Legalizing Ecstasy essays

Legalizing Ecstasy essays Have you ever believed in something your entire life, only to come to terms that your belief is miss-informed? Recently something like that happened to me. For a speech class I had to do research on a popular drug called ecstasy, used at raves and underground parties. My first take on the drug was that it was very unstable and that it could eventually lead to death. Obviously you believe most stuff you read in the news, and so I took the news to heart about ecstasy. The problem was that the source of my information was really unsubstantiated rumor. I used to believe that all drugs were bad no matter what but in fact, after extensive research on ecstasy, I discovered that there is therapeutic value in that the drug helps patients of therapists open up more during sessions. I believe the DEA should lift the ban it has placed on ecstasy. Obviously you are taught from an early age that all drugs are bad and using them is only for the bad and scary people of the world. But research has shed new light on the popular drug ecstasy. Ecstasy was developed and patented in the early 1900s, but it wasnt until the 1970s that it came in to the hands of a therapist. About to retire from a life long career in therapy, he was convinced by a friend to try the drug. The following day he abandoned his plans of retirement and went on the road, touring the United States, introducing this new drug to therapists. During this time he spoke to over 4000 therapists and convinced them to at least try the new experimental drug. Almost all of them decided that it was of use and started implementing it in their sessions. At this time there was no consequence for using or possessing the drug. It wasnt until 1985 that the DEA got word of this new drug and put it into a Schedule 1 category ban, the category for non-medicinal and non-researchable drugs. Use of ecstasy all but disappeared in the U.S., until recently. In t ...

