Wednesday, March 31, 2021

Amy's Bread

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Amy's Bread was founded in 1, served about 50 wholesale customers in Manhattan. (5-1). Amy's Bread was located in a highly competitive business area, but this did stop her from pursing her passion and doing what she loved, bake! She always had ideas and dreams of opening her own bakery. But only one thing stood in her way after her bakery was opened. Demand! There was high demand and she could not do what she truly wanted because of space. She needed a larger place or a different technique to fill her demands. She had to much needs and needed to accept them if she wanted to go highly large.


As with any company or business, there are many strengths and weaknesses. I think one of her main strengths is her background. Her parents both belonged to the same industry gap. In a way. Her dad was an executive for Pillsbury and her mom a gourmet cook. She graduated with a degree in economics and psychology and then moved to NY to test out the horizons. She did not like the typical white color job and wanted to do more, open her own business. So she decided to attend the NY Restaurant School for culinary training. After graduation, she got her hands on a job at one of NY's top French Restaurants. A while later, she left to Europe in search of something different. She eventually settled in France and worked at different bakeries. When returning to NY she was filled with excitement of new ideas and creations and about opening up her own bakery. (5-)


Opening a bakery in NY was going to be very challenging because of the extremely challenging area. It was a highly competitive industry and you can get crushed. It was also very expensive and getting a loan in NEVER easy. But she never gave up. She had so much stamina, and kept going for her goal. Everyone should admire that. She was quoted in saying " I wanted to be famous for making a great product and for creating a good place to work I did not care a lot about being rich, I just wanted to sell beautiful breaks from a cute, cozy place." (5-)


Then, in 1, it all happened. It all began to come together. She did it. She finally found an affordable place located in Hell's Kitchen in Manhattan, NY on Ninth Avenue. With only 650 square ft, it was still expensive. NY is expensive regardless. After that, it took her 6 month to renovate, install equipment, hire and train staff, develop a customer list and begin production. (5-) Amy recalls how the turnover was very low. " The first year was by fa the toughest. We learned to handle dough in stifling hot weather. We had to keep going on only a few hours of sleep a day and get by with out money when our customers were slow to pay. Our space was so narrow and cramped that we struggled to get racks of dough through it. However, sales were good, and sometimes all the bread was sold by noon!" (5-) So you see, there is some good some bad. Not all bad.


Amy's Bread had several competitors. Ones that were close to home were Tom Cat Bakery in Queens, Ecce Panis, and Eli's Bread. They were all larger than Amy's Bread and well established. (5-5) These bakeries tended to be more mechanized than Amy's Bread utilizing equipment for dough shaping and baking. But this is what Amy had to say. "The keys to getting and maintaining wholesale customers are innovative and consistently high-quality bread. One of the ways I ensure high quality is by the hand shaping and individual baking of the bread. The retail customers also want consistent quality, but they are looking for convenient locations and prompt service too. I don't focus on what my competitors charge. Occasionally I see their price lists, but I basically charge what I feel I mist to cover my expenses and overhead. In fact, many of our prices have not changed since we first opened business." (5-5) This was a business that was oriented towards their own personally satisfaction and customer satisfaction. They did not want to overcharge someone because they were happy they had a chance to show someone what they are capable of. Baking bread. Bringing customer needs. In December 1, she opened up an adjoining space. It was not easy at first, but it had to be done. By January, she was in full production. (5-6)


Now it was time for Amy to make a decision. Expand or stand pat? She was looking for space of about ,000 to 4,000 square feet and she ended up finding a 6,000 square foot building. Her savings were not enough to cover the expense, the bank agreed to give her a loan of $150,000. But the building needed about $00,000 in order to get it right and running correctly. Amy could take the space and try to get personal loans. She can do it, she did it before. She has to think about the future, since her bread needs are expanding, she needs somewhere to expand to in order for business to pick up. The wholesale expansion is a good idea. It can help the bakery become more profitable in time. But it does take time and she knows that.


Another alternative would be to stay where she was at. She can stay there and save up more for future expansion. Maybe she will expand to somewhere where there is high business and she can continue on her road to success. Taking it a step at a time is not wrong. It has to be the right time.


A third alternative would be to expand to a larger building, in a desirable area and do retail and wholesale. This would be the best alternative because you are pursing to needs and this shows to separate incomes. I believe it would be the best way to go because when providing your services to wholesale and retail, you are definitely going to have a larger intake. Amy's bread seems to be very successful in this short period of time, so I am pretty sure whichever alternative she chooses, there will be many obstacle ahead, but she can overcome them. It takes time and patience. And remember patience is a virtue.


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Growing Up Too Fast Too Soon

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GROWING UP TOO FAST TOO SOON


Why is it that kids today are so eager to grow up so fast? Growing up today has never been more difficult for our adolescent especially in this scary world we live in. With our youth there seems to be a fascination with trying to look and act older than their age. This can lead to many issues, for example wearing makeup and tighter clothing at a young age is sure to attract attention, maybe the wrong kind of attention. Although this issue is not justified there are many teens and pre-teens that are looked down upon and judged by the way they look.


School and friends are important factors in shaping teens ideas of how they view themselves; this is where self-esteem issues come in effect. Of course when I was in school there was always that need to fit in and trying to please my friends rather than pleasing myself, which in the end was really the most important thing. Some people say that someone's clothes might reflect their personality and attitude, although this does not have to be in a negative way this is how some people choose to express themselves.


Other issues of growing up too fast involve smoking, drinking, having sex and drugs. We don't want to think about our youth being faced with all these problems, however this is reality. It is at this time where decisions may impact the rest of young people's lives for example having unprotected sex where it is obvious that a teenage girl or boy are not capable of providing proper care for a baby without any help whatsoever and this choice will reflect your whole life.


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In conclusion, I don't think anyone has the right to judge somebody especially based on their appearance, however there is plenty of time for teens to experience the true beauty and innocence that life has to offer.


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Media Life

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Media Usage


From this study I have confirmed that radio and television are the forms of media that I most often use. From the study I found out that I used them more than I thought, although it really isn't much as compared to the national average, however that may have been more from the fact that I had school and work every day that was recorded. During my off days there is significantly more usage because I have more free time.


The most prevalent times for media were in my car and when I got home from work or school. I knew that I always catch SportsCenter before bed and I listen to a lot of talk radio in the car to keep up with current events and of course I have a couple of regular shows that I watch, like South Park and Oz.


I am surprised by how I use media, most of the time I have the radio or TV on to provide background noise while I am doing something else. I knew my media usage would be high in relation to the number of hours that I wasn't in school or at work, but I have found that nearly every minute away from those things are filled with programming of one sort or another regardless if I am doing something else.


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I compared my usage to that of my wife and found that they are nearly identical, except that she has more free time for the media and therefore watches more shows and stays more informed on other things, such as the weather or politics. She also has more time for leisurely pursuits involving the media, like reading the morning paper and finishing the latest Harry Potter novel.


During the same time periods that I was not at school or at work I found that we spent about the same amount of time in front of the TV or listening to radio. Although I would be involved with other things, such as writing this paper or studying for a test, I found that in many cases she was also involved in other things, like reading, cooking, cleaning house, ect.


I also found that we both had the tendency to let the TV become "the babysitter" in a way. While we were involved with these other things, the children would be in control of the remote and inevitably that led to CartoonNetwork or PBS Kids and we would be content to let them be entertained so we were free to work on our own projects.


I guess that was the biggest surprise for me. I didn't think that my children spent that much time in front of the TV. Of course, the weather is one factor, being stuck inside made the TV more of a factor than during warm weather months when they can run outside and jump on the trampoline, but I realized that when I was their age, I didn't get to spend all day in front of the TV. I spent cold days inside reading and playing with toys while my grandmother watched her soap operas.


This did lead to some reformation around the house. We have started to be more structured in when TV is and is not allowed. I have always had reading time for my boys for an hour each night, but in the short time that we have initiated this new TV policy I have noticed that homework is getting done right after school and the Lego box is coming out more.


All in all I enjoyed this project. It reconfirmed some things that I already believed and changed my mind about others. Needless to say, it has changed the way I think about everyday things, such as having the TV going for background noise.


