Saturday, October 12, 2019
Unforgettable Experiences in the U.S. Essay -- Essays Papers
Unforgettable Experiences in the U.S. Problems faced by international students who come to the U.S. for the first time are not always easy to overcome. As one of them, I've found it very difficult to handle most of the problems I've encountered. I've experienced a very terrible culture shock that still makes me upset. As a student, I've found that the personal and cultural problems I experience may gravely affect my grades. The three major problems I've encountered deal with independence, homesickness, and loneliness, which really shocked me. Since my culture is completely different from the U.S., I was very surprised and shocked by the U.S. way of doing things independently. For many years, I lived in a totally different culture; I was completely unprepared for American culture. For example, since I first came here in August 1990, I have had to do many kinds of work by myself which I had never done when I was in Indonesia, such as doing laundry, cleaning the bedroom, and getting up early in the morning. In Indonesia, I never had a hard time doing such things since everything w...
Friday, October 11, 2019
Research Proposal on English Skills Improvement through the Use of iPad Technology Essay
Research Proposal on English Skills Improvement through the Use of iPad Technology Introduction            The application of technologies in schools at all levels has proven to yield positive results. There is a variety of technologies that are used in schools today and among them is the use of iPads in learning. In Saudi Arabia, a number of primary schools have adopted the use of iPads and this, as studies have shown, has contributed to improved skills in English. Below is a proposal on the impact of using iPads in the primary schools in Saudi Arabia, taking The 16th Girls Primary School in Zulfi as the case study. Thesis Statement            The use of normal computers and laptops have fairly well been established in schools and a considerable body of practical evidences support and confirm the impact and value on learning as at 2014. However, the integration of iPad devices in the schooling system is still at the start level. There are few established researches documenting the impact of these tools on teaching, learning and improvement on English skills. iPad application’s language has helped students in the 16th Primary School in Zulfi to improve the students’ English speaking, writing and listening. This proposal sets out to investigate, explore and demonstrate the innovative and beneficial practice of IPad applications on learning and improvement of English language skills among students (Cavanaugh, 2007). Literature Review            Over the past few decades, technology has turned out to be a prerequisite in countless schools at all levels. Its influence has seeped into all facades of life, with the inclusion of English language education. In contemporary age of teaching English language, media tools such as animation, DVDs, video conferencing, internet and iPads have lessened distance making the globe a small village, thus contributing to trouble-free learning of the subject. According to Brey (2006) â€Å"the current generation has an entitlement to get equipped for substantial integration of technology in the learning process.†This statement is supported by the outcomes of a research done on 1,050 pupils of North Essex School in London, aged between 11 to 16 years, which found out that the use of technologies in learning, such as the ipad, was warmly received and improvement on the performance of the pupils’ learning and thinking, was immediately reg istered (Todorovic et al., 2011). The pupils are able to tackle their personal challenges in learning in ways that fit them best, with the use of technology.            According to research done by Jackson et al., (2006), it was proved that the pupils, who utilize the technology most, attain higher grades and better results. According to Todorovic et al (2011), English educators are obliged to come up with effective practices that are applicable in teaching the subject with the use of technology (Cavanaugh, 2007). The students perform different tasks through the use of technology and thus, their cognitive learning ability is enhanced (Brey, 2006). Owing to this statement, the focus should be on learning through the technology as opposed to learning about it. It is further proposed that, the constant use of hypermedia makes the use of multimedia painless in enhancing language learning and teaching (Jackson et al., 2006). A similar research on the effect of the use of technology in language learning asserted by Cavanaugh (2007) is that â€Å"the equipments enhance the retention power of the student as wel l as the argumentative ability.†           The most helpful broader term used in technology is CMC (Computer Mediated Communication), which permits the verbal communication learner to communicate with other learners through chats, discussion forums, conferencing, e-mails, and text messaging (Jackson et al., 2006). All these activities enhance the learner’s skills in English language. It is, thus, critical that the program be implemented in all primary schools in Saudi Arabia. On the other hand, effective integration of this technology necessitates teachers to obtain familiarity on their use in teaching the substance, pedagogy and the connection of the entirety (Kubey, 2001). According to Ajab Al-Furaydi (2013), the use of these devices will facilitate the delivery of lessons to the learner in limited time and cost. This helps in managing, improving and sustaining the learning and teaching practice, thus assists in assessing and calculating the outcomes of the pupil. As Ahmad (2012) asserts, the use of these devices boost communication, enhances ability to acquire information, give better access to diverse resources of learning, and inspire students to increase challenge solving aptitudes and give support to deeper understanding (Ahmad, 2012). It is true that the technology has changed the language learning process and literacy acquisition and so is the dynamics of the settings of language teaching (Young and Kajder 2003). In latest years, teachers have been searching for techniques in which electronic learning can be engaged to make language learning extra efficient and inspiring for the students (Kubey, 2001). As the research has shown, the use of technology in language teaching and learning empowers the abilities of the students in becoming improved crisis solvers, speakers and communicators (Ajab Al-Furaydi, 2013).            