice as much as hot air. It is not flammable, unlike hydrogen, and is cheap and abundant, unlike helium. The required heat, however, leads to condensation problems and requires an insulated envelope. There are many examples in which steam is used. It is used for piping in utility lines. It is also used in jacketing and tracing of piping to maintain the uniform temperature in pipelines and vessels.Steam is used in the process of wood bending, killing insects and increasing plasticity. An autoclave, which uses steam under pressure, is used in microbiology laboratories and similar environments for sterilization. Steam is used to accentuate drying especially in prefabricates. It is also used in cleaning of fibers, sometimes prior to painting. Other examples are already mentioned while tackling steam’s uses. Despite of all its uses, steam can also be danger ous. A steam explosion is formed when water comes to contact in contact with a very hot substance (e. . , lava, molten metal). These explosions have been responsible for many foundry accidents. A steam engine is a heat engine that performs mechanical work using steam as its working fluid. Steam engines are external combustion engines. [5] where the working fluid is separate from the combustion products. Non-combustion heat sources such as solar power, nuclear power or geothermal energy may be used. Water turns to steam in a boiler and reaches a high pressure. When expanded through pistons or turbines, mechanical work is done.The reduced-pressure steam is then condensed, and it is pumped back into the boiler. The ideal thermodynamic cycle used to analyze this process is called the Rankine cycle. This cycle generates about 90% of all electric power used throughout the world. (see fig. 1)[6] Some practical steam engines discard the low-pressure steam instead of condensing it for reuse. Fig. 1 The Rankine cycle There are two fundamental components of a steam plant: the boiler or steam generator, and the â€Å"motor unit†, referred to itself as a â€Å"steam engine†.Stationary steam engines in fixed buildings may have the two parts in separate buildings some distance apart. For portable or mobile use, such as steam locomotives, the two are mounted together. Other components are often present; pumps (such as an injector) to supply water to the boiler during operation, condensers to recirculate the water and recover the latent heat of vaporization, and super heaters to raise the temperature of the steam above its saturated vapor point, and various mechanisms to increase the draft for fireboxes.When coal is used, a chain or screw stoking mechanism and its drive engine or motor may be included to move the fuel from a supply bin (bunker) to the firebox. The heat required for boiling the water and supplying the steam can be derived from various sources, mos t commonly from burning combustible materials with an appropriate supply of air in a closed space (called variously combustion chamber, firebox). In some cases the heat source is a nuclear reactor or geothermal energy.While boilers are pressure vessels that contain water to be boiled and some kind of mechanism for transferring the heat to the water so as to boil it. A motor unit takes a supply of steam at high pressure and temperature and gives out a supply of steam at lower pressure and temperature, using as much of the difference in steam energy as possible to do mechanical work. A motor unit is often called ‘steam engine' in its own right. They will also operate on compressed air or other gas. Steam Engine has its own advantages especially to our present world.The strength of the steam engine for modern purposes is in its ability to convert heat from almost any source into mechanical work, unlike the internal combustion engine. Steam locomotives are especially advantageous at high elevations as they are not adversely affected by the lower atmospheric pressure. This was inadvertently discovered when steam locomotives operated at high altitudes in the mountains of South America were replaced by diesel-electric units of equivalent sea level power. These were quickly replaced by much more powerful locomotives capable of producing sufficient power at high altitude.For road vehicles, steam propulsion has the advantage of having high torque from stationary, removing the need for a clutch and transmission, though start-up time and sufficiently compact packaging remain a problem. Steam Engine’s now applied to many useful things. Very low power engines are used to power models and toys, and specialty applications such as the steam clock. Winding engines, rolling mill engines, steam donkeys (See figure 2) [7], marine engines, and similar applications which need to frequently stop and reverse. Engines providing power, which rarely stop and do not need to r everse.These include engines used in thermal power stations and those that were used in pumping stations, mills, factories and to power cable railways and cable tramways before the widespread use of electric power. Fig. 2 Steam donkey Steam engines have been used to power a wide array of transport appliances. Examples are steamboat, steamship, steam yacht, steam locomotive, fireless locomotive, traction engine, steam tractor, steam wagon, steam bus, steam tricycle, steam car, steam roller, steam shovel, steam tank (tracked), steam tank (wheeled), steam catapult, even steam rocket.The Corliss steam engine, a four-valve counter flow engine with separate steam admission and exhaust valves, was called the most significant advance in the steam engine since James Watt. In addition to using 30% less steam it provided more uniform speed, making is well suited to manufacturing, especially cotton spinning. [8] On another hand, in Ancient Greece when girls were not at school and boys were not working, they played ball games with inflated pig’s bladders. Roman children played with wooden or clay