Little Rock, Arkansas - New Futures for Youth - an Independent, Non-profit Organization Free Essay Example, 2750 words

Ms Threet possesses a Bachelor s Degree in Psychology and has been with New Futures for seventeen years. Ms Threet possesses a Bachelor s Degree in Psychology and has been with New Futures for seventeen years. When asked how does age, gender, marital status, and tenure affect hiring and supervision decisions, Mr Vogler explained that aside from the administrative and volunteer positions, the major requirement for employment with New Futures is that applicants possess a four-year degree received from an accredited college of higher learning (Vogler, personal communication, July 16, 2010). When Ms Threet was asked the same question, she stated very simply that, maturity and commitment to youth development were the major hiring criteria of New Futures (Threet, personal communication, July 19, 2010). When asked to elaborate, Ms Threet explained that gender, marital status and tenure are not usually applicable. New Futures currently plans to hire three new staff members, to be outplac ed in area high schools, working directly with youth in a pilot project. Gender will be considered in hiring to match male staff with male youth and female staff with female youth. However, this is not a requirement, only a consideration to meet the needs of the youth. Through personal communication with both staff member s, it appeared that they differed in their opinions of what were the most important hiring criteria for employees. Ms Threet explained that an obviously qualified applicant (who was also an internal applicant) applied for a promotion within New Futures and was hired for the position and the applicant did not have a four-year degree. This could very well explain why the two differed in their responses to the hiring criteria of employees. In terms of the professional make-up of the organization, both staff members explained that the organization consisted of a wide variety of disciplines, i.e. social workers (LMSW and LCSW level); Program Specialist; Program Liaisons; Communications Specialist; and Research and Evaluation Analysts. When asked about the types of professional development training that the program offered, both employees provided very different responses. We will write a custom essay sample on Little Rock, Arkansas - New Futures for Youth - an Independent, Non-profit Organization or any topic specifically for you Only $17.96 $11.86/pageorder now

Essay Marketsoft Harvard- Case Study - 645 Words

Market Soft Case study Situation: MarketSoft founded by Greg Erman, in 1999 had designed an innovative software product that addressed the problem of managing sales leads across the â€Å"extended enterprise†. The product eLeads was strategically developed upon extensive research to address three critical areas many of the fortune 1000 companies in the modern times are facing: 1.Leads get lost 2. No qualifying systems for the leads exist and 3.The leads are never tracked. Problems: 1. The entire product was built based on customer needs that were identified by querying an extensive network of sales and marketing industry professionals. While MarketSoft used an elaborate LP language to ensure that what they heard translated to all of†¦show more content†¦The obvious benefit of targeting this particular blue chip market segment as addressed in the second problem could be both monetary and that a greater number of market leads can be fed into the software when mining a larger market and could lead to minimization of the confidence interval error ratio. However mid-size markets and companies who are players in this segment should not be ignored. The problem in ignoring them is that MarketSoft is leaving a large segment of the market unattended and these mid-level companies have a potential to grow into larger corporations. By ignoring this market segment MarketSoft will essentially have lost an opportunity to have developed a future clientele base Recommendation: Problem 1 can be addressed by following the open-ended questions with specific targeted questions that would allow focused answering, leading to better data mining which will help zero in on exactly what the need is and ultimately help refine the product characteristics with more finesse. A suitable recommendation to address the second problem is that these middle markets should also be targeted and the software should be refined to cater to these current needs with an ability to expand along with the client’s business needs. To make MarketSoft accessible to also companies that

Directly Incurred In Manufacturing Product â€Myassignmenthelp.Com

Question: Discuss About The Directly Incurred In Manufacturing Product? Answer: Introducation a) Flexible budget is a budget where the budgeted costs differ for different levels of activity. The expenses of a business are classified into variable, semi variable and fixed costs with utmost accuracy as the importance of the budget depends upon the accuracy to which the costs have been properly classified. Flexible budget helps in identifying the deviation of the actual costs of the actual quantity from the budgeted costs of the actual quantity(Hilton Paltt, 2016) .This is very important for cost control as the reason of the deviation of actual performance from the planned performance can be known. For example, management has prepared a budget for production of 2000 units of product A as follows: Standard Budget Flexible budget Actual 2000 1500 1500 Variable costs ($10 per unit) $20,000 $15,000 $17,000 Fixed cost $50,000 $50,000 $50,000 From the above we see that the actual deviation of variable costs has been an excess of $2000 over budgeted. If we were to go by standard budget, the deviation would be favourable $3,000 which is unrealistic. Flexible budgets overcome the shortcoming of the static budgets in performance evaluation. Under static budget, the actual results are compared to the budgeted ones irrespective of the level of sales. So if the sales volume increase, the corresponding variable costs are bound to increase, however, static budget does not consider this. Flexible budgets increase the budgeted costs with an increase in the volume of sales and thus provide for a more realistic performance evaluation thus eliminating the scope of volume variances. b) Before a cash budget is prepared, the budgets that need to be prepared include Sales budget, Materials budget, and Selling and expenses budget. The likely timing of the cash flows and their impact on the cash budget is discussed below: i) Sales budget this is the first budget and depending on the sales forecasted, other budgets follow. The sales budget will increase the cash flows as the revenues will result in receipts. The timings of the cash flow depend on the collection policy of the company. If sales are made for cash, the cash flow will increase in the month of sale. For credit sales, the cash flow will increase in the month the cash is collected for the credit sales. ii) Materials budget depending on the production budget, the materials required to produce the required quantity is determined by the materials budget. The materials are purchased to be used in production and hence will result in outflow/disbursements in the cash budget. The cash outflow depends on the credit the company gets from its suppliers. For cash purchases, the month in which the material is purchased is effected and for credit purchases, the month in which the payment is being made is affected. iii) Selling expenses budget this budget results in cash outflow and hence will increase the cash disbursements in cash budget. The cash is normally paid when such expenses are incurred. c) Operating cycle is the time required to acquire the inventory, sell it and receive cash from the customers for the inventory sold. A cash cycle is the time taken to release cash tied up in production and sales processes. Operating cycle and cash cycle can be used interchangeably however; operating cycle measures the operating efficiencies whereas cash cycle measures the effectiveness of cash flow management. Operating cycle is a sum of the days inventory outstanding and days sales outstanding whereas the cash cycle is the sum of days inventory outstanding and days sales outstanding less the days payables outstanding. A shorter operating and cash cycle means effective working capital management as the inventory is converted into sales and the sales are paid for in a shorter time period. Also the time taken to pay the suppliers is more than the time taken to receive payment. The various ratios that can be used in measuring the working capital efficiency include inventory turnover, r eceivables turnover and payables turnover. Inventory turnover is the number of times the company is able to turn its inventory into sales in a year. Higher the ratio, the better it is. Receivables turnover is the number of times a company can convert its receivables into cash during the year. A higher ratio means the receivables are fast moving and debtors are paying on time. Higher the ratio, the better it is. Payables turnover is the number of times the company is paying its average accounts payables in a year. Higher the ratio the better it is because this means the company is able to pay its bills on time and the ratio can be used to negotiate favourable credit terms for the company. d) No, we do not agree that government organisations do not need accounting; rather it is important for these organisations to have transparency and uniformity in the financial data being reported. Accounting refers to recording all financial transactions and thereby interpreting, reporting and summarizing this data. The source of funding for these organisations is grants or taxes both of which are public money. The government uses this money to provide valuable goods and services to the public like roads, infrastructure, and other public amenities. The source and use of such funds should be properly recorded in the books of accounts to be reported to the public as the public would want to know where their money is being spent. The financial data can also be used by the government agencies for preparing annual budgets. Accounting helps to keep a check on the expenditures so that the expenditures remain within the limit of the budget as approved by the government also to ensure that t he expenditures are made as per the rules, regulations and the legal provisions of the government. The accounting data can be used to prepare financial statements and various reports of use to the government and the public. The government organisations should use Generally Accepted Accounting Principles for accounting purposes. e) A costing system is used by a company to accurately estimate the costs of the products in order to determine the selling price of the products. The system uses various cost control measures, reports, processes and forms to report on the revenues and a cost incurred for the product and therefore measures the profitability of the product. A costing system also helps in multiple product profitability analysis, comparison of budgeted and actual results, and accurate estimation of futura) Manufacturing overheads allocation rate for Wonder Products on the basis of machine hours. Manufacturing overhead rate = total manufacturing overheads / total machine hours = 598080 / 7000 = $85.44 b) Administrative overheads allocation rate for Wonder Products on the basis of direct labour hours. Administrative overhead rate = total administrative overheads / total direct labour hours = 695520 / 14000 = $49.68 c) Price to be quoted to Bushy for the wonderful creation is calculated below: Particulars Amount Direct material $19,000 Manufacturing overhead (400*85.44) $34,176 Administrative overhead (750*49.68) $37,260 Total costs $90,436 Mark up of 40% on total costs $36,174.4 Price of Wonderful Creation $126,610.4 d) It is important to carefully allocate overhead expenses to products for accurate pricing. The prices are determined on the basis of costs for products. Overhead expenses are not directly incurred in manufacturing the product rather these may relate to support services costs. Since the product is indirectly using such services, it is necessary to include these costs in the total product cost as it also helps in decision making. The most common and old method of overhead allocation is traditional costing where the overheads are allocated to the products on the basis of a predetermined rate irrespective of the complexity of the activities undertaken to incur the cost. Hence, this method does not accurately allocate the overhead costs. Another costing method Activity Based Costing solves the problem by allocating overhead costs by dividing overheads into various activities and identifying cost drivers. On the basis of the usage of the various activities, the costs are allocated. e) The companies use a predetermined rate rather than actual overhead costs in allocating overheads because these overheads are not directly incurred in manufacturing the product. Administrative and manufacturing overheads like salaries, rent, electricity, insurance are not incurred for production but are rather support services. Hence, these costs need to be allocated on a predetermined basis. References Hilton, R., Paltt, D. (2016). Managerial Accounting: Creating Value In a Dynamic Business Environment. Australia. Weygandt, J., Kimmel, P., Kieso, D. (n.d.). Managerial Accounting: Tools for Business Decision Making, 7th Edition. Australia: Wiley.