The use of these devices in learning also enhances communicative and linguistic expertise by giving autonomy to the learner during the learning process (Young and Kajder 2003). This is so because the learner is given a chance to enhance the skills without duress or fear. Also, as Ahmad (2012) states, learning through the use of technology promote the sharing of personal experiences among students thus, they are able to learn from each other’s experience. This enhances their perceptions on the learning of the subject at hand which leads to improved performance (Ahmad, 2012).            Owing to the discussion above, it is, therefore, likely that the use of iPads in the 16th Girls Primary School in Zulfi, Saudi Arabia will have a positive impact on the performance of the pupils in English language skills improvement. The impacts on the English language skills are all likely to turn out positive (Todorovic et al.2011).Significance of Research            The research will scrutinize the relationship between the applications of iPads on learning and the effects it has on English language skills. It draws attention on how the technology can be utilized to improve English language skills in primary schools (Young & Kajder, 2003).Statement of the Problem            In Saudi Arabia, most of the primary schools use the customary means of teaching, but currently with all the technological advancements, some primary schools have applied technologies in their education system, such as the use of iPads in learning. The application of this technology has its corresponding impacts on English language skills. It is on the basis of the impacts of the use of iPads on the English language skills that this investigation will be performed (Kubey, 2001). Research Questions            Based on the structure and statement of the problem, the research questions are created. A thorough investigation will be performed on the following questions in this study (Young & Kajder, 2003). RQ1: What is the teacher’s believe on the possible improvement of English language skills through the use of iPads? RQ2: How does the use of iPads in language learning impact on the English skills? RQ3: What factors contribute to dispositions of advocating the use of iPads in language learning in primary schools? Tools            The research will involve interviewing teachers of girls students aged between 6 and 12 years. In addition, the researcher will observe the students in their class for a period of one month. Through the use of interviews, the researcher will be able to answer the first and the third questions of the research after a comprehensive collection of views from the teachers interviewed. By observing the pupils for one month, the researcher will be able to answer the second question of the research after collecting qualitative data on their reactions on the use of iPads. Similarly, the researcher will be able to go through the past performance records before the application of the iPads and compare them to the recent ones to determine the impact of the technology on English performance (Kubey, 2001). Ethical Considerations            Some of the considerations which are ethical that the researcher will adhere to are; voluntary participation, non-maleficence, autonomy and confidentiality. The participants of this study will not be coerced to participate neither will they be given bribes to participate. On the other hand, the research will ensure that no harm is experienced by the participants either physically, spiritually or psychologically. They will be left the way they were met before their participation or even better than they were. Similarly, the researcher will uphold confidentiality requirements of the research. Whatever the information given by the respondent will not be shared with another respondent. On the same note, all the names of participants will not be disclosed. Instead, pseudo names will be used in place of their real names (Brey, 2006).Limitation of the Study            The researcher will limit the study to 16th Girls Primary School in Zulfi, Saudi Arabia. This is attributed to the resources available to conduct the research, such as time. The time for the study will be limited to one month. The sample size will include ten teachers for the interview, most of whom are English teachers, and several classes of pupils who the researcher will observe for one month (Brey, 2006). The sample size of the research may not reflect the whole sample of primary teachers and pupils in schools where the technology is applied, in Saudi Arabia. Each interview will be translated in English by the investigator. The investigator is not eligible as a translator; nevertheless, the scholar will work long hours with the university’s writing center to build up and set down the interrogation as best as possible (Ajab Al-Furaydi, 2013). Expected Results            Based on the discussion in the literature review, it is likely that the use of iPads in the 16th Girls Primary School in Zulfi, Saudi Arabia will lead to improvement on pupils’ English language skills. The impacts of iPads on the English language skills are all likely to turn out positive (Cavanaugh, 2007). References Ahmad, J. (2012). English Language Teaching (ELT) and Integration of Media