Design brief for climate change campaign Essay Example | Topics and Well Written Essays - 250 words

Design brief for climate change campaign - Essay Example This will encourage the use of public transportation, which will decrease the amount of carbon emission. People who live and work in Toronto in the 16-50s age group. There are two groups that I will target for this campaign. People who live in Toronto and people who work and go to school in Toronto, but don’t live in the city. Toronto is a very large and busy city and all of the schools and companies are very clustered. Both groups of people have very busy and fast lifestyles. They do not have much time to read all of the ads around them. People believe that global warming is happening because the media is making a big deal about it. They know something about climate change, but don’t really know what it can do to us. They do not think that changing their behavior or habits can help to slow down this extreme climate change and vice versa, their lifestyle. Climate change can really harm us. It is our problem and changes in our behavior can slow down this global warming. Using public transportation is one of the solutions in the fight against climate change. Toronto is a really busy area and there are many signs and ads. To stand out from these, this campaign needs to attract audiences through the visual image. The image itself should convey the message that we are in danger if we do not take a action because they do not have time to read all of the texts on the campaign. The competing alternative behavior will be driving their own cars. This can save their time and they do not have to take transportation with a bunch of people they do not know. The cost of take this action would be paying their gas fee. People living in Toronto have very busy lifestyles and daily routines. Therefore, the campaign should be able to deliver the message without further reading of the text. The image should bring out the emotion from my target audience in just a short glance. I want my target audience to feel sorry for the earth and at the same

Teenage Pregnancy Essay Example for Free

Teenage Pregnancy Essay Teenage pregnancy has proven itself to be a global problem that places both the mother and child at risk. This paper will examine studies about the risk factors for pregnancy in women under the age of 19 and comparing them to risk factors for women between 19 and 35 inclusively to determine if there is indeed some correlation existing between health and social issues, and teenage pregnancy. To accomplish this task, studies citing a correlation between the above mentioned issue and associated risks will be examined and evaluated to help determine if the correlation is true or spurious in order to validate or dismiss the risk assessment. Statement of the Problem Teenage pregnancy is a relevant issue because of its implied correlation to health issues, social issues, educational issues, and financial issues. It is a stigma that brings with it many repercussions that follow both the parent and the child and can place them at a disadvantage or stunt their growth potential. According one study, teenage mothers are more likely to develop health issues such as anemia, hypertension, delivering pre-term, and having underweight babies. The same study shows a correlation between poor socio-economic conditions, low literacy rates, and lack of awareness as some of the underlying factors contributing to teenage pregnancies (Mahavarkar, 2008). Literature Review Correlation is defined as a relationship in which two or more things are mutual or complementary, or one thing is caused by another. In doing a follow up case study on teenage pregnancy, Spear (2004) discovered that the majority of the studies on the subject have been â€Å"qualitative in nature with relatively few studies that examine the personal perspective and worldview of the adolescents who experience pregnancy and childbearing† (Pediatric Nursing, 30.2). Conducting studies on the subject is one matter but failing to understand and shed light on the underlying factors or repercussions is in no way advising others on how to deal with or avoid being caught in the proverbial trap of teenage pregnancy. In Mirowsky’s study he not only found that the ratio of health problems expected given first birth under age 18 versus around age 34 equals that from currently being 14 years older at age 48. He states that the risk of dying in child birth also declines with having delayed first birth well beyond the end of puberty and a comparison to non-mothers of similar age and race/ethnicity shows that the correlation of motherhood with health problems and mortality hazard switches from detrimental to beneficial with delay beyond about age 22 (Journal of Health and Social Behavior, 46.1). Talking out of context, it is easy to conclude from his findings that delaying child birth and pregnancy to an age over 22 will not only prolong life, but put us in a better position to pursue needed social, educational, and financial needs. Mirowsky also enlightens us in the same issue, of some of the medical issues faced when dealing with teenage pregnancy. These issues are more common to mothers under the age of 20 compared to mothers in their 20s or 30s, including lung disease, eclampsia, kidney disease, fevers, seizures during labor, and congenital anomalies which may result from incomplete development of the reproductive system. The study also shows that first-time teenage mothers who receive proper pre-natal cares, which are more mature, and more stable than most of their counterparts, faces a higher risk of birthing premature and low birth weight babies than older first-time mothers with the same characteristics. Not to be discounted but â€Å"mothers older than 35 or 40 have a higher probability of developing gestational diabetes, placenta previa, breech presentation, postpartum hemorrhage, birth asphyxia, delivery before 32 weeks, birth weight below the 5th percentile, down syndrome, and stillbirth† (Jou rnal of Health and Social Behavior, 46.1). One study tells us that pregnancy at any age involves developmental change, and usually this spells disaster for a teenager because â€Å"when the stress of two developmental stages, adolescence and young adulthood are compressed, successful completion of both sets of tasks is compromised† (Rodriguez, 1995). This can put both the teen mother and their children at risk for social, developmental, and psychological retardation. Rodriguez seems to have the solution for these issues. He recommends that there be a â€Å"correlation of positive father/daughter relationships with feeling good about self, and the more positive relationships with mother and father† and â€Å"family involvement, regardless of how it is defined and measured† (Rodriguez, 1995). The study done by Spear (2004) does show that some teenage mothers who are sometimes forced to grow up and face their responsibilities actually do so. Two of her subjects have moved on and have come into their own, educationally, financially and socially and based on their experience, they can advise their children on the issue at hand. Conclusion Taking into consideration the global concern for teenage pregnancy and the literature studied, it is easy to surmise that that the group is indeed at a higher risk level for medical issues, social stagnation and educational retardation. The studies show that an underdeveloped body is in no way prepared to sustain another especially when poor diet, lack of knowledge, or lack of proper medical care are the most prominent factors to contend with. Social stagnation is possible since the age of both the child and parent in such close proximity of each other. Educational retardation is also most certainly a possibility for both the child and the parent since the basic needs will most likely be centralized around food, clothing, and shelter. The studies are in no way conclusive but it sheds a great deal of light on the issue at hand and provides information that can be used as a tool for guidance in curbing the problem.

The Ebola Virus :: Ebola Hemorrhagic Fever

The Ebola Virus A virus is an ultramicroscopic infectious organism that, having no independent metabolic activity, can replicate only within a cell of another host organism. A virus consists of a core of nucleic acid, either RNA or DNA, surrounded by a coating of antigenic protein and sometimes a lipid layer surrounds it as well. The virus provides the genetic code for replication, and the host cell provides the necessary energy and raw materials. There are more than 200 viruses that are know to cause disease in humans. The Ebola virus, which dates back to 1976, has four strains each from a different geographic area, but all give their victims the same painful, often lethal symptoms. The Ebola virus is a member of a family of RNA viruses known as ‘Filoviriade' and falling under one genus, ‘Filovirus'. "The Ebola virus and Marburg virus are the two known members of the Filovirus family" (Journal of the American Medical Association 273: 1748). Marburg is a relative of the Ebola virus. The four strains of Ebola are Ebola Zaire, Ebola Sudan, Ebola Reston, and Ebola Tai. Each is named after the geographical location in which it was discovered. These filoviruses cause hemorrhagic fever, which is actually what kill victims of the Ebola virus. Hemorrhagic fever as defined in Mosby's Medical, Nursing, and Allied Health Dictionary as, a group of viral aerosol infections, characterized by fever, chills, headache, malaise, and respiratory or GI symptoms, followed by capillary hemorrhages, and, in severe infection, oliguria, kidney failure, hypotension, and, possibly, death. The incubation period for Ebola Hemorrhagic Fever ranges from 2-21 days (JAMA 273: 1748). The blood fails to clot and patients may bleed from injections sites and into the gastrointestinal tract, skin and internal organs (Ebola Info. from the CDC 2). The Ebola virus has a tropism for liver cells and macrophages, macrophages are cells that engulf bacteria and help the body defend against disease. Massive destruction of the liver is a hallmark feature of Ebola virus infection. This virus does in ten days what it takes AIDS ten years to do. It also requires biosaftey level four containment, the highest and most dangerous level. HIV the virus that causes AIDS requires only a biosaftey level of two. In reported outbreaks, 50%-90% of cases have been fatal (JAMA 273: 1748). Ebola can be spread in a number of ways, and replication of the virus occurs at an alarming rate.

Types of Criticism and Literary Movements in Short Stories :: Free Essay Writer

Types of Criticism and Literary Movements in Short Stories The short story dates back as early as the 14th Century. It offers what a novel or the equivalent would offer but it has a swiftness and completeness about it. According to Ruby Redinger, the short story is most powerful through graphic narration (752). The short story has captured a diverse group of things from the supernatural to an everyday occurrence. Nearly any situation can be worked into a short story if the right writer is managing the idea. The first masters of the short story in the eyes of Redinger were Boccaccio, Decameron, and Chaucer, Canterbury Tales (752). These stories were both written during the 14th Century. During the Renaissance period the short story lost its edge and writers’ attempts to do what Boccaccio and Chaucer had done failed. In the 19th Century America was the first to declare the short story as a literary form. During this time the authors Edgar Allan Poe, Washington Irving, and Nathaniel Hawthorn contributed to the survival of the short story . During this timeframe realism, romanticism, and impressionism were the more common literary movements. The short story can also use many other forms and types of criticism to describe it. A few different forms are surrealism, Dadaism, Imagism, Romanticism, and many others. The satire is both a type of literature and a literary manner. It has an early history in poetry as a genre. C. Hugh Holman states that it originated in the 2nd Century B.C. by Roman satirist Lucilius and later practiced by Horace, Persius, Juvenal, and Quintilian (294). A satire is more frequently a literary manner in which the imperfections of a person, entire mankind, or an institution are ridiculed with the intention of correcting them. Satire is also applied to magic songs and ritualistic incentives in Greek, Old Irish, and Arabic literatures, where the ritual curse was believed to have powerful effects. The satire is often confused with the satyr play of Greek drama and coarse comic manner. This has influenced and confused the ideas about a satire in English literature. Although the satire is often comic, its primary object is not to provoke general laughter but to provoke laughter for corrective purposes. The satire always has a target, which is held up to mock upon the satiri st’s unveiling. The satirist’s viewpoint is nearly that of the cold-eyed realist, that penetrates shame and pretense for a didactic reason.

