Understand How to Safeguard the Well-being of Children and Young People free essay sample

Understand How to Safeguard the Well-being of Children and Young People Task B : Roles and Responsibilities of Organisations †¢ Social Services Social Workers have a responsibility to provide support and care for vulnerable children and their families. We will write a custom essay sample on Understand How to Safeguard the Well-being of Children and Young People or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page They may have been alerted to a particular situation for example; if parents are struggling to care for their children or there are other challenging situations such as drug abuse, domestic violence and reports of abuse to the child(ren). Social Workers are always involved in the intervention of situations involving the abuse or harm of children or young people. Residential Care Workers have a responsibility for ‘looked-after’ children who reside in care homes and not with their families. With usually high vulnerability, these children and young people need to be cared for and the Residential workers have a specific duty of care to provide safeguarding of their health and welfare. Family Support Workers have close contact with vulnerable children and their families. They have a responsibility to care for and provide support for them, usually through home visits or through local children’s centres. They are often called upon to give opinions and monitor families that give cause for concern in regards to health, safety or welfare. †¢ Health Visitor Health Visitors have a responsibility to monitor the health and development of children under the age of five. Their usual first point of contact is during home visits and at clinics and health centres. With crucial skills, they are usually the first people to identify concerns about a child’s safety and welfare. They are able to gather information and have the ability to recognise vulnerability and signs of harm, neglect or abuse in both parents and children. They have contact with multi-agencies and support the work of the Local Safeguarding Children’s Board (LSCB). They also work closely with both midwives and school nurses and can offer individualised plans for those recognised as being ‘in need’. Their early intervention can be crucial in protecting a child. †¢ NSPCC The National Society for the Prevention of Cruelty to Children (NSPCC) is a charity with a duty to protect children from being abused and neglected. It has the statutory power to bring care proceedings in its own right. They also work closely with Childline (a 24 hour service for children to telephone for help and advice. ) They operate a 24 hour Child Protection line also which accepts referrals and passes the information to the relevant service. The NSPCC may be commissioned by Children’s social care to undertake specific child protection related work. It also provides services for families and children and has the same responsibilities as other voluntary agencies. †¢ GPs General Practitioners have a responsibility for the general health of members of the practice. They usually have contact with children and families in the community and will be instrumental in recognising and identifying signs for concern during routine appointments or home visits. The will be responsible for reporting suspected abuse or neglect and should follow the correct procedures for doing so. †¢ Probation Probation Officers will be responsible for the support and rehabilitation of some offenders in the Community. This supervision will involve monitoring people convicted previously of offences against children and ensure that they do not pose s threat to the Community. They also liaise with Multi Agency Public Protection Arrangements (MAPPA) such as safeguarding children, procedures covering ex-offenders, domestic abuse and child protection procedures. †¢ Police Police have a responsibility for the general safety and protection of the general public. Their role is to prevent crime and disorder and protect individuals. Children have the right to be fully protected. With specialist training, the police can investigate cases with the Child Abuse Investigation Units (CAIUs). The police need to gather information and work closely with other agencies in the cases of criminal proceedings against suspected child abusers. All of the information collected is passed on to the Crown Prosecution Service (CPS). The police also possess power to enter premises to ensure that children will be protected immediately from being harmed in any way. †¢ School School staff are responsible for creating and maintaining a safe learning environment. They are trained to identify any concerns and act upon this information. To maintain this field of expertise, the staff must attend child protection and first aid courses. They are responsible for protecting children from abuse and bullying and can observe behaviours that may give cause for concern. They are required to meet health needs of children with specific needs. The staff should be in contact with multi agencies and to support the child and attend case conferences. They should, under the Children Act 1989 have a key role in referring children and providing information to assist police in criminal proceedings. They should safeguard children with reference to Internet usage and provide policies and procedures to be adhered to regarding child protection and risk assessments.

Essay on Biblical Studies and Bible

Essay on Biblical Studies and Bible Essay on Biblical Studies and Bible Final Summary Paper Debra Simpson Crown College Methods of Bible Study BIB 134 Lisa Korthals July 13, 2012 Final Summary Paper This class taught me a lot on how to read and understand the Bible better. I know people have a hard time studying the Bible and understanding how to break down things in the Bible to understand and study it better. The Living By The Book helped a lot on this understanding and I will be sharing this with friends I know who are having a hard time understanding how to study the Bible and break down understanding of it. It will benefit them and help them like it did me. One of the key points I learned for the 1st week was Why People Don’t Study The Bible. Main thing is people don’t know how. It is hard to just pick up a Bible and just start reading and not understand what you are reading. This section of the book really showed and taught me how to better understand and know how to read the Bible and get what I am reading. People need to be taught to understand what they are reading to better interpret what they are reading. Now that I know how to read the Bible the correct way, now and in the future I can read it and understand what I am reading and apply it to my life on a daily basis with better understanding. The next thing was Why Study The Bible. I learned through this section that we need to study the Bible in order to dig into God’s word and mature from the books words. We cannot mature in our faith without the word of God. From the 2nd week I learned how to observe for things that are emphasized in the Bible. The parts that are emphasized are huge key important things in the Bible. Before this course I did not realize how important reading the text and finding emphasis helps to understand what you are reading. For now and future reading of the text I enjoy reading the Bible more with finding things that are emphasized that can be related and applied to my life. I learned how to relate words in the text. How it is important to connect the big picture with the details in the text. I learned how to read the text and find where I had a question about what I was reading and think about the question and how to find the answers. The part of our textbook Chapter 23, Things That Are True To Life goes back to relating. The Bible was written by people long, long ago but what is written in the Bible is truth. We all can relate to stories in the Bible to our own lives. This is the main key that I find exciting abou t the Bible. I read the stories and I am think â€Å"Wow this really applies to me as well.† Knowing this if I am going through something in my life, someone from the Bible went through this same exact thing and I can look up how to apply the outcome of their story from the Bible to my own life and how to handle it. The chart we did in week 2 has really helped me with when I read and study the Bible. Learning to use the chart with Bible study has been a huge help for me. When I study the Bible I have a few charts I have applied this to and broke down with the chart on what I am reading to better understand. This is defiantly something I will always be using when I study the Bible. In week 3 reading two different translations of the Bible have opened my eyes to a whole new way of studying the Bible. I have always stuck to NIV and this particular week of reading Colossians with NIV and ESV opened up a whole new way of studying the Bible with different translations. Same meaning just said in different ways. My goal is to read all the different translations of the Bible each year. The

Assignment #1 Example | Topics and Well Written Essays - 250 words - 1

#1 - Assignment Example Based on your response, a reader should clearly be able to decide when an entity or event qualifies as an instance of this concept. Systematized Concept –A failed state is a sovereign state that has failed in providing its citizens with some of the basic conditions like security, education and health care usually due to poverty or fractious

Marketing Management Master Assignment Example | Topics and Well Written Essays - 3000 words