Technology. Procedia – Social And Behavioral Sciences, 47, 924-929. doi:10.1016/j.sbspro.2012.06.758 Ajab Al-Furaydi, A. (2013). Measuring E-Learning Readiness among EFL Teachers in Intermediate Public Schools in Saudi Arabia. English Language Teaching, 6(7). doi:10.5539/elt.v6n7p110 Brey, P. (2006). Social and ethical dimensions of computer-mediated education. Journal Of Information, Communication And Ethics In Society, 4(2), 91-101. doi:10.1108/14779960680000284 Cavanaugh, M. (2007). English Teachers: We Need to Hop on the Technology Train. Language Arts Journal Of Michigan, 23(1). doi:10.9707/2168-149x.1142 Jackson, L., von Eye, A., Biocca, F., Barbatsis, G., Zhao, Y., & Fitzgerald, H. (2006). Does home internet use influence the academic performance of low-income children?. Developmental Psychology, 42(3), 429-435. doi:10.1037/0012-1649.42.3.429 Kubey, R. (2001). Internet use and collegiate academic performance decrements: early findings. Journal Of Communication, 51(2), 366-382. doi:10.1093/joc/51.2.366 Todorovic, J., Stojiljkovic, S., Ristanic, S., & Djigic, G. (2011). Attitudes towards Inclusive Education and Dimensions of Teacher’s Personality. Procedia – Social And Behavioral Sciences, 29, 426-432. doi:10.1016/j.sbspro.2011.11.259 Young, C., & Kajder, S. (2003). Research on Technology in English Education. Source document
Thursday, October 10, 2019
Developing Managers in Business Essay
â€Å"Success in the knowledge economy comes to those who know themselves, their strengths, their values, and how they best perform†(Peter Drucker) The main aim of this report is to focus on a particular management development programme and by identifying how it works to determine whether it has been effective in developing the manager for its business. The report looks at how certain management development programmes have been used to become shift/duty manager for a particular organisation. It identifies a range of formal and informal approaches that have been used to ensure effective outcomes. It also includes examining the main external and internal factors that have influenced management development. Furthermore the report identifies any shortcomings and changes that are required to improve the process of developmental management. The main method used to conduct this report was obtaining first hand information from a shift/duty manager at a local food industry; however, relevant literature resources have also been used to support views, evaluations and recommendations made. Rosemary Stewart who has been noted for studies of organisations and managers in action. Based on: Managers and their Jobs, (1967/1987) identified four approaches to defining the term management. Theses are as follows: 1. Theoretical approach: – this is based on the development of theories of management, using approaches focused on political, economical, sociological, psychological or anthropological theory and philosophy. 2. Descriptive approach: – has been given a very simple definition, ‘the job that managers and supervisors do’. 3. Comparative approach: – based on the hierarchical organisation and structure within an organisation, also focused on comparison and evaluation methods: 4. Action-based approach: – this focuses more on the way that those defined as managers spend their time: management as the activities carried out by managers What is management development? According to Lessem, R (1990) â€Å"developmental management is humanistic in essence†in other words the developmental manager values the whole team and values them for their inter-dependence. In order to fully understand the concept of management development it is essential to know of its historical roots. In the workplace individuals and managers unaware of certain behaviour patterns will unintentionally damage their personal effectiveness. When a manager understands the unique differences between individuals then they are in a more powerful position. They are better able to manage, understand, and lead people towards higher level of productivity, lower frustration, higher morale, and better retention rates. The type of management development programme focused on in this report is ‘basic management training from shift/duty managers’. The course itself was split into residential and in-store training with a mentor. The total residential training lasted for eight days at a national training centre and head office. The time limit given to complete the modules specified for this particular programme was twelve weeks, in-store with a mentor. However, twelve weeks being a rough guide as some required more time and candidates regularly completed the modules outside this limit. The course was tailored not only for people with experience but also for example graduates who would have had little or no experience in managing a shift. However, as this particular programme was centred towards the duty manager level its main focus was around people management, whereby it would deal with; staff motivation levels, training, receiving and giving feed back, appraisals etc, rather than actual business management i.e. managing a profit and loss account. There were seventeen modules that needed to be completed, below is a table explaining briefly what these modules were: Modules: Programme: 1-3 Orientation and Getting Started. (was completed during residential) 4-5 Cleanliness, Sanitation and Food Safety. Begins by basic training as would be for all members of staff within the organisation, then becomes more involved in how to effectively manage a team to ensure food safety and cleanliness standards are high as they are constantly observed and monitored. 6-7 Safety, Security and Crisis Management. How to ensure the safety of staff and customers on shift, including health and safety. Basically teaches the manager how to deal with anything from a power cut to an armed robbery. 