Low income and education Essay

This essay will consider if children from low income families are disadvantaged in the education system. It will examine if there is a direct link between poverty and low educational attainment. As far back as 1959 the Crowther Report identified a link between low incomes and low attainment levels. This was followed in 1963 by the Newsom report that found many secondary modern schools were deficient and argued that the less privileged 50 per cent of children did not receive their fair share of resources. (P Young, Mastering Social Welfare, p. 180) Recent research from the Institute of Education has shown that children from poorer families are no more likely to gain qualifications than they were a generation ago. A study carried out by Barbara Jefferis, a research fellow at the Institute of Child Healthfound a strong link between social background and cognitive development. The research carried out found the gap between educational attainment between the richest and the poorest in society widened as time went on. (The Guardian, August 9th 2002) The British Medical Journal published a study in August 2002 that firmly points at poverty and social deprivation as some of the most significant factors why some children do less well than others. Nick Davis points out in his book, The School Report: he is not uncovering the unknown but exposing something that no one with any power will admit. The ‘great unmentionable’, Davis shows, is the direct correlation that exists between educational performance and poverty. (N.Davis, 2000) David Miliband, the Minister of State for school standards, has stated that only 14 per cent of young people from lower income backgrounds go to university, compared to 75 per cent from more advantaged homes. For some children the first step in education is nursery education. Although not compulsory nursery education is now available to all three and four year olds. A scheme set up by the government provides nursery vouchers for all three and four year olds. These vouchers are used to purchase OFSTED inspected nursery education. State run nursery schools are available in many areas, although these may not have the same resources as private ones. High  quality nursery education may be available although only parents with a higher income may be able to afford the extra costs than those provided by the voucher scheme. Many educational experts consider that pre school education is a vital foothold in education. If a child is unable to achieve the best possible start in education it may reflect on their educational achievement. The government’s response to this is the Sure Start scheme. Sure Start is aimed at pre school children which as well as focusing on education focuses on health. In recognizing that a child’s early years are vital to their future success, Sure Start provides better opportunities for young children. Support is also offered to parents in preparing them to assist their child to succeed. (www.homeoffice.gov.uk/ucu/suppfam.) As most parents of children living in poverty may have a limited education themselves support for parents is essential in helping their child succeed. Very early education begins in the family home through interaction, as education can break the cycle of poverty, parental education and parenting skills may be more important than economic factors. Deprivation may effect a child’s education in many ways. Children that live in poverty often live in the most deprived areas of a neighbourhood. These areas often have schools which may be at the lower end of performance league tables. League tables show that schools in areas of social housing or with high numbers of private rented accommodation perform less well than schools in more affluent areas. Schools whose pupils are mostly from large inner city council estates are often referred to as sink state schools, hardly aspiring for those pupils that attend them. As the parents or parent of these pupils have limited income they are not in the position to move to a better area which has access to a better school. If they were able to secure a place in a better performing school outside the area, they may be unable to afford the traveling expenses. Families with higher incomes are able to move into catchment areas of the better schools. Parents are often willing to pay more to live near a high achieving school. (Gibbons and Machin, 2000) Selective education is available in Britain, although most of this is in fee-paying Independent schools. Others are known as ‘grant maintained schools’, and they may use their own methods of selection. This often excludes children from low income families and particularly those from the  worst areas. School performance League table’s 2000 show that the top one hundred schools for GCSE results were either Independent or Selective, with just one exception, Thomas Telford School that is comprehensive. [Education league tables 2000 D.f.E.E.] Reports show that attainment varies according to the socio-economic backgrounds of children. In 1998, only 45 per cent of 11 year-olds in schools with high numbers on free school meals reached the Government’s attainment targets in English and Maths, whilst more than 60 per cent reached that target in other schools. (Monitoring Poverty and Social Exclusion, 1999, p.26) The government has introduced some policies in education to help reduce inequality. These include Education Action Zones; these were established in areas of high deprivation. Along with money from private-sector sponsors and government they can attract better teachers through higher salaries. Homework clubs are set up, enabling pupils a quite place to study and the necessary resources. (Haralambos and Holbrn 2000) Barnardos an organization that works with children recognise the link between educational attainment and poverty. Currently they are involved in various projects with children from deprived families; one of these is setting up homework clubs in schools and libraries around the country. Children from low income families may not have access to books in the home or educational toys. A quiet place to do homework or studying may be unavailable. Family visits to museums and other places of educational interest may be unavailable in households of low income. These types of visits encourage and motivate children to succeed. Public libraries can provide a valuable resource in assisting a child’s learning. As well as providing free access to books many hold reading hours and various forms of fun learning. Computers are now widely available for free use in many public libraries with access to the internet. As computers are now widely used in schools, having access to one at home would certainly improve a child’s ability in school. Pupils from low income families are less likely to have access to a computer in the home. When online resources are available in school they may also be less able to make use of them than pupils who have experience of using the internet at home. The government did introduce a scheme for poorer families, enabling them to purchase recycled computer at low cost, however this never got further than a pilot scheme amid allegations of poor management. Financial problems may increase stress amongst parents which may reduce their ability to assist in adequate educational support. Parental stress has been identified as a factor towards truancy. It maybe considered that certain background characteristics are linked with truancy. Children are more likely to truant if they are from low income families, live in social housing or live with only one or neither parent. (Casey and Smith 1995) Research carried out at Cambridge Universityestablished a link between truancy and poverty in primary school children. The study looked statistics on truancy in London boroughs between 1997 and 2000. Council education welfare officers and 98 parents on low incomes were also interviewed. Researcher Ming Zhang says the parents who were questioned said they sometimes forget about their younger children’s schooling when they hit financial trouble. ‘For many people this may be a bizarre excuse for primary school children not to attend school. Yet for families facing financial difficulties, the problem is real.’ As these primary school children progress to secondary school bad habits have already set in. The study also considered attitudes among education welfare officers and parents. Both agreed that the blame lay with irresponsible parents. They did not link between poverty and truancy amongst primary school pupils. [www.news.bbc.co.uk/education] Although this research suggests there is no link between poverty and truancy, forgetting to send a child to school because of financial worries may be considered as a link. At present the education authorities can be seen to be tackling truancy, however this is mainly aimed at secondary school pupils. LEA’s are taking action against persistent truants and educational welfare  officers are visiting the homes of absent pupils. Connexions is another government initiative aimed at helping young people. Connexions provides a personal advisor for all 13 to 19 year olds, their aim is to keep young people in education, work on truancy and improve educational achievements. As well as providing career advice and other services they try to encourage school leavers into further education. Children from low income families leave full time education earlier and with fewer formal qualifications than those from higher income families. Only 14 per cent of young people from lower income backgrounds go into higher education. At a time when the government is encouraging all school leavers to go into further education, then onto higher education this may be seen as an issue for concern. In September 2001, The Excellence Challenge was introduced; this is a three year programme. The key purpose is to improve links between schools, colleges and universities, over 190 million pounds has been committed to increase the number of young people from poorer backgrounds who apply and enter higher education. (www.dfes.gov.uk) Schools in poorer areas are disadvantaged when they need to fundraise to provide more resources. A report published in May 2000 by the research charity Directory for Social Change claims that rich and poor schools are drifting further apart. Schools in deprived parts of the country are up to 500,000 worse off than those in well-to-do areas because they are unable to compete in fundraising stakes. Eighty per cent of state primary schools held fundraising events to buy books. While one in five schools generated less than 1000 a year in donations, one per cent got over 25,000. Five per cent of secondary schools got less than 1000 per year while three per cent received more than 250,000 in donations. The report described parental donations as a hidden fault line that is widening into inequality of opportunity for children. The report also warns that the pursuit of cash is putting undue pressure on teachers and diverting them from teaching. [www.literacytrust.org.uk/Database/povertyupdate.html] The Joseph Rowntree Foundation has said that the number of pupils leaving school without basic qualifications has decreased. In 2001, a quarter of GCSE students failed to pass any subject with grades A-C compared with a third ten years previously. Similarly, one in four 11 year olds failed to achieve target level 4 in English in 2001 compared with more than four out of ten in 1996. The improvement in primary schools serving high proportions of low income children was at least as good as the national average. In considering the evidence it may be concluded that low educational attainment is correlated to poverty. Education may be a route out of poverty but it appears not everybody has the same opportunities. Research does show that with the help of pre- school nurseries, Sure Start, the Education Action Zones and the Excellence Challenge progress can be made in alleviating inequalities in education. BIBLIOGRAPHY Casey, B. and Smith, D. (1995) Truancy and Youth Transitions, England and Wales Youth Cohort Study, London: Policy Studies Institute. Davis, N. (2000) The School Report: Why Britain’s Schools Are Failing. Vintage Haralambos and Holborn. (2000) Sociology Themes and Perspectives. London: HarperCollins. Howarth, C, et al. (1999) Monitoring Poverty and Social Exclusion. Joseph Rowntree Foundation. Young, P. (2000) Mastering Social Welfare. Macmillan Press. The Guardian, August 9th 2002 Education League Tables. D.f.E.E. www.dfes.gov.uk www.homeoffice.go.uk/ucu/suppfam. www.literacytrust.org.uk/Database/povertyupdate. www.news.bbc.co.uk/education.