dolls and hoops. Toys changed little through the centuries. In the 16th century children still layed with wooden dolls. Before the 20th century, children had few toys and those they did have were precious. Furthermore, children did not have much time to play. Only a minority went to school but most children were expected to help their parents doing simple jobs around the house or in the fields. Egyptian children played similar games to the ones children play today. They also played with toys like dolls, toy soldiers, wooden animals, ball, marbles, spinning tops and knucklebones (which were thrown like dice). In the 19th century, middle class girls played with wood or porcelain dolls.They also had doll houses, model shops and skipping ropes. Boys played with toys like marbles and toy soldiers as well as toy trains. (Some toy trains had working engines fuelled by methylated s pirits). They also played with toy boats. During World War II most toy factories were turned over to war production. However in the late 20th century with the arrival of an affluent society plastic and metal toys became much cheaper and much more common. Many new toys were invented in the 20th century. A model car or toy is a miniature representation of an automobile.Other miniature motor vehicles such as trucks, buses, or even ATV’s, etc. , are often included in the general category of model cars. Because many were originally sold as playthings, there is no precise difference between a model car and a toy car, yet the collector hobby became popular in the 1960’s and precision detailed miniatures made specifically for adults are an increasing part of the market. Toys as a â€Å"big business† did not begin until after the 1830’s, when steamboats and steam trains improved the transportation and distribution of manufactured goods.Early toymakers used wood, t in, or cast iron to fashion horses, soldiers, wagons, and other simple toys. Miniature models of automobiles first appeared as slush cast plaster or iron toys made in the early decades of the 1900’s. Tin and pressed steel cars, trucks, and military vehicles followed in the 1930’s and 1940’s. Casting vehicles in various alloys, usually zinc (called zamac or mazac), also started during these decades and came on strong particularly after World War II. Post war, the zinc alloy vehicles became ever more popular in Europe in particular.While die-cast metal cars were either large scale collectors type or smaller consumer â€Å"Matchbox† type-toys are made of metal and plastic, the metal used commonly is Zamak (or Mazak), an alloy of zinc and aluminum[9], these were seen in America and they were often simple, while plastics also surged and became prominent. Tin and pressed steel came to Japan, rather late, during the 1950’s and 1960’s, and that coun try quickly moved into die-cast by the 1970’s. Today, China, and other countries of Southeast Asia are the main producers of die-cast metal European, American, and Japanese companies. 10] Many model cars were not intended either for toys or for collecting. As early as the 1930’s and perhaps earlier, the manufacturers of real automobiles would design and construct scale and full-sized models to plan new products or promote the company. Sometimes styling or concept models were made out of wood or clay. Models could also be precise replicas crafted out of the same materials as the real vehicle. As time went by, some companies even made their own models or toys attracting the next generation to their products.Scale miniatures were actually made for children and for them to have an idea on how to make better miniatures or design, the researcher can make use of plastic, die-cast metal, resin, and even wood. What ever materials are used, the finished product would be a succes s if a great idea or design was made. By the mid-1960’s, plastic model kits had become more plentiful and varied with increased level of detail. Typically, the kits often had opening hoods, separate engines and detailed suspension parts. The mid-1960’s is generally considered the â€Å"golden age† of plastic model car kits.In addition to building them stock, most annual kits offered â€Å"3-in-1† versions which allowed the builder to assemble the car in stock, custom, or racing form. Interest in model car kits began to wane in the mid-1970’s as a result of builders growing older and moving on to their pursuits. New model specific magazines sprang up, such as Scale Auto Enthusiast, (now simply Scale Auto) and Model Cars Magazine. These magazines spread the word, helped advertisers, and brought modelers together from all across the country. Today, many of the classic models from the golden age of modeling have been reissued.Not only does this allow m odelers to build the cars the always wanted (but couldn’t obtain or afford), but it tends to lower the prices of the originals. In some cases, models of cars from the 1950’s and 1960’s have been issued with all-new tooling, which allows for even more detailing made possible with modern kit design and manufacturing methods. Today, model car companies are still in business, fueled by a renewed interest in model car building and collecting. Modelers today can make advantage of modern technology, which includes photo etched details, dhesive chrome foil for chrome trim, wiring for engine, and billet-aluminum parts. Many builders today can take a basic kit and detail it so it resembles a real car, in miniature. The internet has also fueled a growing modeling community through websites, online forums and bulletin boards, and sites that host photographs, allowing the hobby to expand internationally. Related Studies When referring to technology today, many people automat ically think that the referral is in regards to computers, the Internet and Information Technology.Technology such as steam locomotion, the creation of the printing press and space travel, are