Short Story - 1737 Words

After having waited for three days, unsure of Hannahs intentions or if shed attempt to contact him again, Todd had been relieved when hed walked in on it, and felt as if a burden had lifted from his shoulders. However, despite her reply and the security that it filled him with that he hadnt lost her, and likely wouldnt, the man was still pissed, and in truth, it wasnt so much with her, but with himself. The woman had affected him like no other from the end of a keyboard, and Todd was one who enjoyed being in control. Who needed to be in control and yet, in such a short space of time, shed seemed, without even trying, to take that from him. He wasnt used to be the one waiting, to be unsure of what was going to happen, if hed be†¦show more content†¦A woman who admittedly became aroused, became wet, by the thought of murder. Of sticking a blade in thos victim as he fucked her. A sick bith, just like he, and what got to Todd the most was how his cock began to strain the fabric of his trousers as he scanned her words again and again. That was aroused by the arousal of another when, for his entire life, his sexual pleasure had come from screwing woman who were bone dry. That arousal was the last thing he wanted from his victims, for that would ease their pain, and sex was pain for Todd Lowry, or the administering of it to another. Hed never wanted to get a woman wet, or to fuck one who wanted it. So why was he hard now? Instincitely, he reached out and brought the laptop closer, his fingers tapping the keys to reply, and it took him a moment to catch himself, to hit the back button and erase the words on the screen, as his gaze moved to his last sentence. The next time youll hear from me, one your peers will be dead. Unambiguous. So, what would happen if he replied now, if all the words he wanted to say poured out, and he asked all the questions that entered his mind. What would she think of him, what would he think of himself? A weak, pussy-whipped teenager whod change his mind at the whim of a woman. The type of guy Todd Lowry had always laughed at High-School and College, when even back then hed been one to just take what hedShow MoreRelatedshort story1018 Words   |  5 Pagesï » ¿Short Stories:  Ã‚  Characteristics †¢Short  - Can usually be read in one sitting. †¢Concise:  Ã‚  Information offered in the story is relevant to the tale being told.  Ã‚  This is unlike a novel, where the story can diverge from the main plot †¢Usually tries to leave behind a  single impression  or effect.  Ã‚  Usually, though not always built around one character, place, idea, or act. †¢Because they are concise, writers depend on the reader bringing  personal experiences  and  prior knowledge  to the story. Four MajorRead MoreThe Short Stories Ideas For Writing A Short Story Essay1097 Words   |  5 Pageswriting a short story. Many a time, writers run out of these short story ideas upon exhausting their sources of short story ideas. If you are one of these writers, who have run out of short story ideas, and the deadline you have for coming up with a short story is running out, the short story writing prompts below will surely help you. Additionally, if you are being tormented by the blank Microsoft Word document staring at you because you are not able to come up with the best short story idea, youRead MoreShort Story1804 Words   |  8 PagesShort story: Definition and History. A  short story  like any other term does not have only one definition, it has many definitions, but all of them are similar in a general idea. According to The World Book Encyclopedia (1994, Vol. 12, L-354), â€Å"the short story is a short work of fiction that usually centers around a single incident. Because of its shorter length, the characters and situations are fewer and less complicated than those of a novel.† In the Cambridge Advanced Learner’s DictionaryRead MoreShort Stories648 Words   |  3 Pageswhat the title to the short story is. The short story theme I am going conduct on is â€Å"The Secret Life of Walter Mitty’ by James Thurber (1973). In this short story the literary elements being used is plot and symbols and the theme being full of distractions and disruption. The narrator is giving a third person point of view in sharing the thoughts of the characters. Walter Mitty the daydreamer is very humorous in the different plots of his dr ifting off. In the start of the story the plot, symbols,Read MoreShort Stories1125 Words   |  5 PagesThe themes of short stories are often relevant to real life? To what extent do you agree with this view? In the short stories â€Å"Miss Brill† and â€Å"Frau Brechenmacher attends a wedding† written by Katherine Mansfield, the themes which are relevant to real life in Miss Brill are isolation and appearance versus reality. Likewise Frau Brechenmacher suffers through isolation throughout the story and also male dominance is one of the major themes that are highlighted in the story. These themes areRead MoreShort Story and People1473 Words   |  6 Pagesï » ¿Title: Story Of An Hour Author: Kate Chopin I. On The Elements / Literary Concepts The short story Story Of An Hour is all about the series of emotions that the protagonist, Mrs. Mallard showed to the readers. With the kind of plot of this short story, it actually refers to the moments that Mrs. Mallard knew that all this time, her husband was alive. For the symbol, I like the title of this short story because it actually symbolizes the time where Mrs. Mallard died with joy. And with thatRead MoreShort Story Essay1294 Words   |  6 PagesA short story concentrates on creating a single dynamic effect and is limited in character and situation. It is a language of maximum yet economical effect. Every word must do a job, sometimes several jobs. Short stories are filled with numerous language and sound devices. These language and sound devices create a stronger image of the scenario or the characters within the text, which contribute to the overall pre-designed effect.As it is shown in the metaphor lipstick bleeding gently in CinnamonRead MoreRacism in the Short Stor ies1837 Words   |  7 PagesOften we read stories that tell stories of mixing the grouping may not always be what is legal or what people consider moral at the time. The things that you can learn from someone who is not like you is amazing if people took the time to consider this before judging someone the world as we know it would be a completely different place. The notion to overlook someone because they are not the same race, gender, creed, religion seems to be the way of the world for a long time. Racism is so prevalentRead MoreThe Idol Short Story1728 Words   |  7 PagesThe short stories â€Å"The Idol† by Adolfo Bioy Casares and â€Å"Axolotl† by Julio Cortà ¡zar address the notion of obsession, and the resulting harm that can come from it. Like all addictions, obsession makes one feel overwhelmed, as a single thought comes to continuously intruding our mind, causing the individual to not be able to ignore these thoughts. In â€Å"Axolotl†, the narr ator is drawn upon the axolotls at the Jardin des Plantes aquarium and his fascination towards the axolotls becomes an obsession. InRead MoreGothic Short Story1447 Words   |  6 Pages The End. In the short story, â€Å"Emma Barrett,† the reader follows a search party group searching for a missing girl named Emma deep in a forest in Oregon. The story follows through first person narration by a group member named Holden. This story would be considered a gothic short story because of its use of setting, theme, symbolism, and literary devices used to portray the horror of a missing six-year-old girl. Plot is the literal chronological development of the story, the sequence of events