Preventing Pet Theft for Cruel Purposes

Preventing Pet Theft for Cruel Purposes Organized pet thieves steal cats and dogs for two main purposes- to use as bait in dogfighting and to sell to laboratories through B dealers. Because pet theft is illegal, it is difficult to estimate the number of animals involved, but it is believed to be in the tens of thousands annually. How Are Cats and Dogs Stolen? Cats and dogs can be stolen from front yards, backyards, cars, streets, or sidewalks when the guardian goes into a store and leaves the dog tied up outside. Another popular way to steal cats and dogs is to answer free to a good home ads. The thief answers the ad, pretending to want to adopt the animal. Later, the animal is sold to a laboratory or used as bait in dogfighting. To prevent pet theft and for other reasons, it is important to always charge an adoption fee and to never give an animal away to a stranger for free. Even though the animal was given away for free, obtaining the animal in this way, under false pretenses, can be considered theft by deception which is a crime. B Dealers - Selling Animals to Laboratories B Dealers are animal dealers licensed under the Animal Welfare Act (7 U.S.C.  §2131) to sell dogs and cats commercially, including to laboratories. The regulations adopted under the AWA can be found at 9 C.F.R. 1.1, where Class B Licensee is defined as a dealer whose business includes the purchase and/or resale of any animal. This term includes brokers, and operators of an auction sale, as such individuals negotiate or arrange for the purchase, sale, or transport of animals in commerce. Class A Licensees are breeders, while Class C Licensees are exhibitors. B dealers are random source dealers who do not breed animals themselves. To prevent fraud and pet theft, B dealers are allowed to obtain dogs and cats only from other licensed dealers and from animal pounds or shelters. Under 9 C.F.R.  § 2.132, B dealers are not allowed to obtained animals by use of false pretenses, misrepresentation, or deception. B dealers are required to maintain accurate and complete records, including records on [h]ow, where from whom, and when the dog or cat was obtained. B dealers often work with bunchers who do the actual stealing in a pet theft ring. Despite federal regulations and record-keeping requirements, pet theft rings regularly steal animals in various ways and resell them to laboratories. Records are easily falsified, and animals are often transported across state lines to minimize the chances of someone finding their stolen pet. The American Anti-Vivisection Society lists B dealers and their Animal Welfare Act violations. In one notorious case, B dealer C.C. Baird lost his license and was fined $262,700, as a result of an investigation by Last Chance for Animals. LCA is the leading organization in the U.S. raising awareness about B dealers. The USDA maintains a list of licensed B dealers, organized by state. Keep in mind that not all B dealers sell stolen animals to laboratories, and most sell animals as part of the legal animal trade. Bait Animals for Dogfighting Cats, dogs and  even rabbits can be stolen and used as bait in dogfighting. In a dogfight, two dogs are put together in an enclosure and fight to the death or until one can no longer continue. Audience members bet on the outcome, and thousands of dollars can change hands at a single dogfight. Dogfighting is illegal in all 50 states but is thriving among both professional dogfighters and thrill-seeking teenagers. The bait animals are used to test or train a dog to be as vicious and aggressive as possible. What You Can Do The Pet Safety and Protection Act of 2011, H.R. 2256, would prohibit B dealers from selling animals for use in research. LCA urges everyone to contact their federal legislators, in support of the bill. You can look up your representative on the House of Representatives website, while your senators can be found on the official Senate website. Find out more about the bill from the LCA website. To prevent pet theft, microchip your animals and never leave your animal unattended outside. This is common sense protection not only from pet theft but also from predators, exposure, and other threats. You can learn more about pet theft and B dealers from Last Chance for Animals, including more ways to fight pet theft by B dealers. Pet Theft and Animal Rights From an animal rights standpoint, pet theft is a tragedy, but using any animal for dogfighting or for vivisection violates the animals rights, regardless of whether the animal was stolen or used to be a pet.

Emotional Conflict of Puritan Belief Anne Bradstreet Essay Example

Emotional Conflict of Puritan Belief Anne Bradstreet Essay Example Emotional Conflict of Puritan Belief Anne Bradstreet Paper Emotional Conflict of Puritan Belief Anne Bradstreet Paper Essay Topic: Anne Bradstreet Poems Emotional Conflict of Puritan Belief Anne Bradstreet was a puritan wife and mother. However, her passion for literary creation was forced, moreover, to operate within the restraints and inhibitions of Puritanism. There is a conflict between Puritan theology and her own personal feelings on life reflected in many of her poems in which reveal her eternal conflict regarding her emotions and the beliefs of her religion. Puritan marriage normally was repressed so as not to distract their life from their devotion to God. In that time, women normally passed away before men. It was very common for men in that time to remarry rather quickly after the death of his wife to make sure the family is taken care of. However, Anne expressed the bond of love that binds humanity within the divine in her poems. â€Å"To My Dear and Loving Husband† conveys Anne Bradstreet’s strong love for her husband: â€Å"I prize thy love more than whole mines of gold†. The same poem also expresses her idea of everlasting love between their selves after life on earth which is normally not of typical Puritan belief: â€Å"That when we love no more, we may live ever†. And again, â€Å"A letter To Her Husband† communicates her strong love, passion, and unity with her husband: â€Å"If two be one, as surely though and I†. The quotes from her poems represented how much she did love and care for her husband in which was rather strong feelings for a Puritan relationship. Puritan’s also believed that God preordained those whom go to Heaven and that all mankind is stained by Adam and Eve’s sin. They believed everything was an act of providence. However, in â€Å"Upon The Burning of Our House† Anne expressed a genuine comfort of after life: A price so vast as is unknown Yet by His gift is made thine own; There’s wealth enough, I need no more, Farewell, my pelf, farewell my store, The world no longer let me love, My hope and treasure lies above. Anne Bradstreet also contradicts the belief of her puritan religion that all â€Å"little vipers† went to hell. Anne expressed in her poetry strong faith that her grandchildren went to heaven. â€Å"Sith thou art settled in an everlasting state† from her poem â€Å"In Memory Of My Dear Grandchild Elizabeth Bradstreet† and †Go pretty babe, go rest with sister twain† from â€Å"On My Dear Grandchild Simon Bradstreet† reflect her belief that her grandchildren went to a peaceful place to rest referring to heaven. Puritans believed that women were to take care of their husband and children. They were not believed to be able to write and needed to be attending to their household chores. Anne Bradstreet commonly brought her frustration towards the way women were treated in her poetry particularly â€Å"The Prologue†. It becomes apparent in Anne’s poetry that she is bothered by cultural bias in her time: I am obnoxious to each carping tongue Who says my hand a needle better fits; A poet’s pen al scorn I should thus wrong For such despite they cast on female wits. If what I do prove well, it won’t advance; They’ll say it’s stol’n, or else it was by chance. She proclaims that no matter what men are always going to preside over women and achieve nobler acts just because they are of the dominant sex. She says that it is useless to fight it because â€Å"men can do best and women know it well. She is almost mocking men by saying that they think that they can do everything better then women and that they always make sure that women are aware of their mightiness. It is often seen in her poetry the emotional frustration that Anne feels in the way women are treated and looked upon. Anne Bradstreet’s emotional conflict with Puritan belief in regards to strong and everlasting love for her husband, certainty that her grandchildren went to heaven, and her frustration towards the way women were treated were all expressed with dignity in her poetry. Anne Bradstreets passion for literary creation was forced, moreover, to operate within the

BibMes Great Textbook Giveaway!

s Great Textbook Giveaway! ’s Great Textbook Giveaway! We on the team are very appreciative of the support our users have given us. Many of you have made donations, spread the word about , and recommended it to your educational peers. We’re hoping you continue to do so, but in case you needed a little convincing, we’re giving you a little more incentive. Today, we’re proud to announce â€Å"’s Great Textbook Giveaway†! We’re giving someone the chance to win $500 worth of textbooks for the spring semester of 2010. And here’s how†¦ We’re holding a contest to see who can market in the most creative, effective way. Come up with a novel idea on how to spread the word about , and then make that idea happen. We’re leaving the rest up to you. Go all out – hire a skywriter! Rig up a bat signal with the logo! Feel free to go viral, or make use of any number of social networking/media websites, too, if you’d like. If you have a lot of Facebook friends or Twitter followers, using them as your target audience may be a smart place to start. You may be able to target people better near your school, particularly around finals week near the end of fall semester. But you are in no way limited to stay on campus – go wherever your idea takes you! Please email your submission to textbooks@.org. Include your name, school, a description of your idea and why you think it was effective,   along with pictures and/or video to show it in action. We will share submissions on our blog as we get them. Submissions must be made by Thursday, December 31, 2009 at 11:59 PM ET. The four members of the team will judge all entries on originality, creativity, and effectiveness. A winner will be announced on Sunday, January 3, 2010 and will be contacted with details on how to claim their $500 credit towards their textbooks for the semester. By making a submission for the contest, you: Give permission to publish your submission on our website, including but not limited to your name, a description of your idea, and any submitted photos/videos. Agree that you accept all responsibility for any marketing efforts you make and that you do not hold responsible in any way. Agree to make any marketing efforts tasteful and appropriate, and that any marketing efforts will not diminish ’s brand or reputation. Good luck and we can’t wait to see what you guys can come up with! UPDATE: Unfortunately, we didn’t receive any submissions, so no books will be given out this semester. We’d still like to give books away to our users – keep following our blog to find out when we do this next.