Marketing Management Master - Assignment Example Secondly, the customers might not be as knowledgeable as the ones who were there for the larger boats. This means that the company has to educate the buyers on how to use their boats in addition to giving them appropriate maintenance and handling tips. All this would mean that the company has to handle the entire marketing setup in a different way compared what they were doing earlier. 1. Products that are made by the company are positioned as a niche product. This positioning has to be altered in order to ensure that the company does not lose out on their turnover. The company has to cultivate and build relationship with buyers of the smaller boats. 2. On analysing the pricing position of the product, it is clear that the company might have to sell larger numbers to reach the same turnover that they were doing earlier. This can be realised only if the company decides to sell these boats through a distributor network. 4. The company has to have a clear public communication program that would enable the company to reach the buyers and the targeted clients. This promotion is required in order to ensure that the product gains on the market. This overall strategy will be strengthened by the positive aspects that are already present with the company. These are typically, the brand of the company that would help it to realise the market much more easily. Secondly, there is also a technological supremacy that would help the company to market much better than the rest of the competition. However, it needs to look at the new set of customers differently and also approach them in a different method. In order to realise the overall objectives listed above the following three jobs need to be executed. 1. Appropriate stocking of the finished boats should be present for immediate selling. 2. Since the company has to sell larger numbers, they need to deal through a set of distributors. 3. Competition has to be studied well and continuously monitored to fix an appropriate pricing policy and customer satisfaction policies. These three objectives are discussed in detail below. Promotional Strategy The company has to ensure that the 'right' quantity of boats and yachts are maintained in stock. This will enable the company to dispatch or supply boats on demand and meet the customer requirements immediately. The stocks have to be planned in contrast to the original pull style production system that they had. They need to move over to the push style system that would expect the company to

Library Information Studies-The Information Society (Unit)-Essay Assignment

Library Information Studies-The Information Society (Unit)-Essay ( )-Is Australia an information society - Assignment Example According to Boyd and Ellison (2007), the network society is comprised of production, power and experience, which build a culture of virtuality in the universal surges that transcend time and space. Since the latter years of the twentieth century, it has become humdrum for critics to announce that the world we live in is an information society. Therefore, if this is wholly genuine, then we must certainly have key ramifications for the information sciences. It is beyond hesitation that social concerns impinge upon the work of information intellectuals and professionals similarly. As we look at the definitions of what an information society is, it is important that we first put into account the nature of, and standard for, an information society (Bawden & Robison, 2012). According to Bawden and Robinson (2012), the most objective perception of the information society is founded on economics. Thus, when most of the economic activity and assets of a community is based on insubstantial, information based goods and products, then it appears justifiable to explain this as an information society. An analogous case is founded on occupations. Bowen and Robison (2012), assert that when people are employed as information employees, as opposed to manual workers, then the community should be termed as an information society. Whereas these economic and occupational assumptions appear collectively persuasive, they have been dismissed on a number of grounds, most specifically since supporters of the perceptions have the tendencies to espouse a vague, and may be irrationally extensive perceptions of what may be considered as information society. Bawden and Robison (2012), thus far argues that this is an option, and may be the most popular explanation based on technology. When a community has adequately dominant and extensive information and communication technologies,