4 Amazing Recommendation Letter Samples for Students

4 Amazing Recommendation Letter Samples for Students SAT / ACT Prep Online Guides and Tips How important are recommendation letters in a college application? According to William Fitzsimmons, dean of admissions and financial aid at Harvard, they are "extremely important." If you're a student, examples of great letters of recommendation can help you understand how to get strong letters yourself from your teachers. If you're a teacher, the examples in this guide will inspire you to support your students strongly as they apply to college. Keep reading for four excellent letters from teachers that will get anyone into college, along with expert analysis on why they're so strong. Important Note: Are you looking for job recommendation letters? If so, check out my great post here! Want to provide a strong recommendation for your employee, but don't have the time to craft the perfect letter? PrepScholar's new recommendation tool, SimpleRec, takes you from good intentions and a blank page to a fully written and formatted letter of recommendation in under 5 minutes. All you need to do is give us some simple pieces of information about your employee and your experience working with them, and we'll do the rest. Try out SimpleRec risk-free today: First, let's understand the role of recommendation letters in your application. Why are Recommendation Letters Important? The majority of admissions officers at four-year colleges, especially private schools, emphasize that their process is holistic. They seek to gain a sense of the student as a "whole person," rather than focusing on pieces of who she is based solely on grades and test scores. Since they rarely meet the student in person, the recommendation letters, along with the student's own personal essay, play a huge role in illuminating her intellectual and personal qualities. That's why recommendation letters from teachers, especially those who know their students well, carry a great deal of weight in applications. A letter that expresses a strong vote of support, as well as highlights a student's impressive academic and personal strengths, can have a powerful effect on that student's chances of admission. Let's look at some samples of strong recommendation letters, one from an English teacher, another from a physics teacher, the third from a history teacher, and the final one from a math teacher. Then we'll break down exactly why these letters of recommendation are effective. The first example recommends Sara, a senior who loves to write and read poetry. Sample Letter #1: Sara the Poet Dear Admissions Committee, I had the pleasure of teaching Sara in her th grade honors English class at Mark Twain High School. From the first day of class, Sara impressed me with her ability to be articulate about difficult concepts and texts, her sensitivity to the nuances within literature, and her passion for reading, writing, and creative expression- both in and out of the classroom. Sara is a talented literary critic and poet, and she has my highest recommendation as a student and writer. Sara is talented at considering the subleties within literature and the purpose behind authors' works. She produced an extraordinary year-long thesis paper on creative identity development, in which she compared works from three different time periods and synthesized cultural and historical perspectives to inform her analysis. When called upon to give her thesis defense in front of her peers, Sara spoke clearly and eloquently about her conclusions and responded to questions in a thoughtful way. Outside of the classroom, Sara is dedicated to her literary pursuits, especially to poetry. She publishes her poetry in our school's literary magazine, as well as in online magazines. She is an insightful, sensitive, and deeply self-aware individual driven to explore art, writing, and a deeper understanding of the human condition. Throughout the year Sara was an active participant in our discussions, and she always supported her peers. Her caring nature and personality allow her to work well with others in a team setting, as she always respects others' opinions even when they differ from her own. When we held a class debate about gun laws, Sara opted to speak for the side opposite her own views. She explained her choice as motivated by a desire to put herself in other people's shoes, view the issues from a new perspective, and gain a clearer sense of the issue from all angles. Throughout the year, Sara demonstrated this openness to and empathy for the opinions, feelings, and perspectives of others, along with shrewd powers of observation, all qualities that makes her outstanding as a student of literature and burgeoning writer. I am certain that Sara is going to continue to do great and creative things in her future. I highly recommend her for admission to your undergraduate program. She is talented, caring, intuitive, dedicated, and focused in her pursuits. Sara consistently seeks out constructive feedback so she can improve her writing skills, which is a rare and impressive quality in a high school student. Sara is truly a stand-out individual who will impress everyone she meets. Please feel free to contact me if you have any questions at callmeclemens@gmail.com. Sincerely, Ms. ScribeEnglish TeacherMark Twain High School This is a thorough, glowing recommendation for a student that Ms. Scribe clearly knows well. What other features make it stand out as a strong letter of rec? The Breakdown Ms. Scribe has a high opinion of Sara and her skills at writing and literary analysis. One way that she expresses this is by using powerful and specific language. She doesn't merely say Sara is a good writer. She says she's articulate about difficult concepts and sensitive to the nuances within literature. She calls her insightful and self-aware with shrewd powers of observation. These descriptors don't happen by accident. Ms. Scribe took the time to choose her words carefully, and that effort paid off with a strong letter that captures Sara's special qualities. Ms. Scribe also supports her characterization of Sara with examples. She describes her thesis paper and how she responded to questions thoughtfully under the pressured situation of her thesis defense. She gives the example of the debate on gun laws to illustrate Sara's openness to many different points of view. In addition to illuminating her intellectual and personal strengths and supporting them with specific examples, Ms. Scribe speaks to Sara's goals for the future. She points out that she is talented at writing, poetry specifically, and that she is committed to continuing to improve as a writer in her future. This letter, by virtue of its wording, length, and specificity, shows that Ms. Scribe took the time and effort to recommend Sara thoughtfully and with conviction. The fact that she knows Sara well and is committed to helping her application succeed with a thoughtful letter further adds weight to her assessment. This letter would be a boon to Sara's application, especially if she's applying to study writing or English. She clearly impressed her English teacher and, in return, got a memorable, complimentary letter of recommendation for her college application. This next example is similarly enthusiastic and detailed. It's for a student applying to an engineering program. Want to build the best possible college application, with the strongest recommendations? We can help. PrepScholar Admissions is the world's best admissions consulting service. We combine world-class admissions counselors with our data-driven, proprietary admissions strategies. We've overseen thousands of students get into their top choice schools, from state colleges to the Ivy League. We know what kinds of students colleges want to admit. We want to get you admitted to your dream schools. Learn more about PrepScholar Admissions to maximize your chance of getting in. Sample Letter #2:Stacy the Engineer Dear Admissions Committee, It is a great pleasure to recommend Stacy for admission to your engineering program. She is one of the most exceptional students I have encountered in my 15 years of teaching. I taught Stacy in my th grade honors physics class and advised her in Robotics Club. I am not surprised to find out she is now ranked at the top of an extraordinarily capable class of seniors. She has a keen interest in and talent for physics, math, and scientific inquiry. Her advanced skills and passion for the subject make her an ideal fit for your rigorous engineering program. Stacy is a perceptive, sharp, quick individual with a high aptitude for math and science. She is driven to understand how things work, whether they be the old computer hard drives in the school library or the forces that hold our universe together. Her final project in class was especially impressive, an investigation of frequency-dependent sound absorption, an idea that she said was sparked by not wanting to bother her parents with her hours of guitar practice at home. She's been a strong leader in Robotics Club, eager to share her knowledge with others and learn new skills. I have the students in the club prepare lessons and take turns leading our after-school meetings. When it was Stacy's turn, she showed up prepared with a fascinating lecture on lunar nautics and fun activities that got everyone moving and talking. She was our only student teacher to be met with much deserved applause at the end of her lesson. Stacy's personal strengths are as impressive as her intellectual accomplishments. She's an active, outgoing presence in class with a great sense of humor. Stacy's the perfect person to get a group project rolling, but she also knows how to sit back and let others take the lead. Her cheerful nature and openness to feedback means she's always learning and growing as a learner, an impressive strength that will continue to serve her well in college and beyond. Stacy is just the kind of driven, engaging, and curious student that helped make our classroom a lively environment and safe place to take intellectual risks. Stacy has my highest recommendation for admission to your engineering program. She has demonstrated excellence in all that she puts her mind to, whether it's designing an experiment, collaborating with others, or teaching herself to play classical and electrical guitar. Stacy's endless curiosity, combined with her willingness to take risks, leads me to believe there will be no limit to her growth and achievements in college and beyond. Please don't hesitate to contact me at milevamaricfanclub@gmail.comif you have any questions. Sincerely, Ms. RandallPhysics TeacherMarie Curie High School Ms. Randall is clearly as much of a fan of Stacy as she is of Mileva Marić. How does she communicate her recommendation? The Breakdown Ms. Randall plugs for Stacy right off the bat with a statement of outstanding ranking: Stacy isone of the most exceptional students she's had in 15 years of teaching. A statement like this is pretty extraordinary and will make an impact in the mind of its readers. Stacy sounds like a special student, and she chose her recommender well. Like in the last example, this letter uses strong, specific language, calling Stacy a perceptive and sharp person who has the confidence and good humor to take intellectual risks. Through its accurate and expressive language, this letter helps Stacy come to life in the mind of the reader. Beyond the evaluation, Ms. Randall gives specific examples of Stacy's academic and personal strengths. She talks about her successful teaching in Robotics Club, her leadership in group projects, and her dedicated practice to teaching herself to play the guitar. Rather than spreading the letter too thin, Ms. Randall highlights a few core themes. She connects Stacy's love of music with her passion for physics by talking about the frequency-dependent sound absorption project. All the threads tie together in a nice, memorable bow. This letter is a strong vote of support for Stacy's application to an engineering program. Her physics teacher admires Stacy's skills and goals, and she made it clear that Stacy had her highest recommendation in this letter. This next example also comes from a teacher who's extremely impressed with his student. It focuses on the student's performance in class and his volunteer work outside the classroom. Sample Letter #3:William the History Buff and Social Organizer Dear Admissions Committee, It is hard to overstate the meaningful contributions that William has made to our school and surrounding community. As both his 10th and th grade History teacher, I've had the pleasure of seeing William make profound contributions both in and out of the classroom. His school and community service is motivated by a strong sense of social justice, which he informs through a nuanced and sophisticated understanding of historical trends and events. I can say with confidence that William is one of the most caring and driven students I've ever taught in my fifteen years at the school. As a child of immigrant parents, William is especially drawn to understand the immigrant experience. He produced an extraordinary semester-long research paper on the treatment of Japanese-Americans in the U.S. during WWII, in which he went beyond all expectations to conduct Skype interviews with relatives of his featured subjects to incorporate into his paper. William has a great capacity to draw connections between past and present and to ground his understanding of current issues in the context of historical events. He never retreats to a simple answer or explanation, but is comfortable dealing with ambiguity. William's fascination with U.S. and World History and skill for deep analysis have him an exemplary scholar, as a well as a motivated activist driven to promote civil rights and work towards social equity. In sophomore year, William noticed that the college planning seminars students attended included little information for first generation or immigrant students. Always thinking about how institutions can better serve people, William spoke with counselors and ESL teachers about his ideas to better support all students. He helped collect resources and design a college planning curriculum for immigrant and undocumented students to enhance their college access. He further helped organize a group that connected ESL students with native English speakers, stating his mission to be helping ELLs improve their English and increasing multicultural awareness and social cohesion at the school as a whole. William identified a need and worked with students and faculty alike to meet it in an extremely effective and beneficial way. Ever the history scholar, he did plenty of research to back up his ideas. William believes passionately in social progress and working for the common good. His own personal experiences, along with his profound grasp on social history, drive his advocacy work. He is a talented, intelligent student with the charisma, confidence, strong values, and respect for others to make a huge difference in the world around him. I'm looking forward to seeing all the good that William continues to do for his fellow humanity in college and beyond, as well as the excellent work that he will produce at the college level. William has my highest recommendation. If you have any questions, please contact me at thethingstheycarried@gmail.com. Sincerely, Mr. JacksonHistory TeacherMartin Luther King, Jr. High School Mr. Jackson's letter makes William sound like a pretty amazing student and person. How does he go about expressing his admiration for William in this rec letter? The Breakdown Like Ms. Randall did in her letter, Mr. Jackson provides a statement of outstanding ranking for William, calling him one of the most caring and driven students he's ever taught. Considering his long teaching career of 15 years, this says a lot about William as a student and a person. Also like in the last example, Mr. Jackson focuses on a few core aspects of William's character. He talks about his love of history and how it informs his social activism. He comments on his exceptional historical scholarship, as well as his personal qualities of caring for those around him and working for the social good. Mr. Jackson also gives insight into William's personal life, explaining how he has a personal connection to his projects and volunteer work as the child of immigrant parents. This letter reveals that William is a thoughtful, motivated individual who connects his own experiences with his learning and desire to contribute to his community. The letter also showcases William's exceptional accomplishments by giving specific examples of William's research paper and his work supporting the academic and personal needs of ELL students. Mr. Jackson expresses his enthusiastic recommendation while illuminating William's love of learning and strength of character. This letter would be both impressive and memorable to admissions officers considering William for admission to their school. This next example comes from a math teacher. Let's see what Mr. Wiles has to say about Joe. Sample Letter #4:Joe the Hard Worker Dear Admissions Committee, It is my pleasure to recommend Joe, who I taught in my th grade math class. Joe demonstrated tremendous effort and growth throughout the year and brought a great energy to class. He has that combination of a positive attitude and the belief that he can always improve that's rare in a high school student, but so essential to the learning process. I am confident that he will continue to display the same commitment and diligence in everything he does. I highly recommend Joe for admission to your school. Joe would not describe himself as a math person. He's told me on several occasions that all the numbers and variables make his mind go fuzzy. Joe did, in fact, struggle to comprehend the material at the beginning of the year, but his response to this is what really struck me. Where so many others have given up, Joe took on this class as a welcome challenge. He stayed after school for extra help, got extra tutoring at the nearby college, and asked questions in and out of class.Due to all his hard work, Joe not only raised his grades, but he also inspired some of his classmates to stay after for extra help, as well. Joe truly demonstrated a growth mindset, and he inspired his peers to adopt that valuable perspective, too. Joe helped contribute to our classroom environment as one where all students can feel supported and able to ask questions. Joe's strong belief in his ability to acquire new skills and improve through practice was likely shaped by his years as a baseball player. He's played all through high school and is one of the team's most valuable players. In his final for our class, Joe designed an impressive project calculating and analyzing batting averages. While he initially described himself as not a math person, Joe reaped the benefits of his tremendous effort and found a way to make the subject come alive for him in a way that he was personally invested in. As a teacher, it is incredibly fulfilling to witness a student make this kind of academic and personal progress. Joe is a trustworthy, reliable, good-humored student and friend who supports others in and out of the classroom. He was a pleasure to have in class, and his positive attitude and belief in himself, even in the face of difficulty, is an immensely admirable asset. I'm confident that he will continue to demonstrate the same diligence, perseverance, and optimism that he showed myself and his peers. I highly recommend Joe for admission to your undergraduate program. Please feel free to contact me with any further questions at fortheloveofalgebra@gmail.com. Sincerely, Mr. WilesMath TeacherEuclid High School While the students featured in the first three examples were top of their class or demonstrated leadership in the school, Joe isn't a top achiever in the traditional sense. However, this recommendation is still a strong one, even if it says he struggled in the teacher's class. What does Mr. Wiles focus on to recommend Joe? The Breakdown Mr. Wiles writes a strong letter for Joe, with the same kind of enthusiasm and specific examples as the other three letters. Even though Joe may not have gotten the strongest grades in his math class, he found an enthusiastic recommender in his math teacher. Mr. Wiles was extremely impressed with Joe's attitude, effort, and growth mindset, which he demonstrated throughout the year and inspired in his fellow classmates. Mr. Wiles focuses on Joe's substantial personal strengths, ones that would likely be impressive to his future educators. Even in a subject that may not come naturally to him, Joe is diligent and committed. He's not self-conscious about asking questions or seeking extra help, and he retains a strong belief in himself that he can continuously learn, improve, and acquire new skills. This letter, like the others, is effective because it is focused, supportive, and backed up with examples.As you can tell from these examples, recommendations can communicate a great deal about a student. Because of this, they can have a powerful impact on a student's chances of admission. So what can teachers and students do to make sure they are sending a strong recommendation letter that will help their chances? Enthusiasm is key. How to Get a Strong Recommendation Letter While these letters are about different students with different interests, they share certain fundamental features. One, they sound excited and enthusiastic. The teachers clearly communicate that they are impressed by these students and eager to help them get into college. At the same time, the letters don't go overboard because they have examples to back up their assessments. Specific examples and stories are key for backing up the assessment. Plus, they make a letter more interesting and memorable. Rather than just another engineering applicant, Stacy is the student who researched sound-absorption to spare her parents from hours of guitar scales. Finally, the teachers all discuss their students' personal strengths, along with their academic strengths. They present the holistic view that admissions officers are looking for, along with their strong vote of confidence in the students' future success. Teachers should incorporate all these features into their letters, and students should help provide them with the raw material to write about. While students should choose a teacher who knows them well and has stories and observations to share, they should also give their teachers a detailed "brag sheet" and let them know what would go into their ideal letter. That way it can be even more personalized and complement the story the student is telling in the rest of her application. While recommenders may or may not share their letters with students, there should still be open, two-way communication when the student makes her request. That way students and teachers can work together to produce an insightful, enthusiastic, and specific letter of recommendation to send to colleges. Want to build the best possible college application, with the strongest recommendations? We can help. PrepScholar Admissions is the world's best admissions consulting service. We combine world-class admissions counselors with our data-driven, proprietary admissions strategies. We've overseen thousands of students get into their top choice schools, from state colleges to the Ivy League. We know what kinds of students colleges want to admit. We want to get you admitted to your dream schools. Learn more about PrepScholar Admissions to maximize your chance of getting in. What's Next? Are you a teacher writing recommendations for your students? Read all about how to write an outstanding recommendation letter for your students, along with what not to include. Are you or a student you work with applying to a selective school, like Harvard? Learn about what kind of letter she should get for the Ivy League. Now that you've read these examples of strong teacher recommendation letters, check out these examples of bad ones. Warning: rec letters may appear better than they actually are. 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POLITICS OF KNOWLEDGE Essay Example | Topics and Well Written Essays - 750 words