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Tuesday, March 30, 2021

Tess of the d'urbervilles

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Tess of the dUrbervilles was considered a very controversial novel when it was printed. It dealt with incestuous deeds and sins of all nature. There have been many complaints about how it was a horribly written book, how all of the content was botched up, or how the murder at the end of the book was badly done (Lawrence 1). The book owes most of its success to the main character Tess, but without it's two supporting characters, the readers would have never seen the main character defining sides of Tess. Alec dUrberville and Angel Clare provided the necessary conflict that molds Tess into the character that everyone either loves or hates. Hardy, though, set the two men up as complete opposites in the novel, Alec being the evil sinister character who defiles Tess, and Angel Clare being the man that loves Tess for being a pure and innocent creature of his own making. Despite their differences, which range from religious views to their treatment of Tess, Alec and Angel are very much alike as they share a common unethical background. Without these two men though, the novel would have never been the success that it was.


The first man that Tess encounters is Alec d'Urberville, a distant family member whom she is to make ties with (Hardy 0). Unfortunately for Tess, Alec only sees her as a servant girl that he can manipulate and use for his personal pleasures instead of the family connection that she is coming to create. In the novel, Hardy portrays Alec as a devilish rogue who lives in the fast lane of life. He was even describes as having dark physical features and a black wiry mustache that curled at the very ends (Hardy 4). This description of him is very similar to that of the Dick Dastardly character in the old Dudley Doright shows. Alec's main role in the novel was to be the antagonist to Tess and the character opposite of Angel Clare, a man that Tess meets later in the novel. When Alec first saw Tess he knew immediately that he wanted her and that he was going to have her for his very own whether or not she cared. He didn't even care about her feelings on the matter or if the outcome might even ruin her reputation as a respectable girl. The man had absolutely no morals whatsoever. If he wanted something or someone he got it and no one got in his way (Braybrooke 5). Alec was also not a God fearing man and he often did things that defied Him or His word. This is apparent in his treatment of Tess and many of the other women who worked for him. He was described by Hardy as having a "roving eye" and was well known around the town to have had many affairs with many of the other women. This is showed to the readers at one instance when Tess was caught laughing at one of the other maids. Alec came to save her from a fight that the other maid was ready to pick and the other maid's mother said "Out of the frying pan and into the fire" while stroking a fake mustache (Hardy 66). He was a sneaky and very manipulative man. There are many parts in the novel where Tess has just given up and plays the role of the lawful "wife" to Alec, giving in to his follies. She lets him kiss her cheek and eventually her lips though she doesn't like it at all (Hardy 76). This upsets Alec as hes used to not being rejected by his objects of affection. He would often spy on Tess like in the scene where Tess is trying to teach the bullfinches how to sing, there is a rustle behind the curtains and Tess has a gut feeling that it was Alec (Hardy 57). He also tended to show up in many places where Tess might be like the barn dance in the city. He tried to get her to go back home, but Tess felt that it would be better if she stayed with the group of servants and went home with them. Alec acknowledged this and left only to show up when Tess needed "rescuing" from one of the other servants on the way home. This was good for him as he was able to finally seduce her even though she was asleep and unable to fight him off at the time (Hardy 71). He feels absolutely no remorse about taking advantage of her or guilt about the fact that she ends up pregnant with his child. She was just a new toy that he was able to play with at the time and was easily forgotten after she left.


On the other side of the character spectrum from Alec is Angel Clare, the son of a preacher and the youngest son of an upper-middle class family. He came from a very well educated family and had two brothers who had attended the university, following in their fathers footsteps. Angel is described as the epitome of a gentleman. He's handsome, well bred, intelligent, and generally nice to everyone that he meets. Though he was raised in an ultra-Christian family, Angel doesn't seem to feel God's presence as strongly as his father does. Unlike his brothers, Angel decided against going to the university and to instead take a tour of southern England and learn about farming from the masters of their trades. He went around to different farms and learned the skills to excel at that particular task, like milking cows or plowing fields (Hardy 11). It is during this time that he met Tess Durbeyfield and falls in love with her. Angel was the kind of person who was obsessed with the idea of "feminine purity" (Carpenter 100). His ideal woman was one that was untouched, not necessarily religious but definitely without sins, and had a good social background even though he didn't believe in family lines. Tess never returned Angel's affections, though secretly she was very much in love with him as well and this had something to do with the fact that his love grew quickly for her. He asked her to marry him and Tess refused, saying that she was not what he wanted and not good enough for him. She basically told him that she wasn't the pure woman that he thought she was and that he should go look elsewhere so that his heart wouldn't be broken. Angel had this view of Tess being a pure and angelic beauty. He didnt know about her history with Alec dUrberville or about the child she bore to him. Angel was impressed with how innocent Tess seemed that he had no qualms about the sins that she wanted to confess to him, but couldnt find the courage to. It was obvious throughout the whole book that Angel was in love with Tess. He lavished his attention on her even though she kept refusing him and when he finally heard her story, he was outraged, hurt, and completely confused at how he could miss such a character flaw as that. Angel was so blinded by his prejudices and moral limitations that he didn't see that Tess was really pure and innocent (Carpenter 100). It wasn't her fault that Alec took advantage of her. Unfortunately, Angel wasn't convinced of this until the end of the novel. He was disgusted with the flesh of Tess, meaning her outer shell or cover, but he still loved her spiritually and it was this love that made him angry. He was angry that he still loved her. How could he love a woman that wasnt pure? He didn't realize that he was childish in having left her until he went a year without her and found himself miserable at his failing farm in South America. When he rushed back to his lover's arms he was too late and she slipped through his fingers again at the end of the book with her death.


Despite both of their obvious differences, Angel and Alec have a few similarities. They are both lovers of Tess, for one. Their views on love are very different, but they each wanted Tess for their own. Towards the end of the novel, Alec persuades Tess to come live with him again and she does. They live together for some time before Angel comes back into the story. Angel loved Tess from the beginning of the novel because of her pureness. The only difference between each man's love is that Alec's was more of a carnal passion where he wanted her to be his lover and Angel's love was more of a wanting to be pure like Tess and to have her as is wife. Both of the men were also adulterers. This to varies on degrees between them. Alec had the roving eye and was with almost every common girl in his town. Angel had one night of passion with some woman whose name he can't even remember (Hardy ). The difference between them is that Alec isn't upset with Tess for sleeping with him. He blames her for making him want her, but he doesn't hate her for it. Angel hates Tess for what she's done with Alec, but really Angel has done the exact same thing that Tess did, two fold. Angel spent 48 hours with this woman and was conscious of what he did. Tess, on the other hand, was taken advantage of while she was asleep and had no time to stop it.


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"The reader pities [Angel] Clare profoundly, yet cannot but feel a certain contempt for the shallowness of his casuistry, and a keen resentment of his harsh judgment upon the helpless woman" (Watson 80).


Another similarity is that both men at one point or another don't believe in God. Angel loses his faith in himself and in God when he has the 48-hour romp with the harlot and Alec never had faith to begin with. Towards the end of the novel, Alec is showed as preaching to a barn full of people. Ironically, he is described as looking much like the devil (Hardy 8). Alec soon loses his religion once he sees Tess again and of course, he wants her to marry him this time.


All in all, it is clear to say that Angel Clare and Alec d'Urberville are two very different people. It is also accurate to say that they are somewhat similar too though. Without these two characters, the story of Tess of the d'Urbervilles would not have been as successful as it was. These two men helped mold the character of Tess and in doing so, were more of an influence on the reader then they were meant to be. Without them, Tess would have never seemed so illy used or so despised for being taken advantage of. The audience would not have had someone to so wonderfully hate and another to love and then despise because of his faults if these two characters were not so well developed in the novel.


Please note that this sample paper on Tess of the d'urbervilles is for your review only. In order to eliminate any of the plagiarism issues, it is highly recommended that you do not use it for you own writing purposes. In case you experience difficulties with writing a well structured and accurately composed paper on Tess of the d'urbervilles, we are here to assist you. Your persuasive essay on Tess of the d'urbervilles will be written from scratch, so you do not have to worry about its originality.