Teen Pregnancy in The Media Essay Example for Free

Teen Pregnancy in The Media Essay Understanding the theories of persuasion, motivation, and influence will put you in life’s driver’s seat. Why? Because everything you want, or will want, in life comes from these three simple concepts. The power of persuasion is of extraordinary and critical importance in today’s world. Nearly every human encounter includes an attempt to gain influence or to persuade others to our way of thinking. Regardless of age, profession, religion, or philosophical beliefs, people are always trying to persuade each other. One’s ability to persuade meant great social prestige in the ancient Greek world. It was Aristotle who first introduced persuasion as a skill that could be learned. The first book ever written on persuasion was his The Art of Rhetoric. Aristotle taught that rhetoric was an art form that could be approached systematically by a formula for all persuasive attempts. Aristotle’s most famous contribution to persuasion was his three means of persuasion: ethos, pathos, and logos. He argued that the most effective persuasive attempts contain all three concepts. I apply these three concepts daily, whether I am communicating with someone or if I am watching TV or listening to the radio. The media is notorious for using ethos, pathos, and logos when trying to persuade viewers to either buy something or to simply watch a new show. One show in particular that I was persuaded to watch is MTV’s 16 and Pregnant. In this project I will talk about how shows like 16 and Pregnant and Teen Mom apply Aristotle’s concepts of ethos, pathos, and logos in an attempt to decrease teen pregnancy in America. I remember when I was in high school and Jamie Lynn Spears’ pregnancy was a lead story in the news. Her pregnancy was such a big deal because she was only 16 at the time and on top of that her sister was a pop star. I remember hearing so many negative comments about her, which I found dramatic because where I come from I saw pregnant teens often. In fact, I’m the product of a teenage pregnancy. Ever since Jamie Lynn Spears’ pregnancy went public I have always been interested in the teen pregnancy debate on whether or not teen pregnancy should be made public. With that being said, MTV’s shows 16 and Pregnant and Teen Mom have been called one of the best public service campaigns to prevent teen pregnancy. I decided to write about the influence of 16 and Pregnant and Teen Mom on societal views and trends, particularly because there’s an important ongoing public debate over whether or not these shows are glamorizing young motherhood. The cast members, as well as many high school girls in America, reject the idea that any peer would or should be envious of a teen mom’s daily struggles, but there are those parents and teachers who worry that the girls’ presence in tabloids will encourage copycatting. MTV uses the art of persuasion to reach out to their audience. The show tries to emphasize that there is nothing glamorous about missing the prom to stay home with a newborn baby or sacrificing a high school education to raise a child. Research by the National Campaign found that among teens that watch 16 and Pregnant, 82 percent believe that show helps teens better understand the challenges of teen pregnancy and parenthood and how to avoid it. Although the National Campaign seems to be a reliable source, I still question whether or not this show is effectively persuading our nation. The main research questions for this project are â€Å"How do shows like Teen Mom and 16 and Pregnant use ethos, pathos, and logos to persuade viewers not to get pregnant as teens? † I also want to research if these strategies effective at persuading teens and young adults, or do these shows glamorize teen pregnancy. I will analyze the show from a rhetorical perspective. I want to know if MTV producers are in fact glamorizing teen pregnancy or are they using their credibility to create awareness. MTV has a long history taking sexual health issues head-on through campaigns such as documentary shows. These shows are well put together, logical, and they use authentic footage to engage pathos in campaigns. I plan on answering the questions I have about this national topic by conducting a survey and researching other national surveys that have been done. I would like to conduct a survey amongst my peers on campus to collect data to see if I have similar results as the National Campaign. I also plan on looking at scholarly journals written by high school teachers and college professors. High school teachers are in contact with these students every day and I feel that their opinions and critiques are credible. I know that conducting my own survey and reviewing scholarly journals will help guide me to answering the research questions that I have. Many of us wonder why we behave in the way we do, or why we say the things we do. Although many of us attribute our beliefs and ideas to parental or peer influence, the most significant models and mentors for most adolescents as they develop may, in fact, be characters or â€Å"celebreality† depicted through popular television programs. Throughout our youth, we are frequently exposed to television. We watch it for entertainment, education, or simply to alleviate boredom. As we watch, we internalize many of its messages and images and learn from what we see. Many young children dress up and act out roles of their favorite Disney characters. However, there are young children now who want to play the roles of teen moms from MTV’s Teen Mom show. I recently witnessed my two younger cousins, ages nine and eleven, â€Å"act† like they were teen moms by putting to small pillows in their shirts and proceeded to call each other â€Å"Maci† and â€Å"Farrah†. When They initially put the pillows in their shirts, I had no idea what they were doing, however, when they called each other those names, I immediately knew what they were doing. It was so unexpected and caught me off guard, and made me question: first, why the heck are these babies watching Teen Mom; And secondly, is this how young girls are â€Å"playing† now? Although some may see this as simple playtime, how much of the messages from television remain with children as they grow? Television shows such as Teen Mom or 16 and Pregnant depict the â€Å"real† life, sometimes concluding with the all too familiar, â€Å"happily ever after. † Do these shows set unattainable real life expectations for the viewer? Such television shows highlight moments of interest, leaving out intricate details regarding emotions and relationships between the teen moms and their situation. MTV edits theses shows to depict what they want the audience to see and believe what is going on, but everything is not shown. The episodes are 30 minutes long, and life is much more complex and elaborate. Media representations of life are confusing for many viewers. When we observe television stars behaving in a particular way, we assume that comparable actions in our lives will result in similar consequences. The Neilson Company reported that television consumption in the United States in the 2008- 2009 season reached an all time high. Americans spend approximately four hours and 49 minutes watching television every day (Media Literacy Clearinghouse, 2009). Spending this much time watching television is bound to affect us. When television programs begin to impact our behaviors more deeply does the influence of our parents or teachers, it is time to take a deeper look into this phenomenon and discover its real implications. Throughout this study, I will discuss the use of persuasion in television shows such as Teen Mom and 16 and Pregnant. This study will focus on the effects of ethos, pathos, and logos used by MTV, and how their persuasion is affecting today’s youth by airing these programs. In this section I am going to outline the theories guiding my questions. y. Cultivation Analysis Theory examines the relationship between extent of television viewing and conception of reality. The theory is based on work developed by George Gerbner which began in the 1970’s. The more people see false representations of life and relationships on television, the more they accept it as reality. Viewers will consequently believe in a greater incidence of the overrepresented portrayals, which will subsequently affect their behavior (Eisend, 2006). Cultivation theory explains the importance of viewers’ thoughtful examination of media messages before accepting them as truth. The influence of media representations of reality is powerful in the development of self image and world understanding. In relation to the growing number of teen pregnancy, recent studies show that the amount of sexual content on television has been considerable and increasing over the years (Eyal Finnerty, 2009). Television and media messages contribute significantly to individuals’ thoughts and behaviors. It comes as no surprise to see that, â€Å"research has established that exposure to sexual content in entertainment programming can contribute to a young person’s sexual socialization and that adolescents turn to magazines and television as central sources of information about sex and contraception† (Eyal Finnerty, 2009). These studies have discovered that sexual behavior depicted on television typically occurs between unmarried individuals and that many of the risks related to this behavior ( like unplanned pregnancy) are rarely seen as consequences (Eyal Finnerty, 2009). As stated previously, when these actions are rewarded or justified (on shows such as Teen Mom and 16 and Pregnant), individuals, specifically teens, will be more likely to engage in the behavior themselves. One of the most generally accepted theories used to explain the influence of media on individuals is social cognitive theory. Although there is some debate regarding the full influence of the media on viewers, it is known that humans learn from observation. According to Albert Bandura, things people experience in their environments affect their behavior and values. When they see behavior that is rewarded or praised, they are likely to exhibit the behavior themselves through operant learning (Bandura, 1994). It has been questioned repeatedly if MTV’s shows Teen Mom and 16 and Pregnant glamorize teen pregnancy or are they using persuasive techniques to influence young viewers to make safe sex decisions. However, Bandura suggests that if we witness a particular behavior on television, we are likely to imitate that behavior in our own lives. When teens watch these television shows, they are influenced to either imitate the behavior or learn from it. MTV’s purpose of 16 and Pregnant and Teen Mom is to persuade young viewers that teen pregnancy is not a fairytale life, but yet MTV shows an edited version of these pregnant teens’ daily life. After the teens’ stories are told on 16 and Pregnant, their lives are followed on Teen Mom where they usually have a house, a car, and what teens want the most: freedom. When teenagers watch this show, yes they are seeing some hardships of being a parent at a young age, but they are also seeing that the teens on the show are â€Å"grown† and are making it with a child more than struggling. However, the younger viewers are oblivious to fact that these teens are getting paid from being on the show, and that is the money that they are using to live more comfortable on Teen Mom than they were on 16 and Pregnant. Older teens realize that these girls on television are being paid, so they can perceive getting pregnant as a teen and being on one of these shows as an outlet to get money, disregarding the fact that they will have a child. Television has