8-9 Product Excellence. Begins quite basic as to how to identify an out of date product, then becomes more in depth regarding basic stock control, ordering procedures etc. 10-12 Basic Human Resource and Labour Management. Dealt with how to effectively manage a team, including exercises on legal responsibilities of a manager with regards to discrimination, grievance procedures and disciplinary action as well as staff training issues, coaching, how to motivate a team and managing cost of labour on a shift-to-shift basis. 13 Service Recovery. How to prevent, anticipate and deal with customer complaints and how to effectively observe and analyse team member performance to reduce the risk of a complaint. 14 Opening the Restaurant. 15 Shift Change. 16 Closing the Restaurant. The above three points (14-16) are self explanatory. Trainee managers were expected to work through these whilst observing the mentor complete the tasks in order to see how the aspect of previous modules were put into practice for example; stock control, security, cost of labour etc. 17 Floor Management. Dealing with problems prior to them becoming formal complaints or even accidents. This included the ‘figure of eight walk’, prioritising new unexpected tasks and team member recognition. The modules were very general, however, before putting theory into practice observation played a vital role, whereby trainees were to observe their mentors completing certain tasks in order to learn how to tailor tasks to suit the environment. Upon completing the training there was a test followed by an interview with the Area Manager in which the test results were discussed and the standards of completed modules were assessed. The informal approaches used whilst completing the management development programme was the mentor advising best practices for within the restaurant. The formal approaches used were the completion of modules and work books as well as observations where both candidates were observing the mentor and the mentor observing the candidate. The programme in itself prepared the trainees for a position as duty manager. The programme was learner centred and in some cases lack of motivation or resources meant that it lasted longer than the original given deadline of twelve weeks. There were both external and internal factors that influenced the development of duty/shift managers working. The main external factors were that being a food preparation industry, there were many laws and government regulations pertaining to food, safety and obviously regulations for health and safety and employment laws that needed to be learned and put into practice. The main internal factors that influenced management development were the standards set by the company which every manager and team member were expected to have extensive knowledge of. This covered every aspect of the business from the way tables were set to uniform standards to dealing with complaints in a professional manner, which involved more in depth training for management trainees. Although the training provided to trainee managers was quite extensive, practical experience gained via mentors seemed more knowledgeable, as stated quite clearly in the quote below from a previous trainee manager: â€Å"I feel that I learned a lot from the course, the modules and the work books as it introduced me to a lot of legal aspects of the food industry which I would not have learned otherwise, but I found that I learned more from the time spent with my mentor about how to be a manager that team members respected†. As recognised by A.Mumford (1993) there are five stages in the ‘evolution of thought about what managers do’; these are [1] The generalisation stage [2] The scientific stage [3] The management by objective stage [4] The contingency/ realistic stage [5] The competency stage †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. Many organizations are turning to behaviour assessments and personality trait testing for both hourly workers and managers. Back in the late ’90s, only 5 percent of 500 companies used some type of assessment. Today, that figure is climbing to 65 percent. A year 2000 study by American Management Association showed nearly half of 1,085 employers polled use at least one assessment in their interviewing process. Assessments can help: * Individuals identify their strengths, know which jobs they are best suited for, and design a development plan to overcome shortcomings. * HR managers predict a job applicant’s success before they are hired. * Business owners understand the temperament and work style of individual employees and managers. * Supervisors can give performance feedback to people in a style they understand and accept for improving performance and accelerating professional development. * People enhance communication, understanding, and improve personal relationships. * Sales managers select, hire, develop, and motivate super sales people. For example a company would use the assessment process to improving their hiring and recruitment process. If for instance, previously they made decisions based on the candidates resume and then hired the person based on their ‘gut’ reaction. Once hired, many of these new people created friction, had bad work ethics, and their attitudes had a negative impact on their co-workers. Conclusion: Developing people is less expensive than firing them. By understanding behaviour differences an organization can align an employee’s motivations with the company’s mission. Assessments also help individuals reduce conflict and get along better. Furthermore, co-workers appreciate each person’s unique strengths and abilities. With this knowledge organizations and managers can maximize the abilities of their workforce in ways to help make all employees star performers. References: > Lessem, R. (1990) Developmental Management: principles of holistic business Oxford, Basil Blackwell > Managers and their Jobs (Penguin, 1977, new edition 1988); > The Reality of Organisation (Penguin, 1972, new edition 1986); > The Diversity of Management 1994.