Defining the Humanities Free Essays

Defining the Humanities Defining the Humanities The purpose of this paper is to differentiate the humanities from other modes of human inquiry and expression. I will define the humanities of a cultural event of music and how music was an expression of what I know about the humanities, art, style, genius, and culture from the 60s. I will also discuss how the music of the 60s compares with other forms I know about from the same period. We will write a custom essay sample on Defining the Humanities or any similar topic only for you Order Now One of the definitions of humanities, according to the American Heritage Dictionary, is â€Å"Those branches of knowledge, such as philosophy, literature, and art, that are concerned with human thought and culture; the liberal arts. † Culture is a big part of humanities. Culture, as defined by the American Heritage Dictionary, is the totality of socially transmitted behavior patterns, arts, beliefs, institutions, and other products of human work and thought. These patterns, traits, and products considered as the expression of a particular period, class, community, or population (American heritage dictionary, 2000). Music is an artistic form of sound communication via musical instruments and voice that produce sounds and tones. Music is as old as mankind and cultures past and present have music. The â€Å"oldest known song† dates back 4,000 years ago and was written in ancient cuneiform. Cuneiform is a character or characters formed by the arrangement of small wedge-shaped elements and used in ancient Sumerian, Akkadian, Assyrian, Babylonian, and Persian writing (American heritage dictionary, 2000). The certainty of how or when the first musical instrument was invented, however, most historians point to early flutes made from animal bones that are at least 37,000 years old (Bellis, 2010). The music of the 60’s in America is the humanities or culture of the American people of that era. Many changes going on in the 60s including revolutionary changes, extraordinary levels of sexual freedom among youths, and revolting teenagers like no one has ever seen before. Music has consistently been influenced by the trends of its time; reflecting the politics, economics, and lifestyles that exist. The Baby Boomer generation lived during a time when war had a powerful impact on everyone’s life. Drugs became, perhaps, one of the most influential variables apparent in the music of the 60s. In the early 1960s a band named the Byrd’s and guys like Dylan changed the way many people looked at music. These bands started an underground wave that flowed throughout the 60s, this became known as the â€Å"Psychedelic Era. † This era introduced drugs to be an important aspect involved in the creation of the music, and was used by the listeners to enhance their experience. Bands such as the Byrd’s and Grateful Dead started experimenting with such drugs as LSD, marijuana, and acid. They believed that drugs could help them create music that would blow the music of the fifties away, and it did (â€Å"The music of the sixties–the psychedelic eraâ€Å", 1998). The music of the 60s came in many styles. Some of the genres of the era are: Soft rock, (also referred to as mellow rock, light rock, or easy rock) is a style of music that uses the techniques of rock and roll (often combined with elements from folk rock and singer-songwriter pop) to compose a softer, more toned-down sound for listening. Soft rock songs generally tend to focus on themes like love, everyday life, and relationships (â€Å"Soft rockâ€Å", 2010). Hard rock – modify rock and roll (blues, country, and gospel), adding to the standard genre harder sounds, heavier guitar riffs (A short rhythmic phrase), bombastic (long winded) drumming and louder vocals (â€Å"Hard rockâ€Å", 2010). Country rock – formed from the fusion of rock with country (â€Å"Country rockâ€Å", 2010). Folk rock – combining elements of folk music and rock music (â€Å"Folk rockâ€Å", 2010). Punk rock – They created fast, hard-edged music, typically with short songs, stripped-down instrumentation, and often political, anti-establishment lyrics (â€Å"Punk rockâ€Å", 2010). Shock rock – is a wide umbrella term for artists who combine rock music with elements of theatrical shock value in live performances (â€Å"Shock rockâ€Å", 2010). Rhythm and Blues (R;B), Soul, Funk Influenced by R;B (â€Å"Rhythm and bluesâ€Å", 2010). Many artists’ musical roots come from gospel. For example, Elvis Presley started out singing gospel when he was only a few years old later moving onto Rock and Roll (Nite, 1974, p. 95). The art in America of the 60s was influenced by the desire to move into the modern age or future that the space age seemed to forecast. As with the music of the 60s, drugs had an influence on some of the art of the 60s. This art came to be known as psychedelic art (ex. Brummbaer). Major works by Alexander Calder (mobiles and sculpture) or He len Frankenthaler (non-representational art) showed a desire to escape from details to interpret. Artists wanted to inspire the viewer to leap into the unknown and experience art in their own way. A new artist who appeared was Andy Warhol, a leading name in pop art. Other forms evolving during this time were assemblage art, op art (or optical art) (ex. Vasarely), or kinetic abstraction (ex. Marcel Duchamp), environmental art (ex. Robert Smithson), and pop art, (ex. David Hockney) (Goodwin, 2009). In conclusion, humanities or cultures have been around since the beginning of mankind. Cultures can be estranged in their beliefs hence the creation of new cultures. Music, dance, theater, art, literature, or other cultures can change over time trough many influential channels. For example, the way the war and drugs influence the cultures of the 60s with the songs of war protests and psychedelic art. When changes come about the changes will usually have an effect on the, music, dance, theater, art, literature, or other cultures of the era. The one thing mankind can count on through the years, decades, centuries, and millennium is change. References American heritage dictionary. (4th ed. ). (2000). Chicago, IL: Houghton Mifflin Company. Bellis, M. (2010). Inventing musical instruments. Retrieved from http://inventors. bout. com/od/mstartinventions/tp/musicalinstrument. htm Country rock. (2010). In Country rock. Retrieved May 5, 2010, from http://en. wikipedia. org/wiki/Country_rock Folk rock. (2010). In Folk rock. Retrieved May 5, 2010, from http://en. wikipedia. org/wiki/Folk_rock Goodwin, S. (2009). American cultural history 1960 – 1969. Retrieved from http://kclibrary. lonestar. edu/decade60. html Hard rock. (2010). In Hard rock. Retrieved May 5, 2010, from http://en. wikipedia. org/wiki/Hard_rock Nite, N. N. (1974). Rock on. New York, NY: Thomas Y. Crowell. Punk rock. (2010). In Punk rock. Retrieved May 5, 2010, from Rhythm and blues. (2010). In Rhythm and blues. Retrieved May 5, 2010, from http://en. wikipedia. org/wiki/Rhythm_and_blues Shock rock. (2010). In Shock rock. Retrieved May 5, 2010, from http:// en. wikipedia. org/wiki/Shock_rock Soft rock. (2010). In Soft rock. Retrieved May 5, 2010, from http://en. wikipedia. org/wiki/Soft_rock The music of the sixties–the psychedelic era. (1998). Retrieved from http://library. thinkquest. org/21342/text/1960. htm How to cite Defining the Humanities, Papers

Project Charter The WOWS Project

Question: Describe about the Project Charter for The WOWS Project. Answer: Background The project report is based on WOWS project involves the migration of the current paper based clinical documentation system into an advanced digital solutions. With the use of the digital solution, WGCI improves their quality of care with increase in efficiency as well as accuracy. The WOWS should improve over their current clinical system. This project intends to introduce current process to treat the employees. This system consists of the patients data to support the history of the patients. Problem Statement The problem statement is that the existing system of WGCI is paper-based system that makes the communication between the service provider and patients difficult. Due to this, there are lack of centralized data repository and insufficient process to analyze the information of the patients. Therefore, the current system of the organization is back dated and lack of use of technology. Project Vision The vision of the project is to implement WOWS in WGCI with development in 6 months with a budget of $700,000. The purpose of this project is to give accurate information on patients medical history. The vision of the organization is to target the patients by providing web based database driven prototype system to collect their information accurately. Project Objectives To develop a Web-based Oncological Working System for WGCI To complete the project plan within 6 months and a budget of $700,000 To update and maintenance of the patients information so that it an easily access Summary Budget Project Budget Item Cost (in $) Project management cost 120,000 Inherited data transfer 120,000 Training to the staff 50,000 Hardware requirements 122000 CRM licenses 140000 System software 148000 Total $700,000 Success criteria for the project The success factors of this WOWS project are the involvement of the user in the project work, support from the senior level management, and understanding of the hardware as well as software requirements of this project. Proper planning is required to be done before staring the project work such as accurate estimation of budget and schedule (Dalcher, 2015). Due to development of WOWS project, the proposed system can update and maintain the patients information. the entire data becomes centralized so that it can transfer from one location to another. Summary of the project management methodology Agile Methodology: This methodology is used for the project plan as with using this methodology the project plan gives significant flexibility as well as speed to the project plan. This methodology is best suited for the project, as it requires less control as well as real time communication with self-motivated settings of team (Randolph, 2014). This methodology is highly iterative as well as it allows for rapid adjustments through the project. Project Plan Project scope The scope of this project plan is divided into in scope and out scope and it is categorized as follows: In-scope Release Priority Story Story Name Description 16th Aug High Specific requirements of WOWS WOWS All the hardware and software requirements for proposed system are reviewed. 8th Sep Medium Development of training materials Training materials Training should be provider to the service providers of the patients so that they can handle the technical system, therefore development over the training materials are required to be providers to the systems users (Kerzner, 2013). 19th Sep Medium Design and Development Development of WOWS The scope is to develop the best methods to design, develop and quality control of the proposed system. Out of scope Out of scope item 1: The study is required for WGCI to change the market strategies as per the requirements of the patients. Out of scope item 2: Invitation to the targeted participants is required to get the feedback from them. Out of scope item 3: This study is required to aware WGCI about their current market position and strategies used. Assumptions, constraints and expectations Assumptions Assumption1: The assumptions are to be taken by the undertaking director is that every one of the deliverables are done such that the framework would track the status of the request given by the clients with hours spent with the end goal of charging (Verzuh, 2015). Assumption 2: Every one of the deliverables of the undertaking arrangement ought to be conveyed in the given due date and assessed spending plan. Assumption 3: The undertaking arrangement ought to be planned after the rules of the venture. Assumption 4: The issues are to be distinguished and the risk officer ought to find a way to maintain a strategic distance from those identified issues (Burke, 2013). Finally, taking into account the above presumptions the task arrangement must meet with the undertaking targets. Constraints Constraints Impact Use of system The project constraints are that the proposed system is platform independent and it should be kept secured from the unauthorized use. Technology Proper technology is not used and the system is not updated in time (Abdel Azeem, Hosny, Ibrahim, 2014). Time There is also a constraint of cost if the estimated budget is not covering the purchase of both hardware as well as software needed for the project (Kerzner, 2013). Resource There are constraints of resources if proper estimation of budget is not done on time. Expectations Expectation1: The project manager expects that they should complete the project plan within 6 months and within the estimated budget of $700,000. Expectation 2: The project manager also expects that they require more resources for successfully develop the WOWS for the clinical activities. Project Risks Risk Mitigation Strategy Technical Risk: There is failure in the system implementation and the equipments are outdated Due to failure in the system, it hampers the operations of business. The data are to be analyzed properly and the system should be kept up-to-date (Elkabets Shohet, 2012). Financial Risk: There is improper estimation of the budget and lack of fund. The scope of the project is required to minimize. The cost is to be estimated on time. The system requirements should be implemented as per the budget (Eric Kirkland, 2014). Operational Risk: There is error in handling of the system. The systems complexity is reduced and training should be given to the workers (Evans Pipkin, 2012). Schedule Risk: There is improper estimation of the time. Entire project plan should require to schedule properly with estimation of all the activities efficiently. Project Governance Figure 1: Project Governance (Source: Davis, 2014, pp-200) Project participants and its Roles and responsibilities Role Name Organization Responsibility Director Phil Smart Western Gippsland Cancer Institute (WGCS) Their responsibility is to control the overall situation of the company, its strategy and policy and monitoring the authority. Director Bill Bright Multimedia Computing, Communications, and Artificial Intelligence Research Their responsibility is to conduct meeting with the stakeholders and take business related decisions (Hallgren, 2012). Project Manager (Insert your name) WGCS The project manager manages the project and accomplishes the objectives within the project constraints (Maier Branzei, 2014). The person is also responsible for outcome of the project. Project Sponsor Dan Marino WGCS The project sponsor collects the funds for the project plan. Doctors Jelly Fundary WGCS The doctors take care of the required patients information and take care of their health. Business/ System Analyst Katty Kelly WGCS They have the skills to interpret the functional requirements of the business (Verzuh, 2015). Senior supplier Nick Chen WGCS The senior supplier estimates the additional work, supply the required raw materials and review the supply plan. Service provider Anny Andy WGCS The service provider maintains the data of the patients and stores their personal information into the WOWS. Database Administrator Anne Hathaway WGCS They develop as well as ensure the security and integrity of the database (Kerzner, 2013).Their roles are security, warehousing as well as architecture. Risk Officer Jack Hualy WGCS The risk officer identifies the risk and mitigates it on time. Summary schedule Date Milestone Deliverables 13th Aug Completion of the assumption of the hardware and software requirements Hardware and software requirements document 19th Sep Identify the in scope and out scope of the system Scope Document 4th Oct Design of the system plan Design Document of the proposed system 29th Oct Approval of the project plan Approval Document 16th Nov Hire of the required workers Human Resource plan document 12th Dec Testing of the system and user acceptance Testing Document 13th Jan Identification of the risks Risk Management Plan Sign-off section for all stakeholders Stakeholder Name of stakeholder Signature Director of WGCS Phil Smart Director of Multimedia Computing, Communications, and Artificial Intelligence Research Bill Bright Project Manager (Please insert your name) Project Sponsor Dan Marino Business/ System Analyst Katty Kelly Senior supplier Nick Chen Database Administrator Anny Andy Risk Officer Jack Hualy References Abdel Azeem, S., Hosny, H., Ibrahim, A. (2014). Forecasting project schedule performance using probabilistic and deterministic models.HBRC Journal,10(1), 35-42. Burke, R. (2013). Project management: planning and control techniques.New Jersey, USA. Dalcher, D. (2015). Introduction to Software Project Management.Proj Mgmt Jrnl,46(4), e2-e2. Davis, K. (2014). Different stakeholder groups and their perceptions of project success.International Journal of Project Management,32(2), 189-201. Elkabets, S., Shohet, I. (2012). Risk management model for critical infrastructures.Gerontechnology,11(2). Eric Kirkland, C. (2014). Project Management: A Problem-Based Approach.Project Management Journal,45(1), e3-e3. Evans, W., Pipkin, D. (2012). Risk management for the future of clinical negligence claims.Clinical Risk,18(1), 25-27. Hallgren, M. (2012). The construction of research questions in project management.International Journal Of Project Management,30(7), 804-816. Kerzner, H. R. (2013).Project management: a systems approach to planning, scheduling, and controlling. John Wiley Sons. Maier, E., Branzei, O. (2014). On time and on budget: Harnessing creativity in large scale projects.International Journal Of Project Management,32(7), 1123-1133. Randolph, S. (2014). Maximizing Project Value: A Project Manager's Guide.Project Management Journal,45(2), e2-e2. Verzuh, E. (2015).The fast forward MBA in project management. John Wiley Sons.