the ability to model the beliefs of individuals due to the situations and characters’ believed similarities to real life. Through the imitation of and identification with people on television, viewers exhibit behavior similar to the characters in their own lives. While watching television programs, viewers learn about through social cognition. Another theory that aims to describe the effect of media on young viewers is the early window theory. This theory examines how children are allowed to see the world and its various aspects before they possess the skill set to adequately understand and act in it. According to this theory, children learn at early ages about gender roles and their function within society. Not only are children exposed to various portrayals of reality, but these portrayals can â€Å"encourage expectations of others Portrayals in television and other media of highly attractive persons may encourage dissatisfaction [with] or lowered evaluations of attractiveness of those of the pertinent sex in real life† (Comstock, 1991). These portrayals can influence the behavior of children regarding personal body image and the image of others’ bodies as well. The early window seeks to explain the implications of television on the lives of youthful viewers. In relation to the narrative I shared about my two younger cousins, children may not normally be exposed to certain experiences or emotions, but because of television during the time of growth, children are shown elements of reality meant for their later years. My cousins know what it means to be pregnant, a baby is inside of a woman’s stomach. How the baby got there is still questionable to them. However, they are blind to the controversy about to teen pregnancy. In their eyes, an seventeen or eighteen year old is grown, which why they did not understand why I told them to stop mocking Maci and Farrah. During their youth, they are exposed to television shows like Teen Mom and 16 and pregnant, and they are exposed to adult situations and emotions that no child or teenager should have to witness, or better yet understand, at an early age. Little research has been conducted to better understand how media might also have positive effects by, for example, decreasing risky sexual behavior and promoting healthier decisions among teens. Given that teens’ use of media has increased over the past decade, and that the amount of sexual content in the media has also increased, it is reasonable to explore whether Teen Mom and 16 and Pregnant might be used to help prevent teen pregnancy. My research question asks, how do shows like Teen Mom and 16 and Pregnant use ethos, pathos and logos to persuade viewers not to get pregnant as teens? I conducted a survey to evaluate if these strategies, like MTV shows, are effective at persuading teens and young adults. My survey was composed of 10 questions. Five out of the 10 questions were context questions, and five questions were demographic questions. A total of 10 teens participated and completed the survey. The average age of the participants was 15. 6 years, ranging from 13 to 18 years old. All of the participants were female (100%). Five of the participants were Caucasian and five were African American. Six out of the ten of the participants reported having had sex. Two of the participants are teenage mothers. My survey was designed to learn more about how watching and discussing episodes of Teen Mom and 16 and Pregnant influences teens’ perceptions of getting pregnant and becoming a parent at a young age. My results also shed light on teens’ perceptions of the shows Teen Mom and 16 and Pregnant, in particular, and their views about how media might influence teens’ decisions about sex more generally. Television and other media alone do not cause, and cannot prevent, teen pregnancy. However, entertainment media can reach millions of teens with important messages about teen pregnancy. It is necessary to consider that there is a distinction between this survey I conducted, which attempts to understand teens’ views about teen pregnancy as a result of watching MTV’s Teen Mom and 16 and Pregnant—versus an impact evaluation of a prevention program whose sole purpose is to reduce teen pregnancy. While evidence based teen pregnancy prevention programs are guided by specific theories and have the explicit goal of changing behavior to reduce risk of teen pregnancy, television shows such as Teen Mom and 16 and Pregnant are created for entertainment with the goal of attracting viewers and keeping them engaged. The teens in this study enjoyed watching and discussing the 16 and Pregnant episodes and thought that the show was realistic. Neither the boys nor girls who watched the episodes wanted to imitate the teens in the episodes they watched. In fact, nearly all of my teen participants (93%) that watched the show agreed (53% strongly agreed) with the statement: â€Å"I learned that teen parenthood is harder than I imagined from these episodes. † When asked if these shows glamorized teen pregnancy five (50%) of my participants strongly disagreed, two (20%) disagreed, and three (30%) selected neutral. As I stated before, some of society believe that these shows â€Å"glamorizes† teen pregnancy, the findings from this survey show my teen participants do not share that view. In addition, teens that saw and discussed the episodes reported that they enjoyed watching and talking about the show and that they learned something new from doing so. The more they liked it, the more likely they were to have negative views about teen pregnancy. Teens were eager to recommend the show to others; 90% of participants agreed (60% of those strongly agreed) with the statement: â€Å"I think all teenagers should watch a show like this. † Many (80%) said they would recommend that friends participate in the discussion, too. The results of this survey support the idea that teens are interested in watching and discussing reality television shows about teen pregnancy, and that messages about the realities of teen pregnancy and parenting in these shows can influence teens’ attitudes about the challenges of teen parenthood. Given the popularity of these shows, their messages clearly reach a large number of teens. Although I collected plenty of useful data, there were some limitations to my survey. First, I only surveyed female participants. It would have been interesting to have male opinions with this survey to analyze if they shared the same attitudes about these shows as my female participants did. MTV is a universal television station that has a female and male demographic. Unlike Lifetime and Oxygen, channels that have a majority of female viewers, MTV targets male and female viewers and it could be likely that many males watch this show because they enjoy watching MTV in general. Second, my survey only consisted of teenage participants. Initially, I wanted to survey teenagers and high school teachers. High school teachers are in contact with teens everyday and would have a credible opinion. However, I decided to just ask teenagers because I wanted to keep the focus on them. This topic as a whole is about teenage pregnancy so I wanted to know how teenagers felt about these shows and if they thought these shows glamorized teen pregnancy. The last limitation is that my survey questions did not really discuss what teens learned and could have been better. My survey asked questions that produced answers about their attitudes toward the show, but it did not ask questions in regards to what they specifically learned. I asked my participants if they felt the show glamorized teen pregnancy, however my survey was constructed on a Likert-Type Scale so they only had the option of on selecting one of the following: â€Å"Strongly Agree, Agree, Neutral, Disagree, or Strongly Disagree. † It would have been a good idea to leave that question open and ask them to explain their answer that way I could have collected data about what they learned specifically and why exactly they thought that these shows did or did not glamorize teen pregnancy. Initially I hypothesized that these shows glamorize teen pregnancy, and the shows would increase teens’ desire to want to become pregnant because these shows edit out some of the struggles. However, I seem to be wrong based on my survey results. Nearly all of my participants either have watched these shows, and a little over half of them said they learned that parenthood is harder than they thought after watching these shows. When presented with the statement that the shows glamorize teen pregnancy seven out of my ten participants disagreed, and the other three participants selected the neutral choice. That concludes that more than half of my participants have opposing views from what I hypothesized. Although three of the participants chose â€Å"neutral† as their answer they did not fully agree or disagree with the statement. Therefore, a majority of the participants proved my hypothesis to be wrong. My hypothesis may have been incorrect, but my research question about how do shows like Teen Mom and 16 and Pregnant uses ethos, pathos, and logos to persuade viewers still remains. Teen Mom and 16 and Pregnant, allow teens to see what the responsibility of having a baby is. It shows the lives of four girls who got pregnant at age 16. Many of them struggle not only with their pregnancy, but also with the acceptance of the parents or even their own boyfriend. The style and the language they use are very realistic making the series even more interesting to teens these days. The show gets its point of view out by making the viewers, mostly teen girls, feel what the girls in the show are feeling, using ethos, pathos and logos very well. Ethos means to convince an audience of the speaker’s credibility or character. Teen Mom and 16 and Pregnant use ethos to show the young audience that the show is a credible source and is worth listening too. For example, the show often takes place in a hospital, obviously, and doctors are shown giving the teen parents medical advice and expertise. This establishes credibility to the viewers because doctors are associated with being smart which would make them credible, theoretically. I noticed from watching the shows that they will introduce the doctors and what hospital the doctors practice at. I feel like they present where the doctor practices to make the situations even more credible. Ethos can be developed by choosing language that is appropriate for the audience and topic (also means choosing proper level of vocabulary), sounding fair or unbiased, introducing expertise, and by using correct grammar. The doctors use simple language for the teen moms and viewers to understand, they also tell it â€Å"straight like it is† to the young parents about any risks or complications (sounding unbiased and fair), and they also speak articulately and use correct grammar, all to contribute credibility and appeal to the audience. Once these shows prove their credibility, the audience is more likely to develop an emotional connection to the girls on these shows. Pathos means to persuade an audience by appealing to their emotions. Teen Mom and 16 and Pregnant use pathos to evoke sympathy from an audience; to get them to feel what the girls on the show feel. A common use of pathos would be to draw pity from an audience. For example, one of the teens on this show, Farrah, lost her boyfriend in a crash while she was pregnant. Farrah is portrayed on the show as the girl struggling emotionally because her baby’s father is not there to support her during her pregnancy like the other girls on the show. Farrah has her family that supports her, but she doesn’t have her boyfriend. The death of her