A Different Kind of Leadership

When The Economist magazine recently asked 180 leaders what the major influence on future organizations would be, two-thirds of them said it would be teams and groups. Clearly, the John Wayne model of leadership won't work. What is needed today is a different kind of leadership. People who think they can do it by themselves are somewhat deluded. Despite these kinds of statements the cult figure of the Chief Executive Officer still exists. They are enshrined, and probably celebrated too much. This is partly an American phenomenon. However throughout Europe there are beginning to be reactions against these icons for companies and these are ominous signs for the future of figureheads. Groups, teams, communities, partnerships, stakeholders, colleagues, collaborators signal the end of the â€Å"Great Man,† the death of the John Wayne myth. As the business world becomes more complex and interdependent, executives cannot afford to lead in isolation. Instead, they must tap into the collective knowledge and expertise of their colleagues by creating real teamwork at top levels of the organization. They need to build truly effective leadership teams. Successful management in today's society are forever trying to seek out the most competent individuals to employ in specific roles within a business environment. The criteria on which an individual is selected are widely recognised as the common attributes of a leader. These qualities would include; intelligence, forcefulness, sensitivity, patience, decisiveness, the person would be reflective and dynamic, a good communicator as well as being a good listener. The list of desirable traits continues to describe the perfect leader-manager who would be effective and most probably flawless. In reality this person could not exist, simply because many of the characteristics seem to conflict with one another. It is unlikely that someone could be both forceful and particularly sensitive. The inability of a single individual to possess all the skills that are sought after, presents the opportunity for the development of a team that certainly could. Teams also have the advantage that if a single member of a team is unavailable, then the productivity of the team may not be impacted significantly, whereas if a single person had full responsibility for a task and then was taken ill for example, any progress due to be made on the task would be halted. Another problem with focussing on training individuals to a high level and therefore becoming somewhat reliant on that person is that, if that person decided to leave to take a position with a competitor or to take early retirement to spend time with their spouse then the business is left trying to adjust for the loss. By focussing on teams the business is somewhat less exposed to these potential problems. However the development of teams to provide protection against competitors ‘poaching' personnel, has become less effective, especially in the service industries. An example of this kind of activity occurring was seen in November 1999 when a team of Merrill Lynch & Co. telecom analysts defected to Credit Suisse First Boston (CSFB). This forced Merrill to reshuffle its depleted research effort just as the firm's telecom bankers were positioning to land the mandate on what could be the biggest initial public offering in history. The highly regarded telecom analysts Dan Reingold and Mark Kastan left Merrill for CSFB on 22nd November, taking with them a group of five other analysts – almost Merrill's entire U. S. telecom research team. With such an emphasis on the formulation of effective self-managed teams, the question of whether leadership is actually required arises. It has been suggested that to organize genius and to have a great group, the fine art of herding cats must learnt. This analogy is used to demonstrate the difficult skill of persuading members within a team to carry out tasks they may not particularly want to, and feel good about doing it. This ‘soft skill† is very important if a group is to have a member in a leading capacity. Some leaders have managed to succeed without having great people skills. Examples include Steve Jobs at Macintosh Computers, Walt Disney, Kelly Johnson at Lockheed's Skunk Works, and John Andrew Rice at Black Mountain College. In fact they have been described as having herded their cats with whips; and yet still produced phenomenal results. Leaders typically provide direction and meaning that resonate in the heart, soul and mind. But many leaders of great groups are abrasive, if not downright arrogant. Another analogy used to describe these people is that they are all alchemists. They are creating something out of nothing. They are creating something magical. They are creating an object of enchantment. An explanation given for why these team leaders were obnoxious at times was that when believing that they were involved in a group that would change the world, they could be afforded the opportunity of being a â€Å"son-of-a-bitch† for a time. If a group can be created that thinks they can â€Å"make a dent in the universe,† as Steve Jobs told the team that created the Macintosh computer, one's personal foibles, losing one's temper, one's style become less important. If the team feels transported, and part of the excitement, the thrill and the electrifying feeling of doing something that nobody has ever done before, arrogance on behalf of the leader can be excused. Undoubtedly this aggressive style of team leadership producing outstanding results is the exception to most group situations. The charismatic nature of the people involved probably had more to do with the eventual result rather than the manner in which they lead. Charisma is intangible, difficult to assess, and cannot be taught, yet can override all learnt skills of good team leading. However there have been studies that suggest that the personality of the leader may adversely affect the team†s performance. Mary Fontaine, head of the Hay/McBer's competency practice, a U. S. management consulting group, carried out a study that found that team leaders with a variety of managerial styles-authoritative, affiliative, democratic and coaching can be successful as long as they encourage dialogues. However team leaders with a coercive managerial style were found to be far less successful at promoting dialogues. In contrast to the success of the individuals and their organisations mentioned earlier it was found that it wasn't the best and the brightest who excelled. â€Å"Sucking the oxygen out of the room with excessive charisma or with an intimidating intellect and self-confidence was often detrimental to team efforts,† Fontaine says. â€Å"The truly outstanding leaders frequently were those whose contributions were less visible, who worked behind the scenes to create structures and arrange for organizational supports that made it easier for their teams to excel. There seems to be a threshold level of team skills required to be a competent leader, and above this level charisma can either make an average leader-manager into someone special or more likely hinder the groups performance. The ideal that leaders are not born, but make themselves supports this theory. A person may develop to be charismatic, however in order to grow as a leader they must learn the necessary people or ‘soft† skills. These are the hardest skills to learn. They are the things that will make the biggest difference in organizations. Bob Haas, CEO of Levi Strauss, has said the hard skills are not getting the pants out the door. The hard skills are creating the work force that will be motivated to be productive. So, the soft skills are the hardest skills. It seems that there is still a place for leaders within teams, but not in the traditional sense. Leaders are purveyors of hope who suspend disbelief in their groups. They represent the group†s needs and aspirations. They don't know that a task cannot be achieved. Most individuals are hungry spirits, and any leader who can dangle a dream before them usually gets their attention and the collective talents within a team make that dream a reality. Today the one thing that the majority of professional people want is to be inspired. For many years the qualities of individuals have been studied, and the successful characteristics copied. However the successful features of a management team are less well understood. A team has proved more difficult to study than a single person. However there has been recognition of some of the main elements of what makes one team more successful than another. A number of studies have been carried out to try to depict the foundations of teamwork and the complimentary relationships between members. The format of the team and the relationships within seem indicative to whether the team is successful. It is not necessarily the ability of individuals within the team. Given a free choice of members and the need to form a high-powered management team to solve complex problems, it would seem sensible to select members who have sharp analytical minds. This would suggest creating a team composed entirely of intellectually clever people. These types of people would be equipped for coping with major projects and big decisions. Creating a ‘Think-Tank' would initially appear to be the best solution for high profile managerial teams. However, studies carried out by Belbin concluded that the grouping of highly intellectual and similarly analytically minded people within a team in general does not produce the expected high performance. Belbin championed the result as â€Å"Apollo Syndrome†, named after the team consisting of the intellectually clever people that carried out the executive management exercises he designed. The analysis of these highly intellectual ‘Apollo' teams illustrated some of the flaws within the group interaction. A large proportion of each individual's time was engaged in trying to persuade the other members of the team to adopt their own particular, well stated, point of view. No one seemed to convert another or be converted themselves. This was largely due to the ability to spot weak points in each other's argument. There was, not surprisingly, no coherence in the decisions that the team reached – or was forced to reach. Subsequent to the eventual failure of the team, finishing last in the exercise, the aftermath was marked by mutual recrimination. If having a team consisting of homogeneous people with respect to members' demographics, cognitions and high intellect does not create a successful group, then the obvious alternative would be to create groups of heterogeneous individuals. Scholars have carried out studies to investigate the various types of diversity within a group. Diversity differentiates individuals by the degree to which they are directly related to the task at hand. Job relatedness is one form of diversity and is an important property because it determines whether a particular type of diversity constitutes an increase in a group's total pool of task-related skills, information, and perspectives. The magnitude of this pool, in turn, represents a potential for more comprehensive or creative decision making. This concept has been studied by Milliken and Martins. The idea of having a diverse team to provide a wide spectrum of views has been used as a starting point to formulate teams. However, teams do not just happen when people get together. At the start, a team is just a collection of individuals. And, like most collections, it is only as strong as its weakest member. The optimum number of individuals within a team is a major issue for discussion when creating a team. This figure would to some extent depend on the amount of work that needs to be performed. In general the larger the group, the greater the unseen pressures that make for conformity. These pressures may impinge upon an individual to the extent that in mass meetings, congregations and assemblies they feel anonymous. Behaviour within the group is further complicated by group structure. The stronger the structure, the less tolerance there is for dissenters or for any form of deviant expression. Where groups are unstructured, for example large numbers of people meeting for a purpose but without any imposed constraints, studies have shown that rather than the individual recovering a sense of mature individuality, they are likely to revel in the anonymity which size offers. Investigations have discovered that large gatherings of people has the effect of either their constituents becoming excessively passive or, if full self-expression is permitted, inclined to irresponsible behaviour, aggressive verbal declarations, or even acts of destruction. In a team building situation this type of behaviour would clearly not promote the synergy and effectiveness that is sought after.