all considered major forms of technology that have affected society and culture throughout history. All these technologies have huge impacts on society and culture. In considering the fact that shortly before the steam engine was invented, the favorite mode of travel was horse and buggy. The advantages brought by the steam engine immediately became apparent. Those advantages were not only available to individuals wishing for travel, but the transportation of goods to the marketplace had probably even more impact.Steam engine technology became a very important cog in the societal wheel of progress, moving passengers and cargo quickly and efficiently throughout the world, especially in Europe. Towns near railway stations quickly grew as people and companies wished to be near the easy side. The e ffect then of steam engine technology was to bring great distances much closer together while at the same time making goods and services more available and less expensive. Though other forms of transportation now overshadow steam locomotion it still has much influence over citizens’ lives.Sometimes the impact can be negative, especially as the railroad grew more aged and brittle. Steam has been used for projects like steam airships. According to Thomas J. Goodey, â€Å"The idea of using steam (H2O in its vapor phase) as LTA lift gas – either for a balloon or an airship – has been suggested many times. These suggestions all appear to have remained merely theoretical, although several were quite detailed. It appears that no full-scale trials, or even experiments, have ever been performed. Yet the idea of using steam as lift gas is attractive, although there are some obvious difficulties. [11] Obviously the non-rigid steam airship does not have the potential to di splace the helium airship in every application. However the researcher thought that it will have its niche. Specifically, the researcher thought that a steam airship would be able to satisfy the demands that hot-air airships try to satisfy but fail. The project though did not succeed. The low cost and the convenience in ground handling of a Steam Airship will, in this restricted operational context, more than compensate for its deficiencies. The group of researchers then tried to find another external site where steam is being used to make something work.And we found this project wherein it shows how steam engine is constructed. Quoted from the project, â€Å"From the Research and development perspective, I have done much research on the topic of Flash Steam Engines and have seen applications where flash boiler's power live steam engines. But these devices are not flash steam engines. Since the steam does not actually flash in the engine's combustion chamber (or cylinder). Instead the steam will flash in the boiler device and reaches the engine as common live steam. Hence there is no real innovation in these devices. And quite frankly a live steam engine leaves much to be desired.In terms of efficiency and operating characteristics, many things may be improved in the way of valve gear. But in the end all you have is a live steam. † [12] The researcher of that project also gave recommendations and gave emphasis to things that should be remembered. Direct Injection is the preferred method used to run these types of engines. The DI valve that's used in the applications features a variable lift mechanism, this is necessary in order to throttle such engines. Initially very high pressure and or supercritical steam/water were injected into the engines. This did in fact work, but is not considered user friendly.High pressures are still used for the injected water, such as 2000psi hydrostatic pressure, derived from a pump, this is needed to maintain high rpm eng ine speed, the injected water does not contain super-critical energies, but is heated somewhat, such as to 400 °f. [13] Another project said that if wood will be used as the major component, it should be noted that even if a boiler is built, the engine probably wouldn't work well. In the presence of steam the wood would swell and warp causing problems. A simple solution to this problem would be to replace the wood parts with aluminum ones. [14]Over the years, steam locomotives have become a very popular image in representation of trains. Many toy trains based on steam locomotives are made, thereby making the image iconic with trains to children. Steam Engines are still around, and they are in wide use, but most take the form of the steam turbine engine. The steam turbine is responsible for generating about 86% of the electric power used on this planet. That probably is a qualifier for current use. Steam engines, either the piston or turbine type, are used on most big ships, and th ere are still a few steam locomotives about. [15]As for toy cars, they continue to evolve in many ways, from battery powered, to ones that use renewable energy, such as solar, water. Synthesis In this chapter, it has been discussed on how steam engines work, including the many fundamental methods used. It discussed what steam is and how it became very useful to our society today. It defined steam engine. It is also stated in this chapter different advantage and disadvantages of steam engine, how it is being done and its different applications. It discussed the history of toys, how it emerged from wooden dolls to our present high-technology dolls, toy cars, etc.Lastly, the chapter also summarizes all of the studies and findings of different researchers regarding steam and steam engines. Definition of Terms Aluminum. Aluminium or aluminum (US English) is a silvery white member of the boron group of chemical elements. It has the symbol Al, and its atomic number is 13. It is not soluble in water under normal circumstances. Aluminium is the third most abundant element (after oxygen and silicon), and the most abundant metal, in the Earth's crust. It