boyfriend is the emotional appeal to connect with the young audience. Teens value their boyfriends, sometimes a little more than their families at that age. So when young viewers see that she doesn’t have her boyfriend around anymore, they feel sad and pity her because dealing with a boyfriend’s death as a teen is just as eye opening as dealing with pregnancy at an early age. The show edits Farrah’s episodes to really emphasize the fact that she has to raise her daughter on her own, but receives a lot of support from her family. Another use of pathos would be to inspire anger from an audience, perhaps in order to prompt action. Pathos is the Greek word for both â€Å"suffering† and â€Å"experience. † I saw a lot of this use of pathos in Caitlyn’s episodes. Caitlyn and her boyfriend decided to place their daughter up for adoption. They are the only couple on the show to do this. The show edits Caitlyn’s episodes to depict her experience of carrying her baby, selecting an adopted family, giving birth, and the emotional suffering she has after she gives her baby away. Although Caitlyn’s experience and suffering would appeal to the audience’s emotions to feel pity, I can also see how it could inspire anger from the audience. There is no doubt in my mind that there are some teens that have negative views about adoption because many teens don’t understand adoption and only think of it as â€Å"giving your baby away to strangers. † However, there may be some teens that have morals and religious beliefs that make them negatively view adoption. Needless to say, Caitlyn giving her baby away could spark questions amongst some young viewers like, â€Å"Why would she give her baby away I would never do that! † Many of times, an ill-educated mind would ask questions like this because they are unaware of statistics and logical reasoning to certain actions. Logos means to convince an audience by use of logic or reason. To use logos would be to cite facts and statistics, historical and literal analogies, and citing certain authorities on a subject. In Caitlyn’s case, MTV allows her to share on the show why she decided to give her daughter up for adoption. She explains that she is living in an unstable household that she does not want her daughter to grow up in. After each episode, MTV also provides statistics on teenage pregnancy in the United States, and how many teens follow through with the adoption option. I also observed while watching 16 and Pregnant that MTV makes a conscious effort to define terminology on the screen for the viewers. Some of the teens on the show will have an epidural during their delivery or their child would be born with jaundice, and terms like â€Å"epidural† and â€Å"jaundice† would appear on the screen with short, easy to read definitions. I’m not sure if MTV does this to scare teens or if they do this to inform them so they will have a better understanding of what is going on. Logos can be developed by using advanced and abstract language, citing facts (which is very important in my opinion), and by constructing logical arguments. According to Aristotle, rhetoric is the ability, in each particular case, to see the available means of persuasion. He described three types of rhetorical appeal: ethos, pathos, and logos. In order for shows like 16 and Pregnant and Teen Mom to be effective strategies to decrease teen pregnancy, MTV producers needed to understand these three terms. Judging by my survey results, these producers are knowledgeable and understand that the proper use of ethos, pathos and logos is necessary. The media is notorious for using ethos, pathos, and logos when trying to persuade viewers to either buy something or to simply watch a new show. I was persuaded to watch MTV’s Teen Mom and 16 and Pregnant when I was in high school. I simply wanted to know more about the persuasive appeals these shows used and if these shows glamorized teen pregnancy. This project allowed me to research Aristotle’s concept of ethos, pathos, and logos, and how these shows are effective strategies to persuade young viewers not to become pregnant. My main research questions for this research project was â€Å"How do shows like Teen Mom and 16 and Pregnant use ethos, pathos, and logos to persuade viewers not to get pregnant? † And â€Å"Are these shows effective strategies for persuading teens and young adults? † I hypothesized that these shows glamorize teen pregnancy, and I wanted to further my research to learn more about this controversial topic. I initially planned on constructing a survey and reviewing scholarly journals regarding theories to help guide me to answering my research questions. I began my research by identifying theories that would help me approach this topic. I created my theoretical framework using three theories that I selected based on their ideologies of the media’s influence on behaviors. Media representations of life are confusing for many viewers. When we observe television stars behaving in a particular way, we assume that comparable actions in our lives will result in similar consequences. With that being said, my theoretical framework focused on Cultivation Analysis, Social Cognitive Theory, and the Early Window Theory. Cultivation Analysis Theory examines the relationship between extent of television viewing and conception of reality. In relation to the growing number of teen pregnancies, recent studies show that the amount of sexual content on television has been considerable and increasing over the years (Eyal Finnerty, 2009). Television and media messages contribute significantly to individuals’ thoughts and behaviors. I was able to apply this theory to my research because I wanted to make a logical argument that when teens see these young moms on TV living a fancy life (owning a house, owning a car, partying, dating, etc. ) that they would believe that they could have a similar life. This theory allowed me to show that teens could easily misinterpret the scripted situations happening on Teen Mom and 16 and Pregnant as a reality. I also learned that one of the most generally accepted theories used to explain the influence of media on individuals is Social Cognitive Theory. According to Albert Bandura, when people see behavior that is rewarded or praised, they are likely to exhibit the behavior themselves through operant learning. I selected this theory to prove my hypothesis that if young viewers of these shows watched these girls develop a fancy life from 16 and Pregnant to Teen Mom then they would view this as the girls being praised and would be more likely to imitate behaviors to receive these rewards, which in this case would require pregnancy in order to receive the same â€Å"praise†. Although there is some debate regarding the full influence of the media on viewers, it is known that humans learn from observation. This theory also provided insight to the possible results of my research question that asks how these shows use ethos, pathos, and logos to persuade young viewers. As stated, humans learn through observation, so being able to witness these teen parents’ experience on the show and to hear their stories has more potential to persuade them to get pregnant or not depending on how they observe the show. The last theory that I used for my theoretical framework was the Early Window Theory. According to this theory, children are allowed to see the world and its various aspects before they possess the skill set to adequately understand and act in it. I decided to use this theory as part of my framework because I wanted to analyze the effects these shows have in regards to exposing teenagers to â€Å"adult situations† (like pregnancy). Teenagers get to a certain point where they are curious about sex and have questions. That is normal. However, these shows are documentaries about young parents who are experiencing having a child out of wedlock and in some cases have complications with their birth or have to worry about going to court for child support. These documentaries are shown on MTV, which is a television channel geared towards a young audience. This young audience is exposed to these documentaries about pregnancy, and if they watch them then they are given the opportunity to learn about an aspect of life that they should not be exposed to or worried about until they are older and are able to adequately understand it all. After developing my theoretical framework, I began to apply my methods for collecting data. I constructed a survey of ten questions. I surveyed ten female participants ranging in age from 13-18. I experienced limitations with my survey, like I only surveyed females and I only surveyed teenagers. The biggest limitation of my survey was that my questions were not the best. Based on my questions and the responses that I received I was unable to find out what exactly teens learned from the show. However, I did find out my teen participants’ attitudes towards these shows and how these shows influence their attitudes. My survey results also proved my hypothesis that these shows glamorize teen pregnancy to be wrong. More than half of my survey participants disagreed that these shows glamorize teen pregnancy. I was initially surprised by the data I received from the survey. However, after giving my results deep thought, I have concluded that my results make sense. Why would teens feel that the show glamorizes teen pregnancy? When I consider the ideas from my theoretical framework about how the media influences people’s conception of reality and that people learn through observation, I can safely assume that teens might believe that these girls on the show are living a normal life. Again, one of the downfalls of my survey is that I only surveyed teenage girls and my results reflected that. MTV shows the teen moms struggling sometimes, and other times they are living what seems to be a normal life. However, the struggle doesn’t out shine the normality. Although I did not receive the results I wanted, the results I did analyze made sense considering my theoretical research and the age and gender demographics of my survey participants. In conclusion, this project as a whole helped me understand the art of persuasion in relation to the media. Shows like Teen Mom and 16 and Pregnant effectively use ethos, paths and logos to influence teens’ attitudes about pregnancy. My survey results reflect this effectiveness, and my teenage participants said they learned that parenthood is harder than they thought from watching these shows; and I agree. The girls on these shows are not ready to have babies. They go through a lot of pain and also they get to miss out on high school memories. Being a mom is not an easy job for anyone. Many teens have at risk pregnancies because the body is not developed to carry a baby. MTV produces persuasive appeals on Teen Mom and 16 and Pregnant to address certain facts and discuss how important it is for teens to understand the consequences of teen pregnancy. References Cosmstock, G. (1991). Television and the American Child. San Diego Academic. Bandura, A. (1994). Social Cognitive Theory of Mass Communication. Hillside: In J. Bryant and D. Zillman Gerbner, G. (1998). Cultivation Analysis: An Overview. Mass Communication Society, 175-194. Eisend, M. (2006). The influence of TV viewing on consumers’ body images and related consumption behavior. Springer Science + Business Media, 101-116 Eyal, K. , Finnerty, K. (2009). The Portrayal of Sexual Intercourse on Television: How, Who, and With What Consequence? Mass Communication and Society, 143-170. Media Literacy Clearinghouse. (2009). Media Use Statistics. Retrieved November 2009, from the Media Literacy Clearinghouse: http://www. frankwbaker. com/mediause. htm

