Human Behavior and Environment Essay

1. Every person we come into contact with on a daily basis is able to teach us a little something about life. You just have to be open to learning. This particular counselor who was introduced to Steve for whatever cosmic reason, but left the encounter more knowledgeable about the human condition than when initially introduced. At first glance and without knowing any background on Steve the counselor could have just chalked Steve up as a special needs student who in no way was going to succeed being away from home. The councilor however took time out and got to know his student and found all the triumphs that he had been faced with and had overcome throughout the years. The counselor was able to determine that this student was in no way going to give up and fall between the cracks due to a series of unfortunate events. Every child I come in contact with on a daily basis has their own story, many of which are heart wrenching or unnerving, but yet many persevere and will become productive members of society because someone along the way has showed that they care. 2. Steve was able to benefit just as much as the counselor through this interaction. He was able to persevere and complete his education. All that Steve needed was for someone else to also see the end of the tunnel as well as he saw it. Having someone on the same page and able to stand with you through your goals is beneficial to all those involved not just the single individual with the goal. I think the biggest push anyone could ever get is having someone who does not know you say â€Å"you can’t do that†; it provides all the more motivation to prove them wrong. According to the National Organization of Human Services (NOHS), a code of ethics is an explicit statement of the values, principles, and the rules of a profession, regulating the conduct of its members† (Barker, 2001, p. 84) There are two statements found in the NOHS though that best summarize this code and make it applicable to the field in which I am currently surrounded by. STATEMENT 45 Human service educators demonstrate full commitment to their appointed responsibilities, and are enthusiastic about and encouraging of students’ learning. STATEMENT 46 Human service educators model the personal attributes, values and skills of the human service professional, including but not limited to, the willingness to seek and respond to feedback from students. In reading Steve’s journey on the Hero’s Path there is an identifiable moment that relates to my current position that I have been witness to and assisted with. As a guidance secretary for a public school I have seen man types of students walk through our door. Our most recent students who have come in search of a chance to blend in with a traditional student body are two students who found themselves being best friends despite each other’s complex issues. One is an overweight 16 year old and suffers from Prader-Willi Syndrome and sneaks food from our cafeteria any chance he gets. The other a 17 year old was born with malformation of the mouth and hands. Both are part of our special education program. Because of their outward appearances, both are shunned by the other student, which has had very little effect on them. To assist them in this effort of blending in our Administrative Resource Teacher, who is popular and liked by the student body because of her understanding and helpful nature has essentially deputized these two during our busiest lunch period. In order to keep the child with Prader-Willi from stealing uneaten food and his friend from stealing anything for him, they eat their lunch and when they are done, are placed on crime watch patrol around the perimeter of the school, with our ART. The child with Prader-Willi gets exercise and it removes him from tempting treats left behind by students such as milk and chips. Both also get the satisfaction of knowing that despite their abnormalities they are regular students. During pep assemblies when the excited student body is a little overwhelming, these students also know that my office is a safe haven for them. They know that they must do work alphabetizing or organizing but they each have a task. I’ve heard many of our administrators repeat this saying time and time again â€Å"you need to know our students, in order to teacher them†, the same applies in any interaction with them. Students don’t just learn in the four walls of a classroom, they learn in every kind of environment. If you make that environment one in which they are comfortable students will return time after time to seek your guidance and model attributes they found and have seen demonstrated. References Halstead, Richard A. (2000, January). From tragedy to triumph: counselor as companion on the hero’s journey. Counseling & Values, 44(2), 100. http://www. nationalhumanservices. org/ethical-standards-for-hs-professionals.

The Weighted Index Overlay Analysis (WIOA)

The Weighted Index Overlay Analysis (WIOA) is one of the multi criterion decision making tool used to assigned weights and scores to each criterion and classes of each criterion respectively to determine the groundwater potential zones. All the criterion maps were converted to raster, assigned a weight (Wc) on a scale of one to ten depending on its suitability to hold water. Different classes of each criterion map were also assigned a score (Scc) on a scale of one to ten according to their relative influence on the groundwater occurrence (Table 5.1). With one being the least important and ten being the most important factor. The average score is given by; (Nag and Kundu, 2018) ?=(?Scc x Wc)/(?Wc) Where ? is the average weight score of the polygon, Wc is the weight of each criterion map and Scc is the rating score of the class of the criterion map. Individual criterion maps were reclassified and the reclassified map together with the weightage map were integrated using the raster calculator in the spatial analyst tool in ArcGIS software. The integrated map was then classified into; excellent, good, moderate, poor and very poor groundwater potential zones and lastly correlated and validated with the field groundwater data obtained from the article written by Meulenbeld & Hattingh, 1999 used as a reference. Geology and geomorphology maps were identified to be classified maps, therefore the procedure followed to assign score to different classes of each criterion map is different from that of drainage density, lineament density and slope which were classified as continuous maps. Classified maps have known and definable boundaries whereas continuous maps define a surface where each location is measured from a fixed registration point. To assign scores to different classes of each criterion map in classified maps, each criterion map was first converted to raster, a table was added on the attribute table, then a suitable score corresponding to the influence of each class to groundwater occurrence was assigned. The vector and raster maps are joined, and the resulting vector map is then converted to raster with scores. For the continuous maps, each criterion map is reclassified into ten classes using the reclassify tool under spatial analyst tool, the method of classification used is quantile and a table was added as well as score. Criterion maps were assigned weights corresponding to relative influence of each criterion to occurrence, origin and movement of groundwater, with geology given the highest preference (10), followed by lineament density (8), geomorphology (6), slope (4), and drainage density (2). Sandstones are typically permeable and porous, therefore, can allow percolation of water and can store those large quantities of water, thereby making them good aquifers, However, those of the Wilgerivier Formation forms poor aquifers due to limited faulting, hence, it was assigned a score of 1 (by Meulenbeld & Hattingh, 1999). Shales have very small interstitial spaces due to very small particle sizes, but can store large quantities of water, however, its transmission is limited due to low permeability, therefore, making it an aquiclude. The shales of the Ecca Group are very dense and should not be ignored as possible sources of groundwater. The borehole yields are between 0.5 to 2 l/s with a fractured or intergranular aquifer system, hence, shale was assigned a score of 2 (GCS, 2006). The diamictite of the Dwyka Group is massive, with little jointing and shows stratification in some places. It has very low hydraulic conductivity ranging from 10-11 to 10-12 m/s and shows no primary voids. The Dwyka diamictite forms an aquitard with very small yield quantities of water ranging from 0.5 to 2 l/s confined within narrow fractures and joints, hence it is assigned a score of 4 (GCS, 2006). Diabase intrusion is highly fractured and weathered, yields appreciable quantities of water and therefore forms good aquifer. It was assigned a score of 10. The weight of 10 given to the geology was found to be suitable since the occurrence, origin and transmission of groundwater depends on the physical characteristics of the rock (Figure 5.1.1). Lineament densities range from 0 to 140.6 and were assigned scores from 1 to 10 respectively in accordance to its relative contribution to groundwater occurrence and storage and was also given a weight of 8. The higher the drainage density, the higher the score given. The classification method used to reclassify the densities is quantile method which assigns the same number of data values to each class, hence, there are no empty classes or classes with too few or too many values. This method is best suited to linearly distributed data (Figure 5.1.2). The valleys, hills and steep inclines were assigned weights of 10, 2 and 1 respectively also according to its importance to groundwater occurrence and storage. Groundwater is usually found in valleys where percolation surpasses surface runoff than in steep inclines and hills where surface runoff precedes percolation. The weight of 6 assigned is well suited for it since it is the 3rd most important criterion to groundwater occurrence (Figure 5.1.3). The slope of the study area ranges from 0 to 79Â º with the highest degree assigned a score of 1 and lowest 10. This is due to gentle slopes being good groundwater prospecting zones than steep slopes which favors surface runoff. Slope is dependent on geomorphology, therefore, has to be assigned a weight lower than that of geomorphology, hence, a weight of 4 was found suitable. The classification method used to reclassify slope is also quantile method which assigns the same number of data values to each class, hence, there are no empty classes or classes with too few or too many values. This method is best suited to linearly distributed data (Figure 5.1.4).Drainage density is the inverse of lineament density, hence, the scores and weight assigned will be the opposite and lower than that in lineament density respectively. The drainage densities range from 0 to 252.4 and were assigned scores from 10 to 1. The slope is dependent on slope and geomorphology, therefore, a slope of 2, lower than them was found to be suitable. The classification method used to reclassify slope is also quantile method which assigns the same number of data values to each class, hence, there are no empty classes or classes with too few or too many values. This method is best suited to linearly distributed data (Figure 5.1.5). The classification method used for the output groundwater potential zones map is the geometrical interval. This classifier was found suitable to represent the generated data since it is a compromise method between equal interval, natural breaks and quantile. It creates a balance between highlighting changes in the middle values and the extreme values, thereby producing a result that is visually appealing and cartographically comprehensive. It was observed that the majority of the boreholes are sited on excellent to good groundwater potential zones where the geology is mainly sandstone and close to contact zones with diabase intrusions. The rest of the boreholes are sited on poor to very poor groundwater potential zones with a diamictite rock mass. According to Hattingh, 1996, the sedimentary rocks of the Wilgerivier Formation makes poor aquifers whereas, the cracks and fissures in intrusive rocks form the main aquifers, hence, groundwater occurs in fractured rock mass. The boreholes close to diabase intrusions make good aquifers irrespective of the groundwater prospecting zone. Borehole yields are limited, especially in sedimentary rocks, they are below 0.5 l/s, however, those sited on faults and fractures in intrusive rocks, can yield higher than 3 l/s. Typical borehole depth ranges between 40 and 120 m while the average range of depth of water level is between 10 to more than 40 m below ground level (mbgl) (DWA, 2011).