makes up about 8% by weight of the Earth's solid surface.Aluminium metal is too reactive chemically to occur natively. Instead, it is found combined in over 270 different minerals. [4] The chief ore of aluminium is bauxite. Atmospheric pressure. It is the force per unit area exerted against a surface by the weight of air above that surface in Earth’s atmosphere. Boiler. It is a closed vessel in which water or other fluid is heated. The heated or vaporized fluid exists the boiler for use in various processes or heating applications. Electricity. It is a general term encompassing a variety of phenomena resulting from the presence and flow of electric charge.Fuel. Is any material that stores energy that can later be extracted to perform mechanical work in a controlled manner. Heat. In physics and thermodynamics, heat is energy transferred from one body, region, or thermodynamic system to another due to thermal contact or thermal radiation when the systems are at different temperatures. Helium. Helium is the chemical element with atomic number 2 and an atomic weight of 4. 002602, which is represented by the symbol He. It is a colorless, odorless, tasteless, non-toxic, inert, monatomic gas that heads the noble gas group in the periodic table.Its boiling and melting points are the lowest among the elements and it exists only as a gas except in extreme conditions. It is the second lightest element and is the second most abundant element in the observable universe Internal combustion engine. It is an engine in which the combustion of a fuel (normally a fossil fuel) occurs with an oxidizer (usually air) in a combustion chamber. In an internal combustion engine, the expansion of the high-temperature and pressure gas produced by combustion applies direct force to some component of the engine, such as p istons, turbine blades, or a nozzle. Locomotive.It is a railway vehicle that provides the motive power for a train. It was first used in the early 19th century to distinguish between mobile and stationary steam engines. Machine. It manages power to accomplish a task. In common usage, the meaning is that of a device having parts that perform or assist in performing any type of work. Methylated spirits. It is a mixture of Ethyl alcohol (95%) and methyl alcohol (5%). The methyl alcohol is poisonous and is added to prevent the methylated spirits being used as cheap drinking alcohol. Miniature. It is a model, copy, or similar representation on a very small scale.Model car. Also referred to as ‘toy car’. It is a miniature representation of an automobile. Pipe. It is a tubular section or hollow cylinder, usually but not necessarily of circular cross-section, used mainly to convey substances which can flow; liquids and gases (fluids), slurries, powders, masses of small solids. Piston. It is a component of reciprocating engines, reciprocating pumps, gas, compressors and pneumatic cylinders, among other similar mechanisms. In an engine, its purpose is to transfer force from expanding gas in the cylinder to the crankshaft via a piston rod and/or connecting rod.In a pump, the function is reversed and force is transferred from the crankshaft to the piston for the purpose of compressing or ejecting the fluid in the cylinder. In some engines, the piston also acts as a valve by covering and uncovering ports in the cylinder wall. Pressure. It is an effect that occurs when a force is applied on a surface. Pressure is the amount of force acting on a unit area. Rankine Cycle. It is a cycle that converts heat into work wherein the heat is supplied externally to a closed loop, which usually uses water.This cycle generates about 90% of all electric power used throughout the world, including virtually all solar thermal, biomass, coal and nuclear power plants. It is named after William John Macquorn Rankine, a Scottish polymath. The Rankine cycle is the fundamental thermodynamic underpinning of the steam engine. Steam. It is the technical term for water vapor, the gaseous phase of water, which is formed when water boils. In common language it is often used to refer to the visible mist of water droplets formed as this water vapor condenses in the presence of cooler air. Steam boat.It is also called, steamship or steamer. It is a ship in which the primary method of propulsion is steam power, typically driving propellers or paddlewheels. Steam donkey. Steam donkey, or donkey engine is the common nickname for a steam-powered winch, or logging engine widely used in past logging operations, though not limited to logging. They were also found in the mining, maritime, and nearly any other industry that needed a powered winch. Steam engine. Is a heat engine that performs mechanical work using steam as its working fluid. Steam engines are typically external c ombustion engines.Steam Locomotive. It is a locomotive that produces its power through a steam engine. The locomotive is usually fueled by a coal, wood, or oil. This fuel is burned to produce steam in a boiler, which drives the steam engine. Both fuel and water supplies are carried with the locomotive itself or in wagons pulled behind. Steam turbine engine. It is a mechanical device that extracts thermal energy from pressurized steam, and converts it into rotary motion. Its modern manifestation was invented by Sir Charles Parsons in 1884. Toy train. It is a toy that represents a train.A toy train can be as simple as a pull toy that does not even run on track, or it might be operated by clockwork or a battery. Turbine. It is a rotary engine that extracts energy from a fluid flow and converts it into useful work. Valve. It is a device that regulates, directs, or controls the flow of a fluid (gases, liquids, fluidized solids, or slurries) by opening, closing, or partially obstructing v arious passageways. Water. It is a liquid at ambient conditions, but it often co-exists on Earth with its solid state, ice, and gaseous state (water vapor or steam). Zamak.Is a family of alloys with a base metal of zinc and alloying elements of aluminum, magnesium, and copper. The name zamak is an acronym of the German names for the metals of which the alloys are composed (zinc, aluminum, magnesium, and copper). Notes 1 Noah Webster, â€Å"The New Webster’s Dictionary of the English Language†, Lexicon Publications, Inc. , 2004, ISBN 0-7172-4692-2 2 Singh, R Paul, â€Å"Introduction to Food Engineering. †, 2001 Academic Press. ISBN 978-0-12-646384-2. 