Mound Builders Of North America Essays - Mound Builders,

Mound Builders Of North America Mound Builders of North America The mound builders of North America have allured the curiosity of scholars and architects since the days of de Soto. Having such a long history, and being the most advanced civilization in the United States portion of North America, their history, vague and ancient, has continued to excite scholars up until current times. Mounds are scattered all over the United States as far west as the Rocky Mountains. Some, especially in Illinois and the Mississippi region, are very impressive, reaching as much as 100 feet high and covering sixteen square acres. Likewise, there are many very small mounds that are often mistaken for natural geographical features. Mounds have been classified by scholars into three major categories: effigy mounds, burial mounds, and temple mounds. Effigy mounds are most common in the northern part of the United States near the Great Lakes and as far up as the Canadian Shield. These cleverly designed effigies are remarkable in geometric precision and very impressive, especially since it is so far unexplained how they were constructed. The purpose for the creation of these amazing earthen artworks is also obscured, hidden somewhere in the far past, but it can be assumed, judging by the general patterns of other ancient cultures, that ancient mound building people had originally designed them for spiritual purposes. Burial mounds are usually distinguishable by their cone shape, and received their name from theories concerning their purpose. The majority of architects agree that mounds did serve as mortuaries and that the elite were buried in them. The possibility that the mounds contained human sacrifices has also been considered, and many theorist that base their inferences on the similarities between the mound builders and the Mexican cultures have not overlooked this theory. The temple mounds in the southern regions of the United States are famous for the pyramid-like structure and their layered construction. They are comparable, though not nearly as analogous in size, to the great Egyptian pyramids, and have several brow-raising similarities to the Mayan mounds and other mounds built by the Mexican Indians. The temple mounds are also noted for having had temples built at the top of each one. The chroniclers that journeyed with the Spanish explorers during the 1 500's described the temples as not places of worship, but rather shrines. In addition to their mounds, the Mound Builders also left behind large enclosures. Enclosures found at the tops of mounds are thought to have been used for military and defensive purposes. James A. Brown of Northwestern University, however, argued in an article he had written that the construction of the enclosures offered no evidence of military objective, and that all archeological evidence pointed to mortuary and ritual use only. Mounds that were built on broad river bottoms were characteristically geometrical, and they were often times connected paths bordered by low embankments. The period when the Mound Builders ruled the Mississippi valley and the central and eastern United States is actually divided into three epochs. The Mound Building cultures can be dated as far back as 1500 BC, and that time until around 700 BC archeologist identify as the Poverty Point Culture. The Hopwellian period spans from 500 BC to 400 AD, and the last period begins in the year 700 AD and ends in 1550. The Poverty Point Culture and the Hopwellian period remain mysterious, but researchers were able to gather a relatively large, however wanting, amount of information from the Mississippian era simply because it was not yet ended when the conquistadors and adventurers came to North America. When Hernando de Soto journeyed through Florida (then a name given to basically any region where Mound Builders resided) his chroniclers repeatedly remarked on the density of the population and the abundance of maize. Maize became a staple crop around 800 AD, around the same time that the Missis sippian Era began. Another feature that distinguishes the Mississippian from the other earlier eras was their use of bows and arrows to strike down game. Prior to the use of this tool, Mound Builders used the atlatl (a type of spear) for hunting. The lifestyle of the Mound Builders reflected their geographical orientation. Since they were mainly

Relationship Between TV Violence And Violent Behavior Young People Essay Essay Example

Relationship Between TV Violence And Violent Behavior Young People Essay Essay Example Relationship Between TV Violence And Violent Behavior Young People Essay Essay Relationship Between TV Violence And Violent Behavior Young People Essay Essay The Relationship Between Children s Exposure to Television Violence and Aggressive Behavior Long periods of Television exposure to force can make aggressive behaviour in kids. In many instances kids of different ages are exposed to Television plans that are nt suited for their age groups. Many of these plans contain high volume of force and kids are exposed to them for an inordinate sum of clip without parental supervising. This can be a factor in constructing a hostile behaviour in a kid. Not all Television scheduling is intended for all audiences. More kids are watching plans that are non intended for their ages. There is an surplus of force, sex, and grownup subjects in Television plans. Children are more open to these subjects with a chink of a distant control device. It is really easy for a kid to watch these types of plans because they are easy available at different hours of the twenty-four hours. A parent may believe that during the early hours of the twenty-four hours telecasting plans may be directed toward kids but this may non ever be the instance. Evaluations have been implemented in order for parents to maintain control of the telecasting plans their kids ticker. Plans are identified by evaluations issued by The National Association of Broadcasters, the National Cable Television Association, and the Motion Picture Association of America. These evaluations are known as Television Parental Guidelines. These evaluations can place violent scheduling. They appear within the first 15 proceedingss of a Television plan except for intelligence, athleticss, and some overseas telegram channels. The Federal Communications Commission ( 2009 ) states The evaluations are as follows: TV-Y Directed for kids within the ages of two to six TV-Y7 Directed for kids of seven old ages of age and older TV-Y7-FV Directed for the same age group as the old evaluation but with the difference that it may incorporate fantasy force. TV-G Suitable for all ages but non needfully a kids s show. TV-PG Parental counsel is suggested and may non be suited for immature kids. TV-14 Suggests that the show may non be suited for kids under the age of 14. TV-MA Directed specifically for grownup screening and kids under the age of 17 are recommended non to see this plan. Plans like Sesame Street are rated TV-Y and are directed to an audience from the ages of two to six old ages of age. This plan in peculiar Teachs larning accomplishments to kids while it entertains in an appropriate mode. When parents let their kids watch plans with this evaluation, they can experience procure that their kids will non be exposed to any violent, sexual or big subjects. Children watch Television plans for a big period of clip. The Keiser Family Foundation ( 2006 ) stated More than four in 10 ( 43 % ) kids under 2 old ages old watch Television every twenty-four hours and about one in five ( 18 % ) ticker picture or DVDs every twenty-four hours. What this tells us is that most of these kids do nt incur in any outside activities and their chief beginning of amusement comes from telecasting and picture games. Children under the age of 2 ticker telecasting on a day-to-day footing. This is a really early start for kids to acquire accustomed to a telecasting set. The following table represents the sum of hours kids spend watching telecasting, playing picture games and utilizing computing machines. ( Amy B. Jordan, PhDa, James C. Hersey, PhDb, Judith A. McDivitt, PhDc A ; Carrie D. Heitzler, MPHc, 2006 ) . Children between the ages of nine and 10s are at the highest degree of telecasting observation, while kids between the ages of six to 7 old ages are at the lowest degree. This tabular array besides shows that while kids become older, they besides include playing picture games and utilizing computing machines in add-on to watching telecasting. The sum of hours spent in forepart of a screen increases with age. Video games and computing machines besides contain force. The American Academy of Pediatrics ( 2006 ) stated Pediatricians recommend to parents that they limit kids s entire media clip ( with amusement media ) to no more than one to two hours of quality programming per twenty-four hours and to take telecasting sets from kids s sleeping rooms. With this sum of limited Television force, kids will be less prone to being affected by the aggressiveness and ill will shown in these types of plans. Childs who are continuously exposed to TV force at an early age may make a hostile behaviour that will come on into their maturity. Aggressive behaviour in the early childhood old ages has been repeatedly linked to force in ulterior young person and adolescence. ( Dimitri A. Christakis, MD, MPH, A ; Frederick J. Zimmerman, PhD, 2007 ) The manner to turn to this issue is chiefly with the interaction of the parents. A kid looks up to the parents for counsel and they are the primary beginning of mentoring. Parents need to be involved in the lives of their kids. It is of import that they provide love and fondness, along with communicating and counsel. They need to pass clip with their kids in activities that will advance good behaviour while making a bond. Alternate activities should be fomented to replace the usage of telecasting. Parents need to put the illustration in supplying healthier activities to portion with their kids. The American Academy of Pediatrics ( 2009 ) stated Parents are powerful function theoretical accounts. If you want your kid to read more, that is what you should make. If you would wish him to travel out-of-doorss for some physical activity, invite him to make so as portion of an gratifying household exercising plan. Parents should agitate other activities like athleticss, music, and literature. It is a good thought to advance activities that can be good physically and mentally. There are many types of plans that kids can bask while interacting with other kids of the same age. Parents on a limited budget can look for free activities sponsored by their community. They can subscribe their kids in a reading category at the library or a kids s athleticss squad at their local community centre. The chief focal point on this is to restrict the clip kids will pass watching force on telecasting versus take parting in other activities that are more good to them. Besides, the hours a kid spends watching telecasting and the type of plans they watch should be controlled by the parents. In fact, devices like a V-chip have been created to supervise and barricade the plans kids watch. This device allows parents to barricade programming they do nt desire their kids to watch. This is measured by the evaluation issued by The National Association of Broadcasters, the National Cable Television Association, and the Motion Picture Association of America. Programs with evaluations of MA will be blocked by this appliance. This is a really utile took because it permits parents to schedule in front of clip the plans their childs can watch and will supply them with a sense of alleviation that their kids ca nt watch inappropriate scheduling. The web site for the Federal Communications Commission ( 2009 ) has information sing this V-chip and explains how to utilize this device. The web site for them is http: //www.fcc.gov/ . It is highly of import for a parent to explicate to kids that the force they see on telecasting is non acceptable behaviour and should non be imitated. A parent can inform their kids that the bulk of the force they see on telecasting and the reaction to this force is seen by society as negative behaviour. Parents need to promote a sociable behaviour in their kids at an early age. While force is an issue that affects society, kids should be taught that this is non acceptable behaviour. However, if a kid has already developed an aggressive behaviour other steps should be put into action. Parents may desire to seek the services of a professional such as a school Counselor or a Psychologist, to assist cover with the ill will. In add-on, the engagement of all household members may be helpful in seeking to command this type of behaviour. It is a household issue when there is an aggressive kid in the house because this behaviour could finally impact everyone in that house. Finally, it is really of import to state that non all telecasting scheduling is unacceptable, or that it will impact the behaviour of a kid. Some plans are educational and will agitate acceptable behaviour in kids. Violent Television scheduling will agitate aggressive behaviour in kids and should be avoided. Children need amusement in their lives but parents need to replace telecasting with activities that can excite them physically and mentally. Exposure to telecasting should be reduced to a lower limit and parents need to be more involved in the lives of their kids. After these steps are taken, parents should see betterments on their kids s behaviour.