Aviation Flight School

The research focused on the ways in which flight schools can provide a specialized training format that satisfies goals for both professional and recreational pilots. These are unique ways in which, flight schools can achieve flight instruction for students by providing a strong training format that meets the individuals needs. Offering practical and theoretical skills to the students, and ensuring professional instructors. Also the use of modern facilities and equipment for teaching students; with a strong emphasis for FAA standards during all phases of instruction. These are some ideas flight schools should adopt in order to meet needs and demands of their students. Introduction The purpose of the research was to find how flight schools provide unique flight training solutions to meet needs of their students. The research identifies principles that flight schools practice as a school that takes a pilot from never having piloted an aircraft to, â€Å"helping them know when to use their landing lights, transponder, and trim tabs. (Above View FBO [AV], 2008) Learning to fly is one of the dreams of many people; and there are many reasons to learn to fly and most local flight schools can facilitate student’s needs on just about any schedule and desired rating or certification. (G&B Aircraft Management [G&B], 2008) Some may want to learn to fly for recreational purposes while others may learn to fly for a career. Whether as a career, or for recreational purposes in flight operations is one of the more unique areas of flight training in aviation. Students at flight schools can be trained to become commercial pilots or recreational pilots. For the commercial pilot the world of aviation is very much exciting, dynamic and can be very demanding. In order for one to become a professional aviator whom the world can rely and depend on in the future, one has to undergo thorough flight training. Simply attending a flight school is never enough, though it is a basic requirement, one needs to be thoroughly trained before he is given certification. Schofields flying club [Schofields], 2008) For Private pilots aviation is taken as a recreation that provides the student with a sense of freedom, fun, and accomplishment that stays with that person forever. Private pilots also begin with the same detailed training that commercial pilots need. (Schofields, 2008) For both types of students the training environment for flight should be conducive and all tools needed for training should be available in order to ensure a clear understanding. (Scho fields, 2008) Theoretical and Practical Skills The main objective of flight training is to impart airmanship skills on the students, putting in mind the principles of flight, and the ability to safely operate and navigate an aircraft with precision. Training on flight courses covers two areas that are the on-ground theory lessons and the practical training in the air. Students in flight schools are acquitted with a wide scope of knowledge on the areas that are related to flights. (Schofields, 2008) Students learn basic principles of flight, meteorology, flight rules and regulations. Also flight school students are trained in navigation, radio communications, and the aircraft itself. The use of sophisticated instruments, systems, and other equipment ensure that the students have a wide-ranging knowledge on several different areas of operation that relate to aviation. When a student is fully trained, and correctly demonstrates proficiency in these areas, he or she is awarded a certificate to show that they are professionally acquitted with the necessary knowledge and skills for flight. (Schofields, 2008) Availability of Facilities Aviation schools should have FAA flight facilities and equipments at the location of operation. This gives the student an added advantage in that they can access the facilities as they need, and also gives them an opportunity to attend ground lessons, which is a major part of the study. Flight schools tend to use less commercialized airports for training flights this gives students training without the crowded airspace. (Flight Training, 2004) Strong Training Format In order for students to be fully prepared to take off on flights they are subjected to a specialized and strong training format that is followed by the school. Aviation flight schools when training students should train them using modern equipment, and facilities. This will give students the opportunity to learn what is currently used in the field of aviation. When the training is based on new and modern technology the students are in a better position since they can fit in the field. (Flight Training, 2004) Most of the Aviation schools have developed a structured curriculum, which is used to demonstrate various airplane systems which include a complete set of working flight instructions to enhance learning opportunities. They use multimedia services and the Internet to gain more information on the new developments in the field. A proven training system ensures that students are fully trained before they are given certificates to practice flight as a career or for recreational purposes. (Flight Training, 2004) There are many curriculums for a flight school to adopt, in fact some flight schools may have more than one to cater to the needs of their students; such as structured accelerated programs, or a self paced pay as you go open schedule program. (K.  Hansen, personal communication, April 7, 2008) The idea behind a strong training format that a flight school adopts, or develops, is for retention. Not just of students for the flight school, but primarily the student’s knowledge. (J. Gifford, personal communication, April 7, 2008) Emphasis on FAA Standards â€Å"The flight school falls under a variety of Federal Aviation Regulations†¦FAR Part 91 is the basic set of regulations for general flight operations. In addition to that, flight training can be conducted under FAR Part 61, the regulation for flight training or under a combination of FAR Part 61 and 141. (Vincent, 2008) Flight schools are divided into FAA-approved (part 141) and non-approved (part 61) they are usually divided based on the regulations under which they operate. FAA-approved schools â€Å"voluntarily submit their procedures and training to a higher standard of curriculum use, regulation and paperwork in exchange for lower hour requirements prior to a student receiving a flight certificate or rating. † (Vincent, 2008) Also they are periodically audited, this is done to ensure that they follow the laid down training format. Have detailed FAA certified course outlines, the course outlines are detailed and certified to ensure that what is covered in one aviation institution is covered in all other schools. It must meet trainee pilot performance rates to maintain certification. While non-approved (part 61) schools do not have similar requirements, they cater for students who need more flexibility with lesson content and scheduling. (Flight Training, 2004) FAA standards are emphasized in every aspect of learning including equipment maintenance and flight training. This is usually achieved through taking of FAA tests in the classroom at the conclusion of each course, the FAA certified CATS testing program certifies the tests. (Flight Training, 2004) Emphases are put mostly on the fundamentals, and safety of the flights this is usually achieved through ground school courses, which are continually offered to the students. They are used to ensure that they have a complete understanding of the fundamentals. The student pilots are provided with aeronautical decision-making and flight maneuvering skills in order to remain safe under all circumstances. Modernized Facilities and Equipment Today there is a demand by students for the use of newer model glass panel equipped aircraft. Some of the instruments that these aircraft include are uplink NEXRAD weather images, traffic and terrain collision alert systems, autopilots and leather interiors. These are tools that can help students when they are carrying out their practical lessons. (Miller, 2008) However cost is also a concern, newer aircraft cost more to purchase and operate compared to older models. Many flight schools often have a variety of aircraft types to â€Å"offer several options for training and rental purposes. (AV, 2008) However if the student’s needs, and or budget do not allow them to always fly the latest and greatest airplane out there, it is essential for them to know that the aircraft they do fly are safe and properly maintained. Students want to be assured that â€Å"the safety of [their] aircraft is [their] number one priority. † (AV, 2008) Continued Trainings for Licensed Pilots Aviation schools also offer trainings for pilots who wish to advance in their field, receive additional endorsements or ratings, or simply stay current. The hours of operation also run from early morning to late evening, weekdays and weekend training times, which enable even the busiest professional to fit flight training into his schedule. This helps the pilots to gain more knowledge, and continue to keep aviation in their schedules. (Miller, 2008) For many flight schools the idea is not only to teach new students how to fly but to continue to cater to all their students, or customers, needs past, present, and future; to become their one stop shop for aviation. (G&B) Professional Instructors When performing aircraft operations as a student pilot the teaching is done one on one, and students want to know that their flight school has professional instructors who are fully trained and have all the required qualifications for the training that they provide. (K. Hansen, personal communication, April 7, 2008) These instructors are former students themselves that have experience, have demonstrated exceptional skill, and received additional training. Accomplished flight instructors are also personally committed to educating the students one on one and helping them to learn. Flight Instructors are â€Å"pilots who know their way around the cockpit as well as the classroom. † (AV, 2008) Conducive Environment Although parts of the students training involves ground school, and sometimes simulations, the majority of flight training is conducted in the actual real world environment. Because of the uniqueness of this kind of environment it should be a goal of the flight school to make this environment as conducive as possible for learning. Having facilities that the student can access that has similarities to a school and not a rental agency will also help â€Å"provide a personal, comprehensive environment for learning. (AV, 2008) Students should be treated and recognized as an individual, a student, and then a paying customer, not simply as cash flow; by a school that can take â€Å"pride in being able to cater to [students] needs. † (AV, 2008) This motivates the students, fosters learning, and generally establishes long-term relationships with the flight school for the student pilots aviation needs. The students should be equipped with Radio communication skills; this is because radio communications lie at the base of procedural flying. Proficiency in radio communication is fundamental to becoming a skilled procedural pilot. In air communications is an essential tool for all pilots. A student pilot should spend time, and effort to acquire an accurate radio technique. Good radio communication skills are of great value to the student at all aspects, and stages of his flying. Radio communications are designed to satisfy both the formal theoretical needs and the practical needs of all students’ professional and private pilots.

Theories of Goal-Oriented Communication Essay Example | Topics and Well Written Essays - 750 words

Theories of Goal-Oriented Communication - Essay Example Talented, the movie portrays John as not socially awkward, able to maintain friendships, and a healthy dating life. In this way, the viewer sees John as what many would consider being the very picture of a hopeful and bright future; he has friends, is incredibly smart, and the future itself is bright and open to whatever task he may set his mind to. Yet, as one who has watched the movie and analyzed its contents, the viewer can readily see that the filmmaker is merely relating the beginning of a story of which this first part of John’s life will not be the key determinant. Yet, beyond the story of mental disability that he suffers, the movie also represents an undercurrent of struggle that the protagonist has with accepting and understanding the reality around him. In this way, the following analysis will examine three theories of interpersonal communication and apply and relate them to the film in question. The first theory which will be discussed in relation to the film is k nown as relational patterns of interaction theory. Within this theory, it is understood that communication is oftentimes best understood and exhibited based on certain key determinants; such as the relationship or pattern that exists between the individuals involved in the communication. In this way, the manner in which John interacts with his wife and his family is oftentimes shown to be far more helpful than the manner in which he interacts with unknown individuals within the workplace (Goldreich 65). Similarly, a secondary theory that applies to the given case is with regards to symmetrical relationships. Due to the fact that John suffers from an acute case of schizophrenia, the viewer is led to assume that he will be unable to function in the world any longer.

To critique a research article from a professional journal Essay

To critique a research article from a professional journal - Essay Example is historical, perhaps in memory of the role of hygiene in preventing the spread of infectious diseases based on the experiences of Snow and Chadwick in 19th century London (Course Notes). The second may well be described as a curious interest on a topic so basic but commonly neglected – even in a country like Switzerland that is known for being fastidious about cleanliness – as to be ironic. These made the article an entertaining and educational read and increased the author’s appreciation of evidence-based practice, or EBP, in the medical field. As defined by Sackett, et al. (1996), EBP is â€Å"the conscientious, explicit and judicious use of current best evidence in making decisions about the care of individual patients.† When medical practitioners and health care professionals learn to combine in a balanced way what they learn from clinical experience and research findings, they are able to improve the knowledge of their profession so as to practice it in the best way possible for their patient’s benefit. Learning to critique a research paper is an important part of this process of improvement because it trains the practitioner to discern which of the prodigious amounts of information or evidence are useful and, at the same time, helpful for the patient. We first look at the question, the answer to which is the rationale for the research study. We then proceed to critique the different parts of the paper and end with a set of recommendations. Most social research begins with a general problem that needs to be narrowed down to a specific research question that can be addressed in a single study. Any reader of a paper that clearly attempts to answer the basic question: â€Å"why do physicians fail to practice good hand hygiene? (Pittet et al. 2004, 2)† will initially register a degree of shock and ask, â€Å"What? Doctors do not wash their hands?† The article’s background reveals that a specific problem was identified – less than half of the

Law of Business Associations Coursework Example | Topics and Well Written Essays - 2750 words

Law of Business Associations - Coursework Example This research will begin with the statement that the question concerning the scope, form, and content of directors' duties is a long-standing problem in company law and corporate governance. The issue has proved to be one of the most challenging to solve. For a long time, the duties of directors have been derived from the common law, equitable principles, and legal provisions, mainly the company’s act 1985. According to Foster, some scholars believe that directors play a small role in smooth running of a company. Instead, the board is responsible for their company’s success. However, this is wrong in that both the boards and the directors them self plays a significant role in company’s success. Failure for any of them to perform as expected can lead to collapse of an organization. Although company law has been in existence for a very long time, the Companies Act 2006 received Royal Consent on year 2006. This review of company law was the biggest review of United Kingdom Company raw for a period of 40 years. The review project included a three year detailed investigation by government appointed party, a detailed research on the specific issue by the law commission of England, Wales, and Scotland, and an extensive public consultation on a number of technical issues. The act contained 1,300 sections and 16 schedules. The government will issue more material as regulations made under the act. The Act introduced a new legal right for shareholders to charge their directors in the company’s name.... The act has enabled company auditor to negotiate liability limitation with their customer among many other. In the need to modernize united kingdom company‘s law, two key issues were considered. First, should the law expect from the company any wider social responsibility, or should they be left alone to peruse the objective of making maximum profit for its shareholders. Secondly, should any legislation be more specific about the duties of companies’ directors. The changes made between this two areas, now form the basis for how the company and the outside world expects the director to operate and account for their action. Since the act center around the duties of directors to their companies, it therefore becomes very important to have a clear understanding of who is a director. A company’s director is the person to whom the laws look upon; to run the affairs of a company on behalf of its owners (Martin S.2005). A company is required to have at least one director. Conversely, a public company must have a minimum of two. This is because companies- artificial legal persons- cannot act for themselves- they need to act through other persons. This also applies to private companies that have one or two shareholders. The company must still give at least one director even where an individual is both a shareholder and a director. In such circumstances, the law will still see a technical distinction between the interest of the shareholders company owners and the company directors as the ultimate decision makers on behalf of the company. According to the act, all limited company should have a director. Bearing in mind that a company’s director is one who regularly makes most of the decisions relating to the company, it

Pneumatic Linear Actuators Assignment Example | Topics and Well Written Essays - 1500 words

Pneumatic Linear Actuators - Assignment Example This pneumatic linear actuator particularly works by moving the barrel forward against the mold and back away from the mold in successive sessions. The linear force applied on the injection piston forces the molten plastic polymer to flow into the sprue hole of the mold where molten thermosetting polymer assumes the shape of the contours of the mold (Malloy, 2004, 41). For example, during the mechanical activity of the machine, the piston in the hollow cylinder is pushed by air causing it to produce energy in the form of motion. Â  This is the last pneumatic linear actuator used that operates by opening and closing the mold. The mold cavity then determines the shape of the polymer before the final product is pushed by the linear actuator into the final stage involving the cooling of the product. For example, while the cooling of the already molded product is in progress, Mould Clamp Linear Actuator is used to hold and clamp the plates of the mold together until the final product cools and hardens into the desired shape. In this regard, the clamping procedure is primarily used to determine the finished product’s final shape. Â  There are a number of inputs and outputs required for a control system that will ensure that to ensure that the injector is always back to its original position.