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George Augustus Robinson

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George Augustus Robinson was born on March, 171. Robinson father was a bricklayer and for a time he himself took on the same trade. In 1814, Robinson married Maria Evans and in 18 set sail for Australia leaving behind his wife and 5 children. These later joined him in tasmania, Robinson started his own business and within eight months he had 1 men working under him. Robinson jumped at the chance to head the newly formed conciliation program. Between 18 and 185 he sucessfully relocated the remaining tasmanian aborigines to Flinders Island.


In 18 he moved to Port Phillip to head the Aboriginal Pretectorate. Robinson also undertook a study of Victorian Aboriginies.


His work on aboriginies was used in a painted called the Conciliation by Benjamin Dutterau


His work on aboriginies was used in a painted called the Conciliation by Benjamin DutterauHis work on aboriginies was used in a painted called the Conciliation by Benjamin Dutterau


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George Augustus Robinson was born on March, 171. Robinson father was a bricklayer and for a time he himself took on the same trade. In 1814, Robinson married Maria Evans and in 18 set sail for Australia leaving behind his wife and 5 children. These later joined him in tasmania, Robinson started his own business and within eight months he had 1 men working under him. Robinson jumped at the chance to head the newly formed conciliation program. Between 18 and 185 he sucessfully relocated the remaining tasmanian aborigines to Flinders Island.


In 18 he moved to Port Phillip to head the Aboriginal Pretectorate. Robinson also undertook a study of Victorian Aboriginies.


Robinson work in the Aboriginal field was misguided. Instead of understanding their culture he worked to force european ideals anf customs onto the aborginal people and in doing so wiped out the Tasmanian Aboriginies.


Please note that this sample paper on George Augustus Robinson is for your review only. In order to eliminate any of the plagiarism issues, it is highly recommended that you do not use it for you own writing purposes. In case you experience difficulties with writing a well structured and accurately composed paper on George Augustus Robinson, we are here to assist you. Your persuasive essay on George Augustus Robinson will be written from scratch, so you do not have to worry about its originality.


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Monday, March 29, 2021

Flanking in a Price War

If you order your research paper from our custom writing service you will receive a perfectly written assignment on Flanking in a Price War. What we need from you is to provide us with your detailed paper instructions for our experienced writers to follow all of your specific writing requirements. Specify your order details, state the exact number of pages required and our custom writing professionals will deliver the best quality Flanking in a Price War paper right on time.


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COGNITIVE FLEXIBILITY THEORY IMPLICATIONS FOR TEACHING AND TEACHER EDUCATION


by


Mohamed Traore


University of Colorado at Denver


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In her article entitled "Cognitive Flexibility Theory Implications for Teaching and Teacher Education," Boger-Mehall points out the importance of Cognitive Flexibility Theory. She describes how ill-structured aspects of knowledge pose problems for advanced knowledge acquisition that are remedied by the principles of Cognitive Flexibility Theory. This cognitive theory of learning is systematically applied to an instructional theory called Random Access Instruction, which in turn guides the design of nonlinear computer learning environments we refer to as Cognitive Flexibility Hypertexts. (Spiro, et al., 1).


A linear model type of instruction becomes ineffective when the subject matter that students need to focus on is not simple and well-structured, states Boger-Mehall. She goes on to affirm that "according to Cognitive Flexibility Theory, linear models using formats such as books, tutorials and other techniques of learning will fail because they are too complex and not easy."( Spiro, et al., p. 57). The author further states that in


cognitive flexibility theory the main focus of professional education is for students to transfer what they have learned from previous situations and apply these concepts to other situations.


The flexibility that a computer provides makes it an ideal learning tool in lessons


crafted using cognitive flexibility theory. These principles work well, for example, when


they are used with a hypertext system, a nonlinear method that provides students with


options when it comes to complex subjects, something a linear model type lacks.


Learning theories shape how teachers design educational environments for their


1


students. For example, the constructivism method in learning theories encourages lessons


that allows students to relate new information to prior knowledge, recognize the complexity of concepts, and create new knowledge structures. However, content is often presented in a relatively simplistic manner and the depth of knowledge inherent in the intended learning objectives is not recognized or understood by students. Cognitive flexibility learning theory, which can build on constructivism and work done in media and learning interaction, can assist teachers in structuring activities that avoid oversimplification of complex concepts (Spiro & Jehng, 10).


Cognitive flexibility is a learning theory that "focuses on the nature of learning in complex and ill-structured domains" (Kearsley, p. 1) and separates itself from


many theories because it deals with the acquisition of advanced knowledge. Spiro and Jehng (10) add that


By cognitive flexibility we mean the ability to spontaneously restructure


one's knowledge, in many ways, in adaptive response to radically changing situational demands. This is a function of both the way knowledge is represented (e.g., along multiple rather than conceptual dimensions) and the processes that operate on those mental representations (e.g., processes of schema assembly rather than intact schemas retrieval). (p.165)


In an effort to apply cognitive flexibility theory toward teacher education, Boger-Mehall stresses a work done by Stephens in15. "The reading-writing workshop," as it


has been called, is a mix of Spiro's theory and a video-based learning environment


to help teachers in their approach to literacy instruction. The result of Stephens's work


was the production of a laser disc that provided access to information randomly and the possibilities between people to engage in live interactions. Cognitive Flexibility


Hypertext, as the result, was built by Stephens. Teachers can use it to make knowledge transferable.


Boger-Mehall's position is reinforced when it comes to the assumptions behind the cognitive flexibility theory. This theory does not need to be utilized in well-structured domains. It will be best used in areas such as the sciences where students are required to do some research, transfer their results and apply them to specific situations.



REFERENCES


Boger, Mehall. S. (001). Cognitive flexibility theory Implications for teaching and


teacher education (University of Houston's Instructional Technology Research).


Retrieved April16, from http//www.kdassem.dk/didaktik/14-16htm


Kearsley, G. (000). Cognitive flexibility theory. [Online]. Teaching and learning in


cyberspace. [Online version]. Journal of Bibliographic Research, 14, 11-14.


Spiro, R.J., Feltovich, P.J., Jacobson, M.J., & Coulson, R.L. (1). Cognitive flexibility,


constructivism, and hypertext Random access instruction for advanced


knowledge acquisition in ill-structured domains. In T. M. Duffy & D.H. Jonassen (Eds.), Constructivism and the technology of instruction A conversation (pp.57-


76). Hillsdale, NJ Lawrence Erlbaum Associates.


Spiro, R.J. & Jehng, J.C. (10). Cognitive flexibility and hypertext Theory and


technology for the nonlinear and multidimensional traversal of complex subject


matter. In D. Nix, & R. J. Spiro (Eds.), Cognition, education, and multimedia Exploring ideas in high technology (pp. 16-05). Hillsdale, NJ Lawrence Erlbaum Associates.


Stephens, L.C. (15). The design, development, and evaluation of literacy education Applications and practice (LEAP), an interactive hypermedia program for


English/Language/Arts teacher education [Electronic version] Unpublished doctoral dissertation, University of Houston. Retrieved April 16, 00, from


http//www.kdassem.dk/didakt/14-16.html


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Beowulf

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The Anglo-Saxons were the first peoples to invade Briton after the Romans evacuated. By defeating the Celts and other inhabiting tribes the Anglo-Saxons became the dominant culture in England for about 600 years. In these years, their beliefs and customs flourished and many of these can be observed through the reading of Anglo-Saxon literature, especially in Beowulf. The presence of the "Other" in Anglo-Saxon literature is noted in three distinct interpretations by which the Other is excluded from society, used to classify oneself against, and frequently used to displace personal tribulations.


Although people generally fit into the social order there are those among us ("Others") who are alienated by diverse characteristics not familiar to a certain society. This interpreted quote by Foucault implies both the physical and mental differences that separate those who lived in clans and those who were outcasts. Most people lived in single family homesteads and were organized around a leader. As in the case with the dragon, which we see as a monster, might have actually been an outsider with whom others could not relate. Such a person could be either of a different race or of deformed nature and probably had a different mindset then most members of the community. With the dragon his looks were unacceptable to the public and he had a greedier demeanor by hoarding his treasures. This last part is particularly not acceptable since leaders and people with wealth were supposed to give gifts to their followers.