The Importance Of Mining Industry The Importance Of Mining Is Definite

The Importance of Mining Industry The importance of mining is definitely significant to Canada. Mining, is an important industry, and Canadians are very advanced in their mining technology, but during the mining process, there is certain level of pollution produced. The Canadian government and the mining companies have very good plans and controls toward this problem, while ensuring the smooth running of the industries, and also helping to create strong economy and employment. The world of today could not exist without mineral products. Canada produces about 60 minerals and ranks first among producing countries1. As well, Canada is the largest exporter of minerals, with more than 20 per cent of production shipped to world markets2. In a typical year, the mining industry is responsible for almost 20 per cent of Canada's total export earnings3 (See Appendix A). As for the employment rate, over 70 per cent of the mines are owned by Canadia ns and approximately 108,000 Canadians are directly employed in the mining industry4. Mining is very important in Canadian life. Not only do the products power the family car and heat the family home, the manufacturing sector, the high tech industries and even the better known resource industries are all dependent, in some way, on the mining industry. The mining industry will continue to be an important support to the economy. Mining is taking full advantage of the quick expansion of computers and microelectronics. These technologies are found in nearly every aspect of mineral development activity - from exploration methods, through production, mineral processing and even marketing. Computers and related equipment now have a lot of different applications in geophysical logging, geochemistry, geological mapping and surface contouring5. At the mine planning stage, the job of designing a mine is now greatly simplified by automation. Through the u se of advanced software, geological models can be produced from drill hole data. Computers are also being used to develop plans for mine expansion, develop mining schedules for yearly, quarterly and in some cases, weekly operations. At the operating stage, this new technology is everywhere6. Both in research and operational applications, automated mine monitoring systems now determine immediate information on the status of equipment in underground or remote locations. Canada produces its 60 mineral products from roughly 300 mines across the country7. Before these products can make the trip from mines to the marketplace, they must be searched for, staked, tested, analyzed, developed. There are many difference methods to mine for minerals, an "open pit" mine is one of the method we use today. The ore - waste material along with the minerals, is recovered directly from the surface. Drilling rigs are used to drill holes into the ore areas and blasting charges will be set in them to break loose the ore. The ore: first stop is at the primary crushing station, often located underground, where the large chunks of ore are crushed to a finer size. Further crushing is required prior to sending the ore to the mill where it is ground to a fine powder8. The purpose of crushing and grinding is to free the minerals from the rock. Treatment may consist of gravity or chemical concentration techniques. The end product of the mill is a concentrate, whereby the percentage of valuable mineral has been increased by a factor of 10 to as much as 50 times contained in the ore9. The concentration operation may be complicated or relatively simple, depending on the mineral content of the ore. Milling processes are designed to separate the valuable minerals from the undesired minerals. Although the milling process separates valuable minerals from waste, it does not actually recover the metals in final form. Th e smelting operation treats the metal-bearing concentrate further, up-grading it to purer form called "matte". Basically: The ore concentrates are mixed with other materials and treated at high temperatures to change the material to other chemical forms. The metal in the matte can be separated further. Further treatment is applied to the final purification of the metal and finishing to the standards required in the metal-using industries. Mining, as we understanding, is a very important industry. But there are underlying dangers to our environment. Mining companies and the government have realized

Third Battle of Winchester - Battle of Opequon - Civil War

Third Battle of Winchester - Battle of Opequon - Civil War Third Battle of Winchester - Conflict Date: The Third Battle of Winchester was fought September 19, 1864, during the American Civil War (1861-1865). Armies Commanders Union Major General Philip Sheridanapprox. 40,000 men Confederate Lieutenant General Jubal A. Earlyapprox. 12,000 men Third Battle of Winchester - Background: In June 1864, with his army besieged at Petersburg by Lieutenant General Ulysses S. Grant, General Robert E. Lee dispatched Lieutenant General Jubal A. Early to the Shenandoah Valley.   It was his hope that Early could reverse Confederate fortunes  in the area which had been damaged by Major General David Hunters victory at Piedmont  earlier in the month as well as  divert some Union forces away from Petersburg.   Reaching Lynchburg, Early  succeeded in  compelling  Hunter to withdraw into West Virginia and then advanced down  (north) the Valley.   Crossing into Maryland, he defeated a scratch Union force at the Battle of Monocacy on July 9.  Ã‚  Responding  to this crisis, Grant directed VI Corps north from the siege lines to reinforce Washington, DC.   Though Early menaced the capital later in July, he lacked the forces to assault the Union defenses.   With little other choice, he retreated back to the Shenandoah. Third Battle of Winchester - Sheridan Arrives: Tired of Earlys activities, Grant formed the Army of the Shenandoah on August 1 and appointed Major General Philip H. Sheridan to lead it.   Comprised of Major General Horatio Wrights VI Corps, Brigadier General William Emorys XIX Corps, Major General George Crooks VIII Corps (Army of West Virginia), and three  divisions of cavalry under Major General Alfred Torbert,  this new command received orders to destroy Confederate forces in the Valley and render the  region useless as a source of supplies for Lee.   Advancing from Harpers Ferry, Sheridan initially showed caution and probed to test Earlys strength.   Possessing four  infantry and two cavalry divisions, Early mistook Sheridans early  tentativeness as  over-caution and allowed his command to be strung out between Martinsburg and Winchester. Third Battle of Winchester - Moving to Battle: Learning that Earlys men were dispersed, Sheridan elected to drive on Winchester which was held by Major General Stephen D. Ramseurs division.   Warned of the Union advance, Early worked feverishly to reconcentrate his army.   Around 4:30 AM on September 19,  the lead  elements of Sheridans command pushed into the  narrow confines of Berryville Canyon east of Winchester.   Seeing an opportunity to delay the enemy, Ramseurs men blocked the canyons western exit.   Though ultimately driven back by Sheridan, Ramseurs action bought time for  Early to gather Confederate forces in Winchester.   Advancing from canyon, Sheridan neared the town but was not ready to attack until around midday. Third Battle of Winchester - Striking Early: To defend Winchester, Early deployed the divisions of Major Generals John B. Gordon, Robert Rodes, and Ramseur in a north-south line to the east of the town.   Pressing west, Sheridan  prepared to attack with VI Corps on the left and elements of XIX Corps on the  right.   Finally in position at 11:40 AM, Union forces commenced their advance.   While Wrights  men moved forward along the Berryville Pike, Brigadier General Cuvier Grovers division of XIX Corps stepped off  from a woodlot known as First Woods and crossed an open area dubbed Middle Field.   Unknown to Sheridan, Berryville Pike slanted  south and a gap soon opened between VI Corps right flank and Grovers division.   Enduring severe artillery fire, Grovers men charged Gordons position and began to drive them from a stand of trees  named Second Woods (Map). Though he attempted to halt  and consolidate his men in the woods, Grovers troops impetuously charged through them.   To the south, VI Corps began to make headway against Ramseurs flank.   With the situation critical, Gordon and Rodes quickly organized a series of counterattacks to save the Confederate position.   As they moved troops forward, the latter was cut down by an exploding shell.   Exploiting the gap between VI Corps and Grovers  division, Gordon reclaimed Second Woods and forced the enemy back  across Middle Field.   Seeing the danger, Sheridan worked to rally his men while pushing the divisions of Brigadier Generals William Dwight (XIX  Corps) and David  Russell (VI Corps) into the gap.   Moving forward, Russell fell when a shell exploded near him and command of his division passed to Brigadier General Emory Upton. Third Battle of Winchester - Sheridan Victorious: Stopped by the Union reinforcements, Gordon and the Confederates retreated back to the edge of Second Woods and for the next two hours the sides engaged in long-range skirmishing.   To break the stalemate, Sheridan directed VIII Corps to form on the Union right astride Red Bud Run, with the division of Colonel Isaac Duval to the north and that of Colonel Joseph Thoburn to the south. Around 3:00 PM,  he issued orders for the entire Union line to advance.   On the right, Duval fell  wounded  and command passed to future president Colonel Rutherford B. Hayes.   Striking the enemy, Hayes and Thoburns troops caused Earlys left to disintegrate.   With his line collapsing, he ordered his men to fall back to positions closer to  Winchester. Consolidating his forces, Early formed an L-shaped line with the left bent back to face the advancing men of VIII Corps.   Coming under coordinated attacks from Sheridans troops, his position became more desperate when Torbert appeared north of town with the cavalry divisions of Major General William Averell and Brigadier General Wesley Merritt.   While Confederate  cavalry, led by Major General Fitzhugh Lee, offered resistance at Fort Collier and Star Fort, it was slowly driven back by Torberts superior numbers.   With  Sheridan about to overwhelm his position and Torbert threatening to surround his army, Early saw no choice  but abandon  Winchester  to retreat south. Third Battle of Winchester - Aftermath: In the fighting at the Third Battle of Winchester, Sheridan sustained 5,020 killed, wounded, and missing while the Confederates incurred 3,610 casualties.  Ã‚  Beaten and outnumbered, Early withdrew twenty miles  south to Fishers Hill.   Forming a new  defensive position, he came under attack from Sheridan two days later.   Beaten in the resulting  Battle of Fishers Hill, the Confederates again retreated, this time to Waynesboro.   Counterattacking on October 19, Early struck Sheridans army at the Battle of Cedar Creek.   Though successful early in the fighting, strong Union counterattacks effectively destroyed his army in the afternoon. Selected Sources: Civil War Trust: Third Battle of WinchesterThird Battle of Winchester