Meiosis and Genetic Diversity in the Model Organism

4 November 2013 Section 24 TA- Erik Ohlson Meiosis and Genetic Diversity in the Model Organism, Sordaria flmicola Introduction Research groups from the Imperial College of Science, Technology and Medicine and the Institute of Evolution at the University of Haifa have been studying the model organism, Sordaria fimicola, in regards to controlling cross over frequency in response to environmental pressures. Sordaria fimicola is a good model organism because it has a fast life cycle and elongated asci that are easily seen under a microscope.In addition, there are multiple different combinations of ascospore olors due to recombination during meiosis. Evolution Canyon is the research model for this experiment because of its exceedingly differing slopes. The South facing slope (SFS) receives high temperatures and droughts due to the high solar radiation. On the other hand, the North facing slope (NFS) exhibits shadier, cooler, and more humid climates. Asexual filaments were collected from e ither slope and grown in the lab.Wild type spores(black spores) were acquired from self-cross between the asexual filaments and spore color mutants (tan spores) were obtained from wild type trains that produced non-black spores that arose spontaneously within each population. They made crosses with wild type vs. tan spores from differing slopes (NFS-SFS) and found that cross over frequencies between the differing slopes was great (Hass and Ward, 2010). Contrary to previous belief, cellular mechanisms were influenced by environmental conditions; this tells us that differing environments can lead to different recombination frequencies.In our part of the experiment, we created a control where the spores were grown under the same optimal lab conditions. The combinations of ascospores we observed include, 4:4, 2:2:2:2, and 2:4:2. During meiosis, 4 ascospores are produced after crossing over occurs. Then the spores undergo a series of mitosis where 8 spores are then created. In a 4:4 reco mbination, there could either be 4 tan then 4 black or 4 black than 4 tan. In the 2:2:2:2, there could be tan, black, tan, black or vice versa. In the 2:4:2, there could be tan, black, tan and so on.Therefore, 6 different combinations asci classes can occur. Our goal for this experiment was to identify the different spores, cross over frequency, and mapping distance. However, there were challenges in preparing the squashes, and then identifying the different spores. Methods We divided the petri dish into four sections, where the wild black type samples were diagonal from each other and the tan type samples were also diagonal from each other hyphae side down onto mating agar to increase the possibility of crossing over to occur.After two weeks, using an inoculating loop, we scraped some perithecia from the center of the dividing lines where we believed crossing over occurred. We then placed them on slides with a drop of water to observe the crossing over requencies under a microscope . Pressure was applied to the coverslip in order to release the asci from within the perithecia in order to count the frequency of each asci type. To calculate cross over frequency and map distance, we used the formulas: 1. % Cross Over=( # of recombinant asci/ total # asci) x 100% 2.Map Distance= % cross over/ 2 *Note that map distance accounts for all spores, but in our experiment only half crossed over, we divide by 2. Results Table 1. Individual Data. This illustrates the number each recombination found within our picture we were provided. Non-recombinant Recombinant Total # of Asci Total # Recombant Asci (B+C) # of Type A Asci # of Type B Asci # of Type C Asci 8 5 3 4 Table 1 illustrates the number each recombination found within our picture we

Animal Cruelty Essay Example | Topics and Well Written Essays - 3000 words

Animal Cruelty - Essay Example It is very important that pet owners realize the fact that a pet is not some exotic, cozy, furry crawling thing that has to abide taking orders from them. Neither are they some kind of soft toys kept at home to provide few moments of excitement and joy in their monotonous life. When somebody decides to own a pet, they must own up the responsibility that comes with them. Like any other living being, they have emotions and feel pain. They also like humans get hungry, fall sick, and more importantly grow old. It is not a very rosy picture when we take account of reality. Several reports of pet abuse from all across the globe, confirms the truth that pets are not always safe from animal cruelty. In various lanes and avenues of several cities, dead animals are often found. Their dead bodies go by unnoticed. Cases of domestic pet violence are on the rise. Some people take their anger and frustration out on their pets. Many pets meet their death due to cruel behaviour of human beings. In mo st cases, their angry owners themselves exhibit such inhuman behaviour. They kill their pets to express their frustrations and then dump their dead bodies in garbage bins. Some cruel pet owners indulge their pets in pet fights. With the purpose to win some money, the lives of these pets are placed in danger. People bet on the lives of these pets, who are trained to fight in rings. Then there are some eccentric celebrities, who endorse using pets as fashion statement. Very often, it has been seen that celebrities use pets as gift items or some cloth piece to wrap around. In suburban areas and villages, animals like donkeys and horses are used to carry loads and carriages. The owners of these animals often use whiplash to make them work faster. Very less care is given to these animals; they are not properly fed or given medicine when they are sick. Many of them die early due to malnutrition and some die due to severe physical strain. Like human beings, some animals unable to bear the trauma loose their sanity. They become hysterical and often end up being hostile. Lack of nutrition, physical torture, being chained whole day to one location make many pets go wild in their behaviour. There have been some bizarre cases where pets have been found imprisoned in car trunks or dark attics, locked all alone left to die. There have been some cases where pets were administered drugs, just for the mere sick pleasure of the owners. These are just a few examples to elicit, some of the brutalities that these animals are made to bear. (Hardcastle, 2008) Current Pet Abuse Scenario On March 29, 2011, an un-named Retriever was brought to the animal shelter of Guilford. The dog had suffered severe burns on his skins caused by some chemicals. The injuries were severe and the dog could not survive. The dog passed away the same afternoon he was brought to the shelter. The culprits are yet to be identified. On the same day, Noelle Stanbridge a citizen of Ottumwa was found guilty of ab using her pet dog. She had hit her pet dog 15 times with a club. The irony is Noelle Stanbridge is famous in her circle as an animal activist. In New York, alone 79 cases of pet abuse were registered in the year 2010, which accounts for only 8 percent of the total pet abuse cases registered in USA, which stands at 986 cases for the year 2010 alone. There are majority of incidents, which do not even get

This is a repeat from yesterday, and I still need two solid paragraphs Essay

This is a repeat from yesterday, and I still need two solid paragraphs answering the below listed question. I have included more - Essay Example Also, the U.S. was just beginning to enter the Industrial Age, changing American society dramatically. Production was soaring because businesses boomed. People moved out of the cities if they could, because there was a wide income disparity between the working class and the urban middle class. In addition, Prohibition was legally enforced while the 18th Amendment was valid, forcing people to stop making moonshine liquor and patronize bars—however, this legal technicality did not in effect erase peoples’ drinking activity completely, but rather just suppressed it. (People still made liquor illegally, buying it and selling it.) The results of these changes were a New Urban Culture, New Moral Standards, and New Consumer Ethics. A New Urban Culture flourished. As industrial work no longer could meet the demands for low-skilled workers in the polis, industrial operations began to move to the rural areas—where there were more low-skilled workers who: most likely had le ss education; were willing to work for less money; and were not averse to doing skill that required more physical labor and less intellectual faculties. Also, as people became more middle class, the demand for physical labor decreased. Industries moved to rural areas to stay afloat. New Moral Standards emerged as well. ... The advent of the 9-to-5 office job eclipsed most physical labor that had previously been the backbone of the American work force. More jobs began to require degrees in higher education, and more people began to—as a result—seek more education from institutions at higher learning. Several excellent schools had begun to gain exeter reputations in the early 20th century, such as Harvard, Yale, and Princeton. Education became much more of a focus as several industries moved from the urban to the rural areas. Once the ‘20s were over, people started moving in an exodus out of the city once they had achieved some level of social mobility. Conflict ensued with the Scopes Trial (also famously known as the â€Å"Scopes Monkey Trial†), a lawsuit of the State of Tennessee versus John Scopes, a biology teacher who taught evolution—when it was illegal to teach evolution due to the way Tennessee state law was structured. Although Scopes was deemed guilty, he got o ff on a technicality and was never put in jail. Around this time, the eight-hour, five-day work week with two weeks paid vacation became the standard and not the exception in terms of what had traditionally been the standard—which included longer hours, no free time on the weekend, and no paid vacation. Industry—although initially urban—eventually moved to rural areas, due to the fact that industrial jobs needed low-skill laborers while the public was becoming increasingly educated and more middle class. 2.) Describe the impact of the New Deal on American government and society. In doing ?so, be sure to discuss the primary goal and basic overall characteristic of several specific New Deal programs. (450 words) The New Deal was the first comprehensive socialist program put

Model Arch Bridge and tha Design Improvement Essay - 2

Model Arch Bridge and tha Design Improvement - Essay Example Bridges are designed to withstand both live and dead loads. Dead loads are loads that do not change, such as the structure’s weight. These include the sidewalks, deck, railings, and the concrete or steel load-carrying members. Dead loads account for the considerable and significant percentage of stress in load carrying members. The second load, live load, changes; the change can be due to decreased or increased pedestrian and traffic loading. When designing a bridge, safety and strength of the structure are the most important considerations. The shape and overall design of the bridge were decided by the group. The shape of the bridge was sketched to full size on a white piece of paper. The sketch was used in to guide the popsicle sticks as shown in figure 2. The last step was to glue popsicle sticks on beams of the deck in order to come up with a bridge deck. The final structure is shown in figure 4. The whole procedure was carried on the first and second final structures. The first bridge weighed 193.6 grams while the second one was 245.1 grams. The first bridge supported a maximum load of 6,613 grams, concentrated at mid-span, while the second was 21, 818 grams. The loads to weight ratio of the first and second bridge were 34.2 and 89.0 respectively. Arch increase stability as it provides resistance to the forces that act in the bending of the bridge. The weight is redirected from members to ends of the bridge by arches; hence forces are evenly distributed for the better structure as shown in figure 5. The second bridge was strengthened in areas that loads were concentrated, that is at abutments and load points. The second bridge was also reinforced to increase their strength triangular shapes were used in preventing rectangles from leaning. A top lateral bracing was used in the prevention of buckling sideways during loading due to compression members like the top chord.