Most people fashion themselves based on an established norm or in other cases by being the converse of the established outsider. Utilizing Greenblatt's quote we can infer that peopled prided themselves in being part of a close knit clan and despised those "Others" who did not follow suit. Grendel, who was always the outsider due to his hereditary background, is an easy person for people to define themselves against. His solitude, cannibalism, cowardice, and ancestry prove him to be the antithesis of the Anglo-Saxon culture. This person in society may have been a descendant from a once abandoned member of society that most exemplified these traits.


Even if there is scrutiny among familiar peoples there will always be an outcast ("Other") to which blame can be placed upon. Kamp's quote sheds light on the fact that not all people are perfectly molded to fit into society, and that they use these insecurities to place even more fault on those who are outsiders. In doing this the people can maintain social equality among themselves and keep the outsiders from fitting back into society. When Beowulf came to Hrothgar's mead-hall he was challenged by Unferth's disbelief in his abilities. By condemning Unferth for killing his own kin Beowulf escapes further persecution and is compelled to boast of his accomplishments. This fulfills poetic ideals in Anglo-Saxon culture as to how fame and reverberation in poetry could provide defense against death.


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Through these three interpretations of Anglo-Saxon literature the culture is defined by the use of antagonists and relation to the Other. Almost all examples from the book Beowulf can provide an adequate expression of Anglo-Saxon culture. Possibly through the use of other literature and poetry originating in the Anglo-Saxon era many more ideas and concepts can be extracted.


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Assisted suicide

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Assisted suicide is a widely argued ethical issue. A lot of the debate on this subject stems from either different viewpoints of when this act is appropriate, or what the resulting consequences would be if such an act were ever permissible. The point mostly debated between opposing sides is life-worth. What constitutes a life worth living and who is to ultimately decide this? The main problem with this question is that suffering cannot be measured unless one is to endure that same suffering themselves. The view that life is a special gift bestowed by God is held highly by many religions and it is of most importance to them when the debate on assisted suicides arises. A gift from God should not be tampered with let alone destructed.


Although the number of ethical issues involved is endless I will be focuses on three points. The first point in this introduction into the ethics of assisted suicide will involve the psychologically vulnerable and the elderly. The second ethical issue to be mentioned will be the presence and/or lack of a definition for a terminal illness. The last point is concerned with the human will to power and how this creates a problem should assisted suicide be permissible. These ethical issues, although strong convictions on their own, can lead to slippery slope arguments and must be looked at very carefully. In addition depending on the standpoint that one would take, these arguments have both strengths and weaknesses.


Many people fear the process of aging. They become unable to continue the same lifestyle that they once had and they often are more ill and have to be looked after by family or others. The same can be said about the psychologically vulnerable who quite often have to depend on someone else to live as functional a life as possible. In this case we have two instances where people are being dependant on others. Although they are not living the way they desire, is there reason for them to be able to end their lives? Is the lack of happiness in someone's life considered suffering?


Just like there is no definition for suffering, problems arise when someone states that they wish to offer assisted suicide only to those categorized as having a terminal illness. What is terminal? The category seems to be expanding all over the world in order to include certain cases. Once again, people are trying to decide what quality of life is of their interest to prolong. Is Diabetes a terminal illness? It can be according to some of the guidelines, however, what about those who have Diabetes and lives normal productive lives without having to rely on anyone else.


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Last, but not least we have the issue regarding the human will to power. This issue involves the temptation and enjoyment in exercising power over others. There is no higher power than to have power over someone's life. Allowing assisted suicide could quite possibly get in the way of protecting lives of people that should otherwise be protected.


It has already been mentioned that the ethical issues that have been discussed can easily lead to slippery slope arguments when involved with assisted suicide. A slippery slope argument is such that if you allow "a" then "b" will follow and the slide to "c, d,e" and so is inevitable. This is why critics of assisted suicide feel that "the removal of the taboo against assisted suicide will lead to the destructive expansions of the right to kill the innocent". ( Kluge p.7). In other words theses issues that may seem simple to some are actually quite complex and must be looked at from every angle. If not looked at carefully, there will be people falling through the cracks. Let's take a look at the dangers regarding the three issues that have already been mentioned.


As I have already mentioned the majority of psychologically vulnerable patients and the elderly have to rely on others to live functional lives. They have been almost programmed by society to feel as though they are "useless burdens on younger, more vital generations". The reason that this issue can result in a slippery slope argument is because if society allowed the option of "self-deliverance" than these patients who already feel helpless would wonder why not to take advantage of it. They are being given the choice to remain completely dependent on someone else or to relieve this person and at the same time ultimately comforting themselves. Resisting this choice may even be seen as others as selfish. (Kluge). It is society that it making them feel as though they are burdens and if in addition to this they also allow assisted suicide then they are basically saying that these certain patients can "live if they wish but the rest of us have no strong interest in their survival".


The next issue that critics say is a slippery slope is the expanded definition of terminal illness. This has become a problem because courts continue to broaden the definition to allow certain cases and now there are too many examples that fall under the terminally ill category. If assisted suicide were permissible there would have to be very strict guidelines and the definition used would have to be a very narrow definition. Otherwise there is going to be a lot of people who fall under the umbrella of terminally ill who are not. Assisted suicide should not have to be an option for these specific people, but it will act as an outlet for their caretakers. It's somewhat similar to the cases involving the psychologically vulnerable and the elderly.


Through looking at these issues and seeing how they can be slippery slope arguments it is simple to see that critics of assisted suicides are not necessarily spending their time arguing that it is wrong, but they are simply voicing their concerns about the consequential actions that would inevitably follow.


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Friday, March 26, 2021

Fast Food Manager

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The job of a fast food restaurant store manager can be very challenging and also rewarding. It requires leadership skills and the ability to run a successful business. The manager will usually have to go through extensive training either on the job, away at a class provided by the restaurant chain or on their own through personal skills developed at previous jobs or through school.


The job mainly consists of watching over every aspect of the store by supervising each system and the people in charge of them. The restaurant manager will be held accountable for things like sales, profitability, cleanliness, quality of service, attractiveness, inventory control, training, scheduling, hiring and firing, waste control, and much more. Depending on how busy or how staffed the restaurant is; they are usually in charge of at least four shift managers and one assistant. Higher volume stores should employ around six shift managers and two assistants.


The skills required to be an effective fast food restaurant manager are extensive. They must be able to work long hours, at least forty-five to fifty per week, work at night and on weekends. They have to handle many issues at one time, and put many other peoples needs before their own. Many employees and managers have scheduling issues or personal issues that must be taken care of to avoid more problems. They have to be able to delegate effectively, solve problems, concentrate on details, plan and hold meetings, communicate effectively, handle many types of customers including the irate ones and be familiar with and effectively use the different types of leadership skills. They have to ensure food safety is being adhered to which includes the cleanliness of the establishment and making sure temperatures of all the products is within the allowable limits.


Getting along with and communicating with their boss effectively is another skill required. They usually have to answer to a district manager, someone who oversees more than one restaurant at one time, or the owner of the establishment, someone who bought the restaurant from the company.


Many times, depending on the situation, a fast food restaurant manager will be required to transfer to a different restaurant within the chain. This can be stressful because a manager will have to go from one environment they are probably comfortable with to another store where they are not familiar with the employees within that restaurant. Getting to know everyone and gaining their respect can be very challenging for many people. Getting the restaurant running the way the new manager wants it to can take a lot of time and effort especially if the store was running poorly before they got there.


A typical day for a restaurant manager starts as soon as they pull onto the parking lot. They look for trash on the lot, overflowing trashcans, icicles on the building or anything else that should be taken care of. They also should make sure that the proper promotional material is being displayed correctly. For example, if it is in the middle of the summer, a restaurant might want to promote ice cream for people who are burning up and want to cool off. They could promote a "-cent menu" for the kids out of school who might not have very much money. When they walk into the building they should say hi to everyone personally, talk to the manager on the shift to find out what is going on and how the day has gone so far. They will continue on walking through and checking out the cleanliness of the restaurant, appearance of the employees, and should look at the stock levels in the walk-in cooler, freezer and stock room to make sure they won't run out of anything before the next truck arrives. Since much of their time is spent on the floor serving customers during the busy periods or if service is not going as well as it should be, the rest of the day should consist of a list of things to do when and if they get the chance.