Negative Views Concerning Video Game Violence
There are many different views about video games and the effects violence has on children and society as a whole. Many feel that games are harmful and have no purpose but to serve as an unintelligent and wasteful medium of entertainment. Others feel that games have plenty to offer and will one day be as respected a medium as television, radio or books. Input from both sides of the issue was gathered and a conclusion was drawn based on various studies and opinions. Throughout The course of this report, the issue of violence in video games and the overall worth of games in general will be addressed. There are a lot of negative views concerning video games, particularly of the violent variety. Critics say that violent games are a pretty poison for society, fancy blood and fireworks with no redeeming value. They say that video games take innocent young children and taint them with images of fiery destruction. Many of these critics also see that most of the games on the market are violent and bash the industry for it. Video games are one of the most engaging form of media on the market, there's no denying that. But does the immersiveness of games make them more apt to blur the line between fantasy and reality? Some people say so. At the very least, it is desensitizing, so there can't really be anything good about it. And yet, marathon sessions of Quake have not made the author of this essay into a raging mass murderer, or even any less squeamish at the sight of real violence. Perhaps one may become desensitized to artificial violence, but at the same time not to real world violence. Just how do games effect impressionable young children? Do they effect them at all? No studies seem to be decisive on this issue, but it would seem that upbringing plays a major role in how a video game effects a child's life. Other important factors are the kind of game that is being played, and how â€Å"wholesome†the motives and rewards for killing are. How a parent raises a child really determines everything about a child's young life, and much of what that child will grow to become. If the child can't determine fantasy from reality because they haven't been taught the difference, it doesn't matter whether there is a single video game on the face f the Earth. It is inevitable that some form of media will eventually have the same sort of effect on them that video games would. Rich Fleider of Rogue Entertainment puts it this way: â€Å"Video games are only an extension of human's innate desire to play. Without video games, that desire would only express itself in a different fashion in another medium. †There is no excuse and no remedy for poor parenting and it is wrong to use games or movies or anything else as a scapegoat. Mark Dochtermann of Ritual Entertainment believes that â€Å".. he only thing that can corrupt a young mind is an unhealthy environment in which to grow. Parents who blame their problematic children on Dungeon and Dragons and video games are just beating down the wrong door. †Paul Jaquays, a level designer for gaming industry superpower id Software had this to say about the types of video game violence: â€Å"Although I'm certain I'm doing my share of rationalizing here, I tend to categorize it into two distinct classes: A) Violence against the enemy: War in the name of self defense, necessary actions against violent criminals. B) Violence against the innocent: Acts of violence against non-aggressors, bystanders, children, or those committed as a part of a game which glorifies crime, etc. The former, in game terms, is acceptable to me. The latter is not. Some recent games such as Carmageddon, Postal, and Grand Theft Auto fall into the latter. †Most people find the irreverent treatment to innocent people in these games quite offensive, and for good reason. If any kind of video game violence is harmful â€Å"Type B†violence is definitely that kind of video game What is the worth of video games? â€Å"I just don't understand the point of those games,†many say. Well, that's a valid comment from someone who has never played a game. Anyone who had played a game for any decent amount of time would understand their appeal. They provide hours of entertainment, improve hand-eye coordination, act as a form of communication and help people learn helpful skills. On top of that, many people believe that games provide a positive way to purge anger and frustration. The entertainment value of some video games is tremendous. Just ask anyone who has played Threewave Capture the Flag for Quake, or spent sleepless nights feeding their chronic addiction to Civilization. Raven Software's Jon Zuk had this to say about video games as entertainment: â€Å"Some games are time-wasting entertainment, and that's not a bad thing. The people who complain loudest about games should probably sit down and play one. They might (GASP! ) actually enjoy it,†. Games are a good way for kids to develop good hand-eye coordination and good timing. Without killer reflexes and good aim, one will find some difficulty trying to conquer any action game. Killer reflexes and good aim not only serve to make you better at video games but can help in sports Video games are a good way for people to communicate