Voices for Abraham Lincolns Assassination Essay Example | Topics and Well Written Essays - 500 words

Voices for Abraham Lincolns Assassination - Essay Example For Walt Whitman, he wrote an intensely emotionally driven poem entitled, O Captain! My Captain! which passionately expresses the author’s grief for the death of his captain, President Lincoln. Similarly, Frederick Douglass wrote a speech entitled Oration in Memory of Abraham Lincoln, which he delivered at the unveiling of the Freedmen’s Monument in Washington D.C. in memory of the deceased president on the 14th of April, 1876. The theme of his speech, like that of the article published in Harper’s Weekly, entitled The Murder of the President shared the same air of intense sorrow for the loss of a dear friend and father of the nation. The greatness and advocacy of the president were immortalized in the three written pieces, with the discussion not only of his convictions but also the actions he took to convey his seriousness in such matters. With a similar theme, the poem, speech, and report had stirred the emotions not only of American readers during that time b ut also both Americans and foreigners alike in this present age. The poem by Whitman strongly expresses the poet’s unbelief of the untimely death of the president who is nearing the witnessing of his victory in his fight for his beliefs. Douglass, on the other hand, appeals to the emotions of the white Americans to the remembrance of the man who fought for their rights and protected them in all his services as the president. He did this by talking about the passions of the late president and his dreams for the American people.  

Case Study on Boeing Essay Example | Topics and Well Written Essays - 2500 words

Case Study on Boeing - Essay Example 1. Boeing Corporation's forwarding looking market strategy is based on assumptions about the air travel market and the equipment (aircraft) needed for continued growth. Boeing's projections assume that the current fleet of aircraft will need to be upgraded and retained or replaced. The current fleet consists of 17,330 aircraft. By 2025 the fleet will have an estimated 35,970 aircraft consisting of 27,210 new or replacement aircraft, and 8,760 retained aircraft. Future growth and the need for replacement aircraft will drive the aircraft industry's competitive market (Showronski, p1). Boeing will need to be able to provide new aircraft that are both efficient and economical. Boeing's new large aircraft segment is marketing both one and two aisle airplanes with the focus on the new 747-8 Intercontinental and 747-8 Freighter aircraft. This is in contrast with Boeings 'point to point' strategy that focuses on smaller aircraft that serve the purpose of moving people and cargo from one poin t to another rather than to a central location where cargo and passengers would deplane and board a smaller plane to reach their destination (hub and spoke strategy). Boeing's successful market entry of their 747-8 Freighter and 747-8 Intercontinental aircraft prove that Boeing can compete in the larger aircraft market. Boeing's first customer was Lufthansa who ordered 20 of Boeing's 747-8 Intercontinentals (Showronski, p1). Boeing's success, using the 'point to point' method of getting passengers to their destinations, is based upon the idea that passengers prefer the shorter travel times that 'point to point' service offers. Boeing offers the airline industry aircraft that are best suited to 'point to point' travel. These aircraft are typically larger than those used in the in the typical 'point to point' market. Boeing's current strategy includes gaining a large portion of the projected 2.6 trillion in airplane investment opportunities over the next twenty years (Showronski, p1). Boeing's leadership believes that by entering the large airplane sales and service market they are positioning themselves to be leaders in the industry by providing an aircraft that will best meet the needs of customers. Boeing's current strategy also includes continued sales and service of five other sizes of aircraft to serve the 'point to point' market. It is hoped that carriers will continue to choose Boeing aircraft as aircraft of choice for their business. Boeing's five sizes of aircraft are designed to meet all aspects of the 'point to point' market with carriers that have 200 seats up to carriers that seat 467 passengers. Currently Boeing is the only one in its industry with an airplane that can carry more than 450 passengers at a time (Point-to-Point, 2006). The 747-8 is used primarily by carriers that offe r long range high density routes (Point-to-Point, 2006). The 747-8 is designed to be a replacement for older 747's that will be phased out of service during the next twenty years (Point-to-Point, 2006). With Boeing's entry into the large carrier market came requests for an airplane that was environmentally friendlier than its previous airplanes. The 747-8 was created with environmentally friendly features. The 747-8 uses less fuel and "produces lower carbon dioxide emissions" (Point-to-Point, p2). Also, the 747-8 makes 30% less noise on take-offs (Point-to-Point). Because Boeing

Alternative Energy Resources Research Paper Example | Topics and Well Written Essays - 2000 words

Alternative Energy Resources - Research Paper Example The temperature level in the earth has critical role hence it cannot be produced in all the localities. Scientists have estimated that the amount of geothermal power present in the crust of earth is sufficient to fulfill the energy requirements of the world for upcoming many centuries. It is sustainable, cost effective, and reliable; and has the tendency to facilitate all mainstream energy units (Jorgensen 51). According to Ting (2011, p.230), the drilling interface for the production of this kind of energy is very expensive. The machinery and equipment required for the digging purpose cannot be afforded easily. The selection of appropriate place needs accuracy as drilling costs are too high. Governments’ intervention for this energy producing resource is essential as private bodies cannot solely bear its costs. Some countries like United States, Philippines, Ice land and Japan have taken serious measures to produce energy from this form. China is taking colossal steps in this regard too. The expense of machinery eventually effects on the consumers too thus people have to pay lot more than usual rates. Chevron Corporation has immensely invested in the geothermal production units. It is the largest private sector energy producing unit and has tremendously facilitated numerous consumers throughout the globe. The focus of the corporation remains to fulfill energy requirements of residents at all levels. Currently in United States more than 77 geothermal power electricity units are operational; producing approximately 3086 MW energy. The Geysers, California is the region where America’s largest geothermal production unit is installed. Philippines government and private sector has taken incredible... This report stresses that geothermal power is one of the safest forms of energy production expeditions. The energy requirements of all the countries can be easily fulfilled if geothermal energy units are incorporated. World would eventually progress rapidly and swiftly when energy shortfalls are eradicated. The machinery, equipment and team required for the plantation purpose of geothermal powers requires accuracy and precision. The costs of geothermal energy production are relatively higher than other forms of the energy producing models but it ensures long lasting success. The major constituent making geothermal prominent is the deduction methodology of this energy source. Since earth’s crust is the resource and also stores energy too, therefore there is no element of reserving it somewhere else. The independence by federal government of U.S to its respective states has brought significant outcomes. This essay makes a conclusion that moreover countries have to bear costs of this energy production unit once; it can fulfill energy requirements for upcoming numerous years. Researchers have elevated geothermal as the best method of energy production and have also discussed its economic factors too. In the inauguration of any energy producing reservoir costs have to be met. The amount is eventually spent annually or semiannually on the maintenance and up gradation of energy production models but geothermal guarantees long-lasting sustainability, reliability and cost effectiveness.

Relationship between organizational leadership, culture and Dissertation

Relationship between organizational leadership, culture and performance in family businesses - Dissertation Example However, there is a dearth of research regarding the extent to which the founder is able to embed strategic behaviors into family firm management and culture or the degree to which these behaviors impact the financial performance of these firms (Sorenson, 2000). Some effort has been made to examine the leadership styles of family firm leaders and the relationship of these styles to family and non-family members (Kellerman, 2008). Aldrich and Cliff (2003) suggested that entrepreneurial leadership attributes likely influenced family firm strategies, processes, and structures. Sorenson (2000) found that participative leaders achieved high performance in both the family and the business dimensions of the firm. The findings of the test hypotheses regarding performance outcomes in these studies were not conclusive regarding the effects of leadership styles on performance. Research on the leadership styles of the founder and their effect on family and non-family members may provide insight into family firm performance (Sharma, 2004). Purpose/Research Questions The purpose of this study is to examine the relationship between organizational leader’s thinking and behavioral styles, its culture, and financial performance. Three family firms will be selected for this study. Participants will include current owners, founders, and family member and non-family member managers and employees. ... Preliminary Literature Review The Family Firm Although family firms have played an integral role in world economies throughout history, research into family businesses did not begin to come into prominence until 1975 (Handler, 1989). Handler's attempt to integrate the field around a common purpose by defining a family firm as "an organization whose major operating decisions and plans for leadership succession are influenced by family members serving in management or on the board" (p. 262) is characteristic of such ventures in its difficulty to operationalize. Furthermore, Astrachan, Klein, and Smyrnios (2002) have defined family business along a continuum measuring the levels of family influence across the dimensions of power, experience, and culture. Their intent is to provide an objective and standardized measurement of family involvement allowing comparison along a broad spectrum of family businesses. Sharma (2002) developed a typology which creates 72 categories of family firms b ased on the possible levels of family and non-family involvement in seven areas as identified on a firm's stakeholder map. Her intent is to develop a mechanism for differentiating between family businesses along the continuum from the publicly traded international corporation to the mom and pop enterprise. Leadership Styles For this study leadership styles specifically refer to the thinking and behavioral styles of family firm leaders. Leadership styles are divided into three composite orientations with each orientation consisting of four styles each. The constructive orientation (achievement, self-actualizing, humanistic-encouraging, and affiliative) characterize thinking and behavior that