They monitor the employees and observe the customers to ensure health and safety rules are being followed. They spend a lot of their time in the office doing paperwork usually with the help of a computer. They oversee the other managers and may often rely heavily on their assistant managers to ensure all the systems are running properly and the managers in charge of each system is held accountable.


One of the main functions of the job of a store manager is to ensure the restaurant is making money. They are held accountable for the sales of the restaurant and all of the overhead costs the restaurant incurs. They must watch each line of the budget and make the money is spent where it needs to be in order to run the restaurant correctly and make a substantial profit at the same time. Some of the line items that have to be watched carefully so as not to spend more money than projected are things like labor, utilities, the cost of food purchased from the supplier, operating supplies and maintenance and repair of equipment.


The qualifications needed to get this position usually involve a few years of experience in the food service industry as a manager. Often a person starts as a teenager working as a regular employee. They can move up the ranks, sometimes being transferred multiple times to different locations, until they get the position of a store manager. A college degree in Business Management & Administrative Services is very helpful but not required. Many of the larger fast food chains like McDonalds and Wendys offer many classes of their own that a manager should attend along the way before being offered the position. Individuals who were once managers of that chain often teach these classes themselves. They just continued moving up the ranks until they landed a position in training. Although most classes are at first held locally, McDonalds owns a huge compound in Chicago where a building called Hamburger University is located. After a certain level of training has been reached, classes are held there.


The pay for a store manager varies depending on which franchise they might work for. The minimum a store manager in Ohio would make would be $0,70 per year. The maximum could be up to $61,540 per year. The average store manager in Ohio makes around ,60.


The types of businesses that would fit into the fast food market would be chains like Jack in the Box, Arby's, Hardees, Chic-fo-let, Rally's, A&W Root Beer Stand, or White Castle. The largest chain is McDonalds, which has over 0,000 restaurants worldwide, followed by Burger King and then Wendys. Many restaurants mentioned above and many not mentioned at all can be found in many places besides on the side of the road. They can be found in hospitals, airports, military bases, inside retail outlets like Wal-Mart, or on high school and college campuses.


Typically store managers are promoted from within the company. Many start as a regular employee. That is where they would learn the basics of each position and be responsible for cleaning, cooking, and customer service. Then they might get promoted to a trainer where they would learn all the little details of each position and try to teach the employees to follow the correct procedures. Then they would get promoted to a shift manager which would require them to run shifts, and maybe do some paperwork. After that, it gets more complicated. If they get promoted to an assistant manager then they must learn how to run all the systems in the restaurant. They will learn what it would take to be a store manager while working this position. An assistant is exactly as it sounds. They assist the store manager in ways the shift managers do not yet know how. If they are successful in this position then they will get their chance to run a restaurant on their own.


After store manager it may depend on the situation on weather or not they could go any further. If an individual owns the restaurant, there may be no place for the manager to go. In this case they may choose to hold that position for a very long time and probably receive annual raises depending on how well they do. If the owner of that restaurant has other restaurants, then there may be a chance the person could supervise a few or all of them, taking the load off of the owner. If it were a company owned restaurant then they would get promoted to a supervisor that would manager two to five restaurants at one time. After that they could go in many different directions. They could go into human resources, assist the owners with their restaurants by making sure they are following the company guidelines, or go into the local training department where they teach the classes mentioned earlier. They could also go into the purchasing department or real estate. If they do well in each position they hold, the opportunities may lead them to the home office where they would be an executive of some sort or maybe even into other countries to open up new restaurants.


The fast food store manager may dislike things like doing paperwork, the stress of peak dining hours, dealing with irate customers, the pressure of coordinating a wide range of activities, working long hours, or working evenings, weekends, and holidays.


Some things they may like might involve working with the public, free or low cost meals, the variety and challenge of their work, or good employment opportunities. Some managers may enjoy the peak dining hours if they don't get stressed out easily.


I think the position is more challenging than most people think. There is a lot of work involved and it can be very stressful. I also think that if I did well as a store manager it could also be very rewarding. It would teach me a lot about running a business and the experience would help tremendously if I decided to do anything else in the business world, including opening my own business or restaurant. If my goal was to work my way up into a large corporation, then a fast food business is just as good as any. There is a lot of opportunities after store manager and each position held would teach me many things that college may not have or reinforce those things that college had.


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Chemical Compounds

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The name of the chemical I was assigned to research is ammonium nitrate, a chemical of


many uses. Its chemical formula is NH4NO that exists as colorless, rhombohedral crystals at


room temperature but changes to monoclinic crystals when heated above °C. It is extremely


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soluble in water and soluble in alcohol and liquid ammonia. . Its main uses are as an explosive


and is used in chemical fertilizers, but is also known to be used as a rocket propellant.


Ammonium Nittrate was first discovered in 165, with is true abilities as an explosive


not being recognized until the end of WWI, with the person discovering the synthesis process,


Fritz Haber, winning the 118 nobel prize. It was used throughout the war to supply Germany


with explosives. In 11, a chemist by the name of Carl Bosch discovered a way to industrialize


it, in a process combining hydrogen and nitrogen under extreme high pressure to form ammonia.


hydrogen and nitrogen under extreme high pressure to form ammonia. At the end of the war, a


large surplus of ammonium nitrate was left when the first ammonia synthesis plant was closed


down. A huge pile of the compound was stored in an open field; in attempts to break apart the


pile for removal, explosives were drilled into holes in the pile. Contrary to what was expected,


the whole mound detonated with a blast of 4,500 tons, killing 600 people. One incident in


recent memory that is an example of its destructive power is the bombing of the Alfred P.


Murrah Federal building on April 1th, 15. This bombing was commited by Timothy


McVeigh, and killed 168 people and injured hundreds more. The last famous example on April


16th 147,when a French freighter named the SS Grandcamp attempted to dock in Texas


City, Texas on the Galveston Bay. The ship was making a delivery of ammonium nitrate fertilizer


when the deck of the ship caught fire. Oblivious to the dangers of ammonium nitrate, the crew


continued to dock. Later that morning, the freighter exploded creating a tidal wave that


enveloped the shore and an explosion at kiloton scale. Many refineries that were located on the


waterfront also caught on fire and continued to burn for 6 days after the explosion. It was


estimated that a total of 567 people were killed, but it is believed that this number


underestimates the total amount of casualties from this incident.


Also, it has recently been found to be an effective rocket propellant. After discovering a


low cost and non-toxic way of phase stabilizing ammonium nitrate, Dr. Oberth worked on


improving the performance of ammonium nitrate propellants in the late 180s. Up until that


time, AN propellants had a low specific impulse, were very hard to ignite and burned at a very


slow rate. After a great deal of experimentation, he found that using magnesium powder instead


of aluminum powder produced an AN propellant that was easy to ignite, had a good specific


impulse and burned at rates over twice that previously recorded with AN propellants. Its last


use, in the form of a chemical fertilizer, it is in the form of small clay-coated pellets, which makes


the ground extremely hospitibale to plant life.


Please note that this sample paper on Chemical Compounds is for your review only. In order to eliminate any of the plagiarism issues, it is highly recommended that you do not use it for you own writing purposes. In case you experience difficulties with writing a well structured and accurately composed paper on Chemical Compounds, we are here to assist you. Your persuasive essay on Chemical Compounds will be written from scratch, so you do not have to worry about its originality.


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Thursday, March 25, 2021

Health Report

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Glaucoma



Glaucoma is a condition whereby the optic nerve is damaged, resulting in vision loss. This damage is usually caused by an increase in the pressure within the eye although damage may occur even if the intra-ocular pressure is normal. There are three types of Glaucoma primary, secondary, and congenital. Primary Glaucoma can be divided in to two different types open angle and closed angle. Open angle glaucoma is the type seen most frequently in the United States. It is usually detected in its early stages during routine eye examinations. Closed angle glaucoma, also called acute glaucoma, usually has a sudden onset. Characterized by eye pain and blurred vision. Secondary glaucoma occurs as a complication of a variety of other conditions, such as injury, inflammation, vascular disease and diabetes. And Congenital glaucoma is due to a developmental defect in the eye's drainage mechanism.