Hunger in Richard Wrights Black Boy Essay example -- Wright Black Boy

Hunger in Black Boy   Ã‚   In the troubled world in which we live in, it is almost impossible not to find someone who is experiencing hunger in any one of its forms. Whether it is for food, for knowledge, or for love, hunger is everywhere and it mercilessly attacks anyone, young or old, black or white. In Richard Wright's autobiography, Black Boy, Wright suffers hunger for love, hunger for knowledge, and hunger for what he believes is right. A constant need for love and care develops in Richard when he is young. One of the first major events that occur to Richard during his autobiography is the abandonment by his father. As soon as his father leaves him and his mother, Richard begins to be deprived of the love he needs most not only from his father, but also from his relatives, which is evident as he begins to move in with some of them. The only real love and care he receives comes from his mother who stays with him and tries to care for him as much as possible. When he is left at an Orphan Home by his mother while she is working to support her kids, she is allowed to see her children only a minimum of times and when she does come to see him, he says, "I begged my mother to take me away [...] she left and my heart sank" (29). By this quote, Richard shows he definitely needs love and attention from the only source he has of it left: his mother. This is especially obvious because he is being deprived of this lo ve so he does not take it for granted like most other people do, and when he gets some, he appreciates and values it more. Richard's possession of love is especially evident when he attends church with his mother. The preacher begins to persuade the mothers in the crowd to take their children into ... ...s for him by driving him to work (Proverbs 16:26), Richard's hunger drives him to continue "laboring" to reach his dreams.    Works Cited and Consulted: Appiah, K. A. and Henry Louis Gates, Jr., eds.   Richard Wright: Critical Perspectives Past and Present.   New York: Amistad Press, 1993. Bloom, Harold, ed. Modern Critical Interpretations. New York: Chelsea, 1988. Bone, Robert.   "Richard Wright."   Scribner's American Writers: A Collection of Literary Biographies. Vol. 4.   New York: Charles Scribner's Sons, 1974.   McCall, Dan.   "Wright's American Hunger."   Appiah 259-268. Skerrett, Joseph T., Jr. "Wright and the Making of Black Boy." in Richard Wright's Black Boy:   Modern Critical Interpretations.   New York: Chelsea House, 1988. Wright, Richard.   Black Boy.   Ed. Ellen Wright.   New York: HarperCollins Publishers, Inc., 1993. Hunger in Richard Wright's Black Boy Essay example -- Wright Black Boy Hunger in Black Boy   Ã‚   In the troubled world in which we live in, it is almost impossible not to find someone who is experiencing hunger in any one of its forms. Whether it is for food, for knowledge, or for love, hunger is everywhere and it mercilessly attacks anyone, young or old, black or white. In Richard Wright's autobiography, Black Boy, Wright suffers hunger for love, hunger for knowledge, and hunger for what he believes is right. A constant need for love and care develops in Richard when he is young. One of the first major events that occur to Richard during his autobiography is the abandonment by his father. As soon as his father leaves him and his mother, Richard begins to be deprived of the love he needs most not only from his father, but also from his relatives, which is evident as he begins to move in with some of them. The only real love and care he receives comes from his mother who stays with him and tries to care for him as much as possible. When he is left at an Orphan Home by his mother while she is working to support her kids, she is allowed to see her children only a minimum of times and when she does come to see him, he says, "I begged my mother to take me away [...] she left and my heart sank" (29). By this quote, Richard shows he definitely needs love and attention from the only source he has of it left: his mother. This is especially obvious because he is being deprived of this lo ve so he does not take it for granted like most other people do, and when he gets some, he appreciates and values it more. Richard's possession of love is especially evident when he attends church with his mother. The preacher begins to persuade the mothers in the crowd to take their children into ... ...s for him by driving him to work (Proverbs 16:26), Richard's hunger drives him to continue "laboring" to reach his dreams.    Works Cited and Consulted: Appiah, K. A. and Henry Louis Gates, Jr., eds.   Richard Wright: Critical Perspectives Past and Present.   New York: Amistad Press, 1993. Bloom, Harold, ed. Modern Critical Interpretations. New York: Chelsea, 1988. Bone, Robert.   "Richard Wright."   Scribner's American Writers: A Collection of Literary Biographies. Vol. 4.   New York: Charles Scribner's Sons, 1974.   McCall, Dan.   "Wright's American Hunger."   Appiah 259-268. Skerrett, Joseph T., Jr. "Wright and the Making of Black Boy." in Richard Wright's Black Boy:   Modern Critical Interpretations.   New York: Chelsea House, 1988. Wright, Richard.   Black Boy.   Ed. Ellen Wright.   New York: HarperCollins Publishers, Inc., 1993.