POLITICS OF KNOWLEDGE - Essay Example cesses based upon divine or supernatural intervention.1 For instance, earliest humans attributed floods, famines, and other natural occurrences to spirits and the fact that they were otherwise frustrated or angry with their behavior. However, with the advent of the scientific revolution, identifiable and statistically measurable metrics were provided that helped the average individual to understand the fact that they live in a rational and bounded universe; bounded to science and the processes that it involves. As a function of seeking to understand this scientific revolution to a more demonstrable degree, the following discussion will be based upon how rationalist and empirical epistemologists facilitated a fundamental shift from divine human-based knowledge. Firstly, and perhaps most importantly, the individuals involved within shifting epistemology towards a human-based knowledge most essentially affected the means by which stakeholders within society sought to question the status quo.2 For centuries, the church had held unchecked authority over the way in which individuals understood the world around them. To a varying degree, the overall level to which individuals sought to question this authority was relatively limited. However, with the advent of the scientific revolution, stakeholders within society, although all classes, were encouraged to question the status quo and consider whether or not scientific merit provided a rational and reasonable explanation for the processes and beliefs that they had so long been led to engage with. A secondary manner by which rationalist attempted to provide a fundamental shift from divine to human-based knowledge is with regard to the way in which they sought to use identifiable numbers and processes as a function of proving a particular point. Naturally, this is the very cornerstone of science; however, in centuries past, the league and dictated as the final understanding of whether or not a particular process or