Guilt-Free Expressions to Say, You Hurt My Feelings

Guilt-Free Expressions to Say, You Hurt My Feelings When you are hurt, your first instinct is to retaliate. You want to hurt the other person to avenge the pain and suffering you encountered.Revenge is sweet, but the repercussions can often be a disadvantage. As the author of Sometimes a Great Notion, Ken Kesey said, The man who seeks revenge digs two graves. Blinded by anger and ego, men often act beyond their wildest imagination. Thus they begin a circle of vengeance.History  is replete with stories of hurt and revenge. Mighty empires have crumbled because of misguided anger. Ego clashes have wiped out human life in many parts around the world. ​Hurting words have brought the world to the brink of a world war. How can one assuage the hurt feelings? Can you take back the words that hurt another?Just as words can hurt someone, eloquent words of forgiveness can soothe the pain. When you seek unconditional forgiveness and atone for your sins with a good deed, you can reverse the pain.If you have been hurt, you can use these you hurt me quotes to express your anguish. No revenge, no retaliation! A few sincere words are enough to communicate your pain. These words can have a powerful effect on your aggressors conscience. Oscar WildeA gentleman is one who never hurts anyones feelings unintentionally. Henry Wadsworth LongfellowA torn jacket is soon mended, but hard words bruise the heart of a child. English ProverbAnger is often more hurtful than the injury that caused it. Louisa May Alcott,  Little WomenBecause they are mean is no reason why I should be. I hate such things, and though I think Ive a right to be hurt, I dont intend to show it. Diana RossCriticism, even when you try to ignore it, can hurt. I have cried over many articles written about me, but I move on and I dont hold on to that. Lady GagaDo you know the feeling, when your heart is so hurt, that you could feel the blood dripping? Toby KeithDont compromise even if it hurts to be yourself. Chris RockFor me, anything goes when I pick up a mike. Im not trying to hurt people - I try not to get too personal but I look at myself as a reporter. If you can report on anything that has to do with pop culture, then why cant I make jokes about it? Yes, it hurts. But I figure that laughter sometimes starts from pain. You might wince, but then I know that Im doing my job. The only thing I can do wrong is not be funny. Ernest HemingwayForget your personal tragedy. We are all bitched from the start and you especially have to be hurt like hell before you can write seriously. But when you get the damned hurt, use it-dont cheat with it. Christina AguileraIm sorry for blaming you for everything I just couldnt do, and Ive hurt myself by hurting you. Frank Sina​tra Oh, I just wish someone would try to hurt you so I could kill them for you. Klaus KinskiSometimes my heart hurts so much, I beat it with my fists. I try to run. But you cannot run from this. It waits for you. Even when you think you have escaped it, it is there. Les BrownForgive those who have hurt you. Angelina JolieI didnt really want to live, so anything that was an investment in time made me angry... but also I just felt sad. When the hopelessness is hurting you, its the fixtures and fittings that finish you off. Alonzo MourningI was hurting. I had some ailments I was dealing with. Its not like I was holding out.

Media and Violence in the USA Assignment Example | Topics and Well Written Essays - 750 words

Media and Violence in the USA - Assignment Example This statistics is frightening; why there is so much violence in the United States and what can be done to reduce it, is a question that has puzzled governments, psychologists and social scientists. US Department of Justice figures showed that 2.8 million children (under 18) were arrested in 1997, nearly 2500 juveniles were arrested for murder, and 121000 were arrested for other violent crimes [Cantor, 2000]. Psychologists believe that seeds for attitude towards violence are sown early in life. This has resulted in many studies on the impact of TV, video, video games, and other media accessible to children at home. [Eron, 1963] and [Eron & Huesman, 1986] Huesman of University of Michigan carried out a long term study of the viewing habits of a group of children for decades, They astonishingly claimed that watching violence on television was an even more powerful factor in promoting violence than poverty, race, or parental behavior. This 1960 study followed up 11 and 22 years later and claims to show that the aggressive eight-year-olds of 1960 grew up to become even more aggressive 19- and 30-year-olds, with greater troubles-including domestic violence than their less aggressive counterparts who did not watch as much television [Eron & Huesman, 1986]. Eron & Huesman list dozens of other studies in support of their arguments that Violence on Media is harmful to children and eventually to society. [Senate Committee, 1999] reported that more than 1,000 studies on the effects of television and film violence have been done during the past 40 years. American Medical Association, the American Academy of Pediatrics, the American Academy of Child and Adolescent Psychiatry, and the National Institute of Mental Health have separately reviewed many of these studies and all of these bodies conclude television violence leads to real-world violence.

Jim Crow Segregation in Mississippi Research Paper

Jim Crow Segregation in Mississippi - Research Paper Example The African-Americans were reduced to second class citizens. The churches claimed the whites were the chosen people and the blacks were cursed to be servants for white people. This implied that God supported segregation. The newspapers referred to blacks as Niggers, darkies, coons and even the articles and games played by children were stereotypic. Violence was used to maintain the blacks at the bottom of the hierarchy. The segregation rules came to ultimate end in 1965 when every individual was allowed full rights. This included voting but after a long tussle and struggle by the rights activists which included the civil war between the federation and the southern states (Kay 210). Essie’s family lived in a shack with two rooms. The shack was not enough for them and the conditions were dilapidating. The parents tried to make it comfortable by decorating it using mismatched wall papers with cardboard pieces stacked in the numberless cracks on the walls. The state of the house w as a clear example of the real conditions that the blacks in the southern states like Mississippi lived. The kids stayed alone at home because the parents stayed in the fields working for their white master all day. However, the wages were not even enough to fend the small families. This situation is aggravated by burning of the shack by Ed who was left to look after Essie and her siblings. Thereafter, Mae is blamed for the tragedy and thoroughly beaten (Moody 167). Mae’s father used his free time gambling although it was very difficult. This made him see another mulatto woman thus, a second marriage. Therefore, Mae was left alone to fend for the family. Later, the family decided to move to a house near a swamp. The place had several snakes which occasionally sneaked into the house. Mae’s mother was now working at a cafe for the blacks. She discovered that the place was not safe however; they could not find another cheap place to stay. They were living in such places a s a result of poverty. This poverty is aggravated by the fact that the blacks in Mississippi were discriminated in employment opportunities and land ownership. Due to the situation that Mae, Adline and Junior were facing, they yearned to ride bikes just like the other kids. They were segregated and they only had a chance to sit on the trench which indicated the level of poverty that the family had. Raymond builds a house for the family which lacks an indoor plumbing although it had water line. Mae believes that they were entitled to everything which could make them comfortable. This is evident as Mama and Essie Mae goes to the market to buy wallpapers for their new house. They also manage to purchase furniture as Essie proposes that they would buy a white post bed just like the one she had seen at Miss Ola’s place where she worked for an extra coin (Kay 178). Therein, she is reminded by the mother not to ape the whites. Her mother reiterates that she was influenced by the Cla iborne family where she spent most of the time working Raymond’s buys an old Mule to use in tilling a rented strip of land. This implied that the family was very poor and could not afford to purchase a young one which was more expensive. The piece of land that Raymond rented was very cheap and unused because he found a grenade which rendered the farm desolate and dangerous. This meant that the family could not afford to buy a piece of land. Furthermore, they could not afford to rent a more productive and safe land. The African-Americans could only