There are no true signs in Glaucoma but there are some symptoms. The chronic form of Glaucoma takes years to show symptoms and the only real symptoms is loss of side vision. But to anyone including the person who has it may not become apparent until years later. But with the acute form of Glaucoma the symptoms are more apparent. The symptoms may include halos around lights, headache, and possible nausea and vomiting.


There are only really two types of treatment for Glaucoma surgery or medication. Both treatment do basically the same thing they help drain fluid out of the eye to relieve pressure. Doctors usually with medication try to give you the smallest dose with the best effect. And Surgery is usually your last option to be relieved.


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The prognosis for Glaucoma may very well vary. Do to the severity of the disease. The earlier that it is detected less amount of damage you will probably receive. But with the more severe cases of Glaucoma the out coming will be more severe. Which would be total loss of side vision and even possibilities of blindness.


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Depression Art: Getting people through

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On Tuesday October th, 1, Wall Street was devastated by a 1% decline in the Dow Jones, an episode that became known in the financial world as "Black Tuesday." It is generally understood that "Black Tuesday" was the main start of the Great Depression. By the end of October 1, the stock market had dropped forty percent. This crash sent our nation into a depression for years later. This strongly influenced the lives of thousands of thousands of Americans. Many people were forced out of their homes or off their land. Farmers lost their farms. People were starving and out of work. Many people turned to art to try to get through the tough times.


To create jobs, the government created an organization called the Works Progress Administration. Activity in the arts was one aspect of the WPA. It was established in April 15 and directed by Harry Hopkins, its purpose was to provide socially useful work for the unemployed. WPA programs included the construction of public buildings such as schools, hospitals and courthouses; highways; recreational facilities such as athletic fields and parks and playgrounds; and conservation facilities such as fish hatcheries and bird sanctuaries. They also provided work for artists, writers, musicians, and actors. The program also helped people newly starting on the artistic path and nurtured their talent. Ralph Ellison and Jackson Pollock were among the many who were able to develop their talents during this critical stage of the nation. Pollock was best known for his expressionist painting technique of dripping and smearing paint, sand and glass, onto a canvas laid on the floor. Ellison was best know for his novel, The Invisible Man, a story about a black man's journey from innocence to experience as he searches, first in the South and then in the North, for his place in the world. This book was one of the first to describe modern racial problems in the United States from a black American point of view. It received the National Book Award for fiction in 15.


Aside from the government helping society through the depression, the artist in society helped each other. Musicians tried to help people see that they would get through their troubles and all will be well. One such musical piece that shows this is Life is Just a Bowl of Cherries. With lyrics by Lew Brown and music by Ray Henderson. This song was written in 1. It tells people that just because they don't have any money doesn't necessarily mean that life has to be bad.


"People are queer, theyre always crowing, scrambling and rushing about;


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Why dont they stop someday, address themselves this way?


Why are we here? Where are we going? Its time that we found out.


Were not here to stay; were on a short holiday.


Life is just a bowl of cherries.


Dont take it serious; its too mysterious.


You work, you save, you worry so,


But you cant take your dough when you go, go, go.


So keep repeating its the berries,


The strongest oak must fall,


The sweet things in life, to you were just loaned


So how can you lose what youve never owned?


Life is just a bowl of cherries,


So live and laugh at it all…"


-"Life is Just a Bowl of Cherries"


Another song calls out to the government for help for the people. He says that after all the people have done for the country they feel that they are being forsaken. It seems that the writer feels that the depression is the government's fault and they are suffering for it.


They used to tell me I was building a dream, and so I followed the mob,


When there was earth to plow, or guns to bear, I was always there right on the job.


They used to tell me I was building a dream, with peace and glory ahead,


Why should I be standing in line, just waiting for bread?


Once I built a railroad, I made it run, made it race against time.


Once I built a railroad; now its done. Brother, can you spare a dime?


Once I built a tower, up to the sun, brick, and rivet, and lime;


Once I built a tower, now its done. Brother, can you spare a dime?


Once in khaki suits, gee we looked swell,


Full of that Yankee Doodly Dum,


Half a million boots went slogging through Hell,


And I was the kid with the drum!


Say, dont you remember, they called me Al; it was Al all the time.


Why dont you remember, Im your pal? Buddy, can you spare a dime?


Once in khaki suits, gee we looked swell,


Full of that Yankee Doodly Dum,


Half a million boots went slogging through Hell,


And I was the kid with the drum!


Say, dont you remember, they called me Al; it was Al all the time.


Say, dont you remember, Im your pal? Buddy, can you spare a dime?


-"Brother, can you Spare a Dime"


The verse where he speaks of the war and he asks, "why don't you remember?" hints that he is asking the Government why they have forgotten about the people, and what are they going to do to fix the problems.


People turn to art when things are bad in life. Whether it's listening to music that makes you happy or painting of drawing to relax. Society and the events that occur in it have always had a very large influence on art. In fact, most art is a reflection on current events, a protest, or trying to send some other sort of message to the people. Art is one of the highest forms of communication. It is a way to transmit ideas to the public. During the period of the great depression the people were confused and looking for someplace to turn and some sort of hope that they would make it through it. The painters, sculptors, musicians, and writers gave those people something to hold on to during this period of troubled times.


Please note that this sample paper on Depression Art: Getting people through is for your review only. In order to eliminate any of the plagiarism issues, it is highly recommended that you do not use it for you own writing purposes. In case you experience difficulties with writing a well structured and accurately composed paper on Depression Art: Getting people through, we are here to assist you. Your persuasive essay on Depression Art: Getting people through will be written from scratch, so you do not have to worry about its originality.


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Hamlet

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In William Shakespeare's play, Hamlet, regarding a Danish prince whose uncle murders his father, weds his mother, and claims the throne there are many different aspects of the play which make it one of the most mystifying and all time favorite American plays ever written. Among these, some of the key aspects are the themes of the play comprised of a mystery story, ghost story, and story of revenge.


In the story of Hamlet there is a great deal of mystery which never really ends. The first mystery that we encounter is the question of whether or not the ghost really is Hamlet's deceased father or not. The Ghost appears at Elsinor to Marcellus, Barnardo, & Horatio in the opening scene. Then Horatio goes to speak to Hamlet telling him, "A figure like your father…Appears before them and with solemn march…"(Act 1.). Hamlet has reservations about whether or not the figure they had seen was his father or not so he decides to go see for himself. In Act 1.5 Hamlet speaks privately to the ghost when he proceeds to tell Hamlet that, "I am thy father's spirit…Revenge his foul and most unnatural murder…Now, Hamlet hear. 'Tis given out that, sleeping in my orchard, A serpent stung me. So the whole ear of Denmark is by a forged process of my death Rankly abused. But know, thou noble youth, The serpent that did thing thy father's life Now wears his crown." With each passing word Hamlet stands in disbelief, not knowing whether or not he should believe this figure that stands before him or if it is an evil spirit trying to manipulate Hamlet into doing immoral acts.


Thus being one of the biggest mysteries of the play, the ghost is also another major theme of the story. The ghost sets the tone of the play by tying all three of the themes together. With the coming of the ghost, Hamlet becomes to act very suspicious to leave Claudius speculating about what he has up his sleeve. Hamlet begins to go along with the ghost in believing that his uncle, Claudius, really did kill his father. The Ghost also makes sure that Gertrude can not see him in Act III.4 when he speaks to Hamlet telling him, "Do not forget. This visitation Is but to whet thy almost blunted purpose. But look, amazement on thy mother sits. O, step between her and her fighting soul! Conceit in weakest bodies strongest works. Speak to her Hamlet.". The ghost also keeps reiterating to Hamlet the importance of getting revenge on Claudius.