News during the Vietnam War Essay Example | Topics and Well Written Essays - 1000 words

News during the Vietnam War - Essay Example Americans were against communism, and therefore, sent soldiers to Vietnam. The foremost reason for the Vietnam War was to stop the northern region, led by Ho Chi Minch, to take over leadership forcefully. They were against the government, and had planned to overturn the ruling authority to take control of the country. Vietnam War is the longest war that has been witnessed in the world history. It ended when Americans withdrew their troops after realizing their goals. The Vietnam War resulted in misunderstandings between countries worldwide, especially owing to the ideological differences. In this essay, the Vietnam War is discussed in detail and news the media broadcasted across the world highlighted. During the war, the public had been exposed to the activities happening at the Vietnam War fought in Vietnam through media. This explains why human beings are more interested in revising history rather than understanding the meaning of the war to people (Samantha). The story about Vietnam War was wrongly broadcasted in the news, magazines, books and journals. This made people have negative mind-sets toward the war. Surprisingly, the Vietnam War is greatly misunderstood than the history of Americans, because the media gave distrustful reports about the war results, hence, the citizens received incorrect information. This affected negatively the way people associated with war, which was meant to promote peace and stop Vietnam government form being overturned by the dictators. The negative reporting of the Vietnam War has caused many individuals to forget the essential details about the war. The production of books, magazines, articles and documentaries by various artists has spread the message of Vietnam, as myths rather than suppositions. Kennedy condemned the media houses that published irrelevant information. The Washington office and Kennedy’s administration involved themselves in the consulting editors of the top media house in America. They accused the editors of publishing wrong reports about the Saigon Press Corps. This made the American government to clash with reporters and the media house that confused the citizens by giving wrong information to the people. The big question from the press was whether USA had joined the war to help the Vietnam country or they wanted to prove their potency as a world superpower. The media is accused of giving irrelevant information to the public, creating several considerations. According to research done, the press and journalist only gave two thirds of the report as accurate information got from the Vietnam War. The main motive of the press and the media house were to elevate the sales of the literature they pro duced, since people were eager to get information on how the war was proceeding. They also lacked the source of getting information; therefore, they were forced to twist the stories to appeal to the citizens (Rhodes). The information looked attractive and people purchased the magazines and books. Vietnam War was the longest war ever in world’s history, and this made it unmatched. Therefore, people wanted to know more about the developing stories of the historical war. The information published by the press and the media houses was condemned by the American administration and most journalists faced trials to substantiate their reports. Conversely, the media also played an imperative part during the war since it was able to update and inform the world the real situation on the ground. It updated the world with current news making headlines, hence reducing the tension in citizens. Therefore, the media should be watchful in transmitting insubstantial issues to the populace. The n ews broadcasted during the war was spread by the media, which was exceptionally active and determined

Marketing plan Essay Example | Topics and Well Written Essays - 750 words

Marketing plan - Essay Example The Nokia Company and products focus on providing an up-to-date and affordable mobile experience to people globally. With the rapidly increasing smart phone market, this company faces a challenge to accomplish better quality, superior and innovative mobile devices in a highly dynamic market. According to the Q1 Interim Report on Nokia, "Net sales for the devices and services got decreased 25% quarter-on-quarter to EUR 2.9 billion†. Also, the volume for the mobile phones decreased 30% quarter-on-quarter to 55.8 million units, which is higher than the estimated value by mobile phones". Hence, observing just the beginning quarter of 2013, it can be analyzed that Nokia, the once top seller in the mobile market has fallen badly. The factor responsible for this downfall is the poor and inert marketing strategy of the company. The company and its leaders failed to understand that the mobile market is one of the fastest growing in the world and when it had the largest share in the mark et, the company stopped innovation. Moreover, the company somehow managed to overlook the competition from Apple and Samsung and when the rivals were introducing astounding new products, Nokia continued doing what it was doing and did not introduce something as fresh as the others. The current issue in hand for the company is in the booming smart phone business. The strategy of market flooding has no clear picture and confusion exists. The company needs to comprehend and address the problem to deal with Nokia Lumia phones marketing and implement a smart plan to extend this line of products. The distribution of Nokia phones is done globally at outlets which are Nokia concept stores as well as multi-brand stores. It is significant to note that Nokia has stayed on the top as the largest global vendor of mobile phones from 1998 to 2012(BBC News, 2012). During recent years, Nokia has been a successful seller of low and medium end mobile phones. However, at the moment the smart phone is t he leading and commonly used mobile device and the company could not keep pace with that technology. The decline has been stunning. The stock traded at over $40 per share in 2007. It has now fallen to under $2 (Ogg, 2012). It once had a market share of over 30% and now it has less than 4% (Calkins, 2013). The market share fell as a consequence of the speedy use of touch screen smart phones from competitor companies. Since that downfall, Nokia tried to recover through the Microsoft partnership in 2011, changing the operating system of the its' smart phones from Symbian to Windows but sales of the Nokia smart phones dived extensively (Dediu, 2013). Nokia launched its first full fledge touch screen smart phone Nokia 5800 followed by N97 in 2009. The phones did not compete well in the smart phone market. The latest range of Nokia products are the phones from the Nokia Lumia series. On the market currently, are the Lumia 925, the  Lumia 920, the  Lumia 820, the  Lumia 720, the  L umia 620  and the  Lumia 520 and the  Lumia 1020. The dominant company is on its road to failure because of major competition by Samsung, Blackberry and Apple. Even though it has so many products from the Lumia series, Nokia is still facing major competition from principally the iPhone and devices running on Android. Users still have not seen anything as remarkable from Nokia as the Samsung Galaxy S3 or the iPhone 5. The iPhone has taken over the market due to its

Talking Bacteria Assignment Example | Topics and Well Written Essays - 250 words

Talking Bacteria - Assignment Example n exploit this ability of the bacteria to develop drugs against the toxin as they could understand, the formation of quorum is the right stage when the bacteria produce toxins. Quorum sensing initiates the release of toxins by bacteria for instance, V. cholerae. Every bacteria has its own autoinducer, to communicate with its own kind. This is a signalling process which aids in bacterial communication to aggregate, to form a quorum, to perform their function. 3. Basic scientific research that explores the answers to questions with no practical goal in mind. Some politicians and taxpayers are opposed to spending tax dollars on basic research because such research has no obvious practical application. How does the basic research leading to the discovery of quorum sensing in photobiotic marine bacteria help justify the expenditure of taxpayers’ money? Basic research is the basis of all the advanced research. Quorum sensing enabled one to understand that bacteria do communicate through signalling pathway either to release toxin or to perform some beneficiary role. This signalling resulted in aggregation of bacteria and they bioluminescence only when they are close to each other, indicating that they are going to perform some imperative role. This basis enabled researchers to understand the nature of microbes, production of antibiotic/ toxin and helped researcher to develop drug. Each bacteria has its own autoinducer molecule, for instance, Gram-negative bacteria such as Pseudomonas aeruginosa use different versions of AHL molecules (acylated homoserine lactones) to communicate while Staphylococcus aureus use peptides. These autoinducer molecules are signal molecules which help bacteria to aggregate or form quorum, as after forming quorum they produce toxins. 5. Many types of animals that live in the depths of the ocean – where there is no light from the sun – have light-emitting patches. Scientists have discovered that these patches contain glowing bacteria;

Social media Research Paper Example | Topics and Well Written Essays - 750 words

Social media - Research Paper Example Since social media is broad topic and contributes to our lives differently. From the uprisings and revolts seen in the Arab countries between 2010 and 2012, is correct to say that social media plays a role in uprisings. This paper shall seek to explain how social media sites and networks contribute to revolts and uprisings, what are the possible strategies that can be put into use to minimize the use of social media to propagate revolts and uprisings, and lastly, it will also examine if there is any link between access of social media sites with uprisings and revolts. The Arab Spring explained as the revolutionary wave of protests, civil wars, and demonstrations began taking place on 18 December 2010 in the Arab world (Merlini and Roy 67). These revolts were triggered by dissatisfaction in the manner in which the local government were ruling, human rights violations, extreme poverty, unemployment, political corruption, economic decline, and several other demographic structural factors. In conducting their demonstrations and protests, the youths used Twitter and Facebook to communicate to their fellow protesters in other cities, as well as the whole world. They formed Facebook pages which they used to communicate with other protesters (Beaumont). These pages gave them a platform to unite together as well as share their opinions and views on how the revolt was progressing. They also uploaded pictures of themselves demonstrating against the dictatorial regimes that they were against. These pictures informed the whole world what was happening in Egyp t and Libya. Additionally, the protesters also made Facebook and Twitter updates on the situation on the ground (Beaumont). This played an instrumental role since they could warn other protesters in other small towns of imminent attack by the government soldiers. BlackBerry Messenger (BBM) also assisted the rioters since it helped them send coded messages to plan attacks,