Test Review Chapters 1-3 Essay Example for Free

Test Review Chapters 1-3 Essay Day 1 Review (Monday) * Website review: themes and learning objectives from Chapter 1 * http://highered.mcgraw-hill.com/sites/0072424362/student_view0/chapter1/ * includes review Multiple choice and essay questions Topics to review: * Summarize the changes in European society that led to the era of exploration between 1400 and 1700. (pg. 9-12, 23-28) * Describe the Spanish Empire in the New World during the 1500s. Include political, military, economic, social, and cultural considerations. (pg. 11-20) * Discuss the economic and religious motivations that led to the establishment of English colonies in North America. (pg. 23-27) * Explain the French process of colonization and interaction with the natives. (pg. 27) Day 2 Review (Tuesday) * Website review: major themes and learning objectives from Chapter 2 * http://highered.mcgraw-hill.com/sites/0072424362/student_view0/chapter2/ * Includes review Multiple choice and essay questions Topics to Review: * Compare and contrast the development of Virginia with that of New England. Consider social, economic, political, and religious differences (Page: 34–49) * Explain the underlying causes and the unfortunate consequences of Bacon’s Rebellion. (pg. 39-40) * Contrast the early years of Pennsylvania with the early years of Georgia. (Page: 52–54, 58–59) * Compare and contrast the religious, economic, and social cultures of the Puritans and Quakers. (Page: 40–49, 52–54) Day 3 Review (Wednesday) * Website review: major themes and learning objectives from Chapter 3 * http://highered.mcgraw-hill.com/sites/0072424362/student_view0/chapter3/ * includes review multiple choice and essay questions Topics to Review: * Compare and contrast the institutions of white indentured servitude and African slavery in early colonial America. (Page: 66–67, 71–75) * Compare and contrast the lives of colonial women in the Chesapeake with those in New England. (Page: 69–71) * Compare and contrast the economies of the southern colonies with those of the northern colonies in the 1600s and 1700s. (Page: 77–89) * Compare and contrast the society found on a southern plantation of the late 1600s with that of a Puritan community of the same period. (Page: 83–87) * Explain how religion developed in the New England colonies during the 1600s and early 1700s. (Page: 89–91) * Compare the growth of education and organized religious thought in eighteenth-century colonial America. (Page: 89–94) Test Review Chapters 1-3 Day 1 Review (Monday) * Website review: themes and learning objectives from Chapter 1 * http://highered.mcgraw-hill.com/sites/0072424362/student_view0/chapter1/ * includes review Multiple choice and essay questions Topics to review: * Summarize the changes in European society that led to the era of exploration between 1400 and 1700. (pg. 9-12, 23-28) * Describe the Spanish Empire in the New World during the 1500s. Include political, military, economic, social, and cultural considerations. (pg. 11-20) * Discuss the economic and religious motivations that led to the establishment of English colonies in North America. (pg. 23-27) * Explain the French process of colonization and interaction with the natives. (pg. 27) Day 2 Review (Tuesday) * Website review: major themes and learning objectives from Chapter 2 * http://highered.mcgraw-hill.com/sites/0072424362/student_view0/chapter2/ * Includes review Multiple choice and essay questions Topics to Review: * Compare and contrast the development of Virginia with that of New England. Consider social, economic, political, and religious differences (Page: 34–49) * Explain the underlying causes and the unfortunate consequences of Bacon’s Rebellion. (pg. 39-40) * Contrast the early years of Pennsylvania with the early years of Georgia. (Page: 52–54, 58–59) * Compare and contrast the religious, economic, and social cultures of the Puritans and Quakers. (Page: 40–49, 52–54) Day 3 Review (Wednesday) * Website review: major themes and learning objectives from Chapter 3 * http://highered.mcgraw-hill.com/sites/0072424362/student_view0/chapter3/ * includes review multiple choice and essay questions Topics to Review: * Compare and contrast the institutions of white indentured servitude and African slavery in early colonial America. (Page: 66–67, 71–75) * Compare and contrast the lives of colonial women in the Chesapeake with those in New England. (Page: 69–71) * Compare and contrast the economies of the southern colonies with those of the northern colonies in the 1600s and 1700s. (Page: 77–89) * Compare and contrast the society found on a southern plantation of the late 1600s with that of a Puritan community of the same period. (Page: 83–87) * Explain how religion developed in the New England colonies during the 1600s and early 1700s. (Page: 89–91) * Compare the growth of education and organized religious thought in eighteenth-century colonial America. (Page: 89–94)

Significance of the Study Essay Example for Free

Significance of the Study Essay This study is all about Wi-Fi connections on school campuses and the proper usage of it, there are several reports show, that some students don’t use those Wi-Fi connections for school projects, assignments, etc but they use it more on social networking sites such as Facebook, twitter, tumblr etc. other students use it for watching/downloading porn. The researcher aims to know what is the real purpose of Wi-Fi connections on school campuses and what they do to those students who are addicted to social networking sites. It will give help to those students who are addicted to social networking sites and how do they stop using it even in school hours. The study is very helpful because it improves the knowledge of the people that are involved in the study. It will give information on how students react physically and emotionally. Scope and Delimitation of the Study This study was undertaken to determine the usage of Wi-Fi connections on school campuses by third year high school students of Maryhill College during the school year 2012-2013 the respondents of the student were 223 third year students. This study also focused on proper usage of students of Wi-Fi. The aspects looked into were the meaning of Wi-Fi, proper usage of internet connection of students and other wireless connections. Definition of Terms For better understanding of the study the following were defined briefly: Internet. is a global system of interconnected computer networks that use the standard Internet protocol suite (often called TCP/IP, although not all applications use TCP) to serve billions of users worldwide. It is a network of networks that consists of millions of private, public, academic, business, and government networks, of local to global scope, that are linked by a broad array of electronic, wireless and optical networking technologies Wireless network. efers to any type of computer network that is not connected by cables of any kind. It is a method by which homes, telecommunications networks and enterprise (business) installations avoid the costly process of introducing cables into a building, or as a connection between various equipment locations. Wireless local area network (WLAN. ) links two or more devices using some wireless distribution method (typically spread-spectrum or OFDM radio), and usually providing a connection through an access point to the wider internet.

The History of Labour Day

The History of Labour Day Originally called eight-hour day, labour day stands for the representation of the fight to shorten working hours in the nineteenth century which was a movement that forever changed working conditions deeply impacting on the lives of workers for the future to come. The original cause of eight-hour day (labour day) was the fight for 8 hours of rest and recreation to be given with 8 hours of work in an attempt to provide balance to workers between their work and personal lives as plead by the unionists who did not ask for extra money but rather more time which eventually lead to the 40-hour week known today. Over the years this historical occasion was formed into the national holiday we know as labour day. Australia and New Zealand were the first to successfully implement and provide rights of recreation and rest to its labourers, leading the world with Sydney at the labour movements core. Labour day and its creation all starting in the year 1855 as there was a great need present for stonemasons during great large scale building operations, provided by the influx of prosperity and wealth brought by the gold rush which meant large amounts of difficult labour for workers. During the construction of two structures which were identified as the church buildings of Holy Trinity Millers Point and the Mariners Church, workers participated in a construction standstill, hosting a 14 day strike in order to fight for balance in the work and personal lives of workers as they were most often expected to complete gruellingÂÂ   10 hours of work daily from Monday through to Friday and working a total of around 8 hours on Saturdays with an expected work week of around 58 hours per week of hard labo ur.ÂÂ   In order to celebrate the victory previously experienced by workers and promote its campaign established in 1871, a picnic and march was held each year during the first weekend of October. Although efforts for the reduction of work hours started in 1871 the first ever holiday for its commandment was held in 1855, organised by a Balmain member and unionist named Jacob Garrard who was described as a member of the salvation army since 1896 who had been an inspired and good willed Methodist (a Methodist is described as a member of a segment of the Christian church which is aimed at and notorious for protesting and standing up for what they believe.) Jacob Garrard is a prime example of missionary and Christian influence, in this instance responsible for the modern day labour movement. Despite the grave Christian influence in the formation of the eight-hour campaign this fact regularly overlooked in the modern era by historians and recent generation, a terrifying fact highlighted by the labour leader Kevin Rudd. Just as the Christians and missionaries responsible for the creation of the eight-hour day grave concerns are raised regarding the work hours of todays society as well through the raising of awareness and protection of those who may be venerable. Recent concerning statistics regarding modern labour highlighted the facts that over 60% of people start their jobs before 8am and end their shifts after 6pm during the workdays with 30% of Australias population spending time at their workplace on the weekends. Just as the workers protested for during the average of 22% of Australias population work more than 50 hours per week. The fight for a fair balance of work and free time has resurfaced with families working longer and more unpredictable and what is described as unsocial hours with subsequently less and less personal time away from work. Reasonings of large amounts of labour performed by workers can be categorised into sections of those who are passionate about their career who often struggle to balance their time spent at work and time they have for necessities such as socialising or much needed rest which commonly leads to irregular work and rest patterns. Included in the list of people who are overworked are those who invest heavily in the improvement of their position and the progression of their workplace who without provided rest and recreation time would over work themselves and once again over look their personal time and vital time to rest.ÂÂ   The other demographic of those who are over worked include those who have no other choice but require the financial aid of their profession, but due to the lack of personal time away from constant work provided by modern jobs. Modern work has been altered from the beliefs and rights fought for intensely throughout 1855. Recently workers, in order to receive an income labourers are forced to comply with their work hours as they cannot afford to be without a job, forced to work from early to late which dramatically impacts the social and personal lives of worker often causing adverse health effects and mental illnesses such as depression or anxiety. As listed perfectly in the holy bible those who work and are not draining to society are ones to be praised and encouraged. But it is important to remember that even God himself rested on the seventh day which truly is a sign of the importance of rest and time spent away from work which is portrait not only by the preachings of those fighting for fair work and rest times but through their actions as well.