What Was a Day in the Life of a Prisoner Like Essay Example for Free

What Was a Day in the Life of a Prisoner Like Essay The Holocaust, the systematic, bureaucratic, state-sponsored persecution and murder of approximately six million Jews by the Nazi regime and its collaborators, depicts a series of tragic events. One may ask how was each prisoner treated upon arrival? The horrors that come to mind are endless, and the pain each prisoner must have gone through is undeniably brutal. Men, women and children of ages that varied were taken away from their homes, stripped of their belongings and separated from their loved ones. Each prisoner was identified, not by their birth names, but by serial numbers tattooed onto their body. Each prisoner’s head was shaved. Each prisoner was given clothes off of corpses. Each prisoner went through the unspeakable. Night, a memoir by Elie Wiesel, contributes a great deal to the horrifying event in history. Elie Wiesel, a fifteen year old boy at the time, endured first hand the tragedies that many other Jews, along with Gypsies, the disabled, Poles, Russians, communists, socialists, Jehovah Witnesses, homosexuals and others faced. In the afternoon, they made us line up. Three prisoners brought a table and some medical instruments. We were told to roll up our left sleeves and file past the table. The three â€Å"veteran† prisoners, needles in hand, tattooed numbers on our left arms. I became A-7713. From then on, I had no other name. (Wiesel 42) During the Holocaust, concentration camp prisoners received tattoos only at one location, the Auschwitz concentration camp complex. Tattooing was introduced at Auschwitz in the autumn of 1941. As thousands of Soviet prisoners of war (POWs) arrived at the camp, and thousands rapidly died there, the SS authorities began to tattoo the prisoners for identification purposes. At Auschwitz II (Birkenau), the SS staff introduced the practice of tattooing in March 1942 to keep up with the identification of large numbers of prisoners who arrived sickened, and died quickly. The numbering scheme was divided into regular, AU, Z, EH, A, and B series. The regular series consisted of a consecutive numerical series that was used, in the early phase of the Auschwitz concentration camp, to identify Poles, Jews, and most other prisoners (all male). For many, the blurred blue lines of a serial number on a forearm are an indelible image of the Holocaust. The tattoos of the survivors have come to symbolize the utter brutality and of the concentration camps and the attempt of the Nazis to dehumanize their victims. Only those prisoners selected for work were issued serial numbers; those prisoners sent directly to the gas chambers were not registered and received no tattoos. Initially, the SS authorities marked prisoners who were in the infirmary or who were to be executed with their camp serial number across the chest with indelible ink. As prisoners were executed or died in other ways, their clothing bearing the camp serial number was removed. Given the mortality rate at the camp and practice of removing clothing, there was no way to identify the bodies after the clothing was removed. Hence, the SS authorities introduced the practice of tattooing in order to identify the bodies of registered prisoners who had died. Originally, a special metal stamp, holding interchangeable numbers made up of needles approximately one centimeter long was used. This allowed the whole serial number to be punched at one blow onto the prisoners left upper chest. Ink was then rubbed into the bleeding wound. When the metal stamp method proved impractical, a single-needle device was introduced, which pierced the outlines of the serial-number digits onto the skin. The site of the tattoo was changed to the outer side of the left forearm. However, prisoners from several transports in 1943 had their numbers tattooed on the inner side of their left upper forearms. Tattooing was generally performed during registration when each prisoner was assigned a camp serial number. (Rosenthal) The tattoos given to each prisoner, not only inflicted pain, it took away their true identity. Instead of being treated like human beings, they were treated like objects, each with their own serial numbers. My family was taken away, my clothing’s were taken away, my bundles were taken away, but I had one more precious thing taken away. We all take it for granted, our names. Our beautiful names. Nessa Yalperi. I became prisoner 54,015 in the concentration camp of Stutthof. (Female survivor A) Along with the tattoos, different color stars on their jackets identified them. Each star made them stand out amongst the other prisoners (see figure 1). Prisoners were equired to wear color-coded triangles on their jackets so that the guards and officers of the camps could easily identify each persons background and pit the different groups against each other. Political prisoners, such as Communists, Socialists, and trade unionists wore red triangles. Common criminals wore green. Roma (Gypsies) and others the Germans considered asocial or shiftless wore black triangles. Jehovahs Witnesses wore purple and homosexuals pink. Letters indicated nationality: for example, P stood for Polish, SU for Soviet Union, and F for French. (Kahan) Not only were they tattooed, but they were shaved as well. The hair of the Jewish girls and ladies was shaved when they entered the camp. They were taken to the camp barber where all of their body hair, head to toe, was removed. The shaved parts were then rubbed by disinfectant. We were waiting for our numbers to be tattooed, and we stood in line. And of course I was frightened and I called for my mother, and I heard her voice in back of me, and by then her hair had been shaved, now all of her hair has been shaved, and I turned around and I looked for her and I couldn’t recognize her because she was without hair. Female survivor B) Their heads were shaved so that the Nazis would know if the Jews belonged in the camps. â€Å"We no longer looked human, with our emaciated bodies, sunken faces and shaved heads† (Safran). The shaving of heads down to bare skin presented me with a problem since I had long hair in which was hidden He said himself that it would be a pity to do so because my hair was so pretty. As I found out later, they shaved heads not so much to prevent infestation as to collect the hair and use it in brush production. I was given a strip of dirty cloth with which to hide my hair. The shaving of womens heads disfigured them terribly. (Lutostanska) The Nazis wanted the Jewish females to feel helpless and in a lower position, and they achieved this by buzzing off all of their hair. Not only were the prisoners in the Holocaust shaved and tattooed, they were beaten, and their possessions, such as their clothes, were taken away. â€Å"As soon as we arrived in Shutoff, our little bundles were taken away from us. They told us ‘put it away, you’ll come back and take it later. ’ My group of women was taken into a very large room where we were told to strip completely naked. It was a very traumatizing experience for a child of 16† (Female survivor A). Uh, we stood in line there uh, a, a Jewish prisoner, he was I think from Germany who was there for a long time held a, a speech to usthere were a couple SS standing next to himthat anyone who has got any valuables, gold, silver, any kind of jewelry, this is the time to bring it out and give it up right now. He said uh, yesterday seventeen people have lost their lives from not handing in their valuables. If youve got it in your shoes or wherever you had it hidden uh, this is the time, you’re last chance to give it up. A number of people stepped forward, gave up. Most of us didnt have anything. And uh, that started the life of Auschwitz. (Kahan) Each prisoner was forced to give up the belongings they had on them, and â€Å"the clothes on their backs. † They were humiliated and dehumanized, forced to strip in front of one another. â€Å" We were given clothes that were probably recycled, taken off of a corpse and just given to us. And then we were expected to die too, so then they would take the clothes and give it to someone else. In other words, the clothes were much more valuable than human beings† (Female survivor B). The beloved objects that we had carried with us from place to place were now left behind in the wagon † (Wiesel 29). â€Å"Around five o’clock in the morning, we were expelled from the barrack. The Kapos were beating us again, but I no longer felt the pain. We were naked, holding our shoes and belts. An order: ‘Run! ’ As we ran, they threw the clothes at us: pants, jackets, shirts † (Wiesel 36). â€Å"The Nazis, standing around us, beating upon us, chasing us from one end of the room to the other† (Female survivor A). Along with all of this, they were separated from their loved ones (see figure 3). â€Å"Next thing, one man, the point of the thumb to the right, to the left. My brother was sent to the men’s camp, my mom, who was at that time 46, she was sent to the left. I found myself at the age of 16 all alone† (Female survivor B). Families were beaten and killed in the concentration camps. Prisoners in the concentration camps were treated with much disrespect. As Jewish families were sent to Nazi concentration camps and separated, the survival of small children was nearly non-existent. Most were sent straight to gas chambers or shot in front of ditches dug for mass graves. Older children survived by being forced into hard labor, and some children were selected for medical experiments, especially twins. Along with children, older men and women were mistreated. Women were raped and beaten by Nazi’s in the camps, and men were forced to work. The Holocaust, an event that displayed mass murder and mistreated prisoners, is remembered by horrifying stories of those who survived these tragic events. The German Nazi’s wanted to control, destroy and deliberately hurt Jews, along with Gypsies, homosexuals and the disabled. Also, Poles, Russians, communists, socialists, Jehovah Witnesses and others were victims of the Holocaust. â€Å"In politics theres absolutely nothing new. Again, out of impatience I feel myself beginning to fall into melancholy There is really no way out of this for us (Sierakowiak). The lives’ of many people were destroyed because of the horrors they faced. The way they were treated was inhumane, and their individual experiences should never be forgotten.

Duke Ellington :: essays research papers

Edward Kennedy Ellington, American jazz composer, orchestrator, bandleader, and pianist, is considered to be the greatest composer in the history of jazz music and one of the greatest musicians of the 20th century. He composed over 2000 works and performed numerous concerts during his musical career. A compilation of some of his most popular music is collected on a CD called "The Popular Duke Ellington." Ellington personally created most of the music played by his orchestra. He often wrote pieces for specific players with distinctive musical styles in his band, such as "Concerto for Cootie" (1940) for fellow musician and trumpeter, Cootie Williams. With the help from American trumpeter James "Bubber" Miley, Ellington often incorporated in his music the jungle effect. This effect was made by placing a plunger at the opening of a brass instrument, therefore, muffling or muting the notes played out. The result sounded like a person wailing, giving the piece a voice-like quality. In "Concerto for Cootie," Cootie Williams does a solo using the jungle effect, making it sound like a voice is singing along. His opening solo is repetitive, going over the same set of notes over and over again. The overall feeling is as if the music is wooing the listener. Ellington's other innovations include the use of the human voice as an instrument, such as in "Creole Love Call" (1927). He also placed instruments in unusual combinations, illustrated in the piece "Mood Indigo" (1930). When the orchestra performs this piece, three soloists stand out in front of the stage, playing three different instruments. Improvisation was a big part of Ellington’s music. One of Ellington orchestra’s signature tunes is "Take the ‘A’ Train" (1941). This piece was not written by Ellington but by American composer Billy Strayhorn, who became Ellington’s musical collaborator. This piece is very jumpy and light, making you feel like tapping your feet and following the beat. In the background is a piano in stride style that accompanies the brass instruments. Ellington often wrote evocative music, such as "Caravan" (1936), which he intended as a portrait of an exotic locale. The piece is a cross between Latin jazz and music that is Aladdin like. The brass instruments in the background are playing in ostinato form. This piece was written by Puerto Rican Juan Tizol who played the trombone solo. Cootie Williams would later improvise on the piece, coming up with his own version of "Caravan.