3 Wiser, Wendell H. â€Å"Energy resources: occurrence, production, conversion, use. †, 2000 Birkhauser. p. 190. ISBN 9780387987446. Carl Bevelhymer, â€Å"Steam†, Gotham Gazette, November 10, 2003 5 â€Å"American Heritage Dictionary of the English Language (Fourth Edition ed. )†. Houghton Miffl in Company. 2000. 6 Wiser, Wendell H. â€Å"Energy resources: occurrence, production, conversion, use. †, 2000 Birkhauser. p. 190. ISBN 9780387987446. 7 December 12, 2011, 1st paragraph â€Å"http://en. wikipedia. org/wiki/Steam_donkey† 8 Thomson, Ross â€Å"Structures of Change in the Mechanical Age: Technological Invention in the United Sates 1790-1865†, 2009. Baltimore, MD: The Johns Hopkins University Press. p. 34. ISBN 13:978-0-8018-9141-0. â€Å"http://www. ehow. com/how_6319749_make-diecast-model-car-kits. html† 10 â€Å"http://en. wikipedia. org/wiki/Model_car† 11 â€Å"http://www. flyingkettle. com/index. html† 12 December 15, 2011, 5th paragraph, â€Å"http://www. flashsteam. com/Steam_Engine_Project. htm† 13 December 18, 2011, 1st paragraph, Jeremy W. Holmes, American Corn Burner Co. Miami, FL. USA â€Å"http://www. flashsteam. com/steam_proj3. htm† 14 â€Å"http://www. instructables. com/id/A-Simple-Steam-Engine-An yone-Can-Build/† 15 December 17, 2011, 1st paragraph, â€Å"http://wiki. answers. com/Q/Are_steam_engines_still_being_used#ixzz1aGnnptps†

Strategic Benefits of Effective Diversity Management The WritePass Journal

Strategic Benefits of Effective Diversity Management Abstract Strategic Benefits of Effective Diversity Management , p.123). This paper aims at exploring the strategic benefits of effective diversity management, how diversity is handled at UKRD Group, and it provides some recommendations on how to enhance diversity at UKRD. Literature Review Benefits of effective diversity management Diversity confers various benefits to companies, and as a result, many scholars suggest that it should be a feature of every aspect of an organisation including employee development, succession planning, reviews, performance management, and rewards. To start with, employees from diverse social and cultural backgrounds bring unique skills, perceptions, and experiences to the table while working in teams. Pooling the diverse skills and knowledge from different cultural and social backgrounds increases employees’ productivity, and responsiveness to varying conditions (Buhler 2010, p.91). Furthermore, in a diverse workforce, each employee possesses distinct strengths and weaknesses, drawn from their diverse backgrounds and their individuality. If a company ensures effective diversity management is in place, it is possible to leverage the diverse strengths among employees, and compliment the weakness of each employee to make the productivity of the workforce more than the sum of it s parts (Griffin 2012, p.241). By bridging together employees from various backgrounds, businesses can market their products effectively to clients from different ethnic and racial backgrounds. This is because by ensuring the workforce reflects the region within which the business operates, it is usually easy to know the expectations, demands, tastes, and preferences of their consumers. As a result, the company will be able to produce goods/services, which conform to their clients expectations and demands (Thiederman 2008, p.3). Moreover, effective diversity management strengthens the company’s relationship with a given category of customers by making communication efficient. This is achieved by pairing customers with customer-service representatives from their social or cultural background, making them feel comfortable and satisfied. For example, a company operating in the southwest of the U.S. can employ bi-lingual customer representatives in order to serve Spanish-speaking clients in their native languag e (Guffey Loewy 2010, p.99). Companies that fail to foster diversity in their workforce experience higher turnover rates than those that treasure diversity in the workplace. This is because they portray a hostile work environment, and consequently, make most of their employees to quit. Inability to retain most of the qualified personnel leads to high turnover-related costs, which a company can avoid by embracing diversity. Losing an employee is highly detrimental to the company’s success because it results to lowered productivity; overworked remaining staff; loss of knowledge and skills; and loss of company’s time while conducting interviews (Griffin 2012). In addition, when employees are working in groups, diversity enables them to generate more and better ideas. Since the group members come from a host of varying cultures, they often propose creative and unique solutions and recommendations, unlike when they come from same backgrounds (Paludi 2012, p.93). In other words, group diversity eliminates groupthink, which is often witnessed in companies that do not foster diversity in their workforce. Groupthink makes participants in a team to think that their ideas and actions are valid, and those objecting them are either sabotaging their efforts or are uninformed. However, multicultural teams are not affected by such problems since the participants have different perspectives (Aswathappa 2013, p.769). By having a positive approach toward diversity at workplace, a company signals an ethical stand. Consequently, it can build and maintain a positive