The final theme of the play is revenge. We hear of revenge all throughout the play starting with the ghosts request to Hamlet to avenge his murder. Hamlet speaks of getting revenge on his uncle for his father's death, but before he does this he puts on a play in which his father's death is acted out to get Claudius' reaction. Hamlet gets to avenge his father's death, but not before he is struck with a poisoned tip by Laertes who got his revenge on Hamlet for taking his father's life, Polonius. Fortinbras wants revenge on Denmark to avenge his father's name because he was killed by the late Hamlet. All through the play he is in the background and finally gets his revenge at the end by taking over the kingdom.


The three themes of Hamlet, the mystery, ghost, and revenge stories all sum up why William Shakespeare's drama of Hamlet is among the most loved and confusing stories of all time. There is always some mystery left unsolved and room for the audience to interpret things how they see fit.


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Wednesday, March 24, 2021

Nature v Nurture

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Nature V. Nurture


The debate over what shapes the way a child behaves and conducts themselves has been going on for what seems like forever. Do our genes, or our environment mold our personalities? I believe a persons environment they grew up in, and their current environment affects their personality more than heredity. There are a variety of environments that will affect the personality. These environments are; family, physical, cultural, and social. These factors do a great deal to shape a childs way of life, and I will attempt to validate my opinion via this paper. In accordance with the notes we took in class, the physical environment entails the conditions a child would grow up around. If you took a child, of good stock and heritage, and tossed them into a delapidated situation...that child will grow up much differently than if they had the pampered lifestyle of their parents. They will grow up knowing poverty, and become hardened, having to fight day in and day out for surival. Children in these situations often turn to a life of crime to live. In a ghetto situation, there is no room for the weak hearted individual, who expects everything to be handed to them on a silver platter. Children who grow up in more posh surroundings, like the suburbs, tend to have many more opportunities for sucess than their counterparts in the urban environment. They often have a better education, and more inspiration to excel. They, typically, also have nicer homes, with more luxuries. Children in the suburbs are less prone to violence as well, they have very little to fight for.


In the video we watched about the babies who could perform amazing educational feats, any child with a normal IQ could learn to do those things. The place these babies went was called the Better Baby institute, created by a man named Glen Doman. No matter what their Family environment, at that young, extremely impressionable age, the child could be taught very advanced things. However, I do not mean to put down the importance of the family environment. The family is perhaps the most important influence on a childs development. It is also the parents of the babies at the institutes duty to reinforce what they learn there, and help teach their children on subjects like simple chemistry, and foreign laguages. It is our parents that teach us right from wrong as well, and it is them who bestow moral value in us. Orphan children lacking this strong family influence at an early age will have a difficult time adjusting to some of the common rules of acceptable conduct in todays world. There are many films depicting kids taken into foster care during early adolescence constantly getting into trouble and mischief until they are taught the right way to behave by the parental figures. Everything from athletics, to art may be taught any child by their parents. Even if a child does not have a pre disposition for being an amazing artist, they can still become one if their parents enrole them in an art school at an early enough age, and make sure that they motivate them along the way. The same goes for athletics, if a child has a family history of paper shuffling office dwellers, that doesny mean they will be that way. Given the proper nurturing in the early stages of life, they could become the next Heisman Trophy winner.


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The social environment serves as yet another huge influence on human behavior. It is defined as everyone around with whom you share no relation. How you see yourself, and how you think others see you is very important, and it is especially important when you are talking about somebodys personality. Charels Cooley pioneered this subject by coming up with the theories about the self and the looking-glass-self. It is the principle that a person bases how they see themselves on how they think others see them. The self is how you think others perceive you, and the looking-glass self is how you see you. I recently underwent an experiment in class to see if the way I saw myself was the same as my fellow classmates. I sat in front of the class and prepared to be critiscized and asked questions of. At first it was somewhat nerve racking, but then I discovered that most everybody saw me as someone they could talk to and relate well with. This certainly made me think more highly about myself. It also made me more confident that the way I am is good, and that I should never try and change myself to suit anybody else. It really made me appreciate me. Another social factor that makes peoples personalities change is something called the Hawthorne effect. It is the theory that one will act differently and change their normal behavior when they are being watched. For example, when the principal sits in during one of your classes. Usually that class might be very talkative, and much more boisterous, and that could just be their normal acceptable daily behavior. However, when the principal is there, it changes that classes behavior dramaically. What once was a more social talkative environment becomes a more sterile and quiet place. One final thing to note about the Social Environment comes from an internet article called The Whole Boy. The article does not limit itself to siding with one side of the Nature Vs Nurture debate, however, this means it provides good information for whichever side you choose. Environmental Learning Theory Environment is more important than biology. In this view nurture is stronger than nature. Development is considered to be environmentally determined, and behavioral, where development can be engineered. Social Learning, Conditioning, and Learning Theory are associated with this camp. For instance, a boys sex-drive is determined according to how much emphasis is put on it by his peers and how openly the issue is discussed in the home.


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Francisco de goya

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Francisco Goya was considered the Father of Modern Art. He began his painting career after the Baroque period. Some of his first paintings, " Stories of the Virgin and Christ The Visitation and the Parasol", were paintings of lively color and brilliant vision. They contained images that were of happy people aware of their surroundings and excellent sceneries around the countryside, even though he did not master in painting landscapes. This type of work gave his paintings a folk lifestyle affect. Around the time in 17, Francisco Goya was badly ill mentally and physically. This caused him to become completely deaf. He would communicate with others by reading their lips. Because of this incident, Goya's whole perspective changed on how and what to paint in his pictures.


The colors began to darken and the way he painted with his brushes was more expressive and looser than before. In Goya's painting, " The Witches' Sabbath", it explains and outlines how Francisco Goya's paintings have evolved from colorful, brilliant, and bright to dark, horrific, and terror. It is a picture of a horrified bull in the center of the dirt with maybe townspeople in a spiritual circle surrounding it. The colors in this painting are very dark and dead-like. It is to believe the dark colors represent evil and all the scary creatures that come out at night to scare small children. The bull seems to be preaching about something unknown, but it looks like it has its audience in terrible fright. One man is holding his child up, giving it to the bull maybe as a sacrifice.


Because of Goya's new style of painting, he would create more of these scary dark and black paintings on the walls of his house, what he believed to be the "Deaf Man's House" I believe every since Francisco Goya fought in the Spanish War and saw how people did gave him the confidence that he wanted to paint these black paintings. Goya seemed to like the view of "death" in his paintings, but it soon came to haunt him later.


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Tuesday, March 23, 2021

Internet and music

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Internet and Music


Storage of music as computer audio files and downloading of Audio files


is becoming increasingly important.


1. What is audio file compression and why is it important for WWW music?


1. Summarise in your own words the different audio file formats from the list here. Try


to make comments about the quality of sound and the file size.


. MP audio is rapidly becoming the standard. How does MP manage to fit music


into relatively small files?


. MP technology is open standard, this has been one of the reasons for its rapid


spread. What does open standard mean? (MPs)


4. How does the British company EMI intend to allow access to its music catalog.


What will customers have to do to acquire music from EMI?


My answers


1. Audio file compression is when you compress the data in an audio file which allows you to fit more music into it.


. Some of the audio file formats available are


WAV Developed by Microsoft and is one of the primary formats of uncompressed audio. A song would be very big in file size if you wanted good quality because of WAV's 16bit format and because its uncompressed.


AU Developed by Sun Microsystems. Less popular then WAV and stores raw audio data at up to cd quality of 44.1 khz, 16bit and channels. Unlike the WAV format, AU can store up to any number of channels giving it the possibility of theatre like sound quality.


MP short for MPEG layer III. Developed by German company Fraunhofer Gesellschaft and presented in 18. Mp is famous and used worldwide. A factor of its widespread is its audio compression of 101 and nice quality at an average of 44.1khz and 18kbps. Additional data can be added to mp such as artist, song title, album, comment and genre. ALSO mp can come in many bitrates and sampling rates.


SHOUTCast SHOUTCast is created by Nullsoft, the makers of the famous Winamp audio player. It streams mp at different bitrates and sampling rates. This is widely used in Internet radio stations and quality can suffer if connection doesn't remain constant.


Real Audio primary use in net radio. Like SHOUTCast it's a streaming audio but uses real audio format and because of its streaming nature on the net radios the quality is poor because files need to keep small.