Case Study on Operational Management Essay

Confession: during my dating youth, no matter how much I liked a girl, no matter how much I wanted her and just her exclusively, I’d never tell her that purely for fear of looking weak and pathetic. If we were ever to move beyond the vague, undeclared status that characterizes every relationship in its early phase, well, that would be up to her. Most guys think this way. The problem with this strategy is that sometimes, a guy likes a woman so much that he’d rather not wait for her to initiate The Talk. Or, if you’re like me, you’re over 30 and generally cranky and impatient, so you’d like to know where things stand before too many months of amorphous pseudo-commitment go by. The challenge is to share your feelings in a way that will help you get what you want and won’t make you seem like you’re groveling and/or desperate. Here are some tips to keep in mind. Never just assume you’re exclusive This should seem obvious, but guys can still be presumptuous and make all kinds of embarrassing mistakes. â€Å"I was seeing this girl and I changed my Facebook profile to say ‘In a Relationship,’† admits PJ. â€Å"And she was like, ‘Who are you in a relationship with?’ I was like, ‘You!’ I could tell she wasn’t exactly happy about it.† The lesson: You have to get her to say â€Å"yes† to the idea of dating exclusively before you are in fact dating exclusively. This brings us to our next piece of advice†¦ Browse Local Singles at Match.com on Yahoo! I am a: Seeking a: Near: Make sure there’s a good chance she’ll say yes The conventional wisdom is that women are always ready to have a boyfriend. And maybe that was true during the Eisenhower administration. But in the present day of Facebook and the near limitless possibilities of online dating, it is just as likely a woman wants to have what is euphemistically known as â€Å"having fun.† â€Å"Be really careful if she’s just finished a long-term relationship,† says James, a chef. â€Å"Or if she doesn’t return your phone calls right away. If your calls are going right to voicemail, and she doesn’t call you back for like eight hours, she doesn’t want you to be her boyfriend.† Don’t go overboard The guiding principle in asking a girl to be your girlfriend is to not appear desperate: No matter how good your intentions, you may never recover from it. â€Å"My boyfriend bought me a necklace and literally got on his knees and asked me to be his girlfriend,† says Shelia, a web designer. â€Å"I said ‘yes,’ but it was a little much.† Even less dramatic overtures can still feel over the top. â€Å"I was at dinner with this girl, and I took her hand and said ‘You know I’m not seeing anyone else,’† says Zach, a lawyer. â€Å"I thought we’d have this romantic moment, but she just looked at me like I was crazy.† Bring it up casually Given that overboard gestures might make a woman uncomfortable, consider doing what most men do best anyway: asking in a more laid-back manner. Make sure the venue in which you’re asking is mellow as well — no fancy dinners, no propositions in front of family, and so on. Remember: You want to be in the kind of circumstances where her saying â€Å"no† won’t leave you feeling like a dolt for an extended period of time. â€Å"I think while you’re walking her home or driving her home is good,† says Eric. â€Å"That way you’re not stuck at some restaurant with this giant rejection hanging over you if she says no.† So how should you cough it up? A simple â€Å"Hey, I’ve been wondering whether we should date each other exclusively. What do you think?† should work just fine. It reveals your intentions, and yet leaves the door way open for her to say no thanks, she’s not ready for that yet. Another natural segue is if introductions will soon be in order — say, she’s meeting your friends and you’re wondering if you can say she’s your girlfriend. Or consider my friend Rebecca’s story: for around six weeks, she’d been dating this guy who was on break from grad school. â€Å"Then one weekend he was about to leave to go back to school,† she recalls. â€Å"And right before he left he said, ‘By the way, when I tell my friends about you, can I call you my girlfriend?’ I loved that!† Consider ending the relationship if she says no This is a good idea for two reasons. First, there’s nothing sadder than hanging around a girl who wants you a whole lot less than you want her. Remember high school, when you were in love with the girl who only wanted you as a friend? Well, it’s worse, since you’re getting enough relationship crumbs from the table to keep you involved, but not so few that you’re moving on with your life and trying to meet someone new. Second, by moving to end the relationship, you force her to consider life without you†¦ and she has to decide if that’s doable for her. Women are stereotypically the ones who use this tactic: â€Å"Marry me or I’m out of here;† â€Å"We need to settle down or I need to move on,† etc. And the only time we realize how much we love and need them is when they’re out the door. So learn from women. If you’ve done everything else right — you’ve asked her casually, you’ve made sure all the signs that she likes are there, and she still says no — tell her â€Å"I think you’re great, but I’m interested in something more serious.† You might leave with a heart that heals fairly quickly. Or you might get a call from her within a week or two, asking if when she tells her friends about you, she can call you her boyfriend. Steve Hamilton is a New York City-based freelance writer.

My Favourite Character

This Essay is about my favourite character in â€Å"To Kill a Mocking Bird. † She is one of the biggest, most important characters; she is considered the main character. She is very important for she helps narrate this story. She helps with the story by describing her thoughts and feelings that is one of the main reasons why I like her. She also helps to develop the plot, themes, and helps to emphasize some of the symbolism. Her name is Jean-Louis, but we all know her as Scout. Scout is a daughter, a sister and a friend.She is a huge tomboy; and she likes to prove it to every one. She prefers to hang out boys rather than girls, and so she does, she spends most of her time with her brother Jem, and in the summers, her cousin; Dill. In the beginning of the book Scout is only a young age of 9, throughout the novel she gets older just like the rest of the characters, and also matures along with her older brother Jem. Although Scout isn’t going through the same stages as Jem she matures just as much.Jem’s turning into a teenager, while Scout is getting older, and is discovering how the world works. The era of this book is set back to around the years 1861 to 1865; this was when the civil war was happening, along with the discrimination of African Americans. Racism is a huge theme in â€Å"To Kill a Mocking Bird. † Scout doesn’t really under stand that racism isn’t good, but it’s not her fault, because she has lived with it and doesn’t know any different.In that time â€Å"blacks† were known as lesser human beings. The â€Å"whites† were known to be greater than any other race; Scout didn’t know that this was wrong, so she went with it. During the trail, one of the biggest parts of this novel, Scout discovers a little bit about racism. The trial is about how an African American is being accused for the rape of a Caucasian woman, during the trial a lot of discrimination happens to the defenda nt, this is when Scout discovers racism.

What You and I Can Learn From Writer Patricia Raybon

What You and I Can Learn From Writer Patricia Raybon What You and I Can Learn From Patricia Raybon Who she is Her essays have been published inThe New York Times Magazine, Newsweek,USAToday, TheChicago Tribune, TheDenverPost, Guideposts,and aired on National Public radio. The first two of her five books,My First White Friend: Confessions on Race, Love, and Forgiveness(Viking/Penguin) andI Told the Mountain to Move(Tyndale) were award winners. Her latest book (Undivided: A Muslim Daughter, Her Christian Mother, Their Path to Peace) releasesApril 28. (She’s the mother.) Her pedigree B.A. in journalism fromOhioState M.A. in journalism from theUniversity ofColorado Former editor ofThe Denver Post SundayContemporary Magazine Former feature writer forTheRocky Mountain News Former professor of journalism at the UniversityofColorado Former stringer, TIME Magazine, Denver Bureau Her personal life Married 39 years toDan Mother of two grown daughters Grandmother of five What Patricia’s lauded career can teach us Her writing awards already filled several single-spaced pages when she sold a personal essay toThe New York TimesSundayMagazinethat resulted in literary agents hounding her for a month. Her husband urged her to give bookwriting a try.My First White Friendwon a major award and is still in print after more than 20 years. The secret? Sure, she was an accomplished writer. But there are many of those. Just not many with books that stay in print longer than six months, let alone two decades. But Patricia wrote that essay from her passion, from her own experience, from her gut. And of course the resulting book came from that same place. What she told her university students about writing That good character makes good writing. â€Å"Talent helps, of course,† she says with a smile. â€Å"But hard work, persistence, integrity, curiosity, follow-through- these turn a dabbler into a professional.† She says writing is about truth and courage. â€Å"When readers see that on paper, they are often stunned. It’s transparent and real. You want writing gold? Know your truth and have the courage to tell it.† The biggest weakness she sees in beginning writers? â€Å"Fear.† What she says makes a good book stand out â€Å"It’s written for the reader, not for the author. Engage the reader, evoke an experience, as the famous editorSol Steinadvised. That tells the reader they matter.† What impresses me most about Patricia Raybon Her new book,Undivided: A Muslim Daughter, Her Christian Mother, Their Path to Peace,is a stunner. I read several books a month, so my standards keep getting higher. This one is riveting. Imagine your own grown child leaving the faith she was raised in. I could tell you all the twists and turns and agonizing dynamics of praying, arguing, discussing, and wishing things were otherwise- all the while desperately loving your own flesh and blood and not wanting to jeopardize the relationship. But this is one you have to read for yourself to see how a master writer handles a most delicate subject. Click here to get a copy. What will you apply from Patricia’s writing life to your own this week?

Gun Rights, Gun Control, and Frequently Asked Questions

Gun Rights, Gun Control, and Frequently Asked Questions After nearly every instance of gun violence, talk of new gun control measures heats up. Here we will answer a number of the most frequently asked questions about guns and gun control and a conservative take on why conservatives oppose most new gun control measures. Many Conservatives want to allow school staff to be armed. Wouldn’t allowing guns in schools increase the chance of gun violence? The argument that letting certain trained and certified school officials carry guns will create a â€Å"dangerous† situation is without merit. After all, President Obamas own children go to an elite school with an armed security detail and the school itself has over a dozen guards, mostly made up of trained police officers. Given the elite nature of the school, it is likely that they are armed as well. Of course, there is the reality that we live in a â€Å"do-as-I-say† world where elite politicians send their kids to elite (and armed!) private schools on one hand while doing everything in their power to prevent the lower and middle class from doing the same, sentencing children to time in failing public schools. Beyond the hypocrisy of the ruling elites, gun control advocates argue that the presence of guns could force the escalation of a teacher-student argument into a dangerous situation. I’m not sure why escalation would be limited to a â€Å"gun.† If a school official was driven to the point of drawing a gun, what prevents them from losing it without a gun and attack students in a different way? Wouldn’t they just find a different weapon? Yet there does not appear to be an epidemic of crazy teachers violently attacking students. If our teachers are deranged, then what would stop them from bringing a gun to school even if it were a â€Å"gun free zone†? But this doesn’t happen. Responsible gun owners are rarely the problem with guns. This doesn’t mean we should arm every teacher. In reality, the need for a school official to take action is rare, despite what the media has us believe. But it might be nice in case they were needed. We are told to blame the person and not the gun, but then some argue to blame â€Å"Hollywood† instead. How does that make sense? Advertisers pay millions of dollars to run 30-second television ads and place products predominantly in movies and entertainment programming. Athletes, actors, and singers sign multi-million dollar endorsement deals to publicly support products. Why would a soda company pay for a popular TV character to simply drink from their can during a television show if it had no effect on consumer behavior? (And note that the â€Å"key demographic† for advertising is 18-34 year-old males because they are the most likely to be influenced such advertising.) It’s illegal to run a 30 second television commercial selling cigarettes because it might make kids want to smoke cigarettes. And television shows – and even car commercials – often come with a warning to â€Å"not try this at home.† Why? Because they know people will. Oh, and they will do it regardless of the warning. Now, this is not to say that Hollywood is at fault. But there is a dangerous element when you inundate and desensitize to violence an entire segment of the population. Mix the culture with a person with mental illness and it can become a dangerous situation. Ultimately, individuals are responsible. But we can’t on one hand say that the culture has no effect on behavior when we all know that is not the case. What responsibility does the NRA have in gun control? The NRA supports and teaches responsible gun ownership to people of all ages. They teach classes on gun safety, self-defense, and proper gun usage techniques. They do not promote violence. In fact, they speak out against the entertainment culture that regularly promotes guns and gun violence in a glorified manner. I’d also guess that the problem with gun violence is not among people who are members of the NRA. After all, if they were, we would hear about it. Why does it seem the conservatives’ solution to every gun-related problem is â€Å"more guns†? That can be answered simply by asking another question: Where does crime and mass shooting tragedies happen most frequently? Not surprisingly, in â€Å"gun-free zones.† Notice that mass shooters never head to a police station in hoped of killing or terrorizing people. No, they head to â€Å"gun-free zone† schools or movie theatres with â€Å"no firearms† signs posted everywhere. Criminals will always take the path of least resistance. If a criminal drove upon two streets, one where guns were outlawed and the other were it was mandatory every house had a gun owner, which neighborhood will the criminal rob? It can also be true that a law that mandates gun ownership – yet where no-one in the neighborhood actually owns a gun – can prevent crime as the robber doesn’t know who does and who does not own a gun. And perhaps a school that not only drops the â€Å"gun-free† premise but teaches classes on gun safety and has a shooting range will not be high on a deranged person’s list to go to. But again, it’s also important to stress that such occurrences are very rare in the first place.