Headloss Through a Valve

Fluid Mechanics Lab Head Loss Through a Valve April 24, 2012 Abstract This experiment determined the relationship between the head loss through a gate valve and the degree of opening of that valve with varying flow rates. The objective of this experiment was to determine the valve loss coefficient, K, for a specific gate valve as a function of both the pipe Reynolds Number, and the degree of opening. The relationship between the Reynolds Number and the friction factor was constant. Regardless of what the Reynolds Number was, the friction factor remained the same.This means that the valve head loss coefficient, K, only depended on the degree of opening of the gate valve. As the valve is slowly turned closed, the Major Head Loss due to friction along the pipe, decreases, and the Minor Head Loss, due to the friction through the gate valve, increases. There is a positive linear relationship between the Reynolds Number and the head loss coefficient. The slope of this linear relationship s howed that as the flow rate increases, the velocity increases which means the Reynolds Number gets bigger and the head loss coefficient increases.Therefore, the higher the flow and the smaller the degree of opening of the gate valve, the greater the head loss becomes through the gate valve. Table of contents Abstract†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ i 1Introduction1 1. 1Background1 1. 2Theory1 1. 3Objective1 2Apparatus and Supplies1 3Procedures4 4Equations4 5Experimental Results5 6Error Analysis9 7Conclusions9 8Recommendations for Further Studies10 9References10 APPENDIX Table of Figures Figure 21: Pressure Differential Gauge ? p. 2 Figure 22: Weighing Tank with Dump Valve open. 3 Figure 23: Pressure Differential Gauge between Valve Set-up3Table 51: Constants and given values. 5 Table 52: Measured Data. 5 Table 53: Volumetric Flow, Velocity, Reynolds #, Head Loss Coefficient. 6 Table 54: Real values of K, Major Head Loss, Minor Head Loss. 6 Introduction Background Gate valves are frequently used when constructing and fitting pipes. They provide the capability to shut off specific lines so that repairs or renovations can be made without having to turn off the main supply lines. Although these valves are useful, they also disturb the normal flow and cause friction. Theory The head loss coefficient, K, for a gate valve is related to the Minor Head Loss, Hlm, where Hlm=V22gK.The total head loss in the pipe is divided into two parts: the Major Head Loss, Hf, due to the pipe friction over length L, and the Minor Head Loss. Using the Bernoulli’s energy equation, the coefficient, K, can be found: K=2g? PV2? -fLD. Objective The objective of this experiment was to determine the valve loss coefficient, K, for a specific gate valve as a funct ion of both the pipe Reynolds Number, and the degree of opening. Apparatus and Supplies * 1 Weighing Tank with Dump Valve ( ±0. 5 lb) * 2 Stop Watches ( ±0. 01 sec) * Galvanized Iron pipe 27 inches ( ±0. 03125 in) long with a diameter of 1. 1 inches ( ±0. 0005 in) * 1 Pressure Differential Gauge ( ±0. 05 psi) * 1 Valve located in between the Pressure Differential Gauge on Galvanized Iron Pipe Figure 21: Pressure Differential Gauge ? p. Weighing Tank Dump Valve Figure 22: Weighing Tank with Dump Valve open. Figure 23: Pressure Differential Gauge between Valve Set-up Procedures 1. Measure the distance between the upstream and downstream pressure tabs. 2. Turn the handle on the gate valve to determine how many turns exist between fully-opened and fully-closed. 3. Turn on the pump and open the dump valve in the weighing tank. 4.Turn the gate valve so that it is completely open. 5. Record the Pressure Difference 6. Close the dump valve in the weighing tank. 7. Start and stop th e stopwatches over a 100 lb difference and record the times. 8. Open the dump valve in the weighing tank and allow water to drain into the sump. 9. Change the flow of water. Do not change the gate valve. 10. Repeat steps 5-8. 11. Turn the gate valve to 75% open. 12. Change the flow of water. 13. Repeat steps 5-9 a total of three (3) times. 14. Turn the gate valve to 50% open. 15. Repeat steps 12 and 13. 16. Turn the gate valve to 25% open. 17. Repeat steps 13 and 13.Equations Head Loss Coefficient: K=2g? pV2? -fLD Major Head Loss: hf=fLDV22g Minor Head Loss: hlm=KV22g Reynolds Number: Re=VD? Area of Pipe2: A=? 4D2 Velocity: V=QA1 Volumetric Discharge: Q=? W? t*? Experimental Results Table 51: Constants and given values. Table 52: Measured Data. The friction factor f=0. 049 was calculated based on Ks/D and the Reynolds Number. Table 53: Volumetric Flow, Velocity, Reynolds #, Head Loss Coefficient. Table 54: Real values of K, Major Head Loss, Minor Head Loss. Error Analysis There were some values calculated for the valve loss coefficient, K, which were negative.This is impossible because a negative K value would give you an overall gain in energy as water flows through the valve according to Bernoulli's energy equation. According to the equation used, gravity and the specific weight of water are constant. The length and diameter of the pipe along with the velocity had relative errors due to human accuracy, but all of these were negligible. This leaves the friction factor, f, and the pressure differential readings. The calculated value of the friction factor was given and was probably over estimated and the absolute roughness of the pipe was less.The accuracy of the pressure differential gauge was also a possible source of error. Looking at the data, the first five readings all had negative K values and they all had very low pressure differential readings. The accuracy of the readings become more inaccurate the closer the readings are to the endpoints of the scal e. Conclusions According to the Moody Diagram and the absolute roughness stated, the relationship between the Reynolds Number and the friction factor was constant. Regardless of what the Reynolds Number was, the friction factor remained the same.This means that the valve head loss coefficient, K, was only depended on the degree of opening of the gate valve. As the valve is slowly turned closed, the Major Head Loss due to friction along the pipe, decreases, and the Minor Head Loss, due to the friction through the gate valve, increases. There is a positive linear relationship between the Reynolds Number and the head loss coefficient. The slope of this linear relationship showed that as the flow rate increases, the velocity increases which means the Reynolds Number gets bigger and the head loss coefficient increases.Therefore, the higher the flow and the smaller the degree of opening of the gate valve, the greater the head loss becomes through the gate valve. Recommendations for Furthe r Studies The experiment could set minimum and maximum standards for readings off the pressure differential gauge. For each valve reading, making the minimum pressure difference greater than 1. 0 PSI and less than 9 PSI would ensure that there are no endpoint inaccuracies. References Giles, Ranald V. , Jack B. Evett, and Cheng Liu. Schaum's Outline of Fluid Mechanics and Hydraulics. New York: McGraw-Hill, 2009. Print. Appendix