The Black Cat: Deranged Narrator :: essays research papers

The Black Cat: Deranged Narrator Throughout the opening paragraph of "The Black Cat," the reader is introduced to a narrator who, because of his grotesque actions, has become mentally deranged and very untrustworthy, " . . . my very senses reject their own evidence." The narration of this story is in the first person, which would lead you to believe the narrator could be trusted to relate to you the true events of the story, but this is false. The narrator in this story is unreliable due to his horrid state of mind and body. The narrator cannot be relied upon to show the reader the true events of the story, these events have to be interpreted and the reader must come to his own conclusion as to what really happened. The reader is shown in the opening paragraph that he should not trust the narrator to deliver the true events of the story. The narrator admits throughout the story that his bad habits, namely alcoholism, lead to his irrational state of mind. His alcoholism was the root of his downfall. While intoxicated, the narrator mutilated his favourite pet, Pluto, causing the cat to become terrified of his master. The alienation of his cat gave the narrator even more cause to become mentally unstable. The hanging of his cat shows how the narrator has become obsessed with doing evil things for the sake of their evilness. This evilness is linked to his alcoholism. The narrator was most-likely in a drunken state when he hung his cat, which only infuriated his temper. This separation of friends had a huge effect on the narrator's deadly temper. His temper is such that anything that slightly annoyed him caused him to go into fits of rage. The fits of rage which occupy the narrator for much of the story are all linked to his pet cats. He points out that he was an animal lover in his younger days and the feeling was carried through into his maturity. His love for animals ended here. His alcoholism had driven him to avoid his animals or, when he encountered them, to physically harm them for the reason that they were there. The narrator's pet cat's were the exceptions. He held his temper back from his cats because of his love for them. This feeling disappears after time and the cats become the subject of his worst fits of rage. After each violent act upon his cats, the narrator did feel remorse at his actions. This feeling also disappears over time and, as it disappeared, his rage grew. The Black Cat: Deranged Narrator :: essays research papers The Black Cat: Deranged Narrator Throughout the opening paragraph of "The Black Cat," the reader is introduced to a narrator who, because of his grotesque actions, has become mentally deranged and very untrustworthy, " . . . my very senses reject their own evidence." The narration of this story is in the first person, which would lead you to believe the narrator could be trusted to relate to you the true events of the story, but this is false. The narrator in this story is unreliable due to his horrid state of mind and body. The narrator cannot be relied upon to show the reader the true events of the story, these events have to be interpreted and the reader must come to his own conclusion as to what really happened. The reader is shown in the opening paragraph that he should not trust the narrator to deliver the true events of the story. The narrator admits throughout the story that his bad habits, namely alcoholism, lead to his irrational state of mind. His alcoholism was the root of his downfall. While intoxicated, the narrator mutilated his favourite pet, Pluto, causing the cat to become terrified of his master. The alienation of his cat gave the narrator even more cause to become mentally unstable. The hanging of his cat shows how the narrator has become obsessed with doing evil things for the sake of their evilness. This evilness is linked to his alcoholism. The narrator was most-likely in a drunken state when he hung his cat, which only infuriated his temper. This separation of friends had a huge effect on the narrator's deadly temper. His temper is such that anything that slightly annoyed him caused him to go into fits of rage. The fits of rage which occupy the narrator for much of the story are all linked to his pet cats. He points out that he was an animal lover in his younger days and the feeling was carried through into his maturity. His love for animals ended here. His alcoholism had driven him to avoid his animals or, when he encountered them, to physically harm them for the reason that they were there. The narrator's pet cat's were the exceptions. He held his temper back from his cats because of his love for them. This feeling disappears after time and the cats become the subject of his worst fits of rage. After each violent act upon his cats, the narrator did feel remorse at his actions. This feeling also disappears over time and, as it disappeared, his rage grew.

Essay --

Alvin Samarnmitr December 9, 2013 Bio 441 CS3219 Hedgehog Signaling Pathways Shh is a gene that plays a significant role in regulating the development of organogenesis in vertebrates. This is a recently discovered gene and over the span of only 20 years, it has become a greatly studied ligand. Not only does it function as a chemical signal necessary for development in early embryogenesis, but also continue to remain important throughout the entire life of adulthood. The signaling pathways of Shh is very intricate and due to many research reviews over the last decade, researchers have elaborated the details of this particular pathway. Some major roles that Shh contributes to are development of the brain, spinal cord, nervous system, eyes, limbs of the body, cell growth and many other important parts of the body. Because Shh signaling pathway is essential for normal embryonic development, any mutation or absence of Shh ligand will cause serious health conditions such as holoprosencephaly, cyclopia, and many other defects. Recent research shows that geneticists were able to map out the specific location of the gene in order to further understand the relationship between other genes. As research continue to progress in the growing field of developmental biology, more information about Shh will soon be discovered. Hedgehog Gene The Hedgehog gene (Hh) was first discovered by German biologist Christiane NÃ ¼sslein-Volhard, American Biologist Eric Wieschaus, and Edward B. Lewis. They were experimenting with Drosophila melanogaster fruit fly and successfully identified the crucial genes that controlled the segmentation pattern of the Drosophila embryo. Their research was published in 1980 and this won them a Nobel Prize in Physiology or ... ... requires a certain amount of both Gli activators and Gli repressors, a disruption in the balance of these proteins usually lead to exncephaly. There are many other mutants that causes the cilia to function improperly and many of these mutant leads to exencephaly, which is a cephalic disorder where the brain is formed on the exterior of the skull. Mutation or absence of hedghog will cause major health problems and defects in embryonic development. Holoprosencephaly (HPE) is one of the most common developmental defect and is caused by nonsense mutation and cytogenicc deletion. This loss of function mutation is the main cause and the symptoms can range from mild to severe cyclopia. It is a cephalic disorder in which the forebrain of the embryo fails to develop and split into two hemispheres. Resulting in abmornal brain development and deformation of the facial area.

The Mayor of Casterbridge :: Free Essays Online

The Mayor of Casterbridge The Mayor of Casterbridge, which was subtitled The Life and Death of a Man of Character, was written by Thomas Hardy. The book’s main focus is â€Å"the spiritual and material career of Micheal Henchard, whose governing inclinations are tragically at war with each other† (Penguin Classics, Blurb). Henchard, in a fit of drunkenness, has decided to sell his wife and daughter at a fair. Afterwards, Henchard becomes a wealthy man and the mayor of the town Casterbridge. His wife and child seek him out years later. In the end, it is neither his supposed child, Elizebeth-Jane, nor his wife, Susan, who ruins him but his own self-destructive nature. The novel was published serially in the Graphic and in Harper’s Weekly. The Graphic was the English version and Harper’s Weekly was the American version. They ran concurrently over the nineteen-week period from January second to May fifteenth in the year of 1886. There were no major differences between the serial versions â€Å"except that for reasons of space Harper’s Weekly omitted some passages which were restored in later editions† (Norton Critical Edition, xiii). There were three hundred changes from the manuscript. Essentially, they were only minor â€Å"local† improvements. For example, in the Graphic the slang words â€Å"damn it† become â€Å"hang it†. It appears that the American Harper’s Weekly was not so worried about the novel’s usage of â€Å"inappropriate† language. There were various cancelled plotlines for The Mayor of Casterbridge. The â€Å"notes or plans Hardy had made for the novel before he began writing have not survived† (Norton Critical Edition, xiii). Therefore, there is a great interest in the manuscript as â€Å"evidence† of these ever-changing plotlines. The Norton Critical Editon of the novel says that through the various plotlines they deducted that â€Å"as Hardy began writing, large areas of the action were still to be decided: at one stage there were two be two daughters, one staying with Henchard, the other going with Susan and Newson† (xiii). Furthermore, â€Å"the Elizebeth-Jane of the opening chapters was not to die, so the figure we meet in the body of the novel was to be Henchard’s real daughter† (xiii). Hardy’s reasoning for the many plot changes was to â€Å"distribute the interest of the novel more evenly† (xiii).

Lord Liverpool’s Government Essay

Liverpool faced many economic and financial problems, as well as some political problems. Some of these problems included national debt, unemployment, wars with France and America and popular protest groups. Each of these factors also contributed to the popular unrest which occurred during this period. Liverpool was highly effective in defeating Napoleon and also in dealing with protest groups. Additionally he was also successful in bringing about some economic prosperity as well as reducing the deficit. However he was least effective in gaining the support of Prince Regent. Liverpool was most successful in winning the war with Napoleon in 1815. Liverpool had been the only person which had been able to defeat Napoleon to date which consequently made him seem unbeatable. During the war Napoleon implemented an ‘economic blockade’. In response the British tried to stop America from trading with certain countries, this hardened American opinion of the British and they now wa nted independence. This eventually led to another war, however this was resolved in a few years. Liverpool’s military success led to him gaining much support and therefore strengthening his position. Liverpool was also successful – to an extent – in restoring economic prosperity. The war had disrupted British trade and economy and it had also encouraged British economy to over specialise in war industries which resulted in inflation and rising prices. The Corn Laws which were implemented in 1815 caused bread prices to rise rapidly in the poor harvest of 1816; this angered many working class people and caused a lot of popular unrest, it also made Liverpool very unpopular, the corn laws benefited the upper classes. Additionally by 1815 Britain had and  £861 million national debt and the deficit had reached  £13 million. The income tax which had been imposed in 1799 and brought in  £15 million was defeated by 37 votes and abolished in March 1816. This meant that the government lost a substantial amount of revenue therefore worsening the economic state of the country. Further the end of the Napoleonic war in 1815 caused depression as the economy shifted from a war economy to a peacetime one. Liverpool’s government thought lower tariffs on imported goods would mean lower prices for costumers and therefore increasing demand and stimulating trade which would mean economic prosperity. Liverpool’s main source of revenue was the indirect tax. During this time the government was also under increasing pressure gain the support of the people as in the election of 1818 they had lost seats. The government was severely embarrassed over its handling of Peterloo, the spy system and the Queen Caroline Affair. Matters were only made worse by Castlereagh’s weak defence of the government position in each of the matters. The government was in deep embarrassment and on the verge of losing support from voters. As a response Liverpool shuffled the cabinet in 1822. Canning was appointed as foreign secretary. This was highly controversial and further cabinet changes took places. This was an attempt to make the restore the people’s faith in the government and Liverpool hoped to regain some credibility. This reshuffle provided the impression of change, however this was not really the case therefore it wasn’t particularly effective in solving any problems. There was also much radical threat in Britain at the time. During this time Liverpool did several things to try and suppress radical action: introduced the six acts, suspended the Habeas Corpus and the Seditions meeting act. Also people were transported and some were executed due to Luddite protests. These acts allowed the magistrates to take action necessary in order to prevent any action which seemed revolutionary. This made the government seems repressive and reactionary. This was also the first time any government had to deal with mass protest and therefore it could be said that perhaps for the experience they had, the government dealt with matters fairly effectively. Although there are perhaps better ways in which it could have been handled the government was somewhat effective in oppressing revolutionary protest. Liverpool was clearly most effective are regards military action – winning the war with Napoleon and also restoring the peace with America. As regards to the economic and financial problems Liverpool was somewhat successful in reducing the problem rather than getting rid of it.