Macro-3 Essay Example | Topics and Well Written Essays - 750 words

Macro-3 - Essay Example because aside from transportation costs, and other costs that are related to international trade which are included in the price of goods when they enter another market is not present when it is bought where it is produced. Second, the prices in the United States are affected by stiff competition, which is influenced by information about book prices on the internet, which causes book prices to drop. While I cannot assume that this is not happening in the Philippines, the fact that the United States is one of the countries that utilizes the internet heavily as for the information regarding prices, in order to regulate competition can be one of my solid bases. Thus, generally, I could expect that book prices in other countries such as the Philippines would be higher. This case proves to be inconsistent with the purchasing-power parity. While the theory assumes that the purchasing power parity can equalize the prices over the long-run, during the years because of market influences such as competition in one country which lowers down the price, or economic influences such as trade costs in another country which increases the price can cause divergence in prices. This purchase situation therefore, is inconsistent with the purchasing power parity if gauged for many years before prices generally equalize. 2. What is the importance of trade agreements and how is international trade related to the standard of living of the United States (as opposed to that of a small industrial nation or to a developing nation)? What significance do trade agreements have to your own company? Trade agreements are important in such a way that dealing with other countries regarding trade has significant economic impacts to a firm conducting the agreement. Different countries have different restrictions and economic policies as regards trade, which can impact the firm’s operations in that country. Trade agreements are made depending on the restriction of the country and the chosen mode of

Hydraulic Fracturing In Coal Seam Gas Mining Dissertation

Hydraulic Fracturing In Coal Seam Gas Mining - Dissertation Example There is a lot of misinformation in the public debate - most due to a lack of scientific understanding about the issue.  (Provide literature about this) V. To inform the debate about the expansion of the CSG sector, companies need to be transparent and make their information publicly available. (Is the CSG sector, with all its companies, being transparent and make their information publicly available?) VI. I am interested in exploring the range of scientific community, industry and general community perspectives, as well as the level of trust, in the CSG sector as it is a key factor in public support. (What are the perspectives of the scientific community, industry and general community, and their level of trust in the CSG sector? Do they support it or not?) The process of hydraulic fracturing originated in the United States in 1947 to stimulate the flow of natural gas from the Hugoton field in Kansas (Halliburton 2012). After six decades, more than 1.1 million fracturing activities have been conducted that delivered more than 600 trillion cubic feet of natural gas to American consumers. Halliburton (2012) elaborated that there are currently 9 out of 10 onshore wells that need fracture stimulation to remain or become viable. The technology behind the shale gas development is very promising that it offers massive monetary revenue increases, aside from the clean energy potentials that can be tapped (EPA 2012). However, the actual methods of hydraulic fracturing to stimulate gas wells have been observed to pose both environmental and humanitarian risks that it aroused public concerns which led to a worldwide questioning of the legality of its procedures and operations.

Marketing - Service Marketing Essay Example | Topics and Well Written Essays - 3000 words

Marketing - Service Marketing - Essay Example Dividing the various services encounters into two sections of â€Å"satisfying† and â€Å"dissatisfying† experiences, let’s start with the first encounter experience at the Ice Bar in London. Our experience at the Ice Bar in London was average because we were kept waiting for 20 minutes. Once entered in the specified area, we got the feeling of cramped in an overcrowded space without any seating arrangement. Staff strength was minimal to attend to the large crowd although their smiling faces reduced our level of dissatisfaction. The management should add more aesthetic elements to the bar so that it does not remain a one-time visit. Overall, the experience at Ice Bar was disappointing, as it failed on the parameters of prompt service. The queues were long to get entry in the Ice Bar, leading to dissatisfaction. Assaf and Magnini (2012) have conducted statistical analysis of customer satisfaction in hotel efficiency, which indicates that if customer satisfaction i s not given due importance, it can lead to huge difference in the mean and ranking of hotel efficiency scores. Efficiency measures can help a hotel in attaining its objective of providing satisfaction to customers, which is minutely related to planning, organizing, decision-making and information seeking by managers. Customer satisfaction has been used as an output variable in the modelling of hotel efficiency. In the past, critical variable used to be revenue and number of rooms rented out. It is derived from the gathered data of American Customer Satisfaction Index that a firm’s efficiency level among its competitors can be affected if customer satisfaction as an indicator is excluded from the modelling. This fact is proved in the case of Wyndham Hotel and Resorts, which stood on the fourth rank out of eight competitors in an efficiency model that did not include customer satisfaction data but came on seventh number when the model included satisfaction as an output. The con cept that customer satisfaction can have a great impact in efficiency modelling has robust theoretical underpinnings in the marketing literature. It derives that satisfaction has a powerful connection with loyalty, which transforms into reduction in the cost of future dealings, diminishes price elasticity, builds a service failure stock, and cuts down on the negative publicity through word-of-mouth (Assaf and Magnini, 2012). The study by Assaf and Magnini (2012) can help hotel businesses to decide drivers of efficiency by analyzing both inputs and outputs of the model, the inputs being the number of outlets, number of full time employees, and operational expenses while customer satisfaction, income, and occupancy rate are taken as outputs. On the lines of Hotel Marriot, other hotels should organize cross-training of their employees to reduce a model input such as staff strength and boost the output in the form of customer satisfaction. It proves the effectiveness of efficiency model at managerial level, focusing on the capacity of a hotel firm to cross-train to enhance customer satisfaction level besides other outputs such as income and occupancy rates. Writing on my dissatisfying experiences, the transportation encounter with the EasyJet was not satisfying because the personnel at the airport were not fully informed about situations and their handling. Additional time was wasted unnecessarily. Seats were small and uncomfortable.