Beethoven Interpretations Essay Example | Topics and Well Written Essays - 750 words

Beethoven Interpretations - Essay Example Originally a dedication to Napoleon Bonaparte Eroica was changed once Napoleon declared himself Emperor. I chose Eroica for the symbolism, beliefs and ideas that are represented with the symphony. Eroica has become one of the most analyzed musical pieces in history, filled with concepts such as heroism, death, apotheosis and revolution (Beethoven’s†¦). Because the Eroica was longer than most pieces it was generally performed towards the start of most concerts and was also known as Symphony No. 3 in E Flat. The Eroica consists of four movements with the first movement being the ‘Allegro con brio,’ the key is E Flat major in Sonata form (The Symphony†¦). Though Eroica has been performed by many composers and symphony’s Anton Rubinstein recorded and released his performance or Eroica of June in 1994. He included four movements as well, and in listening to the first movement it is easily evident that Rubinstein employed a slower tempo. It is easy to distinguish among the instruments in the orchestra and when the tempo begins to build there is a feeling of expectation and excitement as the listener waits to find out what other musical delight will be provided. Rubinstein’s Eroica is almost whimsical and would fit well in a children’s dramatic scene as soundtrack accompaniment (Featured†¦). I almost prefer the tempo used in the Rubinstein piece as it produces a much more calming and tranquil effect. The instrument that most stand out is the strings and of course the piano, though it is blended well with the other instruments in the arrangement. It is also possible in one of the calm periods to hear what may be a flute or some other delicate instrument that would otherwise be overpowered during the rest of the arrangement. The Budapest Philharmonic Orchestra also recorded the Eroica in June of 2007. Budapest Orchestra recorded each movement of Eroica in E Flat major. Movement one, Allegro Con Brio, sounds quite a bit

Estimate the Market Size Case Study Example | Topics and Well Written Essays - 750 words

Estimate the Market Size - Case Study Example Noarlunga centre is an attractive place due to the reason that it covers the residential, commercial and parkland region. Moreover, the recent growth and development is another feature that makes it an eye-catching place (City of Onkaparinga, 2011). Stage lives including the living theatre, concert and visual arts are one of the product types available at Hopgood Theatre. According to the statistics, it has come to conclusion that adults that age 15 years and above living in South Australia are the main stakeholders that have an interest in arts and theatre. In addition, approximately 38 percent of the people that makes up more than 2.5 million visitors attend cultural venues and events on yearly basis. Moreover, the people are also keen to come under involvement in cultural activities, which depicts the figure of over 225,000 people. Slightly over 25 percent of the children between 5 to 14 years are also involved in cultural activities (Australian Government, 2011). ... A higher proportion that is approximately 99 percent of juvenile of the age group of 15 to 17 years in SA attended cultural venues and events, compared to the other age groups surveyed (ABS, 2007). According to the statistics, the rate of market is increasing due to the reason that the average income as compared to the previous years has seen an inclination in the trend. In addition, the primary cause for the increase in income was the increasing demand of the labor and employment rate also increased with the launching of projects. Moreover, the importance and emphasis on education has also experienced a raise and enhancement over the years as the increased number of visitors on the website proves this fact. While looking at the other end of the continuum, the average spending time of people on the culture and recreation or the leisure activities has come across a declination towards the trend over the past few years. This downfall has added to the reason of the decreasing market. Ye ar Product (Cultural Arts) Sales in Million (Approximate value) Revenues in Million Which month is more likely to have customers 2010 Living Stage 840 2750 April to June 2011 Living Stage 800 3150 April to June 2012 Living Stage 760 3550 April to June A notice in the trend has come under observation that the period from April to June is the peak season in which people are likely to involve themselves in the cultural activities and events (ABS, 2007). References City of Onkaparinga. 2011. Noarlunga Centre - Noarlunga Downs. Retrieved on September, 07, 2011: http://profile.id.com.au/Default.aspx?id=119&pg=101&gid=250&type=enum ABS. 2007. South Australian Cultural Statistics. National Centre for Culture and

Purpose and Mission Dissertation Example | Topics and Well Written Essays - 5000 words

Purpose and Mission - Dissertation Example The mission of the proposal is to gain an in-depth understanding and visibility of the marketing concepts. The mission is accomplished and is reflected in the documentation of the report. It does it through three main parts: the first part of the paper includes the product, its equipments and its features evaluate the target group sufficient for this business. The external factors influencing the success of the travel agency. The ways of segmentations, such as demographics, geographic, psychographics and behaviors were applied in order to define the target group. The second part designs a market research study and establishes possible demand and consumer needs for the proposed travel agency. This includes the type of data to be collected, the target population, sample size and method of data collection (quantitative, qualitative). The third part evaluates how the demand patterns for promotional mix(advertising, direct sales promotion) the scheduling and the budget involved in opening the venture and also recommendations were given how those variations can be managed effectively. Finally the report makes short conclusion, by highlighting the scope and limitations of a travel agency in such a place.

Transgender Response Essay Example for Free

Transgender Response Essay Watching these videos, I feel very sorry for Jazz. It must be very hard especially around age eleven when boys start coming into your life and you want to date. I would never guess that she is a boy, she looks nothing like one and she acts nothing like a boy. That has to be a lot of stress on Jazz and her family. Her family wants her to be happy and love herself and Jazz seems to be dealing with it well. It makes sense that Jazz is obsessed with mermaids, because mermaids have tails and not boy or girl genitals. Jazz is very strong! She has told her friends her situation and is not ashamed of it. I do not know why other kids would want to kill Jazz for being transgender, what does it make a difference for them. Jazz’s parents deal with the situation so great; it is unbelievable how strong Jazz is even though she is half boy half girl and that could cause a lot of psychological problems within her. It seems to me it does not bother her at all, and she does not need help overcoming the fact that she looks and acts like a girl, but has boy genitals. I would assume that many people with this gender identity problem could be depressed and feel like they are a reject and do not belong in the world. In my high school there was a girl who was very short and very overweight who looked like a boy but was a girl. She was not in my grade so I never spoke to her, but in the halls she was always very mean. She had a gender identity problem we found out and I guess that was why she was such an angry person. She was mad at the world because everyone around her was normal while she had a problem going on inside of her. I completely understand why she was like that, yet other kids I do not think did and made fun of her. Her being so mean though, made kids mean back. I never understood why people who were loners in school always were so mean when you tried to talk to them and make them feel welcomed. I guess they thought we were talking to them out of sympathy but still, they should not be mean for no reason. Jazz will soon have to make a decision whether she wants to keep her male genitals or change them to women genitals. I would assume she is going to get women genitals since she did turn into a girl with the hormones and mental part of it already. She is a beautiful little girl who will have no problems finding a boyfriend when the time comes. It is very surprising that even at age eleven, she tells the boys she talks to that she is transgender! I feel like if I had this happen to me, I would not be that upfront about it and would only tell the boy when I thought things were getting serious enough to have to tell them. It is very sad that people make fun of her about the YouTube video she posted. There is no reason for kids to dislike her because she is transgender. She still has the same heart and soul and same qualities. If I was the parent, I would be torn that my child has to go through all of this but you must stay strong for your child. That is what Jazz’s parents are doing. They are staying positive and have no doubts that everything will work out great for Jazz in her future. I envy Jazz’s strength and hope for the future because just watching the short videos showed me how good I have it!