Funny Mothers Day Quotes

Funny Mothers Day Quotes A touch of humor goes a long way in making relationships work. And when that relationship is a mother-child one, laughter can be a great stress alleviator. Think about it. A mother has to ensure her childs well-being, happiness, and safety every single day. She never gets to take the load off of her shoulders. Its not that she doesnt like to laugh, its just that she was so much to worry about. Why not give her the gift of humor this Mothers Day? Does your mother like jokes and funny movies? If humor is her thing, give her the joy of laughter on Mothers Day. Use these funny Mothers Day quotes in cards and on presents. A touch of humor will make the occasion memorable.   Funny Quotes Rita Rudner My mother is such a lousy cook that Thanksgiving at her house is a time of sorrow. Mark Twain My mother had a great deal of trouble with me, but I think she enjoyed it. Dan Quayle Republicans understand the importance of bondage between a mother and child. Phyllis Diller It would seem that something which means poverty, disorder, and violence every single day should be avoided entirely. But the desire to beget children is a natural urge. Kin Hubbard The worst feature of a new baby is its mothers singing. Louie Anderson My mom was a garage sale person, save money. Come on into the garage sale, you might find a shirt. Shed get in that garage sale and point stuff out to you. Theres a good fork for a nickel. Yeah, thats beautiful. Its a little high. If it were three cents Id snap it up. Oscar Wilde All women become like their mothers. That is their tragedy. No man does. Thats his. Paula Poundstone My mom said she learned how to swim. Someone took her out in the lake and threw her off the boat. Thats how she learned how to swim. I said, Mom, they werent trying to teach you how to swim. Tim Allen My mom said the only reason men are alive is for lawn care and vehicle maintenance. Kareem Abdul-Jabbar My mother had to send me to the movies with my birth certificate  so that I wouldnt have to pay the extra fifty cents that the adults had to pay. Dame Edna Everage My mother used to say that there are no strangers, only friends you havent met yet. Shes now in a maximum security twilight home in Australia. Rita Rudner Neurotics build castles in the air; psychotics live in them. My mother cleans them. Pamela Anderson Im a mother with two small children, so I dont take as much crap as I used to.

Any topic for play Movie Review Example | Topics and Well Written Essays - 250 words

Any topic for play - Movie Review Example It was really done in an excellent and most convincing manner. It was always considered one of the crowds favorites because it was original. The plot of the play was able to illustrate and describe the pain, the longing, the struggle, the love and the loss. Every person who was able to watch the play can certainly attest that it was the most romantic story ever heard. At the end of the play, we are left heavy-hearted. The actors who played were well selected and were able to play their part excellently. The accent and how they delivered their lines were very convincing. Definitely, the play is worth doing. It is one of the best stories and plays ever written and depicted. Romeo and Juliet is our trademark in unconditional love. Before the romantic movies, and love songs that we have right now, there was always the Romeo and Juliet story ever famous to us all. The play was worth doing because not only did it was well executed, it also was well prepared. It is one of best plays I have ever seen, a very unforgettable

End of geography Assignment Example | Topics and Well Written Essays - 1750 words

End of geography - Assignment Example The disappearance of national barriers that divide the world and the increasing interconnectedness open a wide range of opportunities for the information exchange. In all these processes the language plays one of the most important roles. In this paper, we consider borrowings from English language in the Japanese and also we critically evaluate its impact on society of Japan. In the mosern world the international language is English and in many countries it is considered to be (officially or not) the second language. This phenomenon makes it possible to say that the nations unite in a single society, speaking the same language. Does this mean that we are witnessing "the end of geography"? The aim of this paper is to critically evaluate the proposition that globalization is leading to the end of geography using the example of Japanese language and the English borrowings in it. During the work over this paper we analyze and evaluate that the phenomenon of the ‘end of geography’ is not so vivid and the boundaries between countries are slightly blurred but not completely washed away, so geography remains vital to its study. Ulrich Beck, the research worker who studies globalization, argues that: "Globalization affects mainly the social micro-level, structured on the genesis of certain forms of cultural, socio-cultural systems and the genesis of ethnic and cultural systems." (Beck, 1999) The most successful model developed in relation to globalization, belongs to Japan. Throughout most of its history, Japan has shaped their culture on the basis of borrowing religious doctrines of Buddhism, Confucian ethical and religious system, arts and crafts from China, however, since the Meiji Restoration, the country has become, so to say, westernized very rapidly. The peak of this Westernization of Japan accounts for the years of American military

Ways of the World Essay Example for Free

Ways of the World Essay The Reemergence of a Unified China 1. What are some of the causes that allowed Buddhism and Daoism to creep into China? 2. In what way did the Sui Dynasty unify China from 589-618? 3. Discuss the ways in which the Tang and Song Dynasties were regarded as the â€Å"Golden Age of Chinese Achievement.† Culturally— Politically— Economically— 4. In what ways did women’s lives change during the Tang (618-907) and Song (960-1279) dynasties? China and the Northern Nomads: A Chinese World Order in the Making 5. Why did the Chinese interact with their nomadic neighbors to the north? 6. Even though China saw itself as â€Å"the center of the world,† why did it allow itself to deal with the â€Å"barbarians?† 7. Why did the Chinese government often give other states gifts that were in fact worth more than the tribute those states paid to China? 8. Who were the Xiongnu, the Uighurs, the Khitan, and the Jurchen in relation to the Chinese ? Xiongnu Uighurs Khitan and Jurchen— 9. Did the Chinese convert large numbers of the northern nomads to Chinese cultural ways? Why or Why not? Coping with China: Comparing Korea, Vietnam, and Japan 10. In what political, economic, and social ways did Korea, Vietnam, and Japan experience and respond to Chinese influence? 11. What’s the significance of the Trung Sisters in Vietnam? 12. In what different ways did Japanese and Korean women experience the pressures of Confucian orthodoxy (practices, beliefs)? 13. Why didn’t the Japanese succeed in creating an effective centralized and bureaucratic state to match that of China? China and the Eurasian World Economy 14. What techniques or technologies did China export to other regions of Eurasia? China and Buddhism 15. Between 300 and 800 C.E., what helped to facilitate the acceptance of Buddhism in China? 16. What were the major sources of opposition to Buddhism in China?

Willa Cathers Death Comes for the Archbishop :: Willa Cather Death Comes for the Archbishop

Willa Cather's Death Comes for the Archbishop A novel should be something that is easy to define. One would expect the novel to have a plot, a central theme, a central character and a consistent style? The truth is that all of these things are important but not specifically necessary. Willa Cather's Death Comes for the Archbishop cannot be easily classified as a novel in normal terms. It lacks a central plot that carries the work from beginning to some sort of an ending. It does, however, contain central characters, themes, and a clearly consistent style, but the story that is told consists of small vignettes. Cather would prefer to call Death Comes for the Archbishop a narrative as opposed to a novel. In terms of semantics a narrative is defined as "an account of events; anything that is narrated" (Holman 336). She is not necessarily wrong, but the book is certainly more than simply an account of events. A novel, on the other hand is defined as "any extended fictional narrative" (Holman 350). This definition would seem to apply to Death Comes for the Archbishop except that it is not an extended narrative, but a series of narratives. Truthfully, one cannot read Cather's book as if it were a novel. There are many separate stories within; the Olivares, Buck Scales, Jacinto, Padre Martinez, and Friar Baltazar of Acoma who was dropped of a cliff. The stories are all held together by the common characters of Father Latour and Father Vaillant. There are also themes that run through most of the stories. The idea of justice seems to be important to the author as well as an important part of life in the southwest during this period. Maybe more important to the coherency of the book as a whole is the concept of loyalty. From the relationship of the boyhood friends who then become Catholic missionaries in America to the two cream-colored mules, Contento and Angelica, who "are always ridden together and have a great affection for each other" (Cather 60).