Animal Ethics and Environmental Ethics Essay Example | Topics and Well Written Essays - 1500 words

Animal Ethics and Environmental Ethics - Essay Example There are two model approaches, through which the environmental ethics conception of wild animals is viewed. Both approaches place attention on the problems facing the endangered species, though they advocate for different rationales, in the area of giving animals preference, as opposed to the protection of the ecosystem at their detriment. First: is the anthropocentric view to wild animals, which seeks to guard endangered species from the destructive activities of humans. The second approach is the eco-centric model, which places attention upon the existence and the effects of wild animals, within the intrinsically valuable ecosystem (Des Jardins, 1993, p. 4-6). Discussion The key problem with adopting a perspective, which is informed, primarily, by intrinsic environmental ethics is that, such an approach, fails to fully consider the sentience of the wild animals benefitting from the ecosystem. The concept of consciousness or sentience is based on the fact that their interests shoul d be felt and perceived. Through failing to adequately recognize the sentience of these creatures, for instance, the kangaroos, the policy and laws in operation pay insufficient regard to the ethical needs of kangaroos as conscious beings. However, the notion that there is a conflict between animal rights and environmental ethics chiefly relies on a number of misconceptions about these animals and their effects on the ecosystem. For instance, in the case of the kangaroos, the misconceptions are evident, in the conception of their impacts in the areas of total grazing demands, populations, and sheep replacement. As evidence, Fisher Et al (2003, p. 1801-1808) argues that the effect of Kangaroos is immense on rangelands environs, where pressure on grazing land is evident. This is a misconception, mainly because the pressure on grazing land is not caused by kangaroos alone, but other animals like sheep as well (Des Jardins, 1993, p. 19-21). The moral status of animals is one major quest ion in this debate, mainly because; the question of the distinctiveness of humans, which earns them moral status is raised – and not that of the non-human entities in question. Answering this question is of great importance, among philosophers and the defenders of the rights of animals. In part, answering this question will aid humans to better understand the nature of human beings and the rightful scope of the moral obligations of humans. Some proponents of the debate argue that answering this question will help distinguish the value of humans as opposed to that of other parties of the natural world. However, this approach is considerably aimed at propagating the rightfulness of certain human activities towards the non-human creatures – especially, those that cause discomfort, suffering, pain and death to these entities. The other group – on the other hand – is of the opinion that answering the question will help humans justify granting moral considerati on to these nonhuman entities, namely animals and plant life. This is based on the philosophical consideration that despite the differences between humans and nonhuman animals; these differences do not justify denying these nonhuman entities moral consideration. However, the basis of moral considerati

Lenin and Philosophy Essay Example for Free

Lenin and Philosophy Essay The images dispersed through this document attempt to give an example of how women are systematically removed from their sports settings, and placed within a more feminized or sexualized manner. In this way, we can see how over and over, in the images of Chynna Doll, Kristina Korneacouvia and others are used further entrench the socio-cultural rules which place within a limited and static gender role. The images illustrated throughout this paper are clear examples of Mulvey’s â€Å"male gaze† paradigm. In most of these photographs the athlete was professionally made up. Their hair was styled in the wind blown look often used on models, they wore makeup, and they were each dressed in sexually suggestive, revealing clothing. In doing so, the media acts within the paradigm of hegemony by sending mixed messages. Particularly, sports magazine may seem to portraying female athletes in a positive light, yet there is a constant trivialization of the actual performance in sports. This allows those that maintain the power and create the rules to allow women a limited role, while simultaneously maintaining the all-pervasive social dictations on the role of women as passive objects within a male dominated society. In this light, women in sports advertising are women first and athletes second. The status quo of gender hierarchy is maintained by muffling images of strong women, while simultaneously re-encoding women as sexual objects. The 1996 Olympics brought much success to female athletes. Many proponents of women’s rights and equality in sports though that this marked the final acceptance of women in the sports arena. Women’s sports magazines flourished during this time as well. Unfortunately, despite the athletic success on the playing felid and an increase coverage in the media, the media depicted women in less active rolls, oftentimes showing them in their home and family settings, or dressed in their athletic gear in a provocative way. In this sense, women are allowed to participate in sports, but the underlying message is one that keeps the backdrop of women in the domestic and sexual field. This is a further entrenchment of the aforementioned ideological hegemony of male superiority. Furthermore, this fact reinforces the dominant cultural order that blatantly sexualizes the female experience of success and merit in the sports arena. Ann Balsmo (1996) in her Technologies of the Engendered Body, discusses this phenomenon, stating â€Å"To be both female and strong today violates traditional codes of feminine identity. Any attempt to reconstruct the body is transgressive out by using signifiers of hyper-femininity. † Herein lies the essence of this analysis; women today are caught within the traditional structure of male-dominated hegemony and the perpetuation of this domination through the against the ‘natural’ identity of the female body. The transgression is balanced vehicle of the mass media. Through the light of social and individual discovery, it is now time to take back these traditionally held power roles, allowing a woman’s body and physical accomplishments to be as worthy of merit and public praise as those of her male counterparts. Works Cited Althusser, Louis. Lenin and Philosophy and Other Essays. (Online version) Balsamo, Anne. Technologies of the Gendered Body. Duke Univ. Press, 1996. Blinde, E. , Greendorfer, S. , Shanker, R. (1991). Differential media coverage of men’s and women’s intercollegiate basketball: Reflection of gender ideology. Journal of Sport Social Issues 15, 98–114.