Jack London and His Call of the Wild Essay

â€Å"He was sounding the deeps of his nature, and of the parts of his nature that were deeper than he, going back into the womb of Time. † – Jack London, The Call of the Wild, Ch. 3 (Jack London Quotes). This quote summarizes the success of Jack London’s writing career in one simple sentence. London’s success and inspiration for his naturalist style can be accredited to the way in which he was raised, and his experiences during his lifetime. Jack London, was born John Griffith Chaney on January 12, 1876 near San Francisco, California. His mother was abandoned by London’s real father, William Chaney a traveling astrologer, shortly after it was discovered she was expecting Jack. This later influenced London’s decision to leave his family at a young age. His mother remarried quickly, and Jack took on his stepfather’s name, London. Because of complications, London was primarily raised by Virginia Prentiss, a former slave, until he was around five years of age (Stern 700). The family lived in poverty, and he had many siblings, but was not particularly close with any of them (Jack London Biography). At age 13, he quit school, borrowed money for a boat, and began harvesting oysters in the Pacific Ocean. By the age of 15, Jack was a successful business man, and known around the docks as â€Å"The King of the Oyster Pirates† (Stern 700). He later reflected on this difficult time by stating, â€Å"Life is not a matter of holding good cards, but sometimes, playing a poor hand well† (Jack London Quotes). He was later caught in this illegal act and then hired as part of the coast patrol because of his extensive knowledge of the sea. After a voyage to Japan with the patrol, he returned to California in the middle of a recession (London, Jack). After struggling to find a steady job, London joined Coxey’s army, a hobo organization (Jack London Biography). After becoming bored with that, he enrolled in high school and completed a four year degree in just one year. Shortly afterward, London enrolled at the University of California on borrowed money (Jack London). While attending the University he spent large amounts of time in the school’s library reading the vast collection of books. Among these were works from Friedrich Nietzsche, Karl Marx, and most importantly, Charles Darwin. Influenced by his readings, London created his own fusion of socialism, male dominance and white superiority beliefs (London, Jack). In fact, some experts even refer to his books, White Fang, and The Call of the Wild, as fiction versions of Darwin’s Evolution (Stern 700). In the middle of London’s college career, the first Klondike gold rush began. In 1897 alone, over 30,000 men, London among them, rushed to the Yukon territory in search of the precious metal. The majority, like London, returned unsuccessfully. Although he didn’t get rich on gold in the Yukon, he would later be rich on something else from the cold, harsh place; his memories, inspiration for two of his most successful novels, White Fang and Call of the Wild (Yukon). Around the turn of the century, Robber-barons as they were called, monopolized businesses, companies, then entire industries. Jack knew this fact, and believed that writing was his only way out (Jack London). London’s very first writing success Typhoon off the Coast of Japan, inspired by his trip to Japan, came in 1900, the same year he married his first wife, Bess Maddern. Together they had two daughters, Joan and Bess (Jack London Biography). During his first marriage, London published some of his most successful stories, including Call of the Wild (1903) and Sea Wolf (1904) both in which he dramatized â€Å"atavism, adaptability, and the appeal to the wilderness† (Jack London). In 1905, following an affair, London divorced Bess Maddern and married Charmair Kittredge. He later used his second spouse’s character as the protagonist in many of his works. London encouraged Charmair to pursue writing, and with his help, published three books, including a biography over Jack because of his eventful past (Stasz 1). Later that same year, London found his true love, Beauty Ranch. Later in his life he stated, â€Å"I write for no other purpose to add the beauty that now belongs to me. I write a book for no other reason than to add three or four hundred acres to my magnificent estate† (Jack London Quotes). London’s only true love perhaps, was the wilderness, traveling, and the great outdoors. In his later years he was well traveled, visiting Japan, Canada, Cape Horn, Australia, and even Mexico (David 1). London had nearly completed his dream house on Beauty Ranch when it mysteriously burned down; arson was suspected. From then on London’s health slowly but steadily declined. Jack London died on November 22, 1916 due to Kidney failure (Stern 700). Jack London is often considered the first American author to gain international fame through his fiction works alone. Although a very successful author, even in other countries, London’s books also received harsh criticism. His ideas and concept were said to, lack consistency and precision. He also struggled with other thoughts. He wrote and supported women’s suffrage, yet believed in male dominance. London supported white superiority, yet thought it was shameful that, the reckless white men destroyed the cultures of the natives he had seen while searching for gold (Stasz 1). Despite being known for his novels, London also wrote a few non-fiction books, and many short stories, his most famous being To Build a Fire, inspired by his own adventures in the Yukon (London, Jack). Although London went through many adventures, he did not credit these to his inspiration. When asked where he received his inspiration he answered, â€Å"You can’t wait for inspiration. You have to go after it with a club† (Jack London Quotes). Jack Londons writing’s are some of the most famous works of naturalism of all time. They have been described as, â€Å"works that deal romantically with elemental struggles for survival. He is one of the most extensively translated of American authors† (David 1). Jack London was a go-getter. Although he died at a young age (40), he accomplished much during his lifetime. The proper function of man is to live, not to exist. I shall not waste my days in trying to prolong them. I shall use my time† (Jack London Quotes). London’s success and inspiration for his naturalist style can be accredited to the way in which he was raised, and his experiences during his lifetime. For without these, London would’ve had nothing to write about. Because of the role fate played in his life, London grew to become one of the most successful authors of all time, and his books continue to sell in our modern day and age.

America Of mice and men essays

America Of mice and men essays The American Dream now day's is living in a huge mansion on an island with all the luxurious things you could ask for. During the Depression the American Dream was to have a small house and be able to grow crops to be able to have your own business. In Of Mice and Men, Steinbeck uses George and Lennies version of the American Dream to represent the low standards of the Depression. George and Lennie fought hard to try and accomplish their dream. ` Someday-were gonna get the jack together and were gonna have a little house and a couple of acres an a cow and some pigs and live off the fatta the lan. ` They were always thinking of how they could get the land and the little house they always wanted. Steinbeck has George and Lennie always talk about their dream to make it to where the reader knows that, they have always wanted to fulfill this dream of theirs and that it could happen for them. There were many characters throughout the book who did not believe in George and Lennies dream. Many of them thought that they could never do it. The American Dream was set at a low standard during the Depression. Many people were jumping from job to job or just trying to find a job. ` There wouldnt be no more runnin around the country and getting fed by a Jap cook. `(57) The American Dream was set at such a low standard mostly because of the income that people were making, some peoples dreams were to just find a house and some land to be able to live off of while others dreams were to just get a job to be able to survive. ` They come an they quit an go on, an every damn one of ems got a little piece of land in his head. ` (74) Some people did survive and did make there dream come true but than there were some that didnt. ...

Incentive Plan Essay Example | Topics and Well Written Essays - 500 words

Incentive Plan - Essay Example 30% of them work in shift of six hours daily. The owner of the Restaurant does not have sufficient experience of running this food business and has sought for a consultancy on how to make as business a thriving and successful enterprise in the environment of stiff competition. Most of the young employees are either students at the university or they do this job as a part time in order to augment their incomes. The following incentives plans is submitted to the owner of Serina Restaurant in order to fulfill his requirements for a successful business: - All the newly recruited employees have to be trained in Kitchen hygiene minimizing the wastage of food stuff, presentation techniques to the customers, all possible good manners to attract and satisfy the customers requirement and preparedness to serve the customers at stretched hours. In order to evens full interest of employees in the business the performance bonus on monthly and quarterly basis has to be ensures so that employees can feel satisfied about their monitory benefits and should own the business to the core of their minds. Besides above employees have to be ensured extra monitoring rewards when the business yielded the profits higher then speculated slabs in this way the employees will put all their efforts to the keep the profits growing. The employees must feel themselves as a part of the Restaurant b

Recruitment Essay Example | Topics and Well Written Essays - 500 words

Recruitment - Essay Example Technology plays an important role in bringing the employers and job seekers on one platform and the ways of recruitment have been modified according to the emerging technology from time to time. Today, many big enterprises make use of softwares for the formulation of job description, job advertisement, response management, short-listing, selection of analytical method, arrangement and conduction of interviews, and the final selection. Thus, the reliance upon technology or recruitment agencies to assess the skills and competences of candidates has made it easy for the managers to select the finest candidates from the pool of applicants. Selection of right individuals for the right positions is indeed, the first step of workforce management. Management of existing workforce, may however, be adversely affected by the recruitment of new employees. Workforce management is a skill and art that requires much more than a manager’s conscious efforts to satisfy the workforce and improv e its morale.