Gramscian Hegemony and Its Transformation Framing the Transformation of Hegemony of Charles Dickens’ Oliver Twist in Victorian Era

Nadhira Novembrina â€Å"†¦be equated with the predominance of ‘hegemony’ over ‘coercion’ as the fundamental mode of bourgeois power in advanced capitalism. Since hegemony pertains to civil society, and civil society prevails over the State, it is the cultural ascendancy of the ruling class that essentially ensures the stability of the capitalist order. For in Gramsci’s usage here, hegemony means the ideological subordination of the working class by the bourgeoisie, which enables it to rule by consent.† Anderson, 1976a, pp 26 Introduction The aim of this writing is to explain and assess the relevance of Gramscian hegemony and its transformation toward Charles dickens’s Oliver Twist. The focus of this analysis is the assignation protagonist character Oliver Twist, in relation with his society. This novel written in nineteenth century which manifest the era of Victorian middle class struggle; in order to gain recognition as a higher social class than the (working class) lower class. Therefore I would like to concern on middle class society in the era of Victorian in nineteenth century and also how Dickens put Oliver from one social neighborhood to another. This analysis is more concerned with the dynamics of ideology in civil society. This novel has been analyzed many times especially using Marxist approach, however it is still worthwhile to dig deep the authenticity or see this work differently by using the same approach. Mandy Macklin (2009) consider Oliver Twist is both reject and support the class system as she used Marxism in analyze it. It is acceptable if we see it that way as the novel expose more about class system. Since this novel rejects but at the same time support the class system it is interesting to learn further in what class Oliver Twist is more dominant and which side that Dickens stand in seeing the existence of class system. Here, I concern that the ideological hegemony plays a big role in the way Dickens depict the class system in his plotting. This writing centered on how Dickens placed Oliver; as a civilian from lower society class and end up as higher class.

The Advantages of Study Habits on the Performance of the Students

Study habits are the ways that you study the habits that you have formed during your school years. Study habits can be good ones, or bad ones. Good study habits include being organized, keeping good notes, reading your textbook, listening in class, and working every day. Bad study habits include skipping class, not doing your work, watching TV or playing video games instead of studying, and losing your work. Study habits are the ways that you study the habits that you have formed during your school years.Study habits can be good ones, or bad ones. Good study habits include being organized, keeping good notes, reading your textbook, listening in class, and working every day. Bad study habits include skipping class, not doing your work, watching TV or playing video games instead of studying, and losing your work. It means you are not distracted by anything; you have a certain place to go where it is quiet everyday where you study and do homework. Basically it means that you are doing t he best you can to get the grades you want. It means you are not distracted by anything; you have a certain place to go where it is quiet everyday where you study and do homework.The manner with which you consistently use to study for school or college or even for next day lesson plans if you're a teacher. Study Habit of every student is one of the most important factors that affect his or her understanding regarding a certain subject. It means, if a student possesses poor study habits, she has a greater chance of getting failing grades, if compare to a student’s who has a good study habit. But â€Å"habit† as it was defined from the Introduction to Psychology, means â€Å"a learned, or fixed way of behaving to satisfy a given motive†.By this definition alone, we can say that the person involves is the one making or forming his own habit. Maybe, habits can be affected by outside interference like his environment, his attitude toward his comparisons, his teachers and the books and reading materials around him, even the place where he study and other factors which influence the concentration of a students to effectively understand his lessons, and to pass his mind to discipline himself and form to himself the proper study habits which he knows he really needed.

Promises, Promises made by George W. Bush essays

Promises, Promises made by George W. Bush essays The editorial No Child Left Behind, which appeared in the January 24th, 2005 Edition of the St. Louis Post-Dispatch, clearly brings up important issues that need to be addressed with the current No Child Left Behind law before shifting gears to other areas of students coupled with education. The editors state, After refusing to spend all the money Congress authorized for his promising No Child Left Behind law, Mr. Bush now wants to expand the laws mandatory testing requirements to high schools. He also wants to spend an extra $52 million to make advanced placement programs more widely available to high achievers. I do not disagree with what Mr. Bush wants to do at the high school level and for the high achievers but we must start from the base level of our education system. Sometimes I wonder whether or not Mr. Bush really understands that the quality of our public schools directly affects us all as parents, students, and as US citizens. Too many children in America today are being segregated by low expectations, illiteracy, and self-doubt. Children will continue to be left behind in this constantly changing world that demands more and more complex skills to enter the workforce if something is not put into place soon. The editors point out a couple key issues that Mr. Bush needs to address and one that I agree is most imperative is to increase the spending for tutoring and teacher training. It makes little or no sense to expand the laws mandatory testing requirements in high schools without first building a good foundation for the grade schools. Without a good solid starting point children will continue to fall behind in their basic academic skills such as reading and mathematics if we continue to cut funds and shift money to other areas of education. As the editors state, the No Child Left Behind law ...

Being Alone

Accountant†¦no amount of money can be compared for the happiness I brought to my family including my clan in both side of my parents. I’ve realized that being a rat of this year refers to my personality, the mouse must need to run for the purpose of saving his life while the cat run for his need so he must eat the mouse†¦isn’t it true? The point is why I would rather waste my life for no reason, I could stand up on my own without relying from the source of others†¦I need to sacrifice the alf of me just to prove I’m still not withdrawing what I’ve been promised before†¦ The half of the year finally came and LandBank hired me as a Bookkeeper†¦the chance for regularization is not possible but still, the status can’t predict for many reasons and considerations. My life became better for I found more friends, I have part-time job with my landlady who is an Independent Auditor, also a CPA, I became busy with my job and attending every Sunday on Victory†¦ maybe one way to forget all the heartaches and it lessens whatever stress I have. The blessings I received for the 2008, the bonus I get from my work, in a little way I hope my family appreciate what I’ve been shared with them, I’m thankful for those people who made my year very fruitful. God continuously give all we need so we must keep Lord in our Heart and always share His glory†¦. the very reason why unexpected things happen, whether it is good or bad.. is the love of God for us. For me, the time is not enough to return all the sacrifices He made for us so never surrender our trust and faith to Him while we use the life we borrow from Him, enjoy and be patient in everything we do. What had been promise will be done through Jesus Christ in a right time. Yes, the year is now 2009, 2008 still had an impact with my life, will always be a part of my memory. I’m ready to finish the pain and face the new set of challenges!!! yehey!!!! What more important is to accept our mistake and how you’ll make it right .. saying sorry to someone will the best way to free yourself. .

The Side Effects of Cancer Treatment Drugs Assignment

The Side Effects of Cancer Treatment Drugs - Assignment Example If the child is worried about her appearance, the parents can advise her to try different styles of hair and makeup. She can wear wigs, use scarves or even come up with a cool bald-shaven look. Additionally, to maintain the quality of the remaining hair, she should use gentle hair products and use gentle brushes when combing. Dyes and hair-straighteners should be avoided as they only lead to more hair loss. She should also desist from constantly massaging her head as this can aid in hair loss. When sleeping, she should wear a soft night cap to prevent waking up with hair all over the bed which can lead to further emotional distress. Above all, the child should be informed that the situation will get better with time as she adapts to the treatment. Antineoplastic drugs or chemotherapy agents have several side effects on patients some of which are severe and life-threatening. If a patient is quiet and listless, it may be due to general fatigue or anemia caused by the drugs as they inhibit the growth of new white and red blood cells. Additionally, this may be due to a condition is known as peripheral neuropathy which makes it difficult to walk/balance and pick things up. The patient can be encouraged to engage in fun activities and also take some energy drinks to improve his/her mood. The most common adverse side effects of Antineoplastic drugs include; Anemia and Fatigue Nerve problems Reproductive side effects such as irregular periods, hot flashes and decrease in sexual interests. Peripheral edema Hair Loss

Starting A Business Essay Example | Topics and Well Written Essays - 750 words

Starting A Business - Essay Example Another source I can take advantage of is to borrow money from friends or relatives, who have more than sufficient cash and willing to lend.1 Aside from these sources, I can also borrow from the bank and utilize available credit lines that specifically meet my needs as a start-up entrepreneur. In addition to banks, there are other lending facilities such as investment companies and private lenders from where I can borrow money.2 Should money from these sources fall short, I can also use my credit card as an alternative. However, it should be noted that resorting to these borrowing institutions or facilities for capital requirement entails the payment of interest. This means that on top of the principal amount, I will have to pay the interest or cost of borrowing. Failure to service arising obligations from my borrowings in these institutions may result to piling interest, which can surge meteorically, thus, doubling the debt amount to be repaid. Such would have adverse effects not only on the financial position of the company but also the reputation in the market. I can also present my business plan to venture capitalists, who would be willing to share the burden of the risk by providing capital for the proposed business. In considering this option, I would still have to think about the terms and conditions of the capital provision of the venture capitalist. This is because such may result in me, the business owner, having less control over the operations of the company. Some venture capitalists prefer to have direct participation in running the business.3 In addition, I can seek funding from organizations that extend grants to deserving entrepreneurs. For example, I can apply for funding assistance from American Express Small Business Assistance that supports small businesses. There are also other government agencies that can be excellent sources of grants and loans for starting a business.4 Government Agencies and Regulations to Deal with Before I can start manufacturing and selling the Chunky Corn products, I would have to apply for licenses in the Food & Drug Administration (FDA), which provides voluntary pre-marketing consultations that would help examine if the biotechnology food, in this case the corn products, meet the regulatory standards for safety.5 In dealing with the FDA, I would have to ensure that the products I would be offering to the public conform to the Federal Food, Drug and Cosmetic Act. Under this regulation, the manufacturer, Chunky Corn, Inc., is legally responsible to produce these safe products under sanitary conditions. Furthermore, since my products are made from genetically engineered corns, my application may have to undergo special review by the FDA to find out if levels of toxicants in my food products are substantially higher than present in other edible varieties of same corn species.6 In terms of labeling, the company should adhere to labeling standards such that labels accurately describe the corn products by its common name and reveal important facts associated with the claims made. The labels should also be truthful and not misleading.7 Aside from licenses on the products, I would also have to deal with other government agencies for other aspects of the business. For example, I would have to deal with the local office of the Secretary of State for