The Rise Of The Nazis History Essay

The Rise Of The Nazis History Essay Adolf Hitler was born an Austrian citizen and Roman Catholic at 6:30 PM on April 20 1889 at an inn called the Gasthof Zum Pommer in the town of Braunau-am-inn. Adolfs father- Alois Hitler- constantly reinforced correct behaviour with, sometimes very violent, punishment. After Adolfs elder brother- Alois- fled from home at the age of 14, Adolf became his fathers chief target of rage. At the same time, Adolfs mother- Klara Pà ¶lzl- showered her son with love and affection, as any mother would. When Adolf was three years of age, the Hitler family moved to Passau, along the Inn River on the German side of the border. The family moved once again in 1895 to the farming community of Hafield. Following another family move, Adolf lived for six months across from a large Benedictine monastery. As a youngster, the young boys dream was to enter the priesthood. However, by 1900, his artistic talents surfaced. Adolf was educated at the local village and monastery schools and, at age 11, Hitler was doing well enough to be eligible for either the university preparatory gymnasium or the technical/scientific Realschule (secondary school). Alois Hitler enrolled his son in the latter, hoping that he might become a civil servant. This was not to be. Adolf would later claim that he wanted to be an artist and he deliberately failed his examinations to spite his father. In 1903, Alois Hitler died from a pleural hemorrhage, leaving his family with enough money to live comfortably without needing to work. In 1905, Adolf left school for good. The following year he visited Vienna where he tried and failed to enter the School of Fine Arts, and the School of Architecture would not accept him without academic qualification. In 1907, Klara Pà ¶lzl developed terminal breast cancer. After an operation and many expensive and painful treatments with a dangerous drug, she died on December 21, 1907. Traumatized by the loss of his mother, Adolf moved to Vienna and, once again, failed to enter the School of Fine Arts. He stayed in Vienna, living in hostels and earning money by drawing posters for shops and postcard views of the city for passers-by. Adolf Hitler neither drank nor smoked. Being rather shy and awkward- with both men and women- he had few friends. Hitler read widely, losing all that remained of his religious faith, and replacing it with half-formed ideas of politics, philosophy and culture. World War One And The Peace Treaty of Versailles In 1913, Adolf Hitler moved to Munich, Germany, to avoid the risk of conscription in Vienna. However, this does not mean that he was a coward. When the heir to the Austrian throne, Archduke Franz Ferdinand, was assassinated by Slav terrorists in Sarajevo on June 28, 1914, World War One began, and Hitler was quick to enlist in German Army. He joined the 16th Bavarian Reserve Infantry Regiment and, indeed, made a very good soldier. For once, his life had a purpose and he greatly enjoyed the comradeship, danger and the chance to wear a uniform. Excluding a short spell in hospital from 1916-1917, Hitler served as a company runner on the Western Front throughout the war. In reward for his brilliant service, Hitler was promoted to corporal and received two Iron Crosses, one of them the very rare Iron Cross First Class. Hitler, having been temporarily blinded by mustard gas in October 1918, was in hospital when an armistice was reached and the Great War ended. To him, the defeat of German was extremely devastating. The defeat was, in fact, devastating for all of Germany. The Treaty of Versailles, a peace treaty signed at Versailles in France on June 28 1919, punished Germany severely. In accordance with the treaty, Germany lost the following areas of land: Alsace-Lorraine (taken from France in 1870). Danzig (a strip of territory through East Prussia to form a Polish corridor to the sea). Areas in Schteswig, Silesia and on the Belgian Frontier. Saar Industrial region placed under international control but under French influence. Germany was also forced to comply with the following restrictions: Germany was forced to pay reparations for war damage. The price was fixed in 1921 at 132 billion gold marks. 9/10 of the German merchant fleet was confiscated. German rivers were opened to international traffic. Germanys overseas assets, totaling 16 billion marks, were seized. German colonies were taken over by the League of Nations and distributed as territories to Britain, France and Japan. The German army was confined to 100 000 men on long-service contracts. Most military installations and training schools were shut down. Military were withdrawn from the Rhineland and occupied by Allied Troops. The German Airforce was completely abolished. The German Navy was reduced to a maximum of 6 small battleships of only 10 000 tonnes each, 6 cruisers, 12 destroyers and 0 submarines. In Clause 231 of the Treaty of Versailles, Germany was forced to confess guilt for the war, this being the basis for Allied punishment. The Formation Of The Nazi Party And Its Ideas: After World War One ended, Hitler remained for some time in the army. They put him to work gathering information on revolutionary political groups in Munich. On September12 1919, dressed in civilian clothes, Hitler attended a meeting of the Deutsche Arbeiterpartie (German Workers Party) in the back room of a Munich Beer Hall, with another twenty-five people. There, he listened to a speech by Gottfried Feder entitled, How and by what means is capitalism eliminated? After the speech, Hitler rose to leave when a man stepped forward and made a speech supporting the state of Bavaria breaking away from Germany and forming a new South German nation. This idea enraged Hitler to the point that he got to his feet and expressed his forceful opinion to the man for fifteen uninterrupted minutes. Anton Drexler, one of the founders of the party, allegedly whispered, à ¢Ã¢â€š ¬Ã‚ ¦hes got the gift of the gab. We could use him. After Hitlers outburst was complete, and Hitler started to leave, Drexler rushed to Hitler and invited him to read a forty-page booklet titled, My Political Awakening. Hitler was delighted to find that the German Workers Party reflected many of his own ideas- building a strong nationalist, pro-military, anti-Semitic party made up of working class people. However, in Mein Kampf, Hitler describes the condition of the party: à ¢Ã¢â€š ¬Ã‚ ¦aside from a few directives, there was nothing, no program, no leaflet, no printed matter at all, no membership cards, not even a miserable rubber stampà ¢Ã¢â€š ¬Ã‚ ¦This absurd little organization with its few members seemed to me to possess the one advantage that it had not frozen into an organization, but left the individual opportunity for real personal activity. Here it was still possible to work, and the smaller the movement, the more readily it could be put into proper form. Here, the content, the goal, and the road could still be determinedà ¢Ã¢â€š ¬Ã‚ ¦ After two days of thinking it over, Hitler chose to join the German Workers Party and became member no. 55. à ¢Ã¢â€š ¬Ã‚ ¦I finally came to the conviction that I had to take this stepà ¢Ã¢â€š ¬Ã‚ ¦ It was the most decisive resolve of my life. From here there was and could be no turning back. Hitlers hatred of the Jews rapidly became part of the organizations policy. Advertising for their meetings appeared in anti-Semitic newspapers. On October 16 1919, during one such meeting, Hitler delivered an emotional speech that left the audience awestruck. Donations came in from every corner, and hundreds of Germans attended the frequent meetings to hear Hitler speak. In February 1920, Hitler and Gottfried Feder prepared a 25-point summary for the German Workers Party. The summary was fervently anti-capitalist and anti-Semitic. Among the 25 points was withdrawing the Treaty of Versailles, confiscating war profits, confiscating land without compensation, revoking civil rights for Jews and driving out Jews who had emigrated after World War One had begun. On February 24, in front of more than 2000 spectators, the summary was presented at a public meeting. In April 1920, the partys name was changed to the National Socialist German Workers Party or NAZI Party, and the red flag with the swastika was named as their party symbol. Hitler discovered that a local anti-Semitic newspaper was on the verge of bankruptcy and so he was able to purchase it for the party. In 1921, Adolf Hitler was named chairman of the Nazi Party. The Beer Hall Putsch and Mein Kampf Hitlers strengthening of the Nazi Party was meant not only to win more votes, but also to overthrow the Weimar Republic by a putsch or violent uprising. Encouragement for attempting this came from Italy in October 1922, when Benito Mussolini, a 37-year-old former journalist, led a successful putsch. Marching with his paramilitary forces into Rome, Mussolini toppled the government. He named himself II Duce (leader) and his supporters the Fascisti (Fascists). The Nazis copied Mussolini shamelessly. In November 1922, the colossal inflation of the German Mark triggered a state of emergency in Berlin and Munich. Seeing this as his chance, Hitler, on May 1 1923, tried to organize a putsch but it was never any threat to the Reichstag. However, on November 9 Hitler tried again. One day earlier, Hitler had held a rally at the Munich Beer Hall and declared a revolution. Led by Hitler and former Quartermaster General Erich Ludendorff, around 3000 SA (Sturmabteilung) brown shirts marched from the Bà ¼rgerbrà ¤ukeller- the largest beer hall in Munich. However, the putsch fell to pieces when they were fired upon by police. Around a dozen of the SA were killed in the consequent fighting and many of the leaders of the putsch were arrested, whilst others fled the country. Both Hitler and Ludendorff were captured and put on trial. Whilst the latter was cleared on a technicality, Hitler was not so lucky. He received the minimum sentence of five years imprisonment in Landsberg Fortress, though he only served close to nine months. Hitler used this time to dictate the first volume of his political memoirs, which he titled- Mein Kampf (My Struggle). In Mein Kampf, Hitler argued for war in the east to create a Grossdeutschland- Greater Germany- by removing the Soviet Union. The book also reiterated Hitlers hatreds, especially against the Jews and the Communists whom he saw as part of the Jewish conspiracy. The following is a passage from Mein Kampf: [The Jews] ultimate goal is the denaturalization, the promiscuous bastardization of other peoples, the lowering of the racial level of the highest peoples as well as the domination of his racial mishmash through the extirpation of the folkish intelligentsia and its replacement by the members of his own peopleà ¢Ã¢â€š ¬Ã‚ ¦ Released in 1927, the book had sold over 300 000 copies within 6 years, and Hitler was able to live off his earnings. The Depression and the Elections of 1932-1933 On his release from prison, Adolf Hitler was banned from public speaking and the Nazi party was temporarily outlawed. In February of 1925, Hitler reestablished the Nazi Party, and its popularity rose rapidly. By 1929, the number of members had risen from 27 000 to 108 000. However, in the May 1928 elections, the Nazi party only polled a disappointing 2.5% of the vote. This was probably because, in recent years, the economic state of Germany had gradually improved. With Paul von Hindenburg as President, inflation eased, average wages rose, international agreement solved the problem of reparation costs and, in 1928, unemployment dropped below 1 million for the first time in years. The country was accepted back into the international community, and was accepted into the League of Nations in 1926. After the Beer Hall Putsch, Hitler had accepted that his way to power was through politics rather than force. He did deals with nationalist parties, big businesses, landowners and the army. Before 1930, the Nazi Party began the Hitler Youth, the Student League and the Pupil League to win the support of the young Germans- Germanys future. The National Socialist Womens League even allowed women to get involved. On 24 October 1929, the Wall Street Crash triggered the Great Depression. Germanys rising employment rate dropped drastically and, by 1932, 6 million- or 1 in 3 people- were unemployed. Hindenburg decided to invoke Germanys emergency presidential powers, creating a new government made up of a chancellor and cabinet ministers to rule by emergency decrees, rather than by laws passed by the Reichstag. In September 1930, there was another election. The Nazi Party, mostly due to the Depression and a successful propaganda campaign, captured 18.3% of the vote, making it the second largest party in the Reichstag. In the July 1932 election, the Nazi Partys popularity once again rose, this time winning 37% of the vote. In the spring of that year, Hitler had opposed Hindenburg for the role of president in two democratic elections. The first, on March 13 1932, was disappointing for Hitler. He received just 30% of the vote, compared to Hindenburgs 49.6%. However, as the latter had just missed out on an absolute majority, another runoff election was scheduled for April 10 of that year. Hindenburg won the election again with 53% of the vote, but Hitler received 37%. In another party election, called for November 6 1932, the Nazi Party lost 34 of its seats in the Reichstag. It looked as though Hitler was going to be unsuccessful. Political Parties in the Reichstag May 1924 Dec. 1924 May 1928 Sep. 1930 July 1932 Nov. 1932 Mar. 1933 Communist Party (KPD) 62 45 54 77 89 100 81 Social Democratic Party (SDP) 100 131 153 143 133 121 120 Catholic Centre Party (BVP) 81 88 78 87 97 90 93 Nationalist Party (DNVP) 95 103 73 41 37 52 52 Nazi Party (NSDAP) 32 14 12 107 230 196 288 Other Parties 102 112 121 122 22 35 23 Hitler and Franz von Papen- a former chancellor and leader of the Nationalist Party- agreed to form a coalition. Hitler disagreed to a co-leadership, but instead promised that, if he were made chancellor, Papens supporters would be given important cabinet positions. They formed an alliance, though both were secretly planning to double-cross each other. Hitler waves at supporters after being named Chancellor- January 30 1933When the current chancellor, Schleicher, was forced to resign, Hindenburg was pressured by many- including industrialists, the military and even his own son- to offer Hitler the chancellor position. On January 30 1933, Adolf Hitler was sworn in as Chancellor. The Nazi Cabinet after when Hitler is named Chancellor January 30 1933Around noon, a teary-eyed Hitler emerged from the presidential palace. Surrounded by supporters, he got into his car and was driven down the street lined with cheery citizens. Weve done it! Weve done it! he exclaimed exultantly. The Reichstag Fire and the Enabling Acts Despite his being sworn in as Chancellor, Hitlers coalition with the Nationalists still did not give them a majority, with only 247 seats out of a possible 583. On his first day as Chancellor, Hitler called for yet another election- to be held on March 5 1933. With the SS and the SA overcoming the police and ruling the nation, people who were being harassed or even murdered by the Nazis had nobody to go to. Several days passed and Hermann Gà ¶ring, an important member of the Nazi Party, claimed that he had uncovered plans for a Communist uprising. In actual fact, he had come across a membership list of the Communist Party and intended to arrest every one of its four thousand members. It is unknown what precisely happened on February 27 1933, but this is one rendition of the burning of the Reichstag Building. In Berlin, a deranged Communist named Marinus can deer Lubbe, 24, from Holland had, for the past week, been attempting to ignite government buildings to protest capitalism. It is though that Nazi Storm troopers had befriended the arsonist and even encouraged him to set light to the Reichstag. This happened at around 9 p.m. President Hindenburg and Vice-Chancellor Papen were dining at a club facing the Reichstag when they noticed the building was ablaze. Hitler was at the apartment of Joseph Goebbel- the Nazi in charge of Propaganda- at the time of the incident. When Hitler arrived at the scene, he told reporters the following: You are now witnessing the beginning of a great epoch [era] in German historyà ¢Ã¢â€š ¬Ã‚ ¦ Thus fire is the beginningà ¢Ã¢â€š ¬Ã‚ ¦ The German people have been soft for too long. Every Communist official must be shot. All communist deputies must be hanged this very night. All friends of the Communists must be locked up. And that goes for the Democrats and the Reichsbanner as well. The following day, Hitler used the Reichstag fire to issue an emergency decree. Thousands of Communists, Social Democrats and Liberals were taken away top SA barracks to be beaten and tortured. Fifty-one anti-Nazis were brutally murdered. Fire engulfs the Reichstag Building February 27 1933On March 5, after an enormous propaganda campaign, the election results were in. The Nazis did not receive a majority- they were given only 44% of the vote or 17 277 180 votes. However, with their coalition with the Nationals, they did have a majority of 16 seats. Hitler now had a new goal. If he could obtain a two-thirds majority, then he could alter the constitution and give himself dictatorial powers. Needing only another 31 seats to do this, Hitler made use of blackmail, threats and false promises to have his Enabling Act voted for by opposition parties. The Enabling Act would, for four years, transfer power from the Reichstag to the Reich cabinet, including the power of legislation, budget, approval of treaties and constitutional amendments. When the Reichstag voted on the Enabling Act, it passed 441 to 84. All opposing acts were from the Social Democrats. Leader of the latter, Otto Wells, told Hitler subsequently: We German Social Democrats pledge ourselves solemnly in this historic hour to the principles of humanity and justice, of freedom and socialism. No Enabling Act can give you power to destroy ideas which are eternal and indestructible. Hitler, shouting with rage, replied with: You are no long needed!.. The star of Germany will rise and yours will sink! Your death knell has sounded! PART 2: THE NAZIS IN POWER Anti-Semitism from the Middle Ages EUROPE: Jews have always been the topic of hatred and ridicule since the death of Christ. The Jews were named Christ Killers and Murderers of God. This crime alone was considered so horrible that Jews were believed to be capable of any devilry. Martin Luther, founder of Protestantism, claimed that they were the Christians most vicious enemy, second only to Satan himself. Their synagogues should be set on fireà ¢Ã¢â€š ¬Ã‚ ¦ Their homes should likewise be broken down and destroyedà ¢Ã¢â€š ¬Ã‚ ¦ let us drive them out of the country for all time. Martin Luther, 1542 During the Middle Ages, Jews were said to be responsible for the years of the Plague that killed millions of Europeans. They were also widely believed to murder Christians- especially innocent children- for use of their blood during religious ceremonies. The Nazis made good use of these stories, hundreds of years later. When Jewish blood spurts from the knife, then things go twice as wellà ¢Ã¢â€š ¬Ã‚ ¦ From the Horst Wessel Song, a Nazi Anthem The Jews rarely lived in peace. Entire communities were raided and destroyed. Children were taken from their parents and raised as Christians. Some who refused to give up their beliefs were burnt at the stake. Jews were forbidden to be doctors, lawyers and teachers of Christians. Nor could they hire Christians to work for them, prepare food for Christians, be cared for by Christian nurses or live in the same household as a non-Jew. At many times, Jews were forced to wear a special badge so that Christians could recognize any Jews and easily avoid them. This treatment of the Jews was the basis of Hitlers persecution hundreds of years later. According to Christianity, lending money and charging interest- usury- was a sin. Jews were used to fill this job, used by the powerful to collect taxes and supervise peasant farmers of large estates. This role gave rise to such generalizations as, All Jews are rich, and The Jews control all money. After being pushed out of numerous countries, including England, France, Spain, Portugal, Italy and Germany, Jews were forced to live in limited areas- Ghettos. GERMANY: During the 11th Century, Christian knights travelled to the Middle East to kill Moslems during the Crusades. However, many found easier victims closer to home. Massacres in German towns left thousands of Jews dead. In the years of the Plague, hundreds of Jewish towns were brought to ruins and the persecution continued. At all times, Jews found their homes attacked, their synagogues burned and their cemeteries dishonored. In many country villages it was custom to stone Jews during the Holy Week before Easter. The word Anti-Semitism was first used in 1873 in a small book called The Triumph of Jewry over Germanism by Wilhelm Marr. Nazi Anti-Semitic Laws The following timeline lists the Nazi restrictions against the Jews from 1933 to 1942: 1933 March- Jewish lawyers were forbidden to work as lawyers in Berlin. Jewish judges were suspended from office. April- Jewish teachers were banned from teaching in state schools. Aryan and non-Aryan children were forbidden to play with each other. Jewish civil servants were dismissed from public office. Jews were excluded from sports and gymnastics clubs. 1935 March- Jewish writers were not allowed to carry out any form of literary work in Germany. Jewish musicians were not allowed to work in state orchestras. April- Jews were only allowed to sit on benches marked For Jews. Jewish art and antique dealers were not allowed to carry out their trade. September- The Nuremberg Laws All Jews had their German citizenship removed. Marriage ceremonies and extramarital sex between Germans and Jews were punishable by imprisonment. Marriages that had already taken place were declared invalid. 1936 January- Jews had to hand over electrical and optical equipment, bicycles, typewriters and records. April- Jewish vets were banned from working as such. August- Anti-Jewish posters were temporarily removed during the Olympic Games which took place in Berlin. October- Even if Jews converted to Christianity and were baptised, they were still to be classed as members of the Jewish race. 1938 January- Jews were forbidden to become members of the Red Cross. March- Only Aryan Germans could hold allotments. April- Jews had to declare their finances so that their assets could be seized by the government. July- Non-Jews were forbidden to leave anything in their wills to Jews. Jewish doctors were no longer allowed to work as doctors. Jewish street names were changed. August- Male Jews were forced to add the name Israel and female Jews the name Sara to their first names. Jewish passports were to be stamped with the letter J. November- Nov. 9-10- Kristalnacht (Night Of Broken Glass). German Jews are ordered to pay one million Reichmarks in for damages of Krystalnacht. All Jewish children are expelled from German schools and can attend only separate Jewish schools. December- Jews are banned from public streets on certain days. Jews are forbidden drivers licenses and car registrations. Jews may no longer attend universities as teachers or students. Aryanization is compulsory for all Jewish businesses. 1939 February- Jews are forced to hand over all gold and silver items. April- Jews lose rights as tenants and relocated into Jewish houses. September- Jews in Germany are forbidden to be outdoors after 8 p.m. in winter and 9 p.m. in summer. Jews in Poland are ordered to register all family members and relocate to the major cities. November- Jews in Poland are forced to wear the Star of David. The first Polish Ghetto is established. 1941 March- Deadline for entering the Poland Ghetto. May- Romania passes a law condemning adult Jews to forced labour. 1942 June- The German government closes all Jewish schools. Nazi Education It rapidly became clear to Hitler and the Nazis that it would be difficult to convert many of the Germans who had voted against them in the democratic elections. Therefore, the Nazis especially focused on controlling the German educational system so that the youth of Germany would accept the Nazi Principles. As Hans Schemm- leader of the Nazi Teachers League, put it, Those who have the youth on their side control the future. In Warsaw, a street sign states: Jews are forbidden to walk on this side of the street.As soon as the Nazis gained power in 1933, they molded the educational system to suit their needs. Private schools were closed or taken over, and racial hygiene was introduced with much emphasis into the school curriculum. Though many teachers supported the new system, a very large number were fired or left teaching, with some of the best educators emigrating. In 1934, Hitler appointed Bernhard Rust the Reichsminister fà ¼r Wissenschaft, Erziehung and Volksbildung, or the Reich Minister for Science, Education and Popular Culture. Rust was a former school teacher who had been fired for molesting a student. Rust immediately altered the schools to suit the needs of the Nazi Party. Jewish teachers and others who opposed the changes were fired. The remaining teachers and university professors were forced to join the National Socialist Teachers League. Anti-Semitism was also emphatically thrust upon students. Exams were given on topics such as this, and Jewish children would fail if they did not admit to their racial inferiority. Bernhard Rust continued as Minister of Education for twelve years before, in May 1945, he committed suicide when the Germans surrendered to Allied Forces. Kristalnacht The Nazi restrictions against the Jews steadily worsened. On October 28 1938, 17000 Jewish Polish citizens living in Germany were arrested and relocated across the Polish border and placed in relocation camps. One deportee was Zindel Grynszpan who had lived in Germany since 1911. On October 27, he and his family were forced out of their home, their store and their family possessions confiscated. A shattered storefront Kristalnacht- November 9-10- 1938 A burning synagogue at Baden-Baden Kristalnacht- November 9-10- 1938Grynszpans 17-year-old son, Herschel, was, at that time, living in Paris. When he heard of his familys relocation, he was so enraged that he travelled to the German embassy in Paris, intent on assassinating the German Ambassador. Instead, he settled for a lesser official, Third Secretary Ernst vom Rath. Rath, critically wounded, died two days later. This assassination gave Joseph Goebbels, Hitlers Chief of Propaganda, an excuse to launch an attack against German Jews. On the nights of November 9 and 10, mobs throughout Germany and Austria freely attacked Jews in the street, in their homes, at work and their synagogues. This event came to be known as Kristalnacht or the Night of Broken Glass. At least 96 Jews were mercilessly killed, hundreds more were injured, more than 1000 synagogues were burnt to the ground and around 7 500 Jewish businesses were destroyed. Cemeteries and schools were vandalized and 30 000 Jews were arrested and sent to concentration camps. It was unfairly decided by Nazi Officials that the Jews were to be held responsible for Kristalnacht. Accordingly, a fine of 1 billion marks was levied for the slaying of Vom Rath, and 6 million marks paid by insurance companies for broken windows was to be given to the state coffersà ¢Ã¢â€š ¬Ã‚ ¦ (Snyder, Louis L. Encyclopedia of the Third Reich. New York: Paragon House, 1989:201) PART 3: THE HOLOCAUST The Creation of Ghettos in occupied Europe Though confining the Jewish race in ghettos had been occurring for centuries in numerous European countries, the Nazis ghettos somewhat differed. Whilst in previous centuries the ghettos had merely been a way to isolate the Jews from normal society, during the Holocaust they were a first step towards the Final Solution. In total, the Nazis established 356 ghettos in Poland, the Soviet Union, the Baltic States, Czechoslovakia, Romania and Hungary. The largest ghetto, in Warsaw, held 400 000 people. Other cities with large ghettos for Jews include Là ³dz, Bialystok, Czestochowa, Kielce, Krakà ³w, Lublin, Lvà ³v, Radom and Vilna. These large ghettos had brick or stone walls, wooden fences, barbed wire and guards placed at gateways. There were also a very large number of small ghettos, some housing as few as 3000 Jews. These were generally not sealed off as they were only used temporarily until the Jews could be sent to a larger ghetto. The conditions within these ghettos were very poor. Disease ravaged the over-crowded residents, and there was insufficient access to warm clothes and heating during the bitter cold winters. Starvation was an ongoing problem for many. Though it was illegal, parents continued to educate their children and many secretly held religious services and observed Jewish holidays. The Nazis built the Theresienstadt (or Terezà ­n) ghetto in northwestern Czechoslovakia to show visiting International Red Cross Inspectors the conditions in a typical ghetto. Flower gardens, cafà ©s and schools were constructed to shield the international community from the inhumane mistreatment of the Jewish and other people. The Einsatzgruppen The Einsatzgruppen (or Mobile Killing Units) were specially trained units of the S.S., whose orders were to execute on the spot all Communists, Jews, Gyspies and any other people deemed a threat or inferior. By the end of the war the Einsatzgruppen had murdered around 1.4 mill