Are More Violent Than Ever Essay

In our current time today, there have been many issues concerning our behavior in the society. Philosophers for ages have been studying why man behaves so at he is. Still, no singular theory for human behavior has been developed. It is important for a society to be in a peaceful and orderly manner. If societies have citizens with improper behavior then it may lead to chaos in the community. Having orderly manner is one key factor in making up a community. If the balance between these factors is disturbed then it could lead to trouble. One of the alarming issues in our youth today is the growing number of violence in our youth today. One important public health problem that needs to be resolved immediately is youth violence. This problem usually leads to death and fatalities. In a 2003 study, 5,570 young people that were from the ages of 10 to 24 were murdered. An average of 15 young murders is committed each day. Most of the victims were killed from the use of firearms such as guns. 750,000 young people between the ages of 10 to 24 were rushed to hospitals and clinics because of the injuries they have sustained by violence. (â€Å"Youth Violence, Facts Sheet†) There have been many reports of school shooting, youth accessing fire arms, youth violent acts in the community. Most of the teens are expected to be in schools and sadly, school violence today is increasing also. In 2004, a nationwide survey was conducted in high schools. The survey showed that 17% students confirmed they brought a dangerous weapon inside their school premises. Around 6% of the teenagers who were interview that were attending school stated that they intentionally missed a school days because they felt threatened inside their school grounds. The survey also showed that bullying is growing to a serious problem in schools today. In the survey, 30% of students in 6th and 10th grade were said to be a bully, a target of a bully or both. The survey also stated that 33% of the students were said to be involved in a physical fight in their school. The institution that the children should be being educated is now also evident of violence. It is a fact that violence in teenagers are increasing. (â€Å"Youth Violence, Facts Sheet†; Prevention â€Å"National Center for Injury Prevention and Control†; Prevention â€Å"Youth Risk Behavior Surveillance—United States†) There are some factors that cause violence in our teens today. One of which is television and media. Violence on Television happens in most of its programs and 5 times more in cartoons which are viewed by children. Studies have revealed that violence on television and media affects the behavior and attitudes of its viewers, especially the children who watch it. A study shows that a minimum of 8,000 murders and 100,000 other acts of violence on television and media has been witnessed by a child at the age of 12. There is much violence in the media, such as in music, cartoons, wrestling shows or movies, which corrupts the children attuned to it and makes them recognize violence and thus, increases violent behavior. Sadly, children spend most of their time watching television and playing violent video games than studying and being in their classrooms. (Prevention â€Å"Youth Risk Behavior Surveillance—United States†) Another cause of violence in our youth is violence at home. Teenagers who are experience violence in there home, whether it is done to them or to other family members, would also become violent. A young person’s home have a huge effect on him. Violence in homes are caused by multiple factors such as past violent encounters in the violent family member’s home and also by poverty or being in the underclass which causes dysfunctional ties within the family. The poor monitoring of a child in a low parent environment would likely turn that child to violence. The child would practice violent acts outside his home, just following what he observes inside the house. (Mercy J; â€Å"Teen Violence†)

Kant Theory and Justice

Immanuel Kant concerns himself with deontology, and as a deontologist, he believes that the rightness of an action depends in part on things other than the goodness of its consequences, and so, actions should be judged based on an intrinsic moral law that says whether the action is right or wrong – period. Kant introduced the Categorical Imperative which is the central philosophy of his theory of morality, and an understandable approach to this moral law. It is divided into three formulations. The first formulation of Kant’s Categorical Imperative states that one should â€Å"always act in such a way that the maxim of your action can be willed as a universal law of humanity†; an act is either right or wrong based on its ability to be universalized. This belief is part of the â€Å"universal law theory† and states that to determine if an action is essentially â€Å"good† or â€Å"bad,† one must essentially imagine a world in which everyone performed that same action constantly, and imagine if this would be a desirable world to live in. If not, then it is not okay to perform the action. He believes that this â€Å"universal law† lives within us; it is not something that is imposed on us from the outside. For example if one kills oneself out of self-love, it is logically contradictory because self-love refers to respect for one’s self as a rational being and rationality is based on objective (undistorted by emotion or personal bias). So, one can never justify suicide. The maxim of killing oneself cannot possibly exist as a universal law. The second formulation states that one must â€Å"treat humanity whether in thine own person or in that of any other, in every case as an end withal, never as means only. For example, if I were to lie to a girl so that she would choose to go out with me then I, in effect, use her. Kant would say that I treated her as a means to achieve my end, and he specifically prohibits manipulating or deceiving a person for the purposes of achieving a personal end. According to Kant, only people are valuable as ends. Any action tha t disregards this is in clear violation of Kantian morality, and purports to reduce an individual’s autonomy; this consequently undermines a person’s rational capability and reduces him/her to a thing. This implies that if someone robs you and takes your wallet, he is treating you as a thing and not as a person. The third and last formulation requires that one sees oneself as the source of all moral law. This simply emphasizes the fact that the moral agent is the one who chooses to act morally. This third formulation tells us to imagine ourselves as the sole lawmaker in a society, and to choose the best possible set of laws that the society of rational beings would live by. Kant believes that we all have reason within us, but some choose to respond and act upon it while others do not. We can reason the way things ought to be, and based on that is how we should act, which explains Kant’s view that a moral action must be chosen through moral reason. For example, one does not cheat on a test because one’s reason tells him or her that it is wrong, not the consequences that follow if one gets caught. Another example is that we do not need the law to tell us not to steal because it is immoral; we simply have to access our ability to reason to rationalize this. In a world where each individual recognizes his/her moral dignity and freely chooses to adopt the same universalizable moral law, all actions become good. In opposition to the Categorical Imperative is Kant’s Hypothetical Imperative, which states that a particular action is necessary as a means to some purpose. Kant believes that these actions are not always moral because they are not performed out of â€Å"pure good will† (pure duty), which is the only thing in the world that is unambiguously good. In the case of the ethical credibility of the principles of affirmative action, Kant’s Categorical Imperative provides for the basis of approval. It is primarily out of a sense of duty that a society would seek to assist its struggling members who are in need of help. The action so far seems good, but we must test its universality. Can we imagine ourselves living in a world in which all societies seek to aid the underprivileged and the disadvantaged at the slight expense of others? Absolutely yes. It is important for one to bear in mind, however, that it is the very action of helping that is being judged as inherently good or bad, and not the action’s admirable or overbearing surrounding consequences. Secondly, we must test that the action is regarding everyone involved as ends and not as means to any particular purpose. Since the aim of affirmative action is to help the current predicaments of those people who were victimized in the past, focus is placed on respecting every individual’s autonomy. In this way, we can see that affirmative action is not a devious plan that seeks to manipulate, but one that seeks to compensate by adjusting the means (circumstances) and not the ends (individuals). Lastly, we must see if the action is establishing a universal law governing others in similar situations; one should behave as if one is the absolute moral authority of the universe. Is completing this action consistent with the application of moral law? If so, the affirmative action passes these three tests and the action is good. In his â€Å"Objections to Affirmative Action†, James Sterba talks about why he believes that Affirmative Action is morally wrong. He argues that a person’s race shouldn’t control his or her point of interest. Sterba argues that Affirmative Action leads to injustice and it is unfair to the white nonminority males because â€Å"it deprives them of equal opportunity by selecting or appointing women or minority candidates over more qualified nonminority male candidates. He believes that the job of the government is to eliminate all kinds of discriminatory policies. He thinks that â€Å"alternative programs are preferable. † Thus, the government should instead promote equal opportunities through programs within agencies and departments instead of through Affirmative Action which he believes is a fancy word for discrimination. He argues that it is not fair to those who are more qualified for certain opportunities and cannot receive them either because they are not women or because they are not part of the minority. In his First Objection, he argues that Affirmative Action â€Å"is not required to compensate for unjust institutions in the distant past. † He talks about Morris’ argument that what occurred in the past is not the primary issue that puts all present-day African Americans at an unfair disadvantage; it is more about the issues of more recent origin. He makes a point that discrimination today could very well be the source of the disadvantaged disposition of African Americans and other minority groups, and it is certainly something that society could do without. The question remains that in attempting to â€Å"level the playing field† and eliminate present-day discrimination in America, is Affirmative Action a practical approach and should such a program be endorsed? The Fourth Objection goes on to say that Affirmative Action â€Å"hurts those who receive it† because in many ways the people benefitting from it would not see the need to work as hard, and it places â€Å"women and minorities in positions for which they are not qualified. Sterba proposes that one of the solutions to this problem could be the installation education enhancement programs to compensate for any lack of skills. He believes that this will in a short time ensure that minorities are appropriately qualified for a position. In response to Sterba’s First Objection, Kant would agree that the rightness of Affirmative Action should be based upon the circumstances of the present situation and not what had occurred in the past; this is evident mainly through his a priori form of philosophical deductive reasoning that judges an action before the experience, or â€Å"in the moment. However, Kant would disagree with Sterba’s Fourth Objection because in my opinion, Kant’s deontological theory correlates with the correctness of the affirmative action in its very aim toward helping â€Å"the right† people. Affirmative action has not significantly diminished gender, racial, and all other forms of discrimination, but the action has promoted equality and diversity to a large extent. In a world where everyone performs the â€Å"good will,† there is justice; and the installation of this program only serves to come closer to this justice. Discrimination is wrong because it violates a person’s basic and intrinsic moral rights. Thus, in itself the adoption of this program is an action that is good because without Affirmative Action it is true in many ways that minorities would remain at a disadvantaged position in the educational system and not be allowed the opportunity to exercise their true potential. Kant would argue that it is a duty out of â€Å"good will† to treat people equally. The concepts of equality and autonomy are emphasized in the nature of this program because it strives to treat everyone as a free person equal to everyone else. According to Kant, one should be treated as ends not as mere means. It can be argued that African Americans at a disadvantaged position were being treated as means by the dominant culture to achieve its own ends in the system. Discrimination cannot exist as a system of nature because those who discriminate would not want to be similarly discriminated against if things were reversed, and so Affirmative Action is justified because it aims to open the door of opportunities to those who have been oppressed for years. That being said, Kant would examine the action itself and not the consequences of the action. When making decisions, one has to put oneself into other people’s shoes and see if one wants to be treated the same way others have been treated; it is a duty to treat others as we ourselves want to be treated. Affirmative Action not necessarily needed in this society to reduce the inherent inequalities that are still existent, but it can certainly be used to assist in leveling the playing field. Affirmative Action has been successful on a short term basis, that is, in ncreasing the representation of minorities (including women) in areas of employment, education, and business from which they have been historically excluded. However, on the long term basis it can be argued that the program only serves to perpetuate a cycle of need. Kant advocates the idea of equality through his deontological theory by saying that all people deserve equal treatment as rational ends in themselves and th at this should never be compromised by the flaws in any social system.