and make friends. In the words of Dave Taylor, owner of Crack dot Com, â€Å"You can make friends. Ever played a net game and then told stories about how you managed to sneak the commando in unseen and blow up their power plant in C&C? Or retold the beautiful long-range kill you made with a rocket from high atop a ledge in Quake? You can also make friends by going out and drinking beer, smoking cigarettes and partying all night, which can lead to liver disease, lung cancer and depression. As stupid and worthless as some people make games sound, I think games are a more intellectual alternative than the standard way to make friends. †Games can also provide a lot of valuable skills that are transferrable to every day life. With the exclusion of learning how to circle strafe and rocket jump, games can teach you a variety of useful tidbits. Dave Taylor has this to say about the kind of things you can pick up by playing games: Adventure games can teach problem solving skills, useful for learning how to research and how to â€Å"get things done†. Strategy games can teach the value of resource management a skill valuable in all sorts of leadership positions. Action games can improve your reflexes, a skill valuable to the military and to athletics. †Games are a method of eliminating stress and anger in a productive and harmless way. Video games may actually be part of the solution rather than the problem. Richard P. Gray a. k. a Levelord says â€Å"†¦ I don't take any grand pride in enjoying the misfortune of others, even if â€Å"they†are â€Å"evil†, but I can not deny this passion is there and I think ignoring it may even be worse than riding it down abstract, non-damaging avenues. †There are many different types of games, and not all of them are violent in the slightest. Why then, do violent games make up the majority of games on store shelves? The reason is not necessarily that game companies are trying to capitalize on violence (Although sometimes that is the case), but that they are limited by design to create violent games. In the words of master game designer Warren Spector, â€Å"We're doing the best we can with the tools available to us in an infant medium. The fact is, it's insanely hard to mimic human behavior on a computer. Heck, it's almost impossible to make a character walk in a convincing manner. It's really hard to create a world simulation deep enough to allow players much freedom to choose how they're going to react to a situation – it's pretty much limited to kill that thing over there, or talk to it (And even talking is way hard†¦ ). On the other hand, it's really easy to put a monster on the screen, tell it to dodge around a bit and let the player kill it†¦ †â€Å"†¦ I guarantee you will see games where the layer can do more than kill things – we're getting closer every day. †In conclusion, the research done in this project suggests that games are slightly more (To paraphrase the old Transformers cartoon) than what meets the eye. Like Shakespeare was persecuted for his works and like movies and television took their share of heat, video games are simply the newest thing to have all of society's ills piled on top of them. In the future, things will change.
Wednesday, October 9, 2019
Critical Response Comparative Analysis Assignment. (Risk taking, which Essay
Critical Response Comparative Analysis Assignment. (Risk taking, which is the name of the chapter that has the 2 articles) - Essay Example Heroes and heroines are an important people in the whole of human race despite the action a hero does or a heroin does. Heroism has a profound belief in the value of human beings and the dignity of all human race regardless of whether one is a victim or not. This paper will outline and describe various critical analyses on how profound heroism has evidently evolved in the feminism characters and comparisons to that of masculine characters. Miriam Polster, author of the article Eve’s Daughter states that moving beyond stereotypic class of heroes makes s conclude that ordinary men and women are heroes. Heroes in everyday may not receive an accorded acclaim. However, private heroism becomes precise because people see their heroes every day; their heroes are so near as family, co-workers, and neighbors. Heroes have a profound respect for human life, a sense of personal effectiveness, mental courage, and original perspective about the world. People measure heroism in terms of publi city. They think that a hero is that big figure hat is seen every day, affects greatly in to the society, and largely distinguished from others. The fact is, heroism is characterized with basic traits that do not create hierarchy heroic actions but rather appreciation of ordinary guise and heroic elements. Ted Tollefson, author of article, Is a hero really nothing but a Sandwich?, describes many heroic figures like Warren Spahn, Elvis, Kennedy Carl Jung, Ben Hogan among others who have reflected back to Ted and what he intended to become. He wished to have good moves, become an electrifying orator as well as sex symbol. Ted shows how many of the generations have weaknesses for hero-worshipping as try to shed skins of their heroes like serpents. The people reach a point at which they start questioning about their