Economic Impact of the Added Worker Effect :: essays papers

Economic Impact of the Added Worker Effect 1. Income Effect: the income effect is the response of desired hours of leisure to changes in one’s income. If wages are held constant and income increases then the desired hours of work will decrease. The relevance of the income effect in regards to the study of labor economics is very important. Employers, economists and Government institutions have the ability to determine the amount of time workers’ will seek to either choose more hours of work or more hours of leisure. This can be used to estimate the average number of work and leisure hours a sample of workers will utilize in a year or during a trend. 2. Added Worker Effect: The added worker effect occurs when there is a family that has only one bread winner that loses his or her job. Because of the lost income the family may choose for the recently unemployed family member to stay home while the other family member seeks employment. This then produces a new worker in the work force which is the added worker effect because the person was not already in the work force or seeking employment. The added worker effect is crucial to economists and the Government to determine the unemployment rate during times of recession as well as the rate of new entries into the work force. 3. Compensating Wage Differentials: Compensating wage differentials determines the level of risk an employee and employer chooses to offer. If an employer has an unsafe work place then their cost of reducing risk is relatively low compared to an employer who already has a safe work environment. At the same point, a worker chooses the level of risk he/she will assume in relation to the offered rate of pay. This is very important in the study of labor economics as it shows how workers and employers are affected when the state and Federal government pass job safety laws that demand higher levels of safety measures implemented in the workforce. Short Problems 1. 2. a) Limnologist 472000 = 449523.81-15000 = 434523.81 1.05 Chef 500000 = 476190.48- 40000 = 436190.