corporate image. A positive corporate image enables a company to have stronger relationships with existing clients, as well as broaden the consumer base by attracting more customers. A strong consumer base is a direct incentive to a noteworthy competitive edge, and it enables companies to face various challenges in the market such as the recession (Mor-Barak 2011). Diversity is also a key aspect in the creation of effective global relationships. Employing international talent helps in enhancing the companys reputation through outwardly encouraging cultural diversification to a broader consumer-base. If a company hires employees from different countries, it stands a greater chance of expanding and seizing global opportunities by establishing a network of languages and cultures (Guffey Loewy 2010). Additionally, by creating an environment of inclusion and by making commitment to valuing diversity, managers can boost employee morale and motivation. This is because acknowledging and accepting a person regardless of their social or cultural background makes them feel honoured, and as if they a part of the family ‘company.’ As a result, they will devote all their efforts toward realization of the organisation’s goals (Abiodun 2010, p.82-87). Managing diversity at UKRD Group UKRD Group is a multi-media company, based in the U.K. The company owns and operates a portfolio of websites, a software-licensing firm, and 16 local commercial radio stations. The company has been ranked number one for three years in a row on the U.K’s top 100 best employers (Toten 2013). Diversity management is central to the company’s human resource strategic goals, which include the development of an inclusive and integrated workforce. UKRD Group acknowledges the benefits of a diverse workforce, and it invests much in ensuring that the work-environment is free from discrimination. Moreover, the company endeavours to promote the principles of diversity in all its operations with employees, job applicants, suppliers, clients, recruitment agencies, contractors, and the public (UKRD Group Ltd, n.d.). According to the company’s CEO, William Rogers, one of the key goals of the company is to build a supportive culture, based on various fundamental standards of behaviour including honesty, fairness, openness, professionalism, and fun. For instance, employees have the liberty to express their disagreement with anything the group purposes to accomplish. However, they are expected to observe fairness and professionalism when presenting their views. Having such a splendid value-based culture portrays a good image of how the company is investing in diversity management. Furthermore, the company does not have a structured human resource department. All the HR functions are outsourced. It has adopted such as strategy in order to encourage the management to have a greater responsibility for their employees. By having a structured HR department, the company’s management believes that the relationship between managers and employees would weaken, since matters such as discipline m ay be shifted from one department to another, and as a result, they may not be handled effectively. This is a viable strategy toward strengthening of the manager-employee relationship, which is key to the effective management of diversity (Toten 2013). All employees as well as anyone who acts on behalf of the company is required to adhere to the company’s set principles of equality and diversity. Any sort of unlawful discrimination in the workplace is not condoned, and the company has put in place necessary measures to prevent its occurrence. Specifically, UKRD Group purposes to ensure that no job applicant or employee is subjected to unlawful discrimination based on gender, race, sexual orientation, disability, age, part-time status, or religion. This commitment is taken into account at all aspects of employment such as training, recruitment, promotion and career-development opportunities, grievance handling and the application of disciplinary procedures, and terms/conditions of employment. Because of the evolving nature of the job market and the legislation changes, the company often reviews its policies regarding diversity, and implements relevant changes (UKRD Group Ltd, n.d.). Recommendations In order for the UKRD Group to be at the forefront in ensuring diversity prevails in all its operations, it is necessary for its management to take into consideration the following suggestions. To start with, it should ensure it has a wide recruiting base. This can be achieved by adopting tools such as online job boards, where anyone with an access to the internet can view the job opportunities being advertised by the company. The company should also have a standard evaluation form. By having a standard evaluation form, instances of discrimination will be eliminated, and it allows the hiring team to use the same criteria for all candidates (Thiederman 2008). Moreover, managers of UKRD should explain the benefits of diversity to the employees, and familiarize the new hires with the company’s culture. For instance, they can clarify the roles the new hires are expected to execute, and explain to them the values treasured in the company (Hubbard 2004, p.85). Conclusion The above discussion has explored the strategic benefits of diversity management, and examined how diversity is handled at UKRD Company Ltd. Since the market is becoming increasingly global, it is necessary for businesses to understand, acknowledge, and embrace diversity in their day-to-day operations, and in their workforce. Effective management of diversity is the key to leveraging the benefits, and reducing the drawbacks associated with diversity in the workplace. Companies reap huge benefits through effective management of diversity. For instance, pooling the diverse skills and experiences from different cultural and social