heroes and why they need them. Ted explains that a number of people with heroic figure have common character traits despite the immense cultural differences. However, the re ason as to why they remain heroes is that activity they did of which, everyone else talks about. Ted explains how heroes live a life worth imitation that comes in with a number of benefits of zest and meaningful life (Tollefson, 1993). In the context of Eve’s daughter, you find that women have moved beyond a stereotype class of heroes where many of the women and men who are stated as heroes receive similar acclaims heroism and are accorded classic values of heroism, which are precisely equal to each other. Everyday heroes rise as different and difficult challenges arise too. The manner of tackling difficulties is different from one hero to another. In the context of People who make changes, heroism is a mere common place setting in response to challenges that affect more women that are vulnerable. In this context, inventory of heroism contain heroic characters, which are common to a bigger a number or all of the figures in the heroism state. Most of the heroes respect the hum an dignity and hold one accord for life. Heroism tries to solve challenges without hurting the victimized people. In this manner, the people a hero fights for appreciate him or her for standing in the place of the victims. When the challenge is drawn to the end, celebrations are held. The most enjoys the most is the hero himself for the privileges he gets from the people he or she helped (Polster, 2001). The mental courage in heroes permits them to be aware and accept the way people are in regard to their self-reliance and contribution of
Tuesday, October 8, 2019
New extraction technologies RAKAN Essay Example | Topics and Well Written Essays - 250 words
New extraction technologies RAKAN - Essay Example The US has a guarded natural gas and oil pipeline which is obtained through Afghanistan from Central Asia. It is believed that the war in Afghanistan is a key prospect for the realization of this pipeline. Moreover, of the total energy used in the U.S, the residential and commercial buildings consume up to 41%. While of the total electricity energy usage they account for 72%. The energy codes adopted now could have a cumulative potential of saving energy for post 2013- 2014 at around 42.6 quads. Also established is DSIRE which is a program that provides incentives as well as policies which support renewable energy and efficiency in energy consumption (Blass, Vered, et al. 34). Various options exist that would enable growth of healthy economy with a clean environment. They may include: formulating policy approaches as well as programs that provide incentives for energy efficient technologies and renewable energy options; efficient utilization of renewable energy to avoid over use and reduce their scarcity; adopt production methods that ensure maximum utilization of products through out there life cycle through a life cycle assessment; reduce waste generation; adopt recycling and reuse to minimize waste; adopt green economy (Yi
Monday, October 7, 2019
Produced Water Treatment Term Paper Example | Topics and Well Written Essays - 1750 words
Produced Water Treatment - Term Paper Example This water must be treated prior to discharge or re-injection. Produced water has a complex composition, but its constituents can be widely grouped into inorganic and organic compounds, including dissolved and dispersed oils, grease, heavy metals, and radionuclide’s, treating chemicals, formation solids, salts, dissolved gases, scale products, waxes, and microorganisms and dissolved oxygen. More than 40% of the 250 million barrels of water produced in a daily basis from both gas and oil are emancipated into the environment. This clearly shows its effects in the environment and globally making it to be considered instead of clearing it as waste. Environmental concerns have driven research into the treatment of produced water. Current conventional treatment technologies are targeted at removal of heavy metals, oil and grease, and desalination, which often lead to the generation of large volumes of secondary waste. Produced water treatment also represents challenges for major oil-producing projects, especially in India, where special treatment requirements to meet the discharge norms for disposal or injection into spent oil wells have not yet been met. This affects the environment to which it can be reversed by being treated and become useful to the people. From recent researches, The USA and China have been quoted the leading disposers of produced water worldwide as seen in the previous years. This is a result of increased demand in oil and petroleum products worldwide in many non-oil producing countries. In 1995 the American Petroleum Institute, (API), made its recommendation on the Best Available Technology for Produced Water Management on Offshore Gas and Oil Installations. The following were identified by the report as the water toxicity contributing factors. The discharge of untreated water into fresh water bodies such as streams presents a toxic level that is highly lethal to aquatic life. In addition,
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