Evaluation of Balancing Circuits Used in Battery System

Evaluation of Balancing Circuits Used in Battery System CAREER EPISODE 2 2.1 INTRODUCTION My second career episode describes my project that is called Evaluation of balancing circuits used in battery system. This project was completed as a part of my minor thesis in the fulfilment of my masters degree program from Swinburne University of Technology, Australia in December 2016. I completed my masters degree in electrical and electronics engineering science. It was completed under the supervision of Prof. Weixing Shen, senior lecturer at the university. And was also supported by Prof. George Banky. 2.2 BACKGROUND Electric vehicle which operates on battery doesnt operate on a single battery as sufficient energy is not supplied through it. Thus, many batteries that are either connected in series or parallel are required for the generation of required voltage and current for the system to function. The difference in the cell voltage of the stack reduces the string capacity and hence a system is required that will be able to achieve and maintain the voltage and current that is required by the system along with considering the issue of reliability and performance. For this purpose, a BMS is used. Battery Management System (BMS), which can oversee the voltage and the current level and can also charge the battery. 2.3 The main aim and goal behind implementing this project was to design a 48V battery stack power system that consists of 12 lithium ion battery cells. The monitoring and supervision of each cell operation and voltage level and its charging status can be done with the help of LTC3300-1/LTC6803-2 bidirectional cell balancer along with the BMS system. It also considers the safety concern of the batteries that are used. And the other objective behind implementing this project was to understand LTC330-1/LTC6803-2 bidirectional cell balance kits performance along with checking its results based on QuikEval software and DC590B USB serial controller when connected to the computer. 2.4 The idea is to balance the voltage supply of the cells so that it provides constant battery voltage to the shelter of the electric vehicle. The overcharging of the battery results in voltage battery degradation and can have consequences like it may catch fire or explosion. Whereas undercharging of the cell or having voltage under the required level may affect the life of the cells. So, I have made use of lithium ion batteries which are then further connected to LTC3300-1/LTC6803-2 bidirectional cell balancer that would assist in achieving the required voltage level of the cell and it can also help in increasing the life of the cell or battery long with providing the supply voltage of EV. 2.5 The project was completed in a group of two. And I took the opportunity to become the team leader. I first involved with my supervisor in planning the topic and how to start working on the project. Based on that I prepared a flow chart in which all the major task was divided and assigned among team member along with a deadline so that the final project gets completed in time and there will be time for troubleshooting. After deciding the topic and assigning task, I made myself busy with researching and with literature review of the topic by referring various journal, books, and internet material. The later part was designing and implementing the hardware structure along with its software part for its functioning. I had to weekly report to the Professor about my project update and took feedback on my project which helped me improve a lot. Weekly meetings with the supervisor was either done through emails or small presentations. 2.6 PERSONAL ENGINEERING ACTIVITY I started my project with literature review on cell balancing where cell balancing is a process that involves adjusting the cell voltages to same level i.e. where the battery cells are not over charged or over discharged. Also, its internal parameters are the reason for its unbalance like its time of manufacturing, internal resistance etc. It also depends on some of the external resources like thermal difference between battery cells. The process of battery balancing in lithium ion batteries is an easy process due to its property of charge-discharge capability. It also provides increased life span and the right voltage for its application. After understanding the concepts that were going to be used in my project I started performing research on the components that could be used for my system. It took lot of survey and suggestions were taken from seniors and lecturer about it. and later I finalized the following hardware components that suited best for the project. 2.7 1. Lithium ion (Li-ion) batteries this battery was used due to its high-energy efficiency and has relatively longer battery cycle life which is an important feature for my system as the electric vehicle requires battery than can store more as well as can frequently recharge. Basically, there are two parameters that affect the overall performance of the battery. They are power and the battery diving range. 2. LTC3300-1/LTC6803-2 bidirectional cell balancer    for cell balancing and monitoring purpose I made use of two ICs that are functioning as bidirectional cell balancer. Active balancing principle is used by BMS. The two ICs are LTC3300-1, which can balance 6 cells whereas the LTC6803-2 microcontroller IC can support 12 cells when connected to each other in series connection. The function of LTC3300-1 is to equalize the SoC i.e. state of charge when the battery modules are connected in series manner. It can charge the battery stack faster and extent the runtime and enhancing the overall performance by cell balancing and charging. Moreover, this IC can balance 6 cells connected to each other in series when it functions as transformer based on bidirectional active balancing system that has synchronous fly back topology. Looking at the other IC i.e. LTC6803-2 is also a microcontroller IC that can support up-to 12 batteries connected in series connection. It uses different chemical ma terial than the other IC for monitoring the batteries. It gives more accurate results and low error rate, as low as 0.25% of total. It generally operates in three modes: measure, shutdown and standby. 3. DC590B USB serial controller it is a kind of controller that is specially designed using QuikEval software for display and demonstration of the results and for technologies involving linear family circuits. It is a controller that is based on USB. It is generally isolated or separate from the host computer. So therefore, no external or additional power supply is needed to drive the controller. 4. Power supply GPS18500 instrument is one of a kind device which is used in my system as for this project a DC power supply of +5V is required externally to drive the unit. This power supply has many different configurations that include variable voltage and fixed voltage. It has the feature of supplying 2 different power supply which can work and be used independently. In this device, a slot that gives out fixed supply of +5V DC is provided to the LTC3300-1 bidirectional PCB. 2.8 After having finalized the hardware components, they were implemented on the evaluation board. The diagram attached shows the circuit and hardware connection for this project. It can be observed that a DC2064A GUI evaluation board, 14 conductor ribbon cables, computer that has QuikEval software installed and USB/serial port cable along with DB590B USB series controller is been used and a power supply of +5V is supplied externally using the GPS18500 device discussed earlier. Various precaution and safety measure was considered while connecting all the different components to the evaluation board. This was done precisely and carefully as any wrong connection made, it can damage the whole circuitry and the cost of application will increase indirectly. The two ICs LTC3300-1 and LTC6803-2 are soldered or wired to the evaluation board DC2064A GUI along with the capacitors, MOSFET and transformers. The voltage level and the temperate can be monitored with this circuit board and has the capability to balance the cell voltage. This board also has a special feature of advance fault detector that helps to secure the performance of the board in case of any spark or short circuit. 3.7V and 2600mAH configured lithium ion battery is used in my system. Thus 6 batteries giving a output voltage of 22.8V when connected in series are used on the board as the board can withstand a maximum of 12 batteries for balancing. 2.9 After successful implementation of the hardware, testing and trouble shooting was performed. For that a QuikEval software was used to monitor the battery stack. To use the software, it had to be configured accordingly for both the microcontroller ICs that were used in the system. After proper implementation, the screen looked as below. From that it can be depicted that the when we press the button called START CONTINUES READ CELL, voltage level can be retained and measured from each battery connected in the battery stack. From performing the test run, I found the cell voltage for each cell was almost 3.7V. But if there is any minor change in the voltage level of any cell it can be equalized by transferring cell voltage manually for 5sec and charge the required cell by discharging other cells with high voltage to get an equilibrium stage. All the charging/discharging or any error situation status can be seen on the screen as that status will be highlighted. 2.10 The struggle in implementing this project was getting the expected outcome. It different the actual outcome. It took many efforts, there were issues like the hardware didnt receive any signals from the software. The problem was solved by reconnecting few hardware wires. Also, it required changing the voltage level of the components by choosing higher level components. After the final configuration, the hardware received the signal and the voltage level of each cells were determined. The later challenge was the important task and the main idea of our project i.e. cell balancing by voltage levels. The output was taken and written down at each time for charging/discharging function and the experiment was carried out until the satisfied result was attained. There were times when I didnt get the desired result even after performing the experiment several times. During this phase, my faculty members and supervisors helped me a lot and gave me steps or hints on how I can solve the error. 2.11 SUMMARY To conclude, my project used 3.7V lithium ion battery that has 2600mAH of capacity for active cell balancing technique while making use of two microcontroller ICs configured on evaluation board. The transfer of charging from one cell to another is done using the six lithium ion batteries that are connected in series on the evaluation board. Along with that the software QuikEval was used to trace the output. The project has an open window in terms for expansion for future project work based on this system. This project can be used for self-controlling function to detect faulty or imbalance situation in the system along with capability for temperature measurement unit. Though I could only achieve partial results from my experiment as it varied from expected outcome. But this experiment helped me in many other ways. It taught me to handle complex circuits and outcomes, though I didnt partially achieve what I expected from this but it gave me the strength and knowledge on how to overcome such situations. It was a new learning experience by working in groups and team mates. It involved managing different views and coming to one conclusion before implementing the idea. Also, I had the opportunity to apply my previous engineering knowledge into this project.

The First Day of School :: essays research papers

The First Day of School My first actual school day at CIS was bewildering to say the least. Everything was hectic and in chaos from the nearly extreme tense atmosphere to the poorly organised day plans handed to each student that walked through the large door way. This was different from my first experience with CIS mainly because this time I had to navigate myself around, what seemed at the time, an endless labyrinth of twisting corridors and class rooms. My first impression of the school itself was hot it was partitioned in different layers based on which year you were in, unlike my pervious school where everything was mixed up. The different floors all met at one central hub, the long flight of stairs that you first see when you enter the actual building through the main entrance. My first real impression was the flock of countless students hoovering around a single notice board, hurrying to find their classrooms. The large crowd didn’t make it any easier to find myself around and where I was to go but I found out my classroom was on the C floor. After going up another flight of stairs I found myself in a long corridor stretching itself across to the other end of the school. Outside construction workers were hammering away, building a new atrium and extension of the school. Locker’s was something the school was not short of and there seemed to be enough for the entire school, large shiny blue and grey boxes covering the entire wall. Finding the classroom itself wasn’t too difficult with the classroom number atop of each door. Walking past the various rooms, I couldn’t help but notice how it seemed nicer and had a better atmosphere. The particular room I was in had a nice, homey feel to it, it not a bit cluttered. Posters hang from t he walls and books such as â€Å"Great Expectations† and â€Å"Huckleberry Finn† were stacked in neat piles, waiting to be handed to students. After a brief meeting with our advisor for the day, we finally received our day plans. The problem? Most of them were wrong with some students only having three periods in the entire week while others having only P.E. and Music. For the rest of the day I went around, guessing which room I had to be in waiting for my name to be called up.