backgrounds increases employees productivity and responsiveness to varying conditions. In addition, when employees are working in groups, diversity enables them to generate more and better ideas unlike when they come from the same social or cultural background. Based on this discussion, it is worthwhile arguing that companies should ensure diversity is well ma naged in order to thrive successfully. Bibliography Diversity Equal Opportunities Statement. UKRD Group Ltd -. (n.d.). Available from ukrd.com/deos.php. [14 August 2014]. Abiodun, R. A. (2010). Leadership behavior impact on employees loyalty, engagement and organizational performance:. [S.l.], Authorhouse. Aswathappa, K. (2013). Human resource management: text and cases. New Delhi, McGraw Hill Education. Buhler, P. (2010). Human Resources Management All the Information You Need to Manage Your Staff and Meet Your Business Objectives. Cincinnati, F+W Media. Combe, C. (2013). Introduction to management. Oxford: Oxford University Press. Griffin, R. W. (2012). Fundamentals of management. Mason, OH, South-Western Cengage Learning. Guffey, M. E., Loewy, D. (2010). Business communication: process and product. Mason, OH, South-Western/Cengage Learning. Hubbard, E. E. (2004). The managers pocket guide to diversity management. Amherst, MA, HRD Press. Mor-Barak, M. E. (2011). Managing diversity: toward a globally inclusive workplace. Los Angeles, SAGE. Paludi, M. A. (2012). Managing diversity in todays workplace: strategies for employees and employers. Santa Barbara, Calif, ABC-CLIO. Thiederman, S. B. (2008). Making diversity work: 7 steps for defeating bias in the workplace. New York, Kaplan Pub. Toten, Mike. Employee engagement case study: UK radio group. Workplace Info -. Available from http://workplaceinfo.com.au/hr-management/communication-in-the-workplace/analysis/employee-engagement-case-study-uk-radio-group#.U-3Su6PCoZw. [16 May 2013].

Free Essays on Things They Carried

â€Å"What You Carry, Actually Carries You!† Imagine walking down the streets of Boston, where everyone was naked, who’s who, what are these strangers’ likes, dislikes’. Every one of us, each carry our own significant items and each one of those items shares a little peace of us with the rest of the world. The items we carry can show our backgrounds, our likes/dislikes’ and our personalities. Most people are proud of their culture and heritage, that is why many people carry significant items that express their backgrounds. â€Å"Kiowa, a devout Baptist, carries an illustrated New Testament that had been presented to him by his father.† (O’Brien 3). Kiowa is proud that his father has brought him up as a Baptist and wants to carry on his beliefs. Kiowa is much like my close friend, because he is proud of his family. This friend is so proud of his background that after his grandfather had passed away he tattooed his grandfather’s initials onto his wrist, he now carries on his families legacy until his own death. Most people are proud to show their backgrounds and always enjoy carrying something that displays their dignity. Not only do people display their cultures they also show information about them selves. As I walk the streets of Boston I can tell what people’s interests are just by the style of their clothes or even their pieces of â€Å"flair.† Just like in the movie Office Space, the employees were required to wear buttons that described their â€Å"attitude† and â€Å"individuality.† All over the world people dress in a certain way to show their favorite interest. For example, many people place patches or buttons that say â€Å"don’t eat meat,† from that button alone I can tell that person is a vegetarian. These people are proud of their accomplishment and want people around them to understand what type of person they are. In the same way we learned that Rat Kiley liked alcohol and candy because, h... Free Essays on Things They Carried Free Essays on Things They Carried Things They Carried In O’Brien’s â€Å"The Things They Carried,† repetition plays a significant role in portraying several aspects of the characters in the story. The author’s style of writing emphasizes and allows the reader to experience the reality and see the necessities of war, see the characters’ physical state, and the difference between characters during time of war. The use of repetition not only compares but distinguishes the characters’ role in the story. During the time of war these soldiers are not only battling the elements of war but also have to deal with the physical and mental strain it causes. Even though they experience the same war, they have unique personal items that help them forge on through their own self battles. O’Brien’s style of writing makes sure that the readers are able to differentiate between each of the characters. Each soldier has an important list of items which they carry at all times. During war, necessities are common items such as â€Å"can openers, pocket knives, heat tabs, wrist watches, dog tags, mosquito repellant, chewing gum, candy, cigarettes, salt tablets†¦Military Payment Certificates, C rations, and two or three canteens of water† (O’Brien 1425). The author distinguishes each character through the list of items. In listing and telling the readers what each sol dier carries throughout the war, O’Brien, individualizes each character and helps make that person more human. Some characters carry bibles while others carry condoms, each with their own significance. Each individual has something from their past that reminds them of home in the time of death. The use of repetition helps show each individual’s battle within their own self, allowing the reader to see the difference in each character. The items they carry not only affect the soldiers’ minds but their bodies as well, â€Å"they bore the physical burden of the environment, and they picked up many things to... Free Essays on Things They