VQF Developed by Yamaha and has a slightly better compression ratio then mp. A specific player required to playback this format. Quality of this not as good as mp, but compensated by the program using different frequencies to tune it into 'better' quality by buffering out frequencies otherwise ignored by our brains.


Liquid Audio developed by liquid audio. MPEG layer encoding and 44.1khz sampling and 6kbs. Some people might prefer this because it exceeds just delivering music. It allows you to include into it a still picture, artist information, playback restrictions, genre, lyrics, promos, credits etc. but must have specific program.


. Mp manages to fit into relatively small files because of its excellent compression of 101 which would make it roughly 1mb 1min in 18kbs 44.1khz.


4. Open standard means that it is not under one corporation, no corporation controls mp.


5. British company EMI plans to allow people to access their database of mp files and pick what ones they like to burn to a CD.


To acquire EMI files you just have to select what you like and they predict you have to pay a certain fee for each song you choose.


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Was the Weimar Rebublic Doomed To Fail?

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Assessment What were the strengths and weaknesses of the Weimar Republic (118-1)? Was it doomed to failure?


The Weimar Republic was born in the aftermath of the First World War. The creators of the Republic were blame, rididculed and labelled for the defeat of Germany during World War One and for accepting the crippling terms of the Traety of Versailles. Weimar Germany was to have a short, tumultou history. Yet under normal circumstances would it have survived? Was Weimar Germany destined to failure from the outset, doomed from the start? World War One ended when it became clear that no one could win. If they were to continue on fighting, everyone had a lot to lose. Germany had become increasingly unsettled. The Kaiser abdicated in 118 because Germany had lost the war and the victors, Britain and France would not sign a peace treaty unless Germany set up a new democratic system of government. They saw the Kaiser and his way of ruling as being a major reason for Germany starting the war. The Kaiser fled the country and went to live in Holland. On 4 October 118, the new government - led by Max von Baden - decided that enough was enough. They needed to sort out their own affairs and decided that they couldnt possibly win this war. They asked the American President, Woodrow Wilson for a ceasefire. On 11 November 118, an armistice was signed at Compiegne in France.


Germany had to create a government that the Allies would be prepared to negotiate with, so Hindenburg ordered a government, which had the support of the Reichstag. In June 11 at the Hall of Mirrors the Treaty of Versailles was signed. The 'November Criminals who signed the Treaty of Versailles went on to run the country, and the 'Stab in the Back Myth left the public with a sense of betrayal and a bitter resentment towards the Republic itself.


In August 11 a new constitution called the Weimar Republic, lead by Ebert, was adopted. This was the first constitution in Germany that used proportional representation and Article 48. The new constitution enabled that all Germans had equal rights including voting. All people over 0 years of age could vote. This was new to Germany, as they had never experienced Democracy before. The Weimar Republic was not based on strong public convictions, which must, in part, explain its weakness. Then later the Weimar Republic experienced a collapse of German democracy.


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The constitution itself was flawed; it contained within it the its own destruction. Article 48 was to provide future abuse; this was used to appoint the last four Chancellors of the Republic, including Hitler. As Germany lacked in experience with democracy, it was far too democratic, and many groups did not support such a great amount of Democracy in Germany. The system of proportion representation made it easy for anti-democratic parties such as the KPD and the Nazi Party to gain seats in the Reichstag and the chances for any party gaining a majority support in the Reichstag was minimal. With a Republic run by the people who had 'betrayed the country and a constitution that was flawed, a loyalty to the Republic had been formed. This encouraged political instability and frequent elections. The President had too much power; this could result into him becoming a dictator. Another flaw with the constitution is that the states could become hostile and attempt to overthrow the national government. Political opponents lead to political violence. Groups from both the extreme left, like the Spartacists and the extreme right, for example the NSDAP, Nazi Party, opposed the Weimar Republic. Both sides were opposed to the idea of a Republic. Those on the left - communists and the like - had no respect for the government and the success of Lenin in Russia had boosted their self-belief. Those on the right - former soldiers still bitter about the Armistice and the defeat in the war - also had no respect for the government as it had betrayed them. Royalists, who wanted the Kaiser back, had no respect for the government, as it had been the Social Democrats who had told the Kaiser to abdicate. On top of this, the civilian population was still suffering from the affects of the war. In January 11 Spartacist members staged an attempted revolution in Berlin. The Freikorps crushed it. Ebert dealt with the situation but had to put the Government into the hands of the Army and Freikorps. In March 10, the Freikorps took over Berlin. The government had to leave the city. The Freikorps were lead by Wolfgang Kapp - a right wing nationalist who hated the government for signing the Versailles Treaty. This incident is called the Kapp Putsch. In 1 Hitler staged an uprising, in which he was imprisoned for. The harsh conditions of the Treaty of Versailles angered Germans everywhere and many directed their resentment at the Weimar government who signed the Treaty. This was actually quite unfair, because they really had very little choice but to sign. The new Government was blamed for accepting the humiliating Treaty. The Treaty also meant that there was territorial loss. Those that lived in the selected parts were angry to become part of Germany again. It became more unpopular as it tried to deal with reparations, which came to a staggering 660 billion Marks. This was much too adventurous for Germany. The reparation repayments caused much distress to Germany and her citizens. One solution was to print more money; this lead to hyperinflation where money was virtually worthless. Millions of Germans saw their savings disappear. Things became even worse in 1 when Germany stopped paying reparations. The French army occupied the Ruhr and seized Germanys coalfields-this lead to even more unemployment. The Germans put Passive resistance into practise. The majority of Germany had no savings, no money for food and were unemployed-the Country was in chaos.


The new constituation, tried to create a fair and democratic society for Germnany, and its democracy would be advantageous. The fact that the constitution was a new start for Germany acted as a strength. This was a chance to put a democratic Germany into practise and it could've been provided as useful. The Weimar Republic was intended to create a genuine democracy, and it had political support. Weimar Germany from 14 to 1 is referred to either as the Golden Age of Weimar or the Stresemann Years. In 1 Stresmann became chancellor and help over come many of the problems faced by Germany. He was willing to call off Passive resistance as the policy was bankrupting Germany. In October Germany resumed reparation repayments and a new temporary currency, the Rentenmark., was introduced. This stabilised the value of German money. By strictly restricting the amount of currency in circulation, Germany, in the following year, introduced a permanent currency, called to Reichsmark. Through the Dawes Plan Germany was lent 88 million marks by the USA to invest in industry and commerce. This meant that the economy was beginning to recover. In 14 Germany went to London and agreed reparation amounts. France retreated out of the Ruhr so Germany reclaimed their coalmines and more, but still few, jobs were available. In 15 Germany signed the Larnaco Pact-which was an agreement with allies. In September 16 Germany became full members of the League of Nations. Germanys problems based on economic and political crisis were beginning to improve. Weaknesses of the opposed left wing and right wing extremist parties reinforced the constitution.


The Weimar Republic experienced severe problems from its start. From the beginning the new government was blamed for accepting the Humiliating Treaty of Versailles, which everyone in Germany hated. There was much bitterness and resentment towards the new government from both the left wing and right wing.


Germany was in anarchy, which eventually lead to the collapse of German democracy. Though Stresemann was able to stabilise many of Germanys problems, he was unable to solve them all. For example, many people wanted to reject the Treaty of Versailles completely and unemployment was still a large problem for Germany. In the end it was the actions of the people at the top that reinforced the collapse of popular confidence in the democracy. In my opinion, I think that in normal circumstances the Weimar Republic would have survived. The end of World War One and the Treaty of Versailles was at the root of all of Germanys problems between 118-1. The war and treaty lead to economic disasters such as hyperinflation and Germany also experienced political violence. The Weimar Republic was an introduction to democracy to Germany, and without the problems subjected from the War and Treaty, the fresh start and new democratic ideas could've created a stable and fair Germany. The Government would supply a range of views and as more people could now vote there would be a greater input from the people of Germany-making it a Government for them. However, due to the problems forced onto the New Government, from the outcome of World War One it made it very difficult for the Weimar Republic to recover and become the successful Government they hoped to be. The outcome of the circumstances contributed to the demise of the Weimar Republic, causing it to be burdened to failure.


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