Nationally Known Leader Essay Example | Topics and Well Written Essays - 1000 words

Nationally Known Leader - Essay Example Obama’s charisma moved and continues to move the American society. Employing his charisma, he has successfully drawn the interest of the Americans. His influence to his country is development-oriented through reforming sectors that lag behind or pull the society behind. With his charisma, he has made it possible to influence American masses and garner their trust in his leadership. This does not mean that Obama faces no challenges in his line of work. However, the manner in which he addresses emerging leadership challenges is crucial in his leadership pursuits. The fire and emergency services can also apply Obama’s charismatic traits in the line of duty. This relates to reforming and dynamically improving services as social and economic contexts in the environment these services are offered changes (Chappelow 151). Charisma is basically an influential trait. The ability to move masses is crucial in pushing for reforms and improvement of services in the fire and emergenc y services. It is important to highlight that fire and emergency services can be predetermined, but they cannot be certainly states as to when they will take place. In this context, pushing for a crucial action that is based on uncertainty becomes a challenge. However, charismatic traits can essentially account for this challenge. Being societal oriented is a crucial trait that many world renowned leaders portray. Obama fits in this trait within the American context. His leadership style has depicted that every single person is essential and equally contribute towards the country when empowered. Obama focus his pursuits to the entire American society, both poor and rich. His concern for the society promotes equality, with reduced gaps between the poor and the rich. In the fire and emergency services, disasters are uncertain and they can befall any given individual. This critical part of society should ensure service to the entire society, regardless of their social, economic or poli tical orientation. There are often cases of delayed services to certain locales, while others are responded to when an alarm is mistakenly raised, even without an emergency. A result oriented leader works on goals and objectives set to achieve to realize desired outcomes (Vicere 26-33). President Obama is a result-oriented leader. He operates on strategic planning and processes that are designed to achieve the desired results. The fire and emergency services can also employ these characteristic or trait. Fire and emergency responses have results to achieve, with the primary concern being to