The Treatment of Women in Afghanistan Research Paper

The Treatment of Women in Afghanistan - Research Paper Example Table of Contents Executive Summary 1 The Treatment of Women in Afghanistan Before the Taliban 3 The Treatment of Women in Afghanistan During the Taliban 4 The Treatment of Women In Afghanistan After the Taliban 5 How Afghanistan is Still Not Where It Needs to be in Respect to Women’s Rights 6 Conclusion 8 Works cited 9 The Treatment of Women in Afghanistan Before the Taliban The treatment of women in Afghanistan before the Taliban is seen to have been relatively quite fair. The Afghan women’s right to freely choose their possession and work is seen to have been written into the 1980 Afghanistan constitution when Afghanistan signed both the UN Convention on the elimination of Discrimination Against Women as well as the International bill of rights for women that had been issued by the UN in 1979 (Verdirame 176). Under the convention, the right to work is considered as being an inalienable right of all human beings and when Afghanistan become a signatory nation, women in the country were seen to quickly emerge as key participants in the country’s economy and held key positions as farmers, teachers, doctors, equal partners in the country’s civil service and engineers. In a 2001, US congress report, it was pointed out that before the Taliban; women were treated in a affair manner that saw them emerge as active leaders in both politics and public life. This is exemplified by the fact that women teachers in the country essentially represented an impressive 70% of the teachers in the country, in addition to their also accounting for an estimated 40% of the doctors as well as a vast majority of the health workers’. Of note also is that, over half of the university students in Afghanistan were women. In fact, in 1977 women were seen to essentially make up an estimated over 15 percent of the country’s highest legislative branch; a percentage that is notably higher than the 14 percent of women that served in the United States con gress as at the time when the report was being presented in 2001 (US Congress 21276). The freedom that women enjoyed before the Taliban was also seen to allow those living in cities to wear western-style clothing and makeup (Banting 23). The Treatment of Women in Afghanistan During the Taliban When the severely repressive Taliban regime first came into power, its treatment of women is seen to have been quite biased an unfair. The Taliban repressed the women’s right to education by issuing an edict in 1997 that sought to try and enforce a nationwide ban on access to public education for all girls and women in the country and transformed most of girls’ schools that were being run by the former state into all-male institutions (Linschoten and Kuehn 108). When determined Afghani attempted to still educating their children while complying with the law by setting up numerous private educational institutions, the Taliban responded by issuing another repressive edict that stip ulated that all private funded education in the country be limited to only those girls that happened to be under the age of eight years in addition to this education being limited to the study of the Koran only. In 1997, the Taliban issued an edict that banned all women from engaging in any work in public places (Crews and Tarzi 98). Although this edict affected all the different sectors of the economy across the country, the health sector is seen to have been most severely affected primarily as a result of the large number of

Social media Research Paper Example | Topics and Well Written Essays - 750 words

Social media - Research Paper Example Since social media is broad topic and contributes to our lives differently. From the uprisings and revolts seen in the Arab countries between 2010 and 2012, is correct to say that social media plays a role in uprisings. This paper shall seek to explain how social media sites and networks contribute to revolts and uprisings, what are the possible strategies that can be put into use to minimize the use of social media to propagate revolts and uprisings, and lastly, it will also examine if there is any link between access of social media sites with uprisings and revolts. The Arab Spring explained as the revolutionary wave of protests, civil wars, and demonstrations began taking place on 18 December 2010 in the Arab world (Merlini and Roy 67). These revolts were triggered by dissatisfaction in the manner in which the local government were ruling, human rights violations, extreme poverty, unemployment, political corruption, economic decline, and several other demographic structural factors. In conducting their demonstrations and protests, the youths used Twitter and Facebook to communicate to their fellow protesters in other cities, as well as the whole world. They formed Facebook pages which they used to communicate with other protesters (Beaumont). These pages gave them a platform to unite together as well as share their opinions and views on how the revolt was progressing. They also uploaded pictures of themselves demonstrating against the dictatorial regimes that they were against. These pictures informed the whole world what was happening in Egyp t and Libya. Additionally, the protesters also made Facebook and Twitter updates on the situation on the ground (Beaumont). This played an instrumental role since they could warn other protesters in other small towns of imminent attack by the government soldiers. BlackBerry Messenger (BBM) also assisted the rioters since it helped them send coded messages to plan attacks,

T&D 2 Essay Example | Topics and Well Written Essays - 1500 words

T&D 2 - Essay Example Firms regularly employ ‘Training Needs Analysis (TNA)’ to train their employees in order to serve their employees with quality services. TNA allows companies to assess their internal requirements for improving staff skills. For this purpose, a determination of job roles and responsibilities is undertaken at every level and category with respect to the employees working in the various departments. This paper details the outcomes of a TNA study conducted on an electrical engineer (referred to as the ‘subject’) who works at ESB International, a prominent energy company. The subject works in the ‘Engineering and Facility Management’ department and his roles primarily include the design and management of projects related to electrical sub-stations. The subject works in a team of five people and is the technical manager of the group. The study has been influenced by the recommendations of Garavan et al (2003) in identifying the training needs of entities at various levels within the organization. Thus, the literature review and the analysis are driven by the key aspects outlined by Garavan. Essentially, an ideal TNA process should be carried out at 3 levels: The different levels mentioned above are important elements of assessing the training needs and are highly interrelated. Thus, performing a study based on this structure will provide a balanced analysis that can address the requirements at each of these levels. A typical TNA analysis begins with a review of the strategic and operational objectives of the organization. For example, the SWOT (Strengths, weaknesses, opportunities and threats) analysis is a technique to identify such objectives. At the departmental level, the role of managers is widely studied and the skills of team members are reviewed against all identified objectives. This is important as organizational success is only possible if all departments and

The Authors Descriptions Essay Example for Free

The Authors Descriptions Essay Making a decision is a talent. Not everyone can make the right decision in such a short time. Therefore, the two main characters Marco and Danny in the two stories First Crossing (by Pam Munoz Ryan) and The Swede (by Alden R. Carter) have faced problems in making adult decisions. These decisions changed Marco’s and Danny’s lives. Additionally, Marco has successfully reached his ambition by crossing to the United States. On the other hand, Danny’s decision puts him in lots of troubles, specifically got him arrested. In the first story, First Crossing, Marco is the main character. Marco is a poor 14-year-old boy. He lived in Mexico with his family. However, he decided to enter the US illegally. Marco’s father paid a woman to help them. Marco has made a huge decision by leaving Mexico with his father. Even though Marco made an adult decision to face death, he ended happily entering the US and being with his father. However, as the narrator said, â€Å"He looked out the window at the people in the cars on the freeway. They were all headed somewhere in the United States of America. Marco wondered how many were headed to a new world.† He knew that he is going to a new world, but he was wondering, how many of those people are like him. In the other story The Swede. Danny is the main character. Danny is a teenager. He is a student. Luke is a friend of Danny. After Per-Erik family moved from Switzerland, Per-Erik met Luke and Danny. Therefore, Danny liked Per-Erik, but Luke did not because Per-Erik’s father works in the United States. And then, after Per-Erik father discharged 200 workers from the company that he leads. Luke asked Danny obligatory to choose between Pre-Erik or him, â€Å"Well, you’d better start. Because before long everybody’s gonna have to take a side and that includes you, your dad, and Mindy Shultz, too. Get it?† Danny decided to take Luke’s side. And then, Danny and Luke start to bully Per-Erik and his family in many ways. For example, they used trash, dirt, and a dead deer. At last, Per-Erik family got irritated from what people did to them, they moved back to Switzerland. Additionally, the police know that Danny has a hand in all what happened, so he ends up arrested. To conclude, the two writers have described the two boys Marco and Danny well. On one hand, Marco’s decision leads him to get a better life and a nice job. On the other hand, Danny’s decision leads him to jail and shamed from his family. Therefore, making a decision has a powerful effect on anyone life, so everyone need to have decision making talent that will help everyone to avoid these mistakes.