Has the arrival of the knowledge economy destroyed Braverman's Essay

Has the arrival of the knowledge economy destroyed Braverman's Deskilling Thesis - Essay Example Particular emphasis is given on the interaction of this theory with the knowledge economy; reference is made especially to the fact whether the arrival of the knowledge economy has destroyed the Deskilling Thesis of Braverman or not. The main elements of the two concepts are critically examined. The literature published in the specific field is used in order to check the power of each of the above concepts and their potential perspectives to survive under the terms that current social conditions have been significantly changed compared to the period when the Marxist theories were introduced. At this point it would be necessary to refer to the general framework of the Deskilling Thesis of Braverman, as one of the theories reflecting the Marxist view on the relationship between humans and capital. In accordance with Smith (2000) the Deskilling Thesis of Braverman is based on the proposition that ‘the development of capitalism as an economic system has led to the deskilling of wor kers’ (Smith 2000, p.327). In the context of the above theory, the deskilling of workers is developed through the gradual replacement of highly skilled workers with others, less trained (Smith 2000, p.327). The latter are expected to take lower compensation, a fact that leads to the limitation of ‘bargaining power of workers’ (Smith 2000, p.327), a fact, which can be characterized as one of the priorities of capitalism. The view of Braverman on the deskilling of workers has been mainly based on the Marxist views on capitalism. However, influences seem also to exist from the work of other theorists, who also supported the expansion of deskilling as a social phenomenon in the context of capitalism: an indicative example is the view of Helmut Schelsky (1954) on ‘the role of automation in the increase of stress at work’ (Schelsky 1954, in Stehr 2002, p.143); Merton (1947) has been another theorist supporting deskilling, which was characterized as ‘ enforced obsolescence of skills’ (Merton 1947 in Stehr 2002, p.143). The terms on which the theory of Braverman on deskilling has been based have been extensively criticized; in accordance with Bradley (2000) the particular theory of Braverman promotes ‘a romantic view of skill, ignoring its political and social construction’ (Bradley 2000, p.118). Moreover, Bandelj (2009) notes that the Deskilling Thesis of Braverman is based on capitalism as a trend focusing on the ‘mechanization of labour, the social context of which is heavily ignored’ (Bandelj 2009, p.190). A similar criticism is included in the study of Watson-Boone (1998); the above researcher emphasizes on the following element of Braverman’s theory: in the context of the Braverman theory, the worker is considered to be ‘totally controlled by the capital’ (Watson-Boone, 1998, p.6), a view which could be possibly applied in the past, but in the context of the modern society such perspective cannot be considered as absolute. On the other hand, Kridel (2010) characterizes the view of Braverman on deskilling as partially justified; it is explained that the perceptions of Braverman ‘on the isolation of worker from the production process, as a result of the expansion of capitalism’ (Kridel 2010, p.284) reflected the social and economic conditions of a particular era. Moreover, it is noted that the Deskilling Thesis of Braverman has been used in practice for supporting the need of teachers for being protected towards the mechanization of their role –

Changing A Tyre Risk Assessment Information Technology Essay

Changing A Tyre Risk Assessment Information Technology Essay A Risk Assessment is a thorough look at the workplace to identify those things, processes, situations, etc that may cause harm or loss to people, property and environment. After identifying these hazards you must now evaluate the likelihood and the severity of these risks and then implement measures that can be put in place to effectively prevent or control these hazards from causing harm. The purpose of conducting a risk assessment is to take the necessary measures to safe guard employees and also to prevent occupational risks, but this cannot always be practicable. Where it is not possible, these risks should be reduced and the residual risk controlled. A suitable and sufficient risk assessment should include suitable and relevant information that is useful to employees to understand the hazards they are exposed to during their daily working activities and must be undertaken by person(s) who are competent, well trained, experience and knowledgeable about the job. There is no right or wrong way in conducting a risk assessment and you cannot eliminate all the risks in your workplace. A risk assessment does not need to be overcomplicated; it should be simple and clear so that employees will find it easy to follow. MAIN BODY 2.1 Five Steps to Risk Assessment These five (5) steps can be taken into account when doing a risk assessment. Step 1 What are the hazards? Spot hazards by: Walking around your workplace. Asking your employees what they think. Checking manufacturers instructions. Step 2 Who might be harmed and how? Identify groups of people. Remember: Some workers have particular needs. People who may not be in the workplace all the time. Members of the public. If you share your workplace think about how your work affects others present. Say how the hazard could cause harm. Step 3 What are you already doing? List what is already in place to reduce the likelihood of harm or make any harm less serious. What further action is necessary? You need to make sure that you have reduced risks so far as is reasonably practicable. An easy way of doing this is to compare what you are already doing with good practice. If there is a difference, list what needs to be done. Step 4 How will you put the assessment into action? Remember to priorities. Deal with those hazards that are high-risk and have serious consequences first. Action Done by whom by when Step 5 Review date: Review your assessment to make sure you are still improving, or at least not sliding back. If there is a significant change in your workplace, remember to check your risk assessment and, where necessary, amend it. 2.2 Hierarchy of Risk Controls The risks must be minimised to the lowest reasonably practicable level by taking the following measures in the following order and as determined by the risk assessment.   Elimination The job is redesigned to remove the hazard. The alternative should produce the same end result but by not using a less effective process. Substitution Replace the material or process with a less hazardous one. For example, replace mercury thermometers with spirit thermometers. Engineering Controls Separating the hazard from workers by enclosing or guarding dangerous items of machinery. For example, use guards on compression testing machines. Administrative Controls Reducing the time the worker is exposed to the hazard. Prohibit the eating, drinking and smoking in laboratory areas. Provide training. Perform risk assessments. Increase safety awareness signage. Etc. Personal Protective  Equipment Only after all other measures have been tried and found to be ineffective in controlling the risks should Personal Protective Equipment be considered. PPE should be selected and fitted to the person who uses it, and training in the function and limitation of each item. For example, an operator should know how long the compressed supply in a self-contained breathing apparatus will last. PPE should be used as a temporary control measure until other alternatives can be installed. A combination of engineering controls, administrative controls and PPE can be use to effectively control the risks. 2.3 Risk Analysis Risk analysis is the process of defining and examining the dangers to people, property and the environment, that may be caused by the release of hazards. A risk analysis can either be qualitative or quantitative and others can sometimes be both. 2.4 Quantitative risk analysis A numerical value is sort to determine the probability of each risk factor and the adverse effects of a particular event-taking place. It involves analysis of data (pictures or objects) and it is done in the later phases of research projects. Data that is correlated are in the form of numbers and statistics. This form of risk analysis is objective. Some advantages of using a quantitative approach are that the risks are prioritized by financial impact while assets are prioritized by financial values. The results can be expressed as monetary value and probability as a specific percentage. Accuracy tends to increase over time. Historic records of data are built by the organization while gaining experience. Some disadvantages of using a quantitative approach are that calculations can be complex and time consuming, the process to reach consensus and results can be time consuming. Results can be difficult for non-technical persons to understand and it is presented in monetary terms. The values assigned to risks are based on participants opinions and this process requires expertise and cannot be easily coached to participants. 2.5Qualitative risk analysis It involves the analysis of data such as words, pictures or objects. It is an inductive process that measures risk or asset value based on a ranking or separation into descriptive categories such as low, medium, high; not important, important, very important. It also deals with descriptions; data can be observed but not measured. Some advantages of using a Qualitative approach are that it is easier to reach a consensus among participants; financial values do not have to be determined for assets. It does not require experts and anyone can be involved. There is visibility and understanding of risk ranking and quantifying threat frequencies are not necessary. Some disadvantages of using a Qualitative approach are that results are dependent upon the quality of participants; there is not sufficient differentiation between important risks. You cannot justify investing in control measures because there is no basis for a cost benefit analysis. Process of changing a tyre: The operator would loosen the nuts on the wheel by using an air gun, he would then proceed to jack up the car and take the wheel off the hub. He would then retrieve the spare tyre from the trunk of the vehicle and proceed to install the spare tyre onto the hub of the vehicle, and then he would tighten the nuts of the wheel using the air gun. Finally the operator would jack down the vehicle with the new tyre installed. The flat tyre would be checked for holes and repaired. Utilising the five step method to risk assessment produced by Health and Safety Executive and Job Safety Analysis, I have undertaken two (2) risk assessments on changing a tyre in a tyre shop. 2.6RISK ASSESSMENT ON CHANGING A TYRE USING THE FIVE STEP METHOD COMPANY NAME: JACKS TYRE SHOP DATE OF RISK ASSESSMENT: 15/02/2011 STEP 1 WHAT ARE THE HAZARDS? STEP 2 WHO MIGHT BE HARMED AND HOW? STEP 3 WHAT ARE YOU ALREADY DOING? WHAT FURTHER ACTION IS NECESSARY? ACTION BY WHOM ACTION BY WHEN ACTION WAS DONE Equipment under pressures (impact wrench) It can explode and cause harm to both operator and customers Making sure air gun is certified. Monitor pressure being used. Workers trained in safe working procedures. Making sure that bursting disc and pressure safety value are working properly on equipment. Owner Noise (impact wrench) Prolong exposure could lead to hearing loss or deafness to operator. Minor irritancy to customers. Warning signs. Work patterns. Owner Vibration (impact wrench) Causes whole body vibration and white finger to operator. Work patterns No further action required. Owner Manual Handling When the operator lifts the tyre of the hub and takes the spare out the trunk, he can develop a hernia or back injury. Operators made aware of proper lifting techniques. No further action required. Owner Slips and Trips Operators and customers can suffer sprains or strains from tripping over the air gun or poor house keeping of shop form other activities. Practice good house keeping methods. Proper care around hose to prevent tripping hazards. No further action required. Operators 2.7JOB SAFETY ANALYSIS FOR CHNAGING A TYRE JOB SAFETY ANALYSIS WORKSHEET JOB: Changing a car tyre in a Tyre Shop. (JACKS TYRE SHOP) APPROVED BY: A. JACK (Owner) DATE: 15/02/2011 STEP PROCEDURE POTENTIAL HAZARDS SAFETY MEASURES 1 Remove spare tyre from trunk of car and place on ground. Manual handling Practice correct lifting techniques 2 Break and loosen wheel nuts. Lug wrench may slip Use proper lug wrench and apply steady pressure slowly. 3 Jack up car to remove weight of tyre. Crush Block wheels of car to stabilise it. 4 Using impact wrench remove wheel nuts off the wheel. Explosion Monitor air pressure being used. 5 Remove tyre off hub and place on ground. Manual handling Practice correct lifting techniques 6 Remove spare tyre from ground and place on hub of car. Manual handling Practice correct lifting techniques 7 Loosely tighten wheel nuts on wheel and jack down car slowly. Explosion Monitor air pressure being used. 8 Tighten wheel nuts fully. Lug wrench may slip Use impact wrench. REPORT Five Steps to Risk Assessment model is a working model that aids in the identification of hazards, who might be at risk and the safety measures required to protect those who might be harmed by such hazards. It is easy to use and can be tailored to suit any organisations needs and sets the foundation to develop their own risk assessment. It is suitable for most hazard identification but can be limited to those areas that are more hazardous. Most of the other risk assessment models follow the five steps method, the difference is at the stage of evaluating the risk. At this stage a risk matrix is introduced by categorising the likelihood by the severity of harm, this will determine which risk should be dealt with first. Task Analysis breaks down a complex task into its components. Example of Task Analysis Job Safety Analysis (JSA) is used to identify, analyse and record steps involved in performing a specific task, the health and safety hazards associated with each step and recommendations for actions or procedures to eliminate such hazards and the risks associated with them. This method does not rely on individual memory because you can observe the worker while he is performing his job, doing it in this way induced recognition of hazards and identifies prior unnoticed hazards. It also helps in increasing ones knowledge of the job. Some advantages of using a JSA is that it helps to train new employees and promotes consistency in said training, helps in the reduction of injuries, is a good investigation tool, it identifies unsafe work practices before an accident take place and it serves as a evaluation tool for supervisors. Some disadvantages of using a JSA are that it does not identify all the hazards present so that no action can be taken to control the risk from these hazards and it can be too general. This form of risk assessment (JSA) is more suited for this type of work because it is based on the daily operations of the operators in the tyre shop. Each task involved in the changing of the tyre is examined and the associated hazards and risks are identified and recommendations can be made to control or eliminate these hazards. The five step model was also useful because of the simplicity of the task undertaken for the risk assessments. SUMMARY Every employer is required by law to assess the risks to his employees and anyone who may be affected by the daily operations of their business. By doing this, risk assessment helps to develop a safety culture. It helps to identify potential accidents and to increase managements awareness to hazards and incident in the workplace. Risk assessments also help to prioritise incidents that require a deeper review or investigation. The five steps to risk assessment is both easy to use and understand, it efficiently covers the basics to risk assessment and can be modified to form the foundation for a company to develop their own risk assessment. Job Safety Analysis method is also easy to use and understand; it is an accident prevention technique employed in safety programs in many companies. JSA breaks down each task into steps and evaluates each hazard. As mention earlier risk assessments does not have to be overly complicated it should be easy to use and understand. There will be risks that you cannot eliminate all together but it is advised to minimize it to as low as reasonable possible. Both risk assessment methods were useful in undertaking the task of changing a car tyre and can be used for many other tasks. WORD COUNT 1800 WORDS