The Ethics of Jane Austens Heroines Essay -- Biography Biographies Es

The Ethics of Jane Austen's Heroines      Ã‚  Ã‚  Ã‚   Jane Austen's novels at first glance tell a story of romance set primarily within the landowning society amidst country estates, and their cultivation of tea parties, social outings, and extravagant balls; ladies sashaying in flowing gowns through precisely decorated rooms, and men deliberating over their game of whist. The storybook romance usually unfolds in these familiar settings, and inevitably involves the conflict of two lovers separated by differences in social class, and the resulting influence of the diverse societies they revolve in. Although these superficial aspects of Austen's stories are protruding at the seams, underneath the skin of these well-clothed dramas lie serious moral issues afflicting the culture of England during Austen's life.         Ã‚  Ã‚  Ã‚  Ã‚   Jane Austen seems to have been disheartened by the decay of England's aristocratic society. The exploration of the innocent protagonist of each novel further into her core ethics, and the relation of these to the imposing culture of her immediate family and surrounding social class gives the reader a fresh taste of the prominence of class distinction and the apparent emptiness of the aristocratic society that in reality existed in Austen's own life. A close examination of the evolution of Austen's ideals through her novels will reveal the essence of the protagonist's relationship to her family, and its direct relationship to the family's moral stance, as well as conclusive evidence regarding Austen's own values.         Ã‚  Ã‚  Ã‚  Ã‚   Austen's first completed novel, and most popular novel to date, Pride and Prejudice, tells th... ...ense of moral integrity, she discovers that her high society family is inferior in every vital aspect. The concluding statement of this journey reads:         Ã‚  Ã‚  Ã‚  Ã‚   Anne, satisfied at a very early period of Lady Russell's meaning to love Captain Wentworth as she ought, had no other alloy to the happiness of her prospects than what arose from the consciousness of having no relations to bestow on him which a man of sense could value. There she felt her inferiority keenly.         Ã‚  Ã‚  Ã‚   The parallel of Anne's growth as a compassionate woman, to Austen's growth as a compassionate writer is felt immensely by the reader. To value virtue over vanity, cultural and class diversity over conformity is to be free from the narrow confines of the ignorant mind. This is ultimately Austen's powerful message.   

Race and Loyalty in Othello Essay -- Othello essays

Race and Loyalty in Othello    William Shakespeare`s Othello is centralized around the conflicts that are, for the most part, tied in with racial issues and questions of loyalty. These conflicts stem from the society that encompass the couple, as well as from the couple themselves.   Indeed the couple are entrenched in different social strata, class and ethnicity.   The female protagonist is the daughter of a highly-respected Venetian senator: Brabantio. Othello--also known as the Moor--is a foreigner, black in color, has a past filled with tragic and exotic tales and has proved himself worthy of the title General in the Venetian army. Even before we, as an audience, have had a chance to meet Othello and Desdemona we learn that the match is considered as disgusting as it is outrageous. From the very beginning everyone and everything seem to work against them, but in the hope that love will conquer all we do not allow ourselves to despair as yet.   Perhaps similar to the way in which Romeo and Juliet are famously bequeathed to be ‘star-crossed lovers’ on the onset of the play. Our assumption of Othello and Desdemona are met in the first act. After having explained why they love each other the world seems to accept this alliance. But Brabantio`s comment informs the reader that not everything is as it seem: (I.iii.293-4) "Look to her, Moor, if thou hast eyes to see She has deceived her father and ma... ...on Shakespeare’s Othello. Ed. Anthony G. Barthelemy Pub. Macmillan New York, NY 1994. (page 1-19) Bloom, Harold. "Introduction" Modern Critical Interpretations, Othello Ed. Harold Bloom, Pub. Chelsea House New Haven CT 1987. (1-6) Jones, Eldred. "Othello- An Interpretation" Critical Essays on Shakespeare’s Othello. Ed. Anthony G. Barthelemy Pub. Macmillan New York, NY 1994. (page 39-55) Neely, Carol. "Black and White in Othello" Critical Essays on Shakespeare’s Othello. Ed. Anthony G. Barthelemy Pub. Macmillan New York, NY 1994. (page 68-90) Snyder, Susan. "The Issue of Race in Othello" Modern Critical Interpretations, Othello Ed. Harold Bloom, Pub. Chelsea House New Haven CT 1987. (page 23-37)

Epilepsy: Seizure and Accurate Time Adjustment Essay

â€Å"Epilepsy is a nervous system disorder that produces sudden, intense bursts of electrical activity in the brain. This abnormal electrical activity in the brain causes seizures, which may briefly upset a person’s muscle control, movement, speech, vision, or awareness.† My definition of Epilepsy is pretty much the same; however, I would not have used the word briefly as it makes it sound so short lived. Seizures can last anywhere from a few seconds up to a few minutes. To get an accurate time adjustment use this comparison, for every second you are in a seizure you are killing many times the brain cells than if you were not. Add into this equation that the lack of oxygen to brain while in a seizure also increases the rate of brain cell death. Every second now feels like an hour. Then figure in that if it is a Grand-mal seizure where every second of convulsion is physically compared to 30 minutes of intense aerobic exercise, now you can begin to get somewhat of an idea. To get an even better picture let me explain what happens after the seizure. Disorientation: not knowing where you are when you come out of a seizure. Sometimes not knowing who you are or anyone else around are. No concept of what day or time it is. Physically: After having a Grand-mal seizure you are physically drained and tired. After getting the strength to get moving again, you now have a major migraine headache which lasts for about another day, and it gets worse with every eye movement. Having one seizure does not an Epileptic make. An Epileptic has many reoccurring seizures. There are many other ways to have seizure for example head injuries; other illnesses may also cause seizures like high fevers. These seizures normally will not happen again after the illness or injury has been taken care of and has gone away. â€Å"In the US, more than 2.3 million people are affected by seizures, and an estimated 3% of the population (about 7.2 million people) will experience at least one seizure during their lifetime. (This does not count the 5% of children who have seizures caused by fevers.) It affects all age groups. About 14% of epilepsy patients are under 15 years old and 24% are over 64,  with 62% being between those ages. Every year between 25,000 and 40,000 American children have a first seizure that is unrelated to a fever. Epilepsy is decreasing in childhood but increasing in the elderly, probably because of mild strokes and cardiac arrest.† Some children with Epilepsy actually grow out of it as they enter adult hood or shortly after. Many people with Epilepsy can be treated with drugs or other form of treatment and can go on with little to no change in their lives. Unfortunately, there are others who have seizures for no apparent reason and are so sporadic that they cannot be controlled, and the best you can hope for is some relief. Those who have their Epilepsy under control can get a drivers license as long as they are seizure free for 1 year. This used to be 6 months but has gone up. Epilepsy is all about fear. Fear of what others will think, fear of what you will do when having a seizure. Fear of killing others if you do go and get a drivers license. I mean, can you imagine waking up from a seizure and finding that you drove your truck through a school yard. â€Å"NEW YORK, May 24 (Reuters Health) – Media stories about the brain disorder epilepsy are often inaccurate and contribute to age-old stereotypes of patients as possessed and violent, researchers report. â€Å"Persistent myths about epilepsy, such as the ancient belief that it is a demonic disorder, can result in discrimination, emotional difficulties, and reluctance to seek effective treatment,† explain Dr. Gregory L. Krauss from the Johns Hopkins University in Baltimore, Maryland, and colleagues. These images may be shameful to the 2.3 million patients who suffer from epilepsy. Further, they can encourage bystanders to respond incorrectly to seizures, the researchers report in the May issue of Neurology. For example, two thirds of Americans would try to free a person’s tongue during a seizure despite recommendations that such an attempt could be dangerous to both the bystander and the patient. â€Å" This example is a good one to show how fear completely overtakes the actual thinking process. It is impossible for anyone to swallow their tongue, it is attached to the lower part your mouth. But this is usually the first thing that someone with little more calm than the others standing around would think. Having seizures when you are at school also brings around many other stereo types like â€Å"That boy must be on drugs†, hey I was but they weren’t working. Or how about this one on school report cards, â€Å"Your child does not pay attention in class!† or how about being labeled the class clown because you are â€Å"purposely seeking attention by throwing yourself on the floor and acting retarded.† Children having Epileptic seizures are ridiculed through out their school. Seizures like Grand-mal can cause one to lose control of their bladder and bowels. A 4 or 5 year old having seizures would then be weird for having them and a baby for having an accident in their pants. Bibliography Medical Encyclopedia, MSN Health  ©2004 Microsoft Corporation. All rights reserved. May 3, 2002 – http://content.health.msn.com/content/healthwise/74/18511.htm Healthwise, Incorporated, P.O. Box 1989, Boise, ID 83701 Saveon Epilepsy.com – http://www.sav-onepilepsy.com/savonhealth/savonmain/centers.aspx?condition=Epilepsy&cat=0&catID=1&subCat=Overview&subCatID=3 Neurology Channel, â€Å"Media Stories Perpetuate Epilepsy Myths† Author Suzanne Rostler – http://www.neurologychannel.com/NeurologyWorld/media.shtml iv Raymond D. Sears, II – Epileptic, Author of â€Å"Go Get the Dirty Laundry.†