Impact Of Positive Organisational Behaviour Saudi Corporation Management Essay

Impact Of Positive Organisational Behaviour Saudi Corporation Management Essay This section includes a comprehensive discussion of the major concepts and theoretical literature that are relevant in this study on the impact of positive organisational behaviour in a Saudi corporation. This chapter builds the research framework by reviewing relevant literature on organisational behaviour, the role of managers and leaders, managing diversity and ethics, the role of behaviour and work outcomes, positive psychological capital, employee engagement, and psychological contract. Organisational Behaviour It is an accepted maxim of the modern business world that if organisations are to obtain a degree of competitive advantage, they require several key factors. Chief amongst these are a highly skilled work force; an excellent level of technological proficiency; and consistency in delivering higher quality products and services than their competitors (OReilly and Pfeffer 2000, p. 48). Obtaining and developing these factors is possible only if a company has a highly motivated workforce, which is willing to devote large amounts of discretionary effort to helping the company meet its goals. This argument has been supported by research that has shown that it is generally employees that drive success in the modern world, regardless of whether that success if defined as profitability, productivity or some other form (Pfeffer and Sutton 2000, p. 32). Unfortunately, the question still remains as to what steps companies can take to consistently motivate their employees to achieve this improved l evel of performance. One of the most prominent systems for achieving this, and one which is widely applied in modern organisations, is the concept of behavioural management (Stajkovic and Luthans 2003, p. 155). This concept focuses on the principle of contingent reinforcement, arguing that by rewarding desirable behaviours and punishing or discouraging undesirable ones, humans will moderate their behaviour to achieve the maximum rewards. However, this theory has come in for criticism with Bandura (1987) arguing that If people acted on the basis of informative cues but remained unaffected by the results of their actions, they would be insensitive to survive very long (p. 228). This implies that, over time, people will work out that the behavioural approach to human resource management is having consequences in terms of making them work harder, and hence will moderate their behaviour further to address this point. The thrust on organisational behaviour as an important human resource management concept did not come until the late 1980s (Robbins 2003). Traditionally, business students and future managers received intensive technical training in economics, statistics, accounting, and management theories in order to equip them with the tools in successfully leading companies. There was no mention of the importance of analysing human behaviour in the management equation. Capitalising on the technical aspect of business management had its advantages, but business researchers and practitioners soon found that while technical skills may have increased employee specialisation, it did little to produce successful employee relationships or interactions. Organisational theorists and researchers such as Luthans, Hodgetts and Rosenkratz (1988) were able to demonstrate that human resource skills and communication skills were in fact vital factors in effective leadership and management of business organizatio ns. The traditional skills such as planning, controlling, and decision-making only accounted for 19 percent of the formula for success. Organisational behaviour is defined as an interdisciplinary field which studies individuals and their behaviour within the context of the organisation in a workplace setting (Miner 2005, p. 3). Organisational behaviour focuses on the moods, feelings, and emotions of people in the workplace and studies stress, employee-manager relationships, physical settings, group dynamics, and reward/punishment systems in the work setting. Miner (2005) stressed the importance of the feelings, thoughts and actions of employees in influencing organisational culture. When workers are unhappy, they are unproductive (Luthans 2002a). However, ensuring excellent performance and high productivity is a multidimensional process. Organisational values change over time and employee behaviour is not static. This makes organisational behaviour a focal point in mapping out organisational development. By examining the behaviour of employees over time, management can formulate policies and solutions that impact emp loyees. So far, studies on management and organisational theory have pointed to different variables that drive employee behaviour and productivity. Managers have decided to implement policies to influence team productivity and enhance overall organisational efficiency with differing results. The strategies and approach have also been heterogeneous no one strategy has been proven to be effective in all internal or external organisational environments. What works for one company may not work for another. What several studies have highlighted is the importance of organisational personality in influencing a positive or negative work environment. Nelson and Cooper (2007) explained that the behavioural approach toward management improves organisational processes, interaction, communication channels between employees and managers, and the overall quality of service delivery of the organisation. Aparnas (as cited in Nelson and Cooper 2007, p. 87) study on team behaviours within organisations sugges ted that an organisations identity is influenced by both internal and external forces. Nelson and Cooper (2007) suggested that an organisations strategic plan can modify organisational culture. This finding supports the theory that external influence is effective in forming organisational personalities. This external influence falls within the scope of the functions of managers and leaders. By crafting strategy plans around organisational behaviour, managers and leaders can influence business success by motivating positive behaviours among employees. Managers and Leaders As pointed out earlier (Nelson and Cooper 2007), managers and leaders have an important role in introducing external influences to promote positive organisational behaviour. Managers and leaders are often referred to in the same context or not distinguished at all but in the study of organisational behaviour, a distinction is made (Nelson and Cooper 2007, p. 23). Categorising managers and leaders on the same level leads to role confusion and sometimes places individuals in functions they are not proficient in. This is especially true for large business organisations. Griffin and Moorhead (2010) believe that in the interest of maximising the true potentials and proficiencies of people in organisations, the organisational structure must differentiate the manager from the leader. Theorists (Bennis 1989, Yukl 2002) consider the manager and the leader as having unique functions and characteristics although these may overlap from time to time. Bennis (1989) considered leaders to display pa rticular traits such as inspiration, innovation, and development while managers were maintainers, controlling, and administrative. A manager is a person who identifies and achieves organisational objectives through the deployment of appropriate resources (Griffin and Moorhead 2010, p. 14). Managers are those that traditionally assume responsibilities in human resources which require communication skills and documentation. In the era of globalisation, managers have been challenged to be more knowledgeable of information technology to greatly enhance the management enterprise and to boost managerial capability to document and communicate with people in the workplace (Bloomberg 2009). On the other hand, a leader is a person who influences a group of people towards the achievement of a goal (Yukl 2002, p. 132). As a characteristic, leadership is considered to be the result of both nature and nurture and while there are people born with natural leadership traits, leadership can be learned (Bennis 1998, Yukl 2002). Moreover, not one leadership style is best-suited in all work environments. Two theories adopt this view: the contingency theory of leadership by Fred Fielder (1978) and the situational leadership theory by Paul Hersey and Ken Blanchard (1969). Fielders contingency theory emphasised on the behaviours and reactions of leaders in particular situations. They believed that effective leadership depends on how a leader matches his style of leading with the organisational environment. Hersey and Blanchards situational leadership theory stressed that there is no singular best leadership style. According to both, successful leadership is task-relevant and is dependent upon two factors: 1) the leadership style adopted and the 2) maturity level of the group being led. Choosing the appropriate leadership style also has to consider the type of tasks or functions which need to be accomplished by the group (Hersey, Blanchard, and Johnson 1996, p. 34). The main difference between managers and leaders is that the former are more goal-driven while the latter vision-driven. Bennis (1985) pinpointed the difference saying, managers are people that do things right and leaders are individuals who do the right thing (p. 21). Whatever differences they may have, Griffin and Moorhead (2010) opined that organisations need both management and leadership if they are to be effective. Leadership is necessary to create and direct change and to help the organisation get through tough times. Management is necessary to achieve coordination and systematic results and to handle administrative activities during times of stability and predictability. Management in conjunction with leadership can help achieve planned orderly change, and leadership in conjunction with management can keep the organisation properly aligned with its environment. Managers and leaders also play a major role in establishing the moral climate of the organisation and in determining the role of ethics in its culture (Griffin and Moorhead 2010). Managing Diversity in the Workplace A prominent reality that managers face in the modern organisational environment is diversity. Diversity is an important facet in the study of organisational behaviour because it characterises the different beliefs, persuasions, and behaviours of employees especially in multicultural organisational environments (Adler and Gundersen 2008, p. 65). Diversity is present when people with similarities and differences in age, ethnicity, religion, culture, and educational attainment are grouped together within the same working environment (Griffin and Moorhead 2010). Workplace settings today have become increasingly diverse due to equal opportunity legislations that secured the presence of women, minorities, and differently-abled persons in the workplace. Managers use different strategies in approaching diversity. On an individual scale, diversity may be handled by learning about others and demonstrating empathy and respect for cultural differences. On an organisational level, managers may use mentoring, training, work/life balance problems and implementing alternative work schedules. To manage diversity, Adler and Gundersen (2008) believe that organisations must establish a system of ethics in the workplace to support an ethical organisational culture. Relevant to this particular study is how to manage diversity in a multicultural workforce. In a society characterised by a melting pot of cultures, managers of Saudi companies are challenged to adapt and handle cultural differences vis a vis ethics and performance (Al Kibsi et al. 2007). Managing diversity in multicultural work environments is difficult but attainable if organisational leaders are sensitive and are committed toward adapting to cultural differences. Diversity must be handled with sensitivity and tolerance. Ethical questions may be interpreted differently by one culture and not by others; connotations may be attached to the meanings of some words which may be taken negatively by individuals or groups. Managing diversity has also become a priority in order to prevent legal claims of employee discrimination (Cameron, Dutton, and Quinn 2003). As a result, oganisations are turning to diversity training and multicultural strategic planning and organisational development to combat these problems. Human resource management is inextricably linked to handling cultural issues (Cameron, Dutton, and Quinn 2003). Because culture defines people, their behaviours and beliefs, managers need to be sensitive and proactive in addressing ethical or work relationship conflicts that pertain to differences in culture. When tackling the human resource strategies that are applicable to specific companies, culture should be seriously taken into account. Bell (2005) explained that managers in Saudi companies face numerous challenges in driving the performance of business organisations due in part to cultural factors. Problems such as low motivation (Bell 2005), tardiness and high turnover (Al Kibsi et al. 2007), and emphasis on higher pay (Al Kibsi et al. 2008) are some of the cultural characteristics of the Saudi workforce. Bell (2005) attributes this to the historical development of Saudi society. Many of its young professionals are members of privileged families and the influence of accumulate d wealth due to the oil boom has instilled a cultural preference for managerial positions and disdain for labour-type jobs. Al Kibsi and colleagues (2007) found in their study that foreign labour has become so necessary in running Saudi companies because private companies are unable to provide organisational structures that meet the desired rewards, career paths, and salaries demanded by Saudi professionals. Gopalakrishnan (2002) revealed in a study of culture of Saudi companies that honest and candid evaluations of performance have a high likelihood of eroding self-esteem among employees. Gopalakrishnan (2002) explained that unlike the highly individualistic culture in the United States, employees in the Middle East value collectivism and group work. Culture is a significant factor that managers must take into consideration because it also impacts employee motivation and consequently, work performance. Motivation in the Workplace Motivation is an important management process because it allows managers to influence the behaviour of employees by knowing what makes them tick (Luthans, 1998). Motivation is defined by Luthans (1998) as the process that arouses, energises, directs, and sustains behaviour and performance (p. 43). Motivating people is stimulating them to work toward a desired task. Employing effective motivation has been shown to impact employee satisfaction an organisational commitment (Luthans 2002a). Salary increases or promotions are not the only effective motivators; other incentives can be offered in order to spur employee motivation. It is a common assumption in management that organisational goals cannot be attained without the sustained commitment of organisational members. Motivation is characterised by factors which cause, channel, and sustain human behaviour in a particular committed direction (Adeyemo as cited in Alder and Gundersen 2008, p. 29). Some of the fundamental assumptions that managers and management researchers have about motivation are: 1) that it is a positive thing because a person cannot be confident about him or herself without being motivated (Alder and Gundersen 2008), 2) motivation is just one among several factors that contribute to a persons work performance aside from skill, resources, and work conditions (Luthans 2002a), 3) motivation is a renewable resource that needs continuing replenishment (Zhao 2009), 4) motivation is a management tool that managers should capitalise on in order