Teens And The Media Essay -- essays research papers

Portrayal of Teens in the Media The media, that giant intimidating creation has taken the stereotypes of teens, the way people view teens, and the way we view ourselves, and has turned it into a delusional monster. The media at this point in time portrays teenagers as generally bad. Well to be honest, not generally bad, but mostly horrible. We are seen as the cause for alarm and trouble in society. The media portrays us as manic delinquents with no solid past and no concrete future. The main points of teenagers that are warped into a lie are appearance and generalization of actions. The media spreads the idea that just because some teens choose to get more piercing done, or a tattoo, or decide to get a different hair color that it is somehow related to a dysfunctional sector of society. People have to realize that the adolescent/teenager portion of ones life is a time of self realization and expression. Teens are just finding these things as outlets for emotion and expression. The media uses these things and utilizes them in a sort of campaign to portray us as bad and untrusting. Teens are not only portrayed as delinquents but also as disloyal, jobless, untrusting monsters. The media causes the public following to assume that all teenagers are bad and immoral just because of a few that have done things wrong. And even when a teen does something wrong, that too is sensationalized. We do not generalize that all adults are killers and rapists just because a few have chosen...

Having eaten what would

The day started out like any other one I had. I woke up to the sounds of my mother puttering pots and pans in our yellow-painted sunny kitchen downstairs. Smoothing my pajamas a bit, I went down our creaky stairs, wondering what’s for breakfast and what to wear today. I thought about my still unused black top with a pink print that mom bought the other day at the mall and wondered if I would look good in it.As I got nearer the kitchen, the smell of my favorite toast and scrambled eggs wafted deliciously in the air. Upon reaching the open kitchen door, I greeted mom with my usual big grin and sat facing her, who was washing the dishes that she used for cooking. Having eaten what would have fed an army of hungry soldiers; I drank what’s left of my old coffee mug and dashed upstairs to prepare for school. Having shouted a hurried goodbye to mom and dad from across the house, I hopped to the front porch, the smell of mom’s yummy toast still following me on the way ou t.Looking up, I saw that the skies promises a good day for everyone, with the sun shining comfortably above, and the wind softly touching the leaves of the trees which lined the sidewalk. And because I was scheduled to go to an orphanage after classes are dismissed for a project, I hoped the weather will last till the afternoon. With what I had just wolfed down for breakfast, I literally sang my way to school, getting smiles along the way for my seemingly infectious good mood.The day went by uneventfully, with the exception of my burly economics teacher pointing out that I was looking so much outside the newly-cleaned classroom window he joked if I was wondering why it wasn’t clean enough. When the bell sounded signaling class dismissal, I was one of the first to go out the room, thinking I might as well hurry up and go to the orphanage so I can go home early. This is the first time I was going to an orphanage and I did not know what to expect. Little did I know that my trip to that old, run-down building would change how I see life in general from that point on.Going outside the school building, I saw that the good morning weather did not hold. It was a wet, dismal afternoon, the pendulous branches of the silver maples sweeping the ground. The orphanage was a long, drab rectangular building, three stories high and badly in need of repair.The outer walls were soot- blackened and pockmarked with grey blobs where the plasters had flaked off. A white inner core revealed by recent flaking showed up here and there. Upon entering the orphanage, I immediately sensed the sad atmosphere of the place as it looked dark and dismal to me, but I thought that perhaps it was just the use of the building that made it seemed so.The windows were small and set well back in the blotchy walls. The ground floor was comprised of the director’s sleeping quarters, kitchen, dining room, administrative offices and chapel, all connected by a corridor which ran right around t he building, forming an inner rectangle and overlooking a courtyard on all four sides.However it was the lack of options in the children’s lives that had no choice but to grow up there struck me the most. Although the building was a better place to live in than the streets, the surroundings are disheartening.The profusion of a variety of flowers lining the paved path walk towards the main door of the orphanage did not help much to bring cheerfulness to the place. No pictures or posters broke the monotony. One child said that often, the water did not turn on, and the toilets did not always work. Unlike many children who have homes to call their own including me, the children had no choice about the kinds or even the amount of food, though they had an adequate diet.Each child was assigned a bed with sparsely bedding, placed in two long rows along the third floor of the building, two to each bed for children seven years old and below. The second floor was taken up by the bare cl assrooms where the children were taught. With only a small number of financial contributors, I was told that the orphanage was regularly hard pressed to care for the growing number of orphans.At the time that I spent there, I observed that the children’s day was ruled by the sound of a loud bell – by its shrill ring they would know that it was time to start the afternoon prayers, or eat their main meal. I noticed most of the children have a pleading look in their eyes when they look at outsiders who visit the building. With unwavering gaze, one child, about six years old with a creamy olive skin, enormous dark eyes and a long, shining dark brown hair, constantly followed me around, even when I went inside the office of the orphanage director to ask him several questions.As I walked down a long hallway towards the director’s office, she was like my shadow following my every step. I immediately noticed the peeling paint on the walls of the small office that the ta ll, kindly director invited me in, while seeing from the corner of my eye that the child has reluctantly stepped back to let the director close the wooden door. I brought out the list of questions that I prepared from my backpack, along with my small, black recorder, and I immediately started the interview to which the director answered as much as he can.Straightening up from the hard chair and shaking his hands while thanking him for his time, I headed outside when the bell rang for the evening meal. From all over the old building the orphans began to collect outside the dining hall. In their drab gray uniforms, they all looked the same, dreary and colorless. Just like the orphanage building itself. Thinking back, the orphanage was not a harsh place.It was just sadness hung in the air like a sour smell. I never really saw my life as sad. I was blessed in so many ways that the orphans were not, although these blessings I failed to be really thankful of until that day at the orphanag e.When I got back home, I hugged my mom so tight she had an inquiring look on her face when I let her go, and smelled the appetizing aroma of dinner cooking, the pleasant smell of home. As we sat together had chicken with chardonnay and fresh herbs, I recounted my experience at the orphanage and what I saw there. In the midst of our family talk, I said a silent prayer of thanks for the blessings that I previously took for granted.Before, I thought that I lacked so many things in life. But after a day at the orphanage, I become conscious of every little thing that I am blessed with. Most especially my parents, who were sitting with me at dinner that time; talking animatedly about how we could make the orphans happy, if only for a day.