How Mass Media Affects Youth Culture

â€Å"Educators are challenged more seriously than ever before to teach young people to evaluate media more critically and to grow in taste and discrimination as they use media in school and at home. † What is it like to grow up in today's world? How are children and young adults affected by the movies and television programs they see, the radio programs and recordings they hear, the newspapers, magazines, and books they read? Modern technology has made possible a wealth of shared experience undreamed of even 50 years ago. This environment reflects fully, though sometimes in a warped fashion, life itself  including good and evil, beauty and ugliness, charity and violence. It is difficult or impossible to shield young people from experiences reflect ing the adult world when communications sys tems infiltrate our homes and become so much a part of everyday living. The concerns of thoughtful adults as to the possible effects of media on young and old citi zens range from the mo re obvious ones to those more subtle. There are fears as to the content of media: violence, lawlessness, breakdown in moral values, and tawdry and explicit sex, for example. There are other fears as to the general effect of a  television-dominated society in which viewers tend to be passive and nonassertive, young people have little time for other experiences, and parents use television as a â€Å"safe† baby-sitter.A proper assessment of the influence of mass media on young people continues to be one of the significant challenges to educators and parents today. Research in this area invariably reveals the difficulties in arriving at sound conclusions due to the complexity of causal relationships. One critic has questioned the findings of all experi mental research in this area because of the impossibility of ever having a defensible control group. The influence of mass media on adults is closely related to their influence on young peo ple, and just as difficult to study. Th e positive values in today's mass media are also significant.Young people today, without leaving home, can hear the world's best music and witness superb musical performances, see outstanding drama and dance programs, hear EDUCATIONAL LEADERSHIP political and governmental leaders of the nation and the world analyze major issues of the day, and learn of scientific advances and problems. Mass media bring information, inspiration, and  enrichment that potentially improve the quality of our living. Nicolas Johnson, formerly of the Federal Communications Commission, has studied the media environment for many years.In 1971, he concluded that television is â€Å"the single most powerful intellectual, social, cultural, and political force in history. † He also found that most Amer ican families use television as â€Å"the major source of knowledge and values. † Dorothy Broderick, a library educator, has written that media do much more than provide information. She says, â₠¬Å". . . they do have an im pact and influence upon behavior and attitude  formation, even though it is still impossible to isolate in research the precise nature of such influence. â€Å"Access to Television Has Increased While all forms of communication affect learning and living, the influence of television seems most challenging. Television most nearly represents real experience and is clearly a part of the environment of most young people in the United States. Access to television has increased remark ably. Breslin and Marino reported that while less than one percent of all American families owned television sets in 1948, by 1976, 98 percent of  American homes had at least one television set, and 25 percent had two or more.The facts about usage of these sets encourage serious consideration of television's influence. The average child in this country will have used 22,000 hours in viewing television by the time he or she enters high school. Gerbner and Gross re ported that nearly half of the 12-year-olds stud ied averaged six or more hours a day viewing television.Summarizing research on the impact of television, George Comstock wrote in 1975 that children typically view television for several years before entering first grade, that the time spent  with television increases during elementary school years, and that young black people, those from lower socioeconomic levels, and those lower in â€Å"While all forms of communication affect learning and living, the influence of television seems most challenging. † Photo: Michael D. Sullivan academic achievement and I. Q. spend more time viewing television than do other young people. In 1971, it was reported in B roadcasting Yearbook that the average TV set was on six hours a day in the United States. The number of viewers using each set during these hours was not determined.Wilbur Schramm reported in 1965 that by the sixth grade children spend 79 percent of their viewing time watching adult progra ms. Many adults are known to spend time viewing cartoons and adventure programs intended for children. To determine the experience that children or young adults have through television, one must con sider the whole range of television programs, in cluding those intended chiefly for adults: news shows, comedies, variety shows, cartoons, motion pictures, documentaries, serious drama, sports events, music, advertisements, and other types shown on commercial, public, and political pro  grams.The current concern about effects of violence and crime as depicted on television was highAPRIL 1978 527 reality and fantasy, use of violence to sell prod ucts, and censorship. † Dr. Richard E. Palmer, a president of the American Medical Association, has said that tele vision violence is â€Å"a mental health problem and an environmental issue. † He feels that large ex posure to violent content may distort a child's perceptions of the real world and adversely affect his psychological development. Action for Children's Television (ACT) is a national citizens' organization to upgrade the  quality of children's T. V.In 1976, among their â€Å"Bent Antennae Awards† were the â€Å"Getting Away with Murder Award† to broadcasters who use violence to attract child viewers and the â€Å"Nero Fiddles While Rome Burns Award† to broadcasters who talk about the need to reduce TV violence while continuing to air brutal and sadistic programs. While there is serious concern about the in fluence of television on young people, there is much controversy over what to do about it. One person with a plan for action is Richard E. Wiley, who, as Chairman of the Federal Communica tions Commission (FCC), spoke to the National  Association of Secondary School Principals in 1976.Wiley rejected the idea that a high level of TV violence can be justified because it presents a realistic view of the world. He said, â€Å"Few, if any, of our citizens in the real world w ill be ex posed to the levels of violence comparable to those which appear on television almost every week. † Wiley feels that specific governmental regu lations in this â€Å"highly sensitive First Amendment Citizens Demonstrate Concern Area† would not be desirable. Instead, he sug that the FCC â€Å". . . can play a constructive While research goes on, many citizens have gests  and more appropriate role at this point by focus recently demonstrated their concerns.The Na ing increased industry attention on the issue and tional P. T. A. ‘s Television Commission has held a by encouraging the consideration of self-regula series of eight regional â€Å"hearings† on â€Å"Television tory reforms. † and Violence† that encouraged parents and teach as well as ers to consider seriously the content usage of television. Based on these hearings, in Family Viewing Plan which 505 persons testified, the Commission has The â€Å"Family Viewing Plan† is an example of warned that concerned citizens may propose eco  nomic boycott of TV products advertised on the type of self-regulation suggested.The three shows that feature violence. Other concerns were major networks and The Television Code Board â€Å"stereotyping both by race and sex, inferior role of The National Association of Broadcasters models for youth, reduced discrimination between adopted the plan to set aside the first three hours lighted recently in the trial in Miami, Florida, of 15-year-old Ronney Zamora, accused of robbing and killing his 82-year-old neighbor. The defense attorney presented the unusual defense that the  boy is innocent because his addiction to television violence has caused insanity.How may violence on television affect young people? What should be done about it in a coun try that believes in freedom of communication and the rights of its citizens to the free flow of information and ideas? Based on years of research, Albert Bandura has conclu ded that â€Å"children can and do acquire new response patterns through observation and imitation, without the need for external reinforce ment or even rehearsal or practice. † The SurgeonGeneral's Advisory Committee on Television and Social Behavior supported the view that â€Å"†¦Ã‚  a steady stream of brutality on television can have a powerful adverse effect on our society and particularly on children.†This report represents a significant effort to discover the effect television has on children today. Thoughtful researchers have raised such questions as these: Are young people who are unusually attracted by the violence and aggres sion on television generally abnormally aggressive personalities themselves? Is it only those young people who are disordered themselves who tend to imitate or â€Å"act out† the violent acts depicted on television?Does the content of television ser  iously affect young people s perceptions of the world they live in, its ch allenges, satisfactions, problems, and values? 528 EDUCATIONAL LEADERSHIP (6 to 9 p. m. ) of evening prime time' for material suitable for the entire family to view together. Wiley feels that his recommendation of such a plan, as Chairman of FCC, does not constitute governmental censorship, since he was only rec ommending voluntary action and making sugges tions for program improvement.He feels the new policy encourages those involved in the industry to develop exciting and worthwhile programs  Ã¢â‚¬Å"without the needless concomitant of violent and sexual excess. † Wiley's speech was criticized by many in his audience, among them Joseph F. Lagana, Super intendent of Northgate School District, Pitts burgh, Pennsylvania and George lannacone, Su perintendent of Vernon Township Public Schools, Vernon, New Jersey. They wrote â€Å"an opposing view† that was published in NASSP Bulletin, January 1977. They felt that the position of the FCC and the Family Viewing Plan â€Å" are not com patible with the social conditions of our modern society, fragmented families and institutions, and  the post-industrial youth culture.† They said that the Family Viewing Plan inaccurately assesses the status of parent-child relationships so that it will have little impact on our â€Å"youth viewing popula tion. † Lagana and lannacone suggest that most par ents are not aware that the Family Viewing Plan exists. They feel that it is erroneous to assume adults can or want to regulate or monitor tele vision viewing for their children and that parent and youth viewing patterns are often incompat ible because of different interests and schedules and the accessibility of several television sets in  and outside the home. More fundamentally, they challenge Wiley's concept of the role of the FCC as â€Å"socially irre sponsible† because they feel the FCC â€Å"is the reg ulating arm of our government. â€Å"It is their recom mendation that the FCC develo p â€Å"a television council composed of educators, legislators, and behavioral scientists to create programs that are compatible with healthy human growth and de velopment. † In monitoring television programs beyond the Family Viewing Plan, the FCC is seen as a facilitator and moderator and not as a con trolling agency. The National Citizens Committee for Broad  casting ranked programs according to content of violence. As might be expected the â€Å"cops and robbers,† â€Å"private eye,† and action-packed shows ranked very high.But, surprisingly, â€Å"The Won derful World of Disney† ranked fairly high (more violent than â€Å"The Blue Knight† series) and â€Å"Donny and Marie† was around the middle of the scale, more violent than â€Å"Happy Days,† â€Å"Executive Suite,† or â€Å"Maude. † A Gallup poll found that 71 percent of the public in the United States think television is too violent, yet many of the most viol ent programs continue to draw the largest number of viewers.The National Observer reported, â€Å"A lot of peo ple seem to be having it both ways . . . deploring it to the pollsters and enjoying it at home. Most of them will have to turn off TV's gun-play be fore the networks will consider disarmament. † Meanwhile, back to the schools. Clearly, they cannot control the total environment of students. Educators are challenged more seriously than ever before to teach young people to evaluate media more critically and to grow in taste and discrimi nation as they use media in school and at home. The media specialists in the schools should be valuable partners in this endeavor. JTi.