Carried Tim O’Brien’s The Things They Carried is a tale that deals not only with the risk of war, but also with the emotional effects it has on the young soldiers. Lt. Jimmy Cross is the designated leader. All of the men in the troop carried various items with them, both physically and emotionally. After the death of one of his soldiers, Cross is forced to reexamine his actions and realize the mistakes he has made. Although this man cares for his men, he does not fulfill his responsibilities. Throughout the story, it became clear to me that Lt. Jimmy Cross will not be able to forget about Martha, and that he is not an effective military leader. The things that Lt. Cross carries are different than the rest of the men. He carries memories and mementos of Martha, and these things fascinate him. â€Å"Lieutenant Cross carries two photographs of Martha† (O’Brien 420). These pictures control his mind. The author says that â€Å"Cross often wondered who had taken the picture, because he knew she had boyfriends, because he loved her so much, and because he could see the shadow of the picture taker spreading out against the brick wall† (420). The pictures and small gifts from Martha are all that Jimmy can think about, they distract him from his responsibility of protecting his men. It took the tragic death of Lavender to make him realize that he had not fulfilled his duties. â€Å"Lavender was dead. You couldn’t burn the blame† (430). Instead, he burns the photos of Martha. He turns her letters and pictures into a pile of ashes. He was hoping to find forgiveness form his guilt, but none was found. Even after this action that makes me believe that Cross is leaving Martha behind, he â€Å"saw Martha’s gray eyes gazing back at him† (430). He will never be able to forget about his obsession with the young woman. He will live the rest of his military career in guilt for his carelessness which led to the death of one of his men. As a conclusion unf... Free Essays on Things They Carried â€Å"What You Carry, Actually Carries You!† Imagine walking down the streets of Boston, where everyone was naked, who’s who, what are these strangers’ likes, dislikes’. Every one of us, each carry our own significant items and each one of those items shares a little peace of us with the rest of the world. The items we carry can show our backgrounds, our likes/dislikes’ and our personalities. Most people are proud of their culture and heritage, that is why many people carry significant items that express their backgrounds. â€Å"Kiowa, a devout Baptist, carries an illustrated New Testament that had been presented to him by his father.† (O’Brien 3). Kiowa is proud that his father has brought him up as a Baptist and wants to carry on his beliefs. Kiowa is much like my close friend, because he is proud of his family. This friend is so proud of his background that after his grandfather had passed away he tattooed his grandfather’s initials onto his wrist, he now carries on his families legacy until his own death. Most people are proud to show their backgrounds and always enjoy carrying something that displays their dignity. Not only do people display their cultures they also show information about them selves. As I walk the streets of Boston I can tell what people’s interests are just by the style of their clothes or even their pieces of â€Å"flair.† Just like in the movie Office Space, the employees were required to wear buttons that described their â€Å"attitude† and â€Å"individuality.† All over the world people dress in a certain way to show their favorite interest. For example, many people place patches or buttons that say â€Å"don’t eat meat,† from that button alone I can tell that person is a vegetarian. These people are proud of their accomplishment and want people around them to understand what type of person they are. In the same way we learned that Rat Kiley liked alcohol and candy because, h... Free Essays on Things They Carried One major concern of the Americans during World War I was the communist influence. There was a group of men known as the â€Å"Hollywood Ten.† They were put on trial in front of the House Committee of Un-American Activities to review the effects of Communism in America. This group consisted of writers and producers that were called to testify whether or not they were members of the growing Communist party. Due to the refusal to testify these men were put in jail and blacklisted. There were many men that were a part of the â€Å"Hollywood Ten.† A few are Alvah Bessie, Lester Cole, John Howard Lawson and more, including Dalton Trumbo. Many of these men after being blacklisted and not being able to find employment continued on to literary works. Before Trumbo was involved in the â€Å"Hollywood Ten,† he was a writer. Dalton Trumbo was born on December 9, 1905 in Montrose, Colorado. After high school he went on to the University of California and Southern California, after attending the Universi! ty of Colorado for one year. After the death of his father, Dalton assumed responsibility to support the family, and he moved to California. Dalton wrote films for Vanity Fair and Hollywood Spectacular. While working for Hollywood Spectacular he wrote his first novel, Eclipse in 1935. Then following this he was hired by Warner Brothers as a screenwriter. Dalton then wrote twenty-five screenplays in the next six years. One of them being â€Å"Kitty Foyle,† a story about a white-collar girl and her troubled love life. This won an Oscar nomination. Dalton Trumbo was fired from his work at Metro-Goldwyn Mayer in 1950. It was after that that he completed some of his best scripts. He had found a man by the name of Ian McLellan Hunter who published his work for him. Hunter ended up taking all of the credit for Dalton’s work of Roman Holiday. Dalton was suffering from cut-rate prices and needed to move to Mexico before the government found out his real id...