A Detailed Essay of My Journey on the Internet :: Speakers Research Internet Papers

A Detailed Essay of My Journey on the Internet The Internet is a wonderful and exciting place to research anything. At any given time, day or night, a person can log onto the World Wide Web and become part of a global community, just behind his or her computer monitor, delving into the high speed universe of silicon and circuit boards. One large slice of this world is the plethora of consumer products always available online. I have chosen a product that many people have in their homes today and is an essential component to a consumers prized entertainment system - speakers. Speakers are an interesting topic to research, and I have been meaning to do that research for quite some time now. It is almost ironic that an earlier English assignment was to write about a journey, and this assignment turned out to be quite the journey itself. Speakers come in many shapes and sizes, as well as different brands and styles. I decided to start with the Web browser I use everyday, Microsoft Internet Explorer, to research this product. By typing the word speakers into the generic search engine, I came up with so many choices that I felt it would be better to search, instead, through the many brands and narrow my search down to just a few. I found only a number of brands that really appealed to me because they are well-known and respected. These brands were Sony, Bose, Pioneer and RCA Narrowing this large field down to only four brands made my research much easier and much more enjoyable. Name brands are all known for high end stereo equipment, and these seem the most reasonable in price for the everyday consumer looking for a good, affordable set of speakers. After further research and drawing from my past experiences with every brand being considered, I determined that Bose Speakers were an excellent buy. This was the part of the search that seemed to take the most time. After getting this far, it was time to really test the limits of the Internet. How many different types of speakers can I find that are manufactured by the Bose Company? What kind of prices can I find for these products and are they the same in every site? What kind of deal can I get on these same speakers when using different search engines likeGoogle or America Online?