Vision For The English Uplands In 2050 Environmental Sciences Essay

Introducing the English highlands. The English highlands ( figure 1 ) are home to over 800,000 people in rural countries and 1.2 million in more urban countries ( CRC, 2010 ) . The landscape reflects centuries of human direction in the past and is maintained by continued stewardship, incorporating extremely valued and visited countries with a wealth of cultural and natural assets that provide a wealth of chance and potency ( CRC, 2010 ) . Despite this, most of the highlands are designated by the European Commission as Badly Disadvantaged Areas ( SDAs ) or Less Favoured Areas ( LFAs ) ( figure 2 ) , due to their low agricultural potency ( CRC, 2010 ) . It has been suggested that this may wrongly act upon determinations associating to the English highlands ( CRC, 2010 ) . The economic system and landscape of the highlands is particularly delicate in the current economic clime ( Butterworth, 2011 ) , which can take to the loss of important local employers ( CRC, 2010 ) . However, the highlands have the potency to back up a green economic system and low C hereafter by the coevals of valuable public goods and market merchandises ( CRC, 2010 ) . Whilst there is grounds of concern enterprise, endeavor and energy, endeavor is limited by few employment chances, peculiarly in more distant countries, and those that exist are frequently low pay and seasonal ( CRC, 2010 ) . The bulk of people in the highlands are employed in touristry related industries, sweeping, retail and fabrication ( CRC, 2010 ) . Land based employment makes up 5.2 % of highland workers ( CRC, 2010 ) . Figure 1: Map of England to demo SDAs and LFDs ( CRC, 2010 ) . Land usage industries in the highlands Land uses in the highlands can do struggle, but frequently can be in harmoniousness with each other. One manner to place utilizations of English highlands is to split them into purveying, modulating and cultural services ( CRC, 2010 ) . In this manner, it becomes easier to place struggles and countries of complementarity. Provisioning Regulating Cultural Food ( farm animal ) Climate ordinance Tourism Timber Air quality ordinance Diversion e.g. walking, field athleticss Minerals Water quality ordinance Aestheticss Energy Flood hazard bar Cultural heritage Fresh H2O Wildfire hazard bar Biodiversity Water, clime alteration and agriculture patterns 70 % of the UK ‘s imbibing H2O is sourced from the highlands ( CRC, 2010 ) . The UKPC ( 2010 ) undertaking that the Lowlandss will go hotter and desiccant and hence the highlands may go an even more of import H2O beginning ( Natural England, 2009 ) . Land direction in the highlands significantly impacts river flows and inundation hazards ( CRC, 2010 ) . Climate alteration is projected to increase inundation hazard in the hereafter ( CRC, 2010 ) . A turning job is brown H2O from peat dirts, which poses a challenge to imbibing H2O proviso in the highlands ( CRC, 2010 ) ; in fact H2O is going browner in many highland countries ( Natural England, 2009 ) . Removing coloring material is expensive and uses important sums of energy and chemicals which produce a sludge byproduct ( Natural England, 2009 ) . Soil compression caused by croping farm animal, blocked drains on peat dirts and remotion of chaparral and trees can do reduced absorbancy of H2O catchments ( Natural England, 2009 ) . Farming and the environment Farming in the uplands consists chiefly of farm animal agriculture ; 44 % of engendering Ewe and 30 % of beef cattles are farmed in the English highlands ( CRC, 2010 ) . Highland farms are frequently particularly vulnerable to policy reform and economic alteration ( National Trust, 2011 ) . It has been suggested that 1000s of occupations depend on highland agriculture, for illustration the highlands in Yorkshire provide 34,000 occupations in agribusiness and touristry, supplying ?1.8bn in gross revenues ( Butterworth, 2011 ) . The CRC ( 2010 ) studies that many highland husbandmans are disquieted about the economic impacts of future CAP reforms. Butterworth ( 2011 ) argues that farming in the highlands must be earnestly considered in current CAP dialogues to safeguard the hereafter of highland agriculture. Domestic animate being farming for nutrient is extremely carbon intensifier and contributed about 18 % to anthropogenetic clime alteration in 2006 ( CIWF, 2009 and FAO, 2006 ) . With universe meat ingestion projected to increase from 229m metric tons in 2001 to 465m metric tons by 2050 ( FAO, 2006 ) , stairss need to be taken to cut down this end product. Hotter drier summers may take to decreased handiness of feedcrops and H2O for domestic animate being agriculture ( CIWF, 2009 ) . An increasing population may take to less land handiness, as infinite to farm farm animal and turn their nutrient competes with infinite to construct houses, works woods and farm harvests and biofuel ( CIWF, 2009 ) . Livestock agriculture has declined due to the de-coupling of payments from production, the impacts of Foot and Mouth and de-stocking as a consequence of Single Farm Payment and to run into environmental demands in order to have subsidies from understandings such as the Higher Level Stewardship ( HLS ) strategy and Uplands Entry Level Scheme ( UELS ) ( which are frequently indispensable for endurance of farm concerns ) . This is an country of struggle ; conservationists encourage de-stocking to cut down overgrazing and protect home grounds, whereas hill husbandmans believe the pattern is misguided as it undermines traditional hill farming patterns ( CRC, 2010 ) . Many perceive de-stocking determinations to be non-participatory, top-down and ignorant of local cognition ( CRC, 2010 ) . Farmers feel that the bulk of parks are presently over or under-grazed due to inadequate guidelines ( FCC, 2010 ) . Overgrazing can do dirt eroding, release of C shops and altered river flow and deepness ( Defra, 2010 ) . Some of this is due to overgrazing of globally rare cover bog, which is protected by UKBAP position and active cover bog is included in the EC Habitats and Species Directive ( Defra, 2010 ) . Blanket bog presently covers 4 % of England and supports works species such as ling ( Calluna vulgaris ) cross-leaved heath ( Erica tetralix ) and the Sphagnum species, which vary regionally ( Defra, 2010 ) . Animal species found here include the great xanthous humblebee ( Bombus distinguendus ) , dragonfly gatherings and the internationally protected aureate plover ( Pluvialis apricaris ) ( Defra, 2010 ) . Blanket bog is England ‘s largest C shop with about 300 million metric tons of CO2 being stored ( Defra, 2010 ) , there is 15,890ha of cover bog in the Peak District N ational Park entirely ( Moors for the Future, 2007 ) . Defra ( 2010 ) suggests that overgrazing, run outing and firing in the highlands has resulted in 381,000 metric tons of C to be released yearly. Carbon released from cover bog could go an even more important issue in the hereafter, as the hotter summers and heater winters and alterations in precipitation projected for the hereafter ( UKCP, 2010 ) could alter peatlands from a C sink into a C beginning ( CRC, 2010 ) . Forestry and preservation Woodland and forestry makes up 12 % of the highlands, which is largely managed by The Forestry Commission ( CRC, 2010 ) . Positive environmental benefits provided by tree planting in the highlands include renewable energy production, reduced dirt eroding, improved C segregation, reduced flooding hazards and improved H2O quality ( CRC, 2010 ) . Other benefits include the creative activity of employment from bio-energy strategies ( CRC, 2010 ) . At present clip it is ill-defined what the national guiding scheme for forestry is, as an independent panel is being established to see future forestry policy ( Spelman, 2011 ) . Diversion, preservation and agriculture patterns Diversion in the highlands includes out-of-door escapade, game shot ( CRC, 2010 ) and hill walking ( Natural England, 2009 ) . Around 40 million people visit National Parks in the English Uplands yearly, passing about ?1.78bn ( CRC, 2010 ) . English highlands contain 86 % of unfastened entree land in England ( CRC, 2010 ) . One ground for this may be that National Parks and Areas of Outstanding Natural Beauty ( AONBs ) make up 75 % of the highlands and 53 % of England ‘s Sites of Special Scientific Interest ( SSSIs ) are situated at that place ( CRC, 2010 ) . Historic characteristics in the uplands face menaces from overgrazing and dirt compression, undergrazing and chaparral and bracken invasion, and hapless direction of the historic environment for biodiversity and other ecosystem services ( Natural England, 2009 ) . It is frequently voluntary administrations that engage in custodies on preservation and protection of the environment and heritage characteristics and supply recreational and educational activities ( CRC, 2010 ) , which has a positive impact on the touristry industry, as it is the beautiful environment and cultural heritage that tourists visit the highlands to see. The impacts of touristry on the environment in the uplands include increased fire hazard, dirt and pathway eroding which causes increased C loss from dirt and increased C emanations from private conveyance ; for illustration 93 % of all Lake District tourers travel by auto ( Natural England, 2009 ) . However, these issues can supply an chance for community coherence ; for illustration voluntaries in the Lake District are presently transporting out footpath Restoration work ( Natural England, 2009 ) . 5.5 % of English highlands is covered by heather moorland, some of which is managed for grouse ( Moors for the Future, 2007 ) . Grouse hiting for diversion has existed in the Northern highlands for over 150 old ages ( Natural England, 2009 ) . Moors for the Future ( 2007 ) suggest that long-run grouse direction has changed cover bogs into heather moorland. Natural England suggests that merely 14 % of moorland SSSIs in England are in favorable status due to overgrazing and inappropriate combustion ( Moors for the Future, 2007 ) . Controlled combustion has been increasing over the last 30 old ages ( Yallop, 2006 ) . Appropriate combustion can better biodiversity by making a wider scope of home ground, for illustration, the aureate plover prefers short flora ( Moors for the Future, 2007 ) and moorland direction for grouse has expanded their scope ( Game & A ; Wildlife Conservation Trust, 2011 ) . However, this disadvantages other species, for illustration those that require tall ling ( Moors for the Future, 2007 ) . Traditional methods of firing rhythms have caused struggle, for illustration in 2003 English Nature blamed grouse directors for irresponsible moorland combustion in a particular protection country ( BBC News, 2003 ) . Regular burn rhythms cut down wildfire hazard by cut downing the sum of old ling ( fuel ) ( Moors for the Future, 2007 ) . Therefore, appropriate combustion may be an of import direction technique in the hotter, drier summers of the hereafter projected by the UKCP ( UKCP, 2010 ) . In 1992-1997 the joint bird of prey survey took topographic point in Langholm, Scotland ( Langholm Moor Demonstration Project, 2011 ) . The intent of the survey was to happen out the effects of non pull offing moorland for grouse ( Bellamy, 2005 ) . The consequences showed that biddy harrier Numberss increased significantly ( figure 3 ) , a brace of mobile falcons moved into the country and all moorland bird, including grouse, Numberss decreased significantly ( Bellamy, 2005 and Langholm Moor Demonstration Project, 2011 ) . The survey compared Langholm to nearby managed Moors and found that the Langholm grouse population failed to retrieve from the parasitic disease Strongylosis during the Joint Raptor Study when biddy harasser Numberss had increased, whereas they recovered good in the nearby managed Moors ( figure 4 ) . Four old ages after the survey, hen harrier Numberss had decreased to two braces ( figure 3 ) due to reduced quarry ( Bellamy, 2005 ) . This had a negative impact no n merely on wildlife preservation, but on touristry and diversion excessively, which in bend negatively impacted local concerns such as stores and hotels that had antecedently received good income from taws and bird spectators ( Bellamy, 2005 ) . Figure 2: The ruddy line shows Numberss of engendering biddy harasser braces at Langholm and the green saloon chart shows the figure of biddy harasser cheques at Langholm ( right axis ) ( hypertext transfer protocol: //www.langholmproject.com/raptors.html ) . Figure 4: Number of grouse shooting at Langholm ( green ) compared to two nearby Moors ( brown and Grey ) . The cyclic alterations reflect periodic parasitic disease Strongylosis ( hypertext transfer protocol: //www.langholmproject.com/grouse.html ) . The Joint Raptor Study suggests that responsible grouse direction does non conflict with bird preservation and can really be good ( Bellamy, 2005 ) . Unfortunately, struggles still exist and some people regard the violent death of grouse for athletics as inhumane. However, Bellamy ( 2005 ) argues that possibly it is better to hold free scope grouse who are killed immediately than utilizing the land for big farm animal farms where the animate beings have a decreased quality of life. An illustration of diversion, farming and preservation bing in harmoniousness occurs at the 5,500ha Bolton Abbey Estate in North Yorkshire, where managed ling Moors are classed as a SSSI, a European Special Area of Conservation for its works communities and European Special Protection Area for its bird population ( Natural England, 2009 ) . The land supports and provides grouse shot, recreational walking, educational visits, farm animal graze, heather honey production, sustainable forest, rich biodiversity and a C shop in the peat dirts ( Natural England, 2009 ) . The Vision in 2050 The highlands are considered to be a national plus, with important environmental, cultural and societal value and chance ( CRC, 2010 ) supplying people with procedures necessary for life such as nutrient, H2O, civilization and diversion. The abundant and diverse scope of wildlife exists in the abundant and diverse scope of good quality home grounds, which are valued and protected by the people. Farming patterns remain largely traditional and do minimum injury to the environment, and husbandmans receive a good income. Restored cover bog shops huge sums of C. The highlands are no longer regarded as countries of terrible disadvantage but alternatively countries of chance, as alterations in the yesteryear have resulted in the creative activity of many occupations and chances for sustainable concern, ensuing in a thriving, happy community. The land and all its natural and cultural assets are managed sustainably. Policy and determination devising utilises the bottom-up attack and involves local communities and is antiphonal to altering state of affairss. Top Ten Menu of Actions All determinations should be more participatory and area-specific Policy should non be nescient of local cognition ( FCC, 2010 and CRC, 2010 ) . Alternatively it should take into history the cognition and experience of local people ( FCC, 2010 ) . Policy should be flexible and antiphonal to alter ( CRC, 2010 ) . Management determinations should be made locally ( FCC, 2010 ) . Safeguarding H2O and cut downing inundation hazard Planting more trees and chaparral to increase the absorbancy of H2O catchments and responsible decrease overgrazing, combustion and land drainage would cut down deluging hazard ( Natural England, 2009 ) . A better apprehension of drainage forms across each river catchment and how land direction influences them is required ( CRC, 2010 ) . Reducing overgrazing reconstructing degraded moorland may assist to better H2O coloring material ( Natural England, 2009 ) . Improved forest direction More forest should be planted ( Natural England, 2011 ) . Forests should be more connected to assist wildlife adapt to climate alteration ( Natural England, 2011 ) . Improved grazing direction Croping should be limited to identified suited specific countries of land. There should be limited to no croping on protected moorland. Farmers should recognize that nutrient production from farm animal is interlinked with other systems such as H2O quality ( Natural England, 2011 ) . Stocking rates should be decided locally. Education for the populace and for concerns Essential highland services should be recognised by all ( CRC, 2010 ) . Upland instruction programmes and activites should be implemented to enthuse and actuate people ( Natural England, 2011 ) . Promoting green endeavor The UK has a duty to cut down C emanations ( Guardian.co.uk, 2008 ) . In line with this, green engineerings need to be utilised to their full potency. Bio-energy strategies based on forest biomass should be implemented throughout the highlands to lend to upland economic systems and make employment ( CRC, 2010 ) . Renewable energy concerns ( H2O power, solar, wind engineering etc ) should be encouraged ( Natural England, 2011 ) . Support should go available for green endeavor to let the highlands to make its full economic potency ( CRC, 2010 ) . Secured hereafter for farming At least one land-based college to present farm direction classs should be in each vicinity ( FCC, 2010 ) . This should assist to guarantee immature people learn the accomplishments necessary for highland agriculture. A alteration in highland policies A flexible and antiphonal new national scheme that is integrated across sectors, administrative countries and sections should be implemented, based on local cognition and scientific fact ( CRC, 2010 ) . The new national scheme would cut down bureaucratism, duplicates and the inefficiencies present in current policy ( CRC, 2010 ) . This would let the people and concerns of the highlands to better understand how they can protect and heighten the highlands ( CRC, 2010 ) . To guarantee effectual execution an single accountable to Curates of BIS, CLG, DECC and DEFRA should be appointed ( CRC, 2010 ) . Policies should put out clear aims and marks and the effects should be monitored so feedback can be provided to husbandmans ( FCC, 2010 ) . This will enable them to present better environmental results ( FCC, 2010 ) . Continued preservation All concerns and substructure should be sited to understate negative impacts on the environment. Existing preservation guidelines should be improved and adhered to. Grouse direction should go on, but be sensitive to preservation, diversion and agriculture demands. Co-operation All stakeholders in the highlands should be encouraged to co-operate with each other to accomplish long term consequences and foolproof support ( Natural England, 2011 ) . Decision The uplands face a hereafter of uncertainness, but this provides great chance. With everyone working to back up and heighten the highlands, this vision can be used to assist continue the positive and understate the negative facets of the highlands ( Natural England, 2011 ) .