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.