Commentary on Transcendentalism Throughout Moby Dick Essay

It is quite possible that nothing runs deeper through the veins of Herman Melville than his disdain for anything transcendental. Melville’s belittling of the entire transcendentalist movement is far from sparsely demonstrated throughout the pages of Moby-Dick, in which he strategically points out the intrinsic existence of evil, the asperity of nature and the wrath of the almighty God. To Melville, transcendentalists became a â€Å"guild of self-impostors, with a preposterous rabble of Muggletonian Scots and Yankees, whose vile brogue still the more bestreaks the stripedness of their Greek or German Neoplatonic originals† (â€Å"Herman Melville† 2350). Transcendentalists went beyond denying the doleful possibilities of human error and suffering, and it is this ignorant altruism of transcendentalism in its looser grasps which prompted Melville’s scorn. Within the Emersonian school of thought lies the belief that â€Å"[the] ruin or the blank that we see when we look at nature, is in our own eye† (Emerson et al. 81) and that â€Å"the evils of the world are such only to the evil eye† (Emerson et al. 174). Melville, however, believes that on our planet lies an inherent evil, going as far as to say, â€Å"A perfectly good being†¦would see no evil. –But what did Christ see? — He saw what made him weep† (Thompson 2350), pointing out that not only does evil exist, but it exists within Christ, the ultimate symbol of good. Moby Dick, the white whale itself, is the prosopopeia of evil and malevolence in the universe. All that most maddens and torments; all that stirs up the lees of things; all truth with malice in it; all that cracks the sinews and cakes the brain; all the subtle demonisms of life and thought; all evil, to crazy Ahab, were visibly personified, and made practically assailable in Moby Dick. (Melville 154) Moby Dick is also a depiction of Leviathan, Job’s whale created by God as a malicious symbol of God; Ahab â€Å"†¦ sees in Him outrageous strength, with an inscrutable malice sinewing it† (Melville 138), and if God is a representation of the spirit of the world, then within the world must exist â€Å"an inscrutable malice. † Transcendentalists made nature out to be this wondrous, awe-inspiring creation of God which–seeing as he believed God to be more evil than good–is an idea Melville blatantly rejects as a fallacy. Where Emerson says, â€Å"†¦ Nature satisfies by its loveliness, and without any mixture of corporeal benefit† (Emerson et al. 107), Melville says, †¦ all other earthly hues–every stately or lovely emblazoning–the sweet tinges of sunset skies and woods; yea, and the gilded velvets of butterflies, and the butterfly cheeks of young girls; all these are but the subtle deceits, not actually inherent in substances, but laid on from without; so that all deified Nature absolutely paints like the harlot, whose allurements cover nothing but the charnel-house within. (Melville 164) When sent out to sea, the Pequod and its crew were faced by the nature of which Melville speaks–a nature that, at times, seems to â€Å"gild the surface of the water with enchantment, and causes even the wary hunter to have a land-like feeling toward the sea† (â€Å"Herman Melville† 2351), but is actually veils behind which God hides and constantly threatens to unleash his ambiguous animosity. It is the whale, a product of God and nature, that has reaped the leg of Ahab, that lashes out with the force of a thousand men. It is the beguiling call of nature that lulls the absent minded youth into an opium-like reverie by the blending cadence of waves with thoughts until he loses his identity and takes it upon himself to take the ocean at his feet for the deep, blue bottom that pervades mankind (Melville 134-135); calms are crossed by storms, a storm for every calm. Furthermore, Melville ridicules the transcendentalists for their blindness to the rest of the world. The transcendentalists saw only the world through the â€Å"dimensions of a sturdy window in Concord† (â€Å"Herman Melville† 2394). Melville could depict the true attributes of nature in a more scrupulous manner, for he had left his home in New England and sailed around the world. When Emerson claimed that the poet â€Å"disposes very easily of the most disagreeable facts,† it prompted Melville to respond, â€Å"So it would seem. In this sense, Mr. E is a great poet† (Thompson 443). Though a seemingly of a seemingly different nature, passions, desires, appetites, and senses of the flesh are a part of nature nonetheless: they are instincts, a natural part behind the drive of man. â€Å"†¦ [All] deep, earnest thinking [that] is but the intrepid effort of the soul to keep the open independence of her sea; while the wildest winds of heaven and earth conspire to cast her upon the slavish shore† (Melville 95). It is this natural drive that keeps man from falling under the spiritual drive, this tyrannous and brutal enslavement of this wrathful God, for â€Å"natural or carnal men are without God in the world† (Alma 41:11). It seems as though Melville has an everlasting quarrel with God. Throughout Ahab’s quest for the white whale, Melville has shown his own personal independence from the authoritarianism of Christian dogma. It is apparent that religious conventionalism was Melville’s favourite target for satire, but largely because he saw himself in competition with it. His own genius was deeply religious and the Bible seemed to serve the deepest purpose in Moby-Dick. Melville was caught in a vicious battle that he created and could not win. He started by loving God, then moved to hating God, progressed into a complete detachment from God–feeling neither love nor hate. He grew to hate his detachment and decided that God might indeed be lovable, and so the vicious cycle repeats (Thompson 148-149). Thompson concludes, â€Å"The underlying theme in Moby-Dick correlates the notions that–God in his infinite malice asserts a sovereign tyranny over man and that most men are seduced into the mistaken view that this divine tyranny is benevolent and therefore acceptable† (242). Melville agreed with the transcendentalists that the spirit is substance, but he began to diverge from the transcendental conclusion that its effect on man was benevolent. Moby-Dick tells not only the story of the ventures of the Pequod and its crew, but also of Melville himself. It captures all of Melville’s personal contempt toward the entire transcendentalist movement, and demonstrates his realistic recognition of evil through the symbolism of the whale, his struggle with religion through the use of ontological heroics, and his less-than-altruistic ideas of nature through the use of sheer logic. It is the perfect emblem for his gratitude for rationalism and respect for realism. â€Å"Oh, the rare old Whale, mid storm and gale In his ocean home will be A giant in might, where might is right, And King of the Boundless sea. † WHALE SONG Works Cited. Emerson, Ralph Waldo, Atkinson Brojoks, Edward Waldo Emerson. The Essential Writings of Ralph Waldo Emerson. New York: Random House Digital, Inc. , 2000. Print. â€Å"Herman Melville. † World Literature Criticism. 1st ed. 1992. Print. Melville, Herman. Moby-Dick. Mineola: Dover Publications, Inc. , 2003. Print. Myerson, Joel, Sandra Harbert Petrulionis, and Laura Dassow Walls. The Oxford Handbook of Transcendentalism. New York: Oxford University Press, 2012. Print. The King James Bible. Susan Jones. New York: Doubleday, 1985. Print. Thompson, Lawrence. Melville’s Quarrel With God. Princeton: Princeton University Press, 1952. Print.

A Research Of the Events Leading Upto World War II By Tuchmans Guns Of August.