The Tendention of Using American English

Introduction A. Background English, one of the most spoken languages in the world, has a lot of variants. The most well-known English variants are British and American English. Although British and American English are the same language, they have some differences in vocabulary, pronunciation, grammar, and spelling (http://www. uta. fi/FAST/US1/REF/usgbintr. html, 2011). However. one variant cannot be said to be superior to the other because both have been standardized (Kemmer,2009).Despite no course about the differences between British and American English, PBI students they are still able to communicate using English. It was not known whether they tend to use British or American English. Their ability to recognize those variants of English is also questioned. Therefore, their use of American and Btritish English is studied in this research. B. Research Problems Based on the description above, the problems that can be formulated are: 1. Do PBI students more frequently use British t han American English vocabulary? . What is the tendency of PBI students in using British and American English pronunciation? 3. How successful do PBI students in identifying reading and listening passage of British and American English? 4. What is PBI students’consistency in using British and American English? C. Aims The aims of this research are: 1. to analyze whether PBI students more frequently use British English or American English vocabulary. 2. to analyze the tendency of PBI students in using British English and American English pronunciation. 3. o analyze the ability of PBI students in identifying reading and listening passage of British English and American English. 4. to analyze PBI students’ consistency in using British and American English. D. Benefits By conducting this research, the benefit that the researchers can get is to widen the knowledge concerning the differences between British and American English. For science, it is expected that this research paper can contribute to Linguistics course material. For the next researcher, this paper is expected to be able to be used as a reference to conduct a research with a similar topic.E. Scope To narrow down the discussion of this research, the researchers limit the research to the use of British and American English among PBI students of Sanata Dharma University year 2010. The other limitations are British and American English vocabulary, pronunciation, and spelling. The researchers do not study the use of British and American English among PBI Sanata Dharma other than year 2010 and other aspects of differences between British and American English such as grammar. Previous Studies/Related Theories English, one of the most spoken languages in the world, has a lot of variants.The most well-known English variants are British and American English. Although British and American English are the same language, they have some differences in vocabulary, pronunciation, grammar, and spelling. T he differences in grammatical pattern can be seen in these examples: BrEAmE half an hour a half hour five dollars a pair (five dollars the pair) at university at the university administration are administration is team are team is government are government is plenty of time plenty time half of the world half the world need it badly need it bad eally hard real hard now right now have you got†¦? do you have†¦? Ihaven’t got†¦ I don’t have†¦ try to help them try help them The differences are also found in some verbs form: BrEAmE burn – burnt – burnt burn – burned – burned dream – dreamt – dreamt dream – dreamed – dreamed mow – mowed –mown mow – mowed – mowed shine – shone – shone shine – shined – shined learn – learnt – learnt learn – learned – learned bet – betted – betted bet – bet – be t dive – dived – dived dive – dove – dived pleaded – pleaded -pleaded plead – pled – pledThe differences in spelling are for example in the words: BrEAmE colour, honour, labour, neighbour color, honor, labor, neighbor calibre, centre, fibre, theatre caliber, center, fiber, theater travelled, cancelled, labeledtraveled, canceled, labeled kidnapped, worshippedkidnaped, worshiped skilful, wilful, enrolment skillful, willful, enrollment defence, offence, pretence defense, offense, pretense abridgement, judgement abridgment, judgment authorise, characterise, colonise, authorize, characterize, colonizeThe differences in pronunciation can be explained by following explanation: 1. Br [a:] before -f, -s, -S, m, n is pronounced [? ] (ask, after, half, path, chance, plant, sample) 2. Br [i] in timid, America is often pronounced [? ] 3. Br [a] in but, hurry is pronounced closer to [? ] 4. AmE does not leave out the r-sounds in better, perceive, b ird, here, poor 5. Br [ju:] after consonants d, t, n is pronounced [u:], eg. duty, tune, new 6. BrE reduces the secondary stress more than AmE, eg. secretary, secondary, necessary 7.Suffix -ile is pronounced [-? l] in AmE and [-ail] in BrE, eg. agile, fertile, hostile, mobile The differences in pronunciation are in for example in the words: BrE AmE resource [ri’zo:s] [ri:so:s] figure [fig? ] [figj? r] leisure [lez? ] [li:z? r] either [ai ] [i: r] research [ri’s? :c] [ri:s? :rc] glacier [gl? si? ] [gleis? r] schedule [sedju? l] [skedz? l] and so on. The differences in vocabulary are for example in the words: BrEAmE public toilets restrooms curriculum vitae resume, personal history the cinema the movies, the movie theater ift elevator lorrytruck pavement sidewalk taxi cab (book)shop (book)store rubbish garbage subway underpass cottage cabin sweets candy, and so on. According to Svartvik and Sager (2005:2) English pronunciation varies a great deal, whereas English grammar is very consistent and homogenous. The lexical items of the language is fairly similar as well although people from the two geographic areas use diverse vocabulary and slang. David Crystal (2005:308) shows how the lexical items from the two regions, American and British, can be classified into different categories.The first category shows that there are examples of two words that have a single meaning, e. g. sweets which is called candy in America. The second category shows the same word is used in both countries but with different meanings, for instance the word caravan which is used in both American English and British English but with different meanings, that is to say that the word caravan means â€Å"a vehicle towed by a car† in Britain whereas a caravan is â€Å"a group of people that travel through a desert† in American English. According to Professor H.Marckwardt of Princeton University â€Å"When foreign teachers are worried about which English they should t each – British or American – it seems to me that we’ve now arrived at the point where we can say without hesitation: Teach the form that you know and that you have the resources to teach. † So, as teacher we have to be able to identify the American English and British English, understand the differences, then we mind which English that we use. Methods/ Data Collection The method that is used in field project 2 was quantitative method because this project was dealing with numbers.To collect the data, we used questionnaire. We used the answer of the questionnaire as the parameter to identify the result of this small research. The students that were chosen in this project were 20 PBI students from year 2010 of Sanata Dharma University. Though the number of the students was too small for the result to be considered as statistically secure, but at least, the result could give a clue to the reality of the situation. The students are randomly chosen, without cons idering gender, age, social status and other aspects that can influence the choice in language using.The next step of this project was questionnaire distribution among the respondents. The questionnaire consisted of four parts where the first part was vocabulary identification. In this part, fifteen questions and pictures that showed different things were provided. Besides each picture, the respondents could find two synonymous words, one American and one British. Then, the correspondents had to circle one out of two words that they found the most familiar. For example, a picture of a building was provided in the questionnaire. Besides that picture, two synonymous words were written.The correspondents then must circle one word that they recognize most, either flat (BrE) or apartment (AmE). By seeing the result, we can count how many American English vocabulary items or British English vocabulary items circled, so we can know the tendency of students using the vocabulary. [pic] The s econd section is reading section. This section consisted of two reading passages using British and American vocabulary items. In the first passage, we provide British English vocabulary items and in the second passage, we provide American English vocabulary items.The correspondents then must identify which text consisted of British English Vocabulary items and which text consisted of American English vocabulary items. [pic] The third section is pronunciation. Pronunciation section is to see the tendency of PBI students in using American English pronunciation or British English pronunciation. In this part, the respondents are offered 10 words which have different pronunciation in American English and British English. [pic] [pic]From that questionnaire, therespondent have to pronounce the10 words, and the observer will circle the phonetic transcription based on the respondents’ pronunciation on the assessment paper – whether they pronounce the words using American Englis h pronunciation or British English pronunciation. By seeing the result, we can count how many American English pronunciation or British English pronunciation circled, so we can know the tendency of students pronounce the words. The fourth part of the questionnaire was listening section. In this part, three recordings from BBC and TOEFL listening materials were provided.The duration of each recording was approximately 1 minute and 30 seconds. The correspondents are asked to listen to the three recordings and identify whether the speakers in each conversations are using British accent or American accent. After collecting the data from the respondents, the researchers then analyzed the data. The respondents’ answer are classified according to the quantity of British and American English using. The questionnaire result that showed more circle in AmE English vocabulary items were separated from those that showed more circle in BrE vocabulary items.The result that shows the student s who were tend to pronounce the word in AmE way also separated from the result which showed those who were tend to pronounce words in BrE. Besides, the result of the students who could have identified the recordings and the reading passages correctly were also separated from the result of those who couldn’t have identified correctly. From this classification, the students’ tendency in using either British English or American English and the students’ ability in identifying the passages of British English and American English can be seen clearly.Results A. VOCABULARY SECTION The result of the vocabulary part is that students who chose the answers with more American English vocabulary items are 6, and students who chose the answers with more British English vocabulary are 14. The result is explained in following table: |Result |Number of students | |American English Tendency |6 | |British English Tendency |14 |From this result, we can say that there are 6 studen ts have tendency to use American English and there are 14 students have tendency to use British English, so PBI students have tendency using British English vocabulary items than American English vocabulary items. B. PRONUNCIATION SECTION In the pronunciation part, the result is that there are 8 students pronounced the words using more American English pronunciation, 8 students pronounced the words using 5 American English pronunciations and 5 British English pronunciations, and there are 4 students pronounced using more British English. The result is explained in following table: Result |Number of students | |American English tendency |8 | |Equal |8 | |British English tendency |4 | From this result, we can say that there are 8 students have tendency to use American English and there are 4 students have tendency to use British English. So we can conclude thet PBI students have tendency using American English pronunciation than British English pronunciation.C. READING PASSAGES The r esult of reading part is that there are 14 students could identify the reading passages with correct all, and there are 6 students couldn’t identify the reading passages. The result is explained in following table: |Result |Number of students | |Correct all |14 | |Correct one |0 | |Incorrect all |6 |From the result, we can say that most of PBI students can identify the American English reading passages and British English reading passages. D. LISTENING PASSAGES The result of listening part is that there are 11 students could identify the three listening passages perfectly, there are 2 students could identify two listening passages correctly, and there are 4 students could identify only one listening passages correctly, and no one could’n identify the listening passages incorrect all. The result is: Result |Number of students | |Correct all |11 | |Correct two |5 | |Correct one |4 | |Incorrect all |0 | From the result, we can say that most of PBI students can identify th e American English listening passages and British English listening passages. Discussion Based on the results, it can be seen that PBI students tend to use British English vocabulary items instead of those of American English.It is revealed that 14 students answer the vocabulary questionnaire with most Btitish English vocabulary items. Meanwhile, 6 students mostly use American vocabulary items to answer the questionnaire. Regarding their pronunciation, PBI students tend to use American style to pronounce the words in the questionnaire. The results show that 8 students answer it with American English pronounciation and 8 students mix British and American English pronunciation equally. The other 4 students tend to use British English style of pronouncing.Most PBI students can identify the British and American English reading passages, which means that they know the differences between British and American English spelling and vocabulary items contained in the reading passages. From th e results, it is seen that 14 students can answer all the questions in the questionnaire correctly. Meanwhile, 6 students cannot identify British and American English reading passages correctly because all their answers are wrong. Most PBI students are also able to identify the listening passages correctly. 1 students have all correct answers, 5 students have 2 correct answers and 4 students have only 1 correct answer in the questionnaire. It means that 11 students can recognize the differences between British and American English pronunciation well while 9 students cannot recognize British and American English pronunciation well. Therefore, it can be inferred that PBI students are inconsistent in using British and American English. Such conclusion can be drawn because they tend to use British English vocabulary but when it comes to pronunciation, American English style is mostly used.Besides, there are no students who answer the questionnaire consistenely with all British or Americ an English vocabulary and pronunciation; all of them have mixed answers. That inconsistency is even strengthened by the fact that they are actually aware of the differences between British and American English, as shown in their ability to identify British and American English reading and listening passages correctly. Closing Remarks Based on the previous elaboration, it can be concluded that: 1. PBI students more frequently use British English vocabulary. . PBI students tend to use American English pronunciation instead of British English pronunciation. 3. Most PBI students are able to identify reading and listening passage of British English and American English correctly 4. PBI students are not consistent in using British and American English. â€Å"When foreign teachers are worried about which English they should teach – British or American – it seems to me that we’ve now arrived at the point where we can say without hesitation: Teach the form that you know and that you have the resources to teach. -Professor H. Marckwardt of Princeton University to the hesitant and confused teachers- Students of PBI are actually taught and prepared to be the English teachers do not matter they want it or not. Realizing that there are two popular kinds of English (British English and American English), as the teacher who teach English as second language, they have to also master the differences, and be able to identify them. As teachers they will be asked to provide and arrange teaching materials such as reading passage, listening passage and also explanation.This is why teacher must be equipped with the knowledge of British and American English differences so they are able to provide explanation or passage using consistent choice (British or American English). Using British English or American English is not the matter. But using British or American English consistently is the emphasis. For example, teachers can not mix the British and American Engli sh in one reading passage that they make because it will result either confusion or student’s inconsistency in using the language variation.To improve students’ knowledge and ability either to identify the variation or use it consistently, the study program has to provide a specific course which can equip the students. If to create new course is less possible, the lecturers of each course must be able to integrate their course with this important equipment of being English teachers. As the quote above, however, foreign English teachers have to mind which English they use to provide better teaching. References Benedikt, Zdenek. Differences Between American English and British English. retrieved on March 27, 2012) Kemmer, Suzanne. (2009). The History of English. http://www. ruf. rice. edu/~kemmer/Histengl/spelling. html (retrieved on June 10, 2012) Spangberg, Charlotte. (2007). British English or American English Vocabulary. Goteborg University : Department of English. _ ___. (2011). American vs British English: Basic Differences and Influences of Change. http://www. uta. fi/FAST/US1/REF/usgbintr. html (retrieved on June 10, 2012) Appendices 1. Questionnaire [pic] [pic] 2. Assessment Paper