to direct organisational performance (Griffin and Moorhead 2010). If managers are knowledgeable about the needs and drives of their workers, they can tailor work assignments and rewards according to what is stimulating for them. Managers motivate by appealing to the needs and desires of individual workers (Luthans 2002b). Theories of motivation Abraham Maslow, in his 1943 seminal work A Theory of Motivation, suggested that human beings five basic needs form a hierarchy: from physiological, to safety, to social, to esteem, to self-actualisation needs (Adler and Gundersen 2008). In his model of the needs hierarchy, Maslow explained that individuals are fundamentally directed toward the satisfaction of physiological needs. Physiological needs include basic human needs such as food, shelter, and clothing. As the primary need, Maslow believed that these needs have to be satisfied first before people can be motivated to satisfy other higher-order needs. After the satisfaction of physiological needs, safety and security go next. Safety and security refer to the need to be free from physical harm, from basic needs deprivation, and self-preservation. Next comes social affiliation which is the need for the individual to belong to one or more social groups and to be part of meaningful human relationships. After the social needs are sa tisfied comes the need to fulfill individual desires such as self-esteem and greater personal recognition from other human beings. Achieving self-esteem allows the individual to acquire self-confidence, power, prestige, and control over their circumstances and their contribution to their immediate environment. When self-esteem is satisfied, individuals progress toward self-actualisation which refers to the need to maximise ones potential and to become what one is capable of becoming (Hersey, Blanchard, and Johnson 1996, p. 81). According to Maslows needs hierarchy model, higher order needs (esteem and self-actualisation) only become activated, and thus motivate behaviour, after lower-order needs have been satisfied. This approach has been critiqued to be applicable only in the Western organisational context since motivation of employees from more collective-oriented cultures differs from that of their more individualistic Western counterparts. An individuals needs are particularly bound by culture (Alder and Gundersen 2008, p. 75). While Maslow concentrated on satisfying extrinsic factors to drive motivation, Frederick Herzbergs two-factor motivation theory stated that intrinsic factors are also important (Alder and Gundersen 2008, p. 76). Extrinsic factors include supervision, relations with co-workers, salary, company policy, supervision, and administration. Intrinsic motivators correspond to higher-order needs on Maslows hierarchy, including the work itself, responsibility, recognition for work done, and achievement and work advancement. Despite the acceptance and recognition of the two-factor motivation theory, its universality cannot be assumed. Factors which act as motivators and demotivators vary across culture (Griffin and Moorhead 2010). Hence, managers who are about to enter a new culture should be observant about the cultural factors which appear important and not assume the transferability of their earlier experiences with a particular culture. Positive Organisational Behaviour While organisations are looking to use human resource management concepts to boost the performance of their employees, only around half of all organisations have positive experiences of using them, and believe that they actually matter (Pfeffer 1998, p. 12). As a result, only a small fraction of organisations consistently implement and devote sufficient attention to high performance HRM practices. This further increases the degree of scepticism amongst workers, as more and more of them encounter poorly implemented practices that are often abandoned due to a lack of time and effort (Luthans and Youssef 2004, p. 143). This can lead to the spread of a negative and pessimistic form of organisational behaviour spreading throughout organisations that are using traditional forms of human resource management. The popularity of positive psychology has led to a reconsideration of traditional HRM practices that focus more on the negative aspects of organisational behaviour. Positive organisational behaviour has been defined by Bakker and Schaufeli (2008) as a management concept which emphasizes the need for more focused theory building, research, and effective application of positive traits, states, and behaviours of employees in organisations (p. 147). This implies that not only do organisations need to work on developing positive organisational behaviour, but also on ensuring that this behaviour is effectively applied and thus produces the desired outcomes. Otherwise, if the positive organisational behaviour fails to produce noticeable improvements, employees may lose heart and much of the optimism in their behaviour may be lost. Further to this, the concept of positive organisational behaviour needs to show the added value of the positive over and above the negative (Bakker and Schaufeli, 2008, p. 147) in order to gain wide acceptance and the attention needed to develop further. One of the main potential methods through which this added value could be demonstrated is that positive organisational behaviour is strongly linked to levels of work engagement. According to Bakker et al (2008) this implies that the development of positive organisational behaviour can lead to a positive, fulfilling, affective-motivational state of work-related well-being that is characterized by vigour, dedication, and absorption (p. 187). In other words, developing positive organisational behaviour is more likely to make employees feel positive about their work, and also to engage more strongly with it. This in turn will lead to the employees caring more about the outcomes of their work as outcomes in their own right, rather than simply as tasks they have to complete in order to gain promotions or justify their salaries. This argument is supported by Bakker et als (2008, p. 187) empirical research, which showed that work engagement is influences strongly by the level of job resource s that employees have access to, and the level of personal resources that are inherent to the employee themselves. Of these, job resources focus on factors such as the supervisory coaching and feedback that the employee receives, whilst personal resources include many of the resources associated with positive organisational behaviour, such as optimism, self-efficacy and self-esteem. In addition to this, the research shows that work engagement is a valid predictor of job performance and client satisfaction, indicating that it can help to achieve the employee performance boost needed by modern organisations (Bakker et al, 2008, p. 187). Positive organisational behaviour [POB] emerged from the positive psychology approach in 1999 and was pioneered by Fred Luthans. Positive psychology departs from the traditional negative thrust of psychology as a field which studies illness rather than wellness and instead, proposes that the strengths and virtues that allow individuals and communities to thrive should be studied. Positive organisational behaviour focuses on theory building, empirical research, and application of positive attitudes, traits, and behaviours of employees within organisations (Luthans and Youssef 2007). Luthans (2002a) defined positive organisational behaviour as the study and application of positively oriented human resource strengths and psychological capacities that can be measured, developed, and effectively managed for performance improvement in todays workplace (p. 59). Positive organisational behaviour is a psychology-based approach toward human resource management and operates within a framework t hat considers employee happiness as viable objectives in themselves. Proponents of positive organisational behaviour treat employee well-being and health to be of strategic value for businesses. Instead of viewing occupational health and employee well-being as costs, positive organisational behaviour proponents consider them sound investments. Typically, POB focuses on use of organisational resources in increasing psychological capital, employee engagement, emotional intelligence, and psychological contract. POB is implemented in organisations to stimulate peak performance and enhance the conditions under which employees function and thrive. Psychological Capital The concept of psychological capital has become an important construct, not only in human resource management, but also in other areas such as leadership research. Psychological capital is seen as a key factor in allowing leaders to develop positive organisational behaviour within the organisations that they lead. This link is strongly supported by the research of Toor and Ofori (2010, p. 341) which found that psychological capital is strongly correlated with both leadership authenticity and transformational leadership. In their leadership study on construction and engineering project leaders, a distinction was made between traditional project leaders who drove performance through power, task orientation, and authority and authentic leaders who drove performance through positive values such as morality, ethics, and collective well-being. Authentic leaders who use positive behaviours capitalise on the environment of trust and are able to motivate people better and accomplish challengi ng tasks (Toor and Ofori 2010). Authentic leadership possesses high potential for development as well as veritable performance of construction project leaders. At the same time, the existence of transformational leadership in an organisation plays an important role in the ability of the organisations psychological capital to drive positive organisational behaviour and desired outcomes such as extra effort and satisfaction on the part of employees. However, there is also evidence to suggest that the development of psychological capital in organisations and its ability to drive positive outcomes at both the individual and organisational level, is strongly linked to the level of focused training and development that employees receive (Luthans et al, 2010, p. 41). An exemplary case is UK retailer Tesco which has one of the most impressive workforce development programmes. Tesco employees were considered the happiest and the most loyal in a survey among UK companies (European Monitoring Centre on Change 2007). Tesco has built its image on positive values such as ethics, morality, and human rights. For instance, it has a Working beyond retirement policy which accepts workers above the age of 50, a Remploy policy which brokers jobs for disabled individuals, a basic skills training program, and The Step Change Programme which values the initiatives of employees in suggesting company policies to enhance customer service and satisfactio n. This has resulted to high levels of employee and customer loyalty, positive relationships with suppliers, and efficiency savings amounting to GBP350million (European Monitoring Centre on Change 2007). The Tesco experience implies that psychological capital is not only something which emerges at work through the day to day actions of managers and leaders, but can also be developed through direct training interventions for the workforce. Indeed, the study by Luthans et al (2010, p. 41) indicated that said training interventions not only may be used to develop participants psychological capital, but can also lead to an improvement in their on-the-job performance. This indicates the importance of developing psychological capital at all stages of the human resource management cycle, in order to maximise the potential gains from positive organisational behaviour. Psychological capital refers to the positive psychological states that an individual owns and can use to achieve greater effectiveness in organisations. A comprehensive definition of psychological capital is: An individual state of positive psychological development, which is characterized by: (1) possession of confidence (self-efficacy) by which challenging tasks can be successfully completed through showing and paying necessary efforts; (2) positive attribution should be made on the current and future success (optimism); (3) targets need to be adhered to, and if necessary the line of achieving goals can be re-selected in order to be successful (hope); (4) When confronted with the problems and difficulties, success can be achieved by sticking to goals, quickly restoring and taking roundabout ways (resilience). (Luthans, Youssef and Avolio 2007, p. 15). According to Luthans and colleagues, psychological capital or PsyCap leads to positive organisational behaviour which in turn makes employees work more diligently, adhere to ethics, and acquire higher job satisfaction and improved performance (Luthans, Avolio, Avey, et al. 2007). Psychological capital has four components: 1) self-efficacy, 2) hope, 3) optimism and 4) resilience (Luthans 2005). When used together with social and human capital, psychological capital represents the human resource that each individual owns and which organisations can measure, invest in, develop, and manage effectively. Today, the application of PsyCap is growing in many global companies (Avey 2007). The Kellogg Corporation has institutionalized PsyCap training for all its managers. Engineering leaders and senior managers of The Boeing Company also underwent PsyCap training. Moreover, Boeing has included PsyCap as a workforce development indicator (Avey 2007). Self-efficacy Self-efficacy is the belief that one is capable of attaining specific goals by mobilising motives, cognitive resources and actions (Bandura 1997, p. 76). It refers to positive beliefs and confidence on ones skills and abilities to perform desired task. Persons having high self-efficacy perceive highly that they are capable of taking action and modifying their environment using several resources. Stajkovic and Luthans (1998) believed that people with high psychological capital are more persistent despite failures and are less disheartened and less likely to resign when faced with possibility of failure. Hence, self-efficacy positively impacts work performance. Luthans (2005) recommends ways in which organisations can nurture self-efficacy of employees in his Psychological Capital Intervention [PCI] model. One is to allow employees to identify concrete targets based on employees professional skills. In this manner, employees can process goals in groups and analyze methods in achieving them while criticising and modifying goals. This form of intervention strengthens goal commitment and task control among employees. Another intervention is provide avenues such as trainings and drilling programs where employees can share success stories and exchange experiences in order for them to appreciate that success comes with positive and sustained efforts. Another intervention is to establish expectations by mobilising emotions and persuasions to stimulate confidence among employees that with the proper strategies and timetables, goals can be met. A fourth intervention is the use of positive and constructive defense mechanism in organisational culture through humor, compensation, and sublimation. The idea is to not embarrass or humiliate employees who are frustrated over unachieved goals but to deal with it positively while regaining the employees self-confidence and psychological stability in the process. Hope Hope refers to a positive motivational state characterized by a sense of success resulted from interactions based on agents (goal-oriented vitality) and the paths (plans to achieve goals) (Snyder and Lopez 2002, p. 34). Hope represents an individuals determination that goals are achievable and the individuals conviction that pathways will lead towards attaining these goals. Hope can be determined through two factors: path and willpower (Snyder, Feldman, Taylor, 2000). Peterson