Action Learning Review

The Longwall department is responsible for the majority of coal production at the mine and hence, revenue for the business. The management group in this department consist of five staff members, with the Superintendent as the senior person reporting to the Mine Manager. As Technical Services Manager I am a member of the senior management team for the mine, and a peer to the Mine Manager. However, I have no direct authority over the Longwall department. Although it is suited to the approach, the Longwall department does not tend to operate effectively as a team.Whilst there is a clear annual performance target set by senior management, there will often be confusion amongst the group when they attend the mine’s planning meetings as to what the specific short term priorities for the department should be and the best way to achieve them. This confusion invariably leads to conflict in these meetings between group members, with individuals attempting to ensure that their specific ar ea of responsibility is not affected by the other’s individual priorities.There has been a high turnover of staff in the past year and the overall performance of the Longwall has been poor, with production results 40% below budget impacting significantly on the profitability of the business. Analysis The Longwall mining process is complex and to be successful requires reciprocal interdependence of tasks (Thompson, 1967). The engineers must work closely with the operations staff in the department through the planning and implementation stages to ensure safe and productive operations with minimal unplanned delays.This requirement of interdependence makes the Longwall process ideally suited to a team approach for management. Although it is a small group comprised of five staff with complementary skills, and a common production target for the year, the Longwall department does not currently satisfy the requirements of Katzenbach and Smith’s (1993) definition of a team. The y fail to define short term goals and work processes which would lead to achievement of the annual production target and, in addition, the group does not hold themselves mutually accountable for their performance.The lack of team approach towards these highly interdependent tasks leads to competing short term priorities within the group and results in poor overall performance. One of the key reasons that the Longwall department has failed to come together as a team is a lack of group cohesiveness (Shaw, 1981). The members of the group are heterogeneous (Managing People & Organisations, 2006), with different expertise and experience and as a result there is often competition and conflict (Raelin, 1985) with regards to the best approach to various tasks.This is potentially linked to the lack of specific short term goal setting completed within the group as they seek to avoid conflict because they lack the interpersonal skill of conflict resolution (Managing People & Organisations, 200 6). However, this conflict inevitably occurs when the group attends the mine’s planning meetings, as the individuals promote different priorities and ideas. If the group was more cohesive and co-operative, individuals would not feel threatened by other members and the heterogeneity of the group could be harnessed in a positive way through creative and flexible solutions to problems.For example one of the mining staff may have a different solution to an engineering problem which was not considered by the engineers. The lack of cohesiveness has led to a high turnover of staff over the past year. This means that Tuckman and Jensen’s (1977) life cycle of the group has had to return to the forming stage of the on a number of occasions and this in turn has hindered the development of group norms (norming stage) which would enhance co-operation within the group and is essential to achieve the required performance.This lack of progress through the group life cycle is also link ed to the level of competition between heterogeneous group members as they battle for power and influence in the group. The required short term goal setting and work approaches would be more easily achieved by a cohesive group. If the group was able to achieve the latter stages of the life cycle it is likely that group cohesiveness would be high and there would be significantly less staff turnover.The management processes at the mine currently manage individuals rather than teams (Hackman, 1990). This is linked to the Longwall department’s reluctance to embrace mutual accountability for performance and also the reluctance of the Superintendent to effectively lead the group as a team, as discussed below. Remuneration and bonuses are reviewed on the basis of individual performance, with little accountability for performance as part of a team. This leads individuals to â€Å"protect† themselves by making excuses and blaming others for poor performance.It also encourages i ndividuals to focus on the specific tasks and priorities that are linked to their individual performance rather than those best suited to the overall department’s performance, resulting in conflict and a lack of co-operation in the planning and implementation of tasks. On the basis of Thompson’s (2000) model, the Longwall department achieves two out of three essential conditions to be an effective team. The group has the requisite knowledge, skills and ability to complete the required tasks and their motivation to do so is evidenced by the long hours that each individual spends at work focussing on those tasks.However, as mentioned earlier, the group lacks co-ordination strategies such as short term goal setting and work method development which prevents them from developing into a real team. In addition, Thompson’s team effectiveness model also requires an appropriate environment in which the team can operate. As discussed earlier, the design of the team is app ropriate however the requisite organisational context and team culture are currently absent.As can be seen from the earlier analysis, the management of the Longwall mining process is well suited to a team approach, provided that the personnel are managed effectively as a team rather than as individuals in a group. On the basis of Katzenbach and Smith’s team performance curve (1992) the Longwall department is currently at the potential team stage. The individuals in the department have a clear annual production target and are all working hard to achieve it, however, they lack specific short term goals, a common working approach and an attitude of mutual accountability.To achieve the desired performance and meet the annual production targets, the team will need to move from the potential team stage to the real team stage. Improvement Planning From my analysis of the Longwall department I have identified three specific improvement opportunities that I would pursue if I was the M ine Manager to move the team from the potential team stage to the real team stage. Firstly I would look to improve the group’s specific competencies essential for effective teamwork through formal training and improve group cohesiveness through team building activities.Secondly I would implement a process to facilitate the setting of short term goals and work methods to achieve them. Finally I would modify the performance management system and remuneration packages for the individuals in the department to reflect a team based approach rather than individual management. However, prior to beginning the improvement processes I would begin calling the department the Longwall team so that they begin to identify themselves as a team rather than a workgroup or department.To improve the group’s task-related and interpersonal competencies, which are important for effective teamwork, I would organise for the group to go off site together for one week of formal training and team building exercises (Managing People & Organisations, 2006). This training may need to be ongoing. It is important that the group attends this training together so that they can begin to build mutual trust and respect and develop social capital (Lengnick-Hall and Lengnick-Hall, 2004).It is also essential that the training is held off site to ensure there are no distractions. One possible obstacle to carrying out this training is that taking the whole group offsite at the same time leaves the workforce with a lack of supervision or direction. To overcome this I would arrange the Superintendent of another area of the mine who has significant Longwall experience to cover the absence of Longwall Superintendent. I would also arrange for the mechanical and electrical engineers from the engineering department to provide coverage from an engineering perspective.The success of this training can be measured through an assessment process conducted by the training organisation at the end of the training program to examine the understanding and application of the concepts by the individuals in the group. A questionnaire completed by each member of the group would also be implemented to determine their perception of the applicability and success of the training. To facilitate the group’s setting of short term goals and work methods to achieve them, I would send them off site again for two days with an external facilitator.This forum would also include team building activities to break up the workshop and continue to promote team bonding. They would utilise the task-related competencies gained in the formal training process to develop and document short term goals based on achieving the annual production targets set by senior management. They would also be required to assess the potential obstacles and risks to achieving their short term goals and develop and document contingency plans to overcome those obstacles. It is essential that the team develops the goals togeth er so that they have ownership and commitment to achieving them.They need to ensure that the goals and work methods focus on performance not just togetherness (Katzenbach and Smith, 1992). Again, a potential obstacle to this process is taking the group offsite together leaving the workforce with a lack of supervision and direction. This would be addressed in the same manner as previously for the formal training. A second potential obstacle/risk to this process is the quality of the external facilitator. If this person does not have the appropriate skills to keep the workshop on track and the understanding of the desired outcomes, it is likely that the workshop will not be successful.To overcome this obstacle I would interview potential facilitators and seek references from others who have used them in the past. Once selected, I would ensure that the facilitator is very clear about the purpose of the workshop and the required documented outcomes. To measure the success of this worksh op I would review the documented short term goals to ensure that they will allow the team to meet the annual production target and I would also assess the adequacy and relevance of the contingency plans to overcome the identified obstacles and risks.A second measure will be whether or not the group achieves its self developed short term goals over the following weeks. To modify the performance management review system I would change it from an individual performance review by the Superintendent to a 360 degree review process. This review would be based on individual contribution to the team performance as viewed by other members of the team and will provide valuable feedback for individuals.I would also change the remuneration system for the individuals in the team to incorporate a bonus related to Longwall performance as a team measured on the basis of coal produced against targets (Gross 1995). This would encourage the team culture to develop with individuals supporting each other and keeping each other on track rather than pursuing individual priorities. One obstacle to this could be the feeling that some things which could impact Longwall production are out of the management team’s control, such as geological conditions.To overcome this I would document the potential influences on performance which are not controllable by the team and undertake to discount the production targets by a proportional amount to any performance impacts suffered to ensure that the bonus arrangement is not compromised. The measure of the success of this improvement strategy will be the achievement of production targets over the short and long term. References Gross, S. E. 1995, Compensation for teams: how to design and implement team-based reward programs, American Management Association, New York.Hackman, J. R. 1990, Groups that work (and those that don’t), Jossey-Bass, San Francisco. Katzenbach, J. & Smith, D. K. 1993, The wisdom of teams: creating the high perform ance organization, McGraw-Hill, London. Katzenbach, J. & Smith, D. 1992, ‘Why teams matter’, extract from The wisdom of teams: creating the high performance organization, in The McKinsey Quarterly, no. 3 of 1992, pp. 3-27. Lengnick-Hall, M. L. & Lengnick-Hall, C. A. 2004, ‘HR’s role in building relationship networks’, Academy of Management Review, vol. 17, no. 4, pp. 53-63.Managing People and Organisations, 2006, Unit 5, pp. 1-56, AGSM MBA (Executive) Program. Raelin, J. 1985, The clash of cultures, Harvard Business School Press, Boston. Shaw, M. E. 1981, Group dynamics: the social psychology of small group behaviour, McGraw-Hill, New York Thompson, J. D. 1967, Organizations in action, McGraw-Hill, New York. Thompson, L. 2000, Making the team: a guide for managers, Prentice-Hall, Upper Saddle River. Tuckman, B. & Jensen, M. 1977, ‘Stages of small group development’ Group and organisational studies, vol. 2.   