A Research Of the Events Leading Upto World War II By Tuchman's Gun's Of August. One of the deadliest wars in world history, World War I, lasted from July of 1914 until November of 1918. This was one of the first wars to be defined as a global war. This essentially means that all of the world ‘s superpowers were fighting and consequently the whole world was affected. The world’s powers all gathered together and were part of either two groups. The first group was the Allies, which consisted of France, the British Empire, and the Russian empire. The second group was the Central Powers, which consisted of the Austro-Hungarian Empire and Germany. In The Guns of August, Barbara Tuchman examines the months leading up to the war and the first few months of it. Specifically, she focused her narrative on the military history aspect of World War I. Overall, Tuchman depicts an extraordinary prelude to World War I, such as the decisions of the superpowers involved and world events that affected the war. It has been described by the reviewer Samuel R. Williamson Jr. as â€Å"one of the finest works of history†¦[and of being a part of] the best sellers list for more than forty weeks†. Tuchman begins her book by illustrating her thought process behind her work and the methods that she used. She starts with an introduction that exemplifies the need for facts and connections in order to accurately depict World War I. In the Foreword, written by Robert Massie. In this foreword, Massie reflects on Tuchman’s writing process and how she describes her work. On page xi, Massie states that in regards to Tuchman’s work, she asked numerous questions and â€Å"[her] research was too find out†¦ what really happened.† In other words, Tuchman’s question would be ‘What really and factually happened in the prelude and first few months of World War I?’ On page xi, there is another question; Massie describes Tuchman’s efforts to get at â€Å"how it actually felt for the people present?† In other words, Tuchman’s question would be ‘how did World War I make the people involved feel like?’ In the author†™s note, Tuchman herself, once again reiterates this question and how she answered it throughout her book. In the authors note, Tuchman goes on to explain how she answered these questions. In seeking answers to these research questions, Tuchman gathered great amounts of information from various types of sources. On page xxiv, Tuchman states that the first question was answered based on evidence from documents she’s gathered and even that â€Å"all conditions of weather†¦in the following pages [of the novel] have documentary support†. Some examples of documents that she used to answer this question are primary sources of battle orders, telegrams, secret codes, maps, and weather reports. On page xxiv, Tuchman states, in regard to the second question, she had a â€Å"total immersion in military memoirs†¦[and] all†¦ thoughts or feelings, in states of mind public or private†¦ Have documentary support.† Similarly to the first question, this quest ion is also omnipresent throughout the novel. Therefore it is hard to pinpoint the documents used to answer this question down to one. Nevertheless some examples of primary sources she used to answer this question are letters, memoirs, dairies, and pictures. Nevertheless, Tuchman’s approach strays from the classic historiographical approach from here on out. Her study is more of a descriptive history than one of pure analysis. In one book review, Jeanne Lombardo states that Tuchman used â€Å"the historicist technique of combining documentary evidence with the powers of the imagination†¦ [which] she uses to paint a vivid, living picture of the events and individuals of August, 1914.† It is important for readers to understand that although Tuchman doesn’t come right out and say what her analysis is, it doesn’t mean it is nonexistent. Tuchman utilizes her documents in a way, which creates an eloquent story. Tuchman backs up this idea when she states that she believes â€Å"the very process of transforming a collection of personalities, dates, gun calibers, letters, and speeches into a narrative eventually forces the ‘why’ to the surface† (xii). It is also important to include the interpretation of Ulrich Trumpener. He states in his book review published in The Journal of Modern History that The Guns of August was a great narrative work, but â€Å"as a scholarly contribution to the history of World War I it is less than satisfactory†¦ [Tuchman’s] story is only partially based on the best available evidence†¦[and contains] oversimplifications.† Trumpener continues to discuss how The Guns of August increasingly left out information regarding certain countries’ contributions to the war. Nevertheless, Tuchman addressed this issue in her author’s note where she stated there was some omission regarding certain fronts throughout her book. In regard to these omissions, she states that they were â€Å"outside my chronological limits and it seemed to me there was unity without it is the prospect of tiresome length if they were included† (xxiv). Personally, I believe that her descriptions were all based on fact and the omission of certain aspects was essential. This is because it would have been detrimental to her interpretations and consequently her narrative descriptions. Overall, Tuchman’s sound research through both primary and secondary sources regarding World War I led to her study revolving around what she believed truly led to the war. She had numerous interpretations from her analysis of the documents. She specifically believed that there were roughly four reasons that this war started. The first reason she believes was due to a misconception regarding the free trade and the idea it would stop a war because people would want to avoid economic consequences. This idea can be idea can be shown on page 12, where Tuchman states: Lord Esher delivered lectures on the lesson of The Great Illusion at Cambridge and the Sorbonne wherein he showed how ‘new economic factors clearly prove the inanity of aggressive wars’. A 20th Century war will be on such a scale, he said, that it’s inevitable consequences of ‘commercial disaster, financial ruin and individual suffering’ would be ‘so pregnant with restraining in fluences’ as to make war unthinkable. In this quote, Tuchman illustrates the belief that the war was considered unthinkable due to the economic effects it would have. Tuchman uses a source that included the preaching’s’ by someone who was considered highly educated to prove this point. The Second reason Tuchman believed that the war happened the way that it did was due to ideologies regarding warfare. Tuchman thought there was too much of an emphasis of the countries involved on the idea of a quick war and staying on the offense. She demonstrated this idea on page 372, where she stated: Clausewitz [a German] had described terror has the proper method to shorten war, his whole theory of war being based on the necessity of making it short, sharp, and decisive. The civil population must not be exempted from wars the fax of estimate feel it’s pressure and be forced for the severest measures to compel their leaders to make peace. In this quote, Tuchman illustr ates her thought that the war happened the way it did because the leaders of the nations involved believed that the war was bound to be quick and short. This specific example revolves around the German peoples’ ideologies of a short war and the need to always attack. Tuchman used Clausewitz to prove the pressures of a short war and offensive attacks. The third reason Tuchman discussed revolved around the effects of the treaties. Tuchman emphasized how the treaties and alliances resulted in a type of domino effect, which resulted in more countries becoming involved with the war. Tuchman describes this idea on page 63: The government maintained the disingenuous position that the military â€Å"conversations† were, in Haldane’s words, ‘just a natural and informal outcome of our close friendship with France’. Natural outcome they might be; informal they were not†¦ the General Staff have ‘certainly committed us to fight, whether the cabinet likes it or not.’ In this quote, Tuchman explains her thought that the war happened the way it did because of how many intertwined alliances and treaties there were. This specific example revolves around the connection between the U.S and France and how their alliance essentially meant that if one of them went to war, they both had to. Lastly, another in terpretation she came across was the contradictions involved in the warfare, such as having technological advances but sticking to the traditions of wars in the past. She discusses this on page 457: Doumergue made a deep impression when he said, ‘it takes more courage to appear a coward and risk popular disfavor interest being killed.’†¦[This statement] provided a subject for further heated dispute. In this quote, Tuchman outlines a heated debate from this time. This debate was essentially one revolved around trying to overturn distiniguished ideals on the ethics of war. Previously, it was thought it was better to die in battle than to give up. Nevertheless, the use of that ideology in this war was detrimental to the militaries because of the invention of new weapons. Tuchman decided to write The Guns of August when a publisher, Cecil Scott of the Macmillan Company, invited her to write a history describing the events that took place during this war. In the preface, Tuchman described a concern she had about the idea that no one would be interested in such a topic or read this book. She stated, â€Å"In moments of depression during the course of writing, I had asked Mr. Scott [the publisher], ‘Who is going to read this?’ (xxi) The book was originally intended for an audience that had previous knowledge of World War I and wanted to see an interpretation of how it felt for those involved. Nevertheless, as a richly descriptive study with a blend of imagination and evidence, resulted in it becoming a widely read book across a variety of populations. The book turned out to be a great resource for those interested in studying the origins of World War I, but needed a captivating story to keep them entertained while learning. The feature that was often denounced by some, the writing style being a descriptive narrative with imaginative pieces based on fact, is what ultimately led to its widespread popularity. Tuchman’s writing style in this text matched the needs of the intended audience and this outreach included every day people. Making the compelling story based on the facts allowed people who would normally be bored by history to become captivated. An example of Tuchman’s ability to present fact with an interesting narrative can be shown on page 90: Meeting the censure of his comrades, Admiral Troubridge demanded a Court of Inquiry which order to his trial by court-martial in November, 1914, on the charge that ‘he did forbear to Chase H.I.G.M.’s ship Goeben, being an enemy then flying’. Tuchman is able to bring Admiral Troubridge to life. She captivates her readers through not only listing the facts but also using fantastic diction, such as the word â€Å"demanded†. Nevertheless, she is also able to give her readers the facts needed to understand the causes of World War I. In this instance, she was able to give a quote from a secondary source, an article on Troubridge. This use of captivation is done by one of the three types of historical writing, Narrative writing. This is because narrative writing is used when the author wants to chronologically tell an event; in this case it was the prelude to the war. Also this style is usually used when an author is telling a military history, which Tuchman is. The Guns of August is, ultimately, an insightful and rigorous work that describes the military history of World War I. Tuchman was able to coherently voice her interpretations on the reasons the war occurred through a descriptive narrative. Although, there are some differences in opinion revolving around Tuchman’s analysis, she does a great job utilizing her sources in a way to prove the economic and militaristic reasons behind the inevitable Global War. Works Cited Lombardo, Jeanne Belisle. The Guns of August by Barbara W. Tuchman. Center for Future Consciousness.http://www.centerforfutureconsciousness.com/pdf_files/2008_ Essays/A Review of The Guns of August by Barbara W.pdf. Sewanee Review. Project MUSE Fifty Years On: The Guns of August, Always Popular, Always Flawed. Accessed November 18, 2016. https://muse.jhu.edu/article/497154. Trumpener, Ulrich. The Journal of Modern History 35, no. 1 (1963): 94-95. http://www.jstor.org/stable/1899184. Tuchman, Barbara W. The Guns of August. New York: Ballantine, 2004. .