Media Violence and Aggression in Children Essay -- Argumentative Persu

Media Violence Causes Aggression in Children and Teenagers "The media, particularly the news media, defends itself from the charge of encouraging violence by stating they are simply reflecting what exists. Real people are murdered every day. Those who create fictionalized views of violence(movies or TV dramas) rely on the argument that what they are producing should not be taken literally. Only the mentally inadequate would assume the violence was real or try to copy the behavior"(Greek). Violence has been present since the beginning of the medium and in our history: political violence, ethnic violence, class violence. "You go back to the KKK, you have people committing incredible acts of violence on a grand scale. What is different is the reach of the media. You can now put anything on the screen; there's no longer a sense of things being off limits," Eric Foner, Columbia University's DeWitt Clinton Professor of History said(qtd. in Cole). This is very true, broadcasting of the Vietnam War was America's first glimpse at the brutal truth of war. It raised the acceptable threshold of violence on television; the infamous images prepared audiences for the fictional gore later depicted in such television shows as "NYPD Blue" and "ER"(Cole). What about society's responsibility? Violence in America has also been linked to economic changes. Economic hardships in the 1930s and the late 1970s resulted in the highest homicide level in this century. This relation persists today. Bob Dole and others believe it is simply the breakdown of family values, but it corresponds with deindustrialization. Rates of criminal violence have dropped significantly over the past 10 years, except among the young, the part of the population most ... ...terns we establish in our youth are the base for lifelong patterns evident in adulthood. And we must make the right decisions or at least make sure we make the right decisions for our children. Works Cited American Psychological Association. Violence on Television: What do Children Learn? What can Parents Do? Washington: Brochure, 1997. Carlson, Margaret. "The Real Money Train." Time. 11 Dec. 1995: 20-21. Cole, Lewis. "Violence and the Meida: The wrong controversy?" 21stC. http://www.columbia.edu/cu/21stC/issue-1.2/Media.htm. (15 Nov. 1997). Greek, Cecil. "Media and Reality." Crime and Media. http://www.fsu.edu/%7Ecrimdo/lecture1.html. (15 Nov. 1997). Murray, John P. "Impact of Televised Violence." Kansas Journal of Law & Policy. 4.3 (1995): 7-14 Vivian, John. The Media of Mass Communication. 4th ed. Boston: Allyn and Bacon. 1997.

Examining the Crosses Between Drosophila Fruit Flies Essay -- Fruit Fl

Examining the Crosses Between Drosophila Fruit Flies Introduction The major topic of this experiment was to examine two different crosses between Drosophila fruit flies and to determine how many flies of each phenotype were produced. Phenotype refers to an individual’s appearance, where as genotype refers to an individual’s genes. The basic law of genetics that was examined in this lab was formulated by a man often times called the â€Å"father of genetics,† Gregor Mendel. He determined that individuals have two alternate forms of a gene, referred to as two alleles. An individual can me homozygous dominant (two dominant alleles, AA), homozygous recessive, (two recessive alleles, aa), or heterozygous (one dominant and one recessive allele, Aa). There were tow particular crosses that took place in this experiment. The first cross-performed was Ebony Bodies versus Vestigle Wings, where Long wings are dominant over short wings and normal bodies are dominant over black bodies. The other cross that was performed was White versu s Wild where red eyes in fruit flies are dominant over white eyes. The purpose of the first experiment, Ebony vs. Vestigle was to see how many of the offspring had normal bodies and normal wings, normal bodies and vestigle wings, ebony bodies and normal wings, and ebony body and vestigle wings. The purpose of the second experiment White vs. Wild was to see how many of the offspring were red eyed male, white eyed male, red eyed female, and white e...

Importance of School Paper

Importance of our School Newspaper Have you ever wondered? What is the importance of a school newspaper. Some may think, it is our way of being updated with what is happening in the school. Some may think it is just a paper for entertainment purposes. And some might think it’s nothing. But the truth is, a school paper is the one that answers our questions, one that keeps us updated, and the one that keeps us interested in our school surroundings. It is made in a logical and comprehensive way, in way such as that the reader can easily understand the newspaper. A school paper is also made through rigorous editing, processing and writing.A school paper gives that answers to the questions that we have in our school. Whatever that question maybe? The question may be about student achievements, school activities, new people such as teachers and staff etc. This shows how our newspaper can be very useful to us, as students. And we are not the only ones being given this information. Th e staff and other people are also informed of our school through our school’s newspaper. This chain of information that is being made makes it possible for the people inside and outside our school be more vigilant and active in our school surroundings.A quote by David Bryne â€Å"People hear about stuff from their friends or a magazine or a newspaper. † . This quote is a statement of how information passes from one person to another. But not all the time this information that is being passed is true. That is why there are some people who say that a newspaper is the disgusting of all media. Because as much as people want to make a really good newspaper. The Bias of the persons making it is sometimes still there. That’s why you can never really tell if an newspaper is fair in its job to give fair and correct news to everyone.The newspaper that we have now also updates us with the most recent and important news. Without it we will be ignorant in judging our surroun dings, and that makes us not good. And because we have this common norm that people who are updated are the people who are what they say â€Å"IN in our society†. That is depends upon you if it’s true. But it is of course much better to be updated in the happenings and the events in our own school. And because we are updated with our school, we become interested in our own school. Interest makes sure that our curiosity is always there.That is why when we receive a copy of the Forum, we become excited. The school newspaper is also made with essays. And those essays have their own structures and functions. For example an essay has three main parts. The introduction, which contains the Hook and the Thesis Statement. The body, which is the very soul of the essay. And the conclusion. Which ends and sums up your ideas for the essay . There are also types of essays. Some of these are descriptive, research, contrast, comparison, literary, persuasive, argumentative and such. Th ese are not all used in an newspaper but still is useful to know some of them.A school newspaper is made by a team that rigorouly edits, processes, and approves the essays that are used for the newspaper. These are all headed by the EIC(Editor in Chief), which gives directives to the editing chief of each section. And then the editing chief of each section gives a writer a certain assignment for them. This is also the hierarchy of how the people who make the newspaper make them. First a writer will pass it to his or her chief. Then the chief checks it for grammar, annotations and such. If he or she finds some corrections he will not accept it and will return it to the writer.After he returns it to the writer, he will check it again and make sure that it is reviewed again and good material already. Then the chief will pass it to his EIC which will also check and review it for grammar and capitalization and such. He makes sure that there is nothing that was overlooked by the section c hief for he is liable for anything that is in that paper. He also compiles all the work done by the writer and reviews all those thoroughly. He or she also has the most highest position in the office. Here now we see how a newspaper is made. Here now we see how hard it is to make.The hard work and the time that was used for the creation of the newspaper was important. Because we know that the newspaper is not just a piece of paper lying around waiting for some to read. It is something that allows us to learn. It is a paper that gives all that we need. The people who made this newspaper made sure that it is made clearly and intently, with it’s own purpose. We see here what are the types and the structure of an essay. Because this information is crucial to the formation of person . Now we learn that a newspaper influence almost everything in our daily lives.For it is our lives, it is the one that contains what are lives are meant for. Here now we learn that it is important to m ake sure that we take care of our newspapers. That we make sure that it is used according to how it must be used. We learned this that it answers our questions, updates us, keeps us interested. We know also that it is made in a logical and comprehensive way. And lastly we know that it is made by people who made sure it is the best newspaper. That’s why we can only say one thing. A newspaper is indeed important in our life