Business level

Business Purposes P5 Criteria â€Å"Explain the characteristics of the local business environment. † Define a local government. Identify the departments within a local government and explain its general purpose. (Why is it beneficial for local residents to have specialist departments within the local government? ) Name your local government, mention the: Number of ethnic minorities. What is the impact of this on the local area? (Mention more incentive for businesses to start up in the area)(lnformation is available onRedbridge website). Number of shopping centre's. What is the impact of these on the local area? (mention job increase-Information is available on Redbridge website). Number underground and train facilities. What is the impact of this on the local area? (mention- people can commute out of the area to study and find a Job- Information is available on Redbridge website). What has your local government recently introduced into the area? How has this improved the local economic wellbeing, especially during the period of recession? ention shopping centre's) Save in your area the following file TaiYear 12 Level 2 the consultation draft. On pages 27 and 28 there are 2 bar charts, which you need to add to your assignments. Once you have copied these into your assignments you need to analyse them. What has happened to Redbridge in the last 10 years? What sector is more dominant in Redbridge? (How could Redbridge council encourage more of those businesses to start up in the area? )What is the rate of unemployment in Redbridge? Which business industrial sectors are growing in Redbridge? What industrial sectors are declining in Redbridge? What is happening to average earnings in Redbridge? What is happening to the growth of businesses in Redbridge? What is the local borough doing to support businesses? How is this helping the local area? Talk about at least two things in detail. Conclude your findings. (Do you think your local government is helping to pr omote economic wellbeing in the local area? )

AP and Everyday Use Comparison Research Paper Example

AP and Everyday Use Comparison Research Paper Example AP and Everyday Use Comparison Paper AP and Everyday Use Comparison Paper â€Å"A P† and â€Å"Everyday Use† Analysis and Comparison In a modern society where good deeds and integrity are taken for granted, it is necessary for people to stand up for what is right. The short story â€Å"A P†, written by John Updike, tells the story of Sammy and how he takes a stand for what he believes is right, only he is not given the gratitude he deserved. â€Å"Everyday Use†, written by Alice Walker, is another short story that shows how substantial it is to stand firm for one’s convictions and beliefs, especially in familial matters. Mama, the protagonist in â€Å"Everyday Use†, must make the decision of protecting her self-conscious daughter Maggie, or giving in to Dee, her other egocentric daughter who has forgotten the traditional values of their family. These two short stories indicate the importance of protecting people from the harshness of reality because not everyone is secure or aware enough to be able to stand up for themselves. Although one’s good deeds may often not be acknowledged, the inevitable lesson of maturity can be taught through such experiences. In â€Å"AP†, Sammy is a teenage clerk who is not acknowledged for accomplishing what he thinks is a good deed. During a hot day, three teenage girls walks into the AP grocery store, wearing only their bathing suits. The image of the girl’s revealing attire provides an absolute contrast to both the simple interior of the store and also of the other conservative customers. Sammy describes the customers as â€Å"sheeps† because they look mindless as they follow each other around the aisles in continual, constant motion. However, these three girls conflict with the imagery of â€Å"sheeps† by breaking the norms of what the AP grocery store, and society in general, has proclaimed as acceptable. These three girls symbolize the reverse of what Sammy has been accustomed to seeing in the store, which are the pedestrian and conformed customers. Infrequency rather than frequency triggers the events that occur in the AP grocery store. The sexually appealing nature of the girls provokes Sammy’s carnal appetite and engenders rebellious feelings towards conformity as well. This allows him to realize that his life has been tailored to that of the mundane lives of the other AP employees and customers. However, this epiphany leads Sammy to act impulsively when the girls are being admonished for their revealing attire by Lengel. Lengel, the conventional and austere store manager, further embodies the conformity that surrounds Sammy as Lengel reprimands the girls for wearing bathing suits in a grocery store. As Sammy sees his manager embarrassing the girls, Sammy has the choice of being a â€Å"sheep† or breaking out of the conformed structure of the AP store, such as the girls has done. Sammy is refreshed by the uniqueness the girls bring, and he also wants to be part of that. This shows that he wants to protect what the girls and what they represent, which is contrast to conformity. Sammy ultimately decides to defend the girls’ honor by quitting his job, and thus makes the statement of not being a â€Å"sheep† that is mindlessly led by society. Although this decision was driven partly by carnal feelings, it was primarily out of impulse and curiosity of what lies beyond the restricted borders of normalcy in the AP grocery store. Even though Sammy quit his job for the girls, they do not even acknowledge his act of sacrifice. Sammy is still given a chance by Lengel to reconsider his rash decision, but he continues to stands firm for what he believes in, even after the girls have already left the store. Sammy then walks out of the AP with no job and no display of affection or gratitude from the girls. Sammy has sacrificed his job for people who don’t care, and the harsh reality of sacrificing for people who do not care results in the compromise of self security. AP is a story about coming to age, and Sammy comes to age as he attempts to seek for something better than what the AP store can offer him. Teenagers often act impulsively and recklessly, and as a teenage boy Sammy can not help but be intrigued by what the girls symbolized, which contrast to conformity. Despite his losses, Sammy gains something as well. He realizes that he should be more in control of his feelings and that he should make decisions maturely and as an adult, not as an adolescent who acts out of impulsion and dispositions. Nonetheless, Sammy still stood up for what he believed was right at that moment, and that has caused him to mature and grow. Standing up for what is right is not an easy task, but it is necessary to protect those who can not defend themselves. Everyday Use† is about Mama and her decision to choose sentimental values over materialism. Dee is the educated yet selfish sister of Maggie, who is self conscious and withdrawn because she had been scarred by a house fire. After a very long time, Dee returns to her home in search of materialistic goods so that she can preserve her family†™s heritage by turning their culture into a commodity. Dee believes that possessing items with traditional value will allow her to understand her cultural heritage, and this symbolizes her misconception of viewing heritage as a material entity. However, Mama and Maggie clearly defines family and cultural heritage through their knowledge of everyday traditional practices, such as churning butter and quilting. Maggie and Dee are sisters, but they are like the two ends of a stick. Although they have been brought up in the same home and raised by the same mother, this is as far as their similarities go. The contrast of the two sister’s personalities creates a conflict because Dee is unable to comprehend that there is more than just material values in objects, while Maggie is able to fully fathom the significance of sentimentality. However, Maggie’s unsteady and delicate temperament prevents her from stopping her sister as Dee seeks out items of cultural value. This shows that Dee attempts to seek out her heritage without an understanding of what her heritage truly is. Maggie and Mama are able to comprehend and truly appreciate the cultural and sentimental values of the objects in their home because that is where their heritage lies, whereas Dee lives in the materialistic world, not the traditional. Dee later disapproves of how her mother and sister are ruining Maggie’s traditional wedding quilt by putting it through â€Å"everyday use† and that they are using it as nothing more than a mere commodity. This shows Dee’s misconception of heritage as a materialistic object. Dee scorns her sister because Maggie will not be able to appreciate the quilt in a sufficient way. Maggie is used to giving in to her sister and agrees to give Dee the wedding quilts, despite what the quilts has meant to Maggie. Maggie’s burned skin indicates how she has been â€Å"burned† throughout her life, and as a result Maggie is used to not having what she wants. However, Mama is able to relate more with Maggie than she can with Dee. Mama and Maggie both appreciate the true meaning of heritage and Mama surprises even herself as she stands up for Maggie and by defying Dee. Part of their heritage is for the mother to pass down objects of cultural value, such as quilts, to their daughter. As Mama stands up for Maggie and returns her the quilts, she asserts that Maggie wins over Dee, and that cultural values are dominant over materialistic values. This short story shows how important it is to take a tand for what is right, especially when a person is able to do so themselves. Maggie was unable to stop her self centered sister, so Mama stopped Dee herself. Dee has everything that she has ever wanted, everything except the heritage of her family. Mama and Maggie have nothing but heritage, and therefore Mama is able to stand up for Maggie because of this connection. It is evident that it is important to stand up for those who are unaware and unable to stand up for themselves. In â€Å"AP†, Sammy indicates that people should not have to conform to the rules of society. The girls broke out of the societal norms, and Sammy was refreshed to see such uniqueness. As a result, Sammy quits his job to express his dissatisfaction towards conformity. Although he was not acknowledged for his sacrifice, he matured and gained a valuable lesson despite of his losses. Sammy learned that he should think before reacting to his desires and impulses, and that lesson is much more valuable than catching the attention of some girl In â€Å"Everyday Use†, Maggie was unable to resist her self centered sister as she took the quilts. However, Dee misconceived the true value of heritage. Objects of cultural value are meant for everyday use, not to be displayed as a decorational trophy. People are able to keep memories and the past alive by putting such objects to everyday use, such as Mama and Maggie have rightly done. Both of these short stories express the importance of standing up for what is right, regardless that one’s action may go unnoticed or that one may be faced with the difficult decision of choosing one daughter over the other. A person’s integrity and character develops every time a person stands up for what he or she believes in. Standing up for what is right is a good deed, and people should always stand firm for what is right because despite the possible losses, there is much more to be gained. . Updike, John. â€Å"AP† Literature: Reading, Reacting, Writing, Compact. Ed. Laurie G. Kirszner. , and Stephen R. Mandell New York: Heinle, 2006 Walker, Alice. â€Å"Everyday Use. † Literature: Reading, Reacting, Writing, Compact. Ed. Laurie G. Kirszner. , and Stephen R. Mandell New York: Heinle, 2006