Assignment Checklist Questions Essay

1. Did you adhere to the length requirement of the assignment? If not, reduce your words.Essay will not be accepted if it is more than 50 words beyond the max. The essay contains 1095 words. 2. Did you use MLA first-page format and do it properly? Did you check your first-page against the textbook example? Proper MLA first page format has been used. 3. Did you include a lead in at the start of your introduction? If you don’t know what this is, you are not ready to submit your assignment. The essay contains a captivating introduction. 4. Did you briefly and neutrally summarize both sides of the debate in your introduction and/or did you provide necessary background and then add a transitional sentence before your thesis? The other side of the debate has been briefly addressed. 5. Is your thesis the last sentence of the first paragraph, or do you have a good reason it is not? The thesis is the last statement of the intro para. 6. Did you include a parallel-structured essay map with your thesis sentence? The essay contains a parallel-structured essay map. 7. Have you used third person point of view throughout? Check and make sure you have not shifted into first person (I) or second person (you) without having a good reason. You can use a global search to double check. Third person is used. 8. Does each paragraph have a topic sentence (stated or implied) with at least two supporting points, details, and a conclusion? Each paragraph contains all necessary elements. 9. Did you use a transitional word, phrase or sentence at the beginning of each body paragraph? Did you use transitional words or phrases between sentences within paragraphs, as necessary? Transitions are used. 10. Did you follow all 18 instructions on page two and three of this assignment handout? All 18 instructions have been used. 11. Did you correctly follow the four-step research inclusion method we discussed for both paraphrases and quotations? The four steps are as follows: introduce, present according to MLA, credit your source parenthetically and discuss. Research inclusion methods are followed. 12. Did you check each use of research to determine whether you integrated it? Which integration methods did you use? Check each instance and report it here. Do not skip this step.I am asking if you integrated paraphrases and quotations into your own writing by using either (1) a snippet; (2) a colon; (3) the author, title, or both. Author, Colon and Snippet methods were used. Avoided the use of titled integration due to lengthy titles which made it choppy. 13. Did you make sure that no paragraph ends with a quotation? No paragraph ends with a quotation. 14. Did you check any titles you named in your essay against the handout I put on BB called Titles: Italics vs. Quotation Marks No titles are used. 15. Does your in-text citation properly match the corresponding Works Cited entry? Check this very carefully – remember the first word/first word formula. Proper match of citations. 16. Did you make sure to do your in-text and Works Cited entries correctly? Did you check each citation word for word and punctuation for punctuation against an example from our textbook or the MRU library handout or another reputable source? Make sure you checking against MLA, not APA. In text and works cited entries are correct. 17. Did you create a suggestive, emphatic conclusion rather than one in which you unnecessarily repeat the main supporting points? The conclusion is suggestive and emphatic. Jeremy Roberts Sharren Patterson GNED 1401 26 October 2014 The Importance of Teaching the Holocaust Inhumanity reached a point in the early 1940s that will be spoken about for years beyond our existence. The largest genocide of the 20th century, the Holocaust, was described by Samuel Totten as the â€Å"systematic, bureaucratic  annihilation of six million Jews by the Nazi regime and their collaborators as a central act of state during World War II† (â€Å"A Note†). This significant event in history presents an ongoing discussion regarding its role within high school curriculums. The Holocaust’s profound nature is why numerous individuals avoid teaching the subject in school, despite its historical significance. Farnham states that even though there is â€Å"potential for direct pain and guilt from [teaching the Holocaust], the significance of the subject in human as well as in historical terms is such that the burden [of teaching the subject] must be endured† (â€Å"Teaching the Holocaust† 274). Even though the subject needs to be taught with great care due to its sensitive nature, high school history classes should include the Holocaust because it is a major event that helped shape the world we live in today. Including this act of genocide in curriculums will provide an accurate representation of history, an ethical framework for students, and a foundation for our future history. To better understand history, it is paramount that the most accurate and detailed information about the Holocaust is taught to students. By detailing how and why the event occurred, students will be given an opportunity to fully understand the pain and suffering individuals endured in Germany during this time period. â€Å"One of the values of Holocaust education, one hopes, is that it increases sensitivity to the suffering of others† (Farnham, â€Å"What is† 22). In addition to helping students empathize with the suffering, Holocaust education should also address the role politics and media played in organizing the massacre of millions of individuals. The views that led to this massacre were deeply embedded within the German culture and surrounding countries prior to the Holocaust. However, it was the radical leader, Adolf Hitler, who utilized politics, media, and technology to impose his â€Å"final solution.† The following statement from Totten emphasizes the importance of teaching how the genocide took place: [T]he education that students receive about the Holocaust has to be unique, powerful and bereft of perfunctory nature. . . . [The teachers] also need to appreciate and teach the fact that the persecution and extermination of the Jews . . . was bureaucratic in nature, and that modern technology was used to maximize the killing process. Most importantly, though, teachers and  students need to realize that the Jews were killed not for what they were or for what they practised or believed, but for the fact that they were; that, all Jews were to be exterminated simply because they existed. (â€Å"A Note†) Keeping such a significant event out of high school curriculums might increase the likelihood of misconceptions and stereotypes. Kitson states, there are many students who have misconceptions and stereotypes related to the Holocaust: all Germans are Nazis, the Jews were helpless victims and didn’t fight back, Jews living in Germany were not German, and all victims died in gas chambers (42). Providing accurate information to today’s youth about the Holocaust allows students the opportunity to eliminate misconceptions and understand the suffering that millions of individuals endured because of the tremendous influence and power that Adolph Hitler had. Broadening a student’s view of how and why the Holocaust occurred is just as important as outlining and understanding its unethical nature. Inclusion of this event in high school curriculum will help young students broaden their perspectives, and shape their moral foundation. Farnham asserts this point by stating, â€Å"[t]his is a moral function, for being able to imagine the effect of one’s contemplated deed on another person is necessary to any moral or ethical judgment one might make of a proposed act† (â€Å"What is† 22). Teaching the Holocaust, in combination with using our imagination, allows us to think of the conditions of the victims, and, in turn, increases our empathy towards them (Farnham, â€Å"What is† 22). The subject’s controversial nature will provide the type of engaging context that students require to think critically about the effects of their decisions. In addition, this subject provides context for individuals to examine the â€Å"use and abuse of power, and the role and responsibilities of individuals, organizations, and nations when confronted with civil rights violations and/or policies of genocide† (Totten, â€Å"A Note†). In-depth analysis of the Holocaust’s unethical nature will allow students to form and further strengthen their moral and ethical principles to which they hold themselves accountable in decision making. The development of students’ moral and ethical framework is not only vital to their future actions and decisions, but also the future of humanity.  Through the teaching of the Holocaust, today’s youth are given an example of one of the very worst acts of inhumanity. Students will learn that it was not only Germany who was responsible. Numerous countries refused to accept Jewish refugees, and, in doing so, were partly responsible for the events that took place. Totten provides graphic insight towards the inactivity of surrounding nations when he explains, â€Å"Germany alone is not to blame. If Hitler turned Europe into a pressure cooker for the Jews, then much of the free world helped to seal it by refusing to accept Jewish refugees† (â€Å"A Note†). By detailing this fact, students are made aware of the â€Å"danger of staying silent, apathetic and indifferent in the face of others’ oppression† (Totten, â€Å"A Note†). Students will understand how important it is to maintain their values and have the confidence to actually stand up against what they believe is right or wrong. Teaching the Holocaust will allow us to help guide our future generations to make morally sound decisions. There are very few events throughout the course of history which contain such a breadth of material. Learning about the Holocaust can be a transformative experience for students because it engages them to consider numerous elements, including, human rights, morals and ethics, and political injustice. It is for this reason that the Holocaust should not only be taught in high school, but should also be considered as one of the main topics for history classes. Although teaching the topic would not guarantee a world free of injustices or inhumane acts, the implementation of Holocaust into high school curriculums would be a way for the current educated population to help guide future generations towards a better society and a future history that everyone can be proud of. Works Cited Farnham, James F. â€Å"Teaching the Holocaust: A Rationale for Dealing with the Absurd.† The Journal of General Education 33.4 (1982): 273-283. Penn State University Press. Web. 11 Oct. 2014. Farnham, James F. â€Å"What is the Value of Teaching the Holocaust?† The Journal of General Education 41 (1992): 18-22. Penn State University Press. Web. 11 Oct. 2014. Kitson, Alison. â€Å"Challenging Stereotypes and Avoiding the Superficial: A Suggested Approach to Teaching the Holocaust.† Teaching History. 104 (2001): 41-8. ProQuest. Web. 11 Oct. 2014. Totten, Samuel. â€Å"Teaching the Holocaust: The Imperative to Move Beyond Cliches.† Canadian Social Studies 33.3 (1999): 84-7. ProQuest. Web. 11 Oct. 2014. Totten, Samuel. â€Å"A Note: Why Teach about the Holocaust?† Canadian Social Studies 31.4 (1997): 176-178. ProQuest. Web. 11 Oct. 2014.