Definition and Examples of a Submerged Metaphor

Definition and Examples of a Submerged Metaphor A submerged metaphor is a type of metaphor (or figurative comparison) in which one of the terms (either the vehicle or the tenor) is implied rather than stated explicitly. In the book Myth and Mind (1988), Harvey Birenbaum observes that submerged metaphors lend the force of their associations in a subliminal way but are likely to be disruptive if they are realized too explicitly. Examples and Observations A submerged metaphor is  an implied comparison made in one or two words (usually verbs, nouns, adjectives). Example: Coach Smith mended the losing pitchers hurt feelings. (Not literally; he just tried to make him feel better.)​  (Patrick Sebranek,  Write Source 2000: A Guide to Writing, Thinking and Learning, 4th ed., 2000) Time and Change Metaphors Examples of submerged metaphor in the vocabulary include the lexical sub-system for constructing the meaning, or the set of concepts, that we call time and change. Expressions like time passes, as time goes by are based on the metaphor time is a moving object. Expressions like the elections are approaching, his mistakes are catching up with him are based on the metaphor events are objects moving along a path. Expressions like we are approaching the election, he thought he had left his mistakes behind him, and even we are going to win are based on the metaphor people are objects moving through time.​  (Paul Anthony Chilton and Christina Schffner, Politics as Text and Talk: Analytic Approaches to Political Discourse. John Benjamins, 2002) James Joyces Submerged Metaphors Reading Ulysses often depends upon recognizing the submerged metaphor in the stream of consciousness of the major characters. This is especially true of Stephen whose mind works in metaphorical terms. For example, Stephens association of the sea with the bowl of white china . . . holding [his mothers] green sluggish bile which she had torn up from her rotting liver by fits of loud groaning vomiting depends upon his responding to Mulligans shaving bowl as a transitive but submerged metaphor signified by the present members of the metaphorical seriesthe sea and the bowl of bileand in turn signifying them (U.5; I.108-110). Stephen is a hydrophobe whose neurosis depends upon metaphors taking precedence over logic.​  (Daniel R. Schwarz, Reading Joyces Ulysses. Macmillan, 1987) Also Known As: implicit metaphor

Utilitarianism an Unreasonable Happiness Essay Example | Topics and Well Written Essays - 500 words

Utilitarianism an Unreasonable Happiness - Essay Example Indeed there are powerful cultural influences to continue consuming even if it requires going into debt, which happens frequently. If so many people shoulder the unpleasant cycle of indebtedness in order to continue consuming, it seems a shift in the entire paradigm of capitalism based on distant people and the abstract next generation is unlikely. However as an individual who has a deeper understanding of the consequences of wastefulness and pollution, I have a greater ethical obligation to make conscious decisions regarding what I use and discard. There is a deep and vested interest to keep Americans consuming goods and services that they do not need strictly for survival purposes. The growth of the economy depends on many people spending money which drives industry to create more consumables. The most successful marketers are able to tap into and manipulate the aspects of identity that are significant to our sense of well-being. If a dramatic drop in consumption occurred, real and present negative consequences will occur, including many people losing their own job. This is a short term problem compared to the consequences of environmental change; however, drastic change in the average life style of most Americans would cause a lot of unhappiness. A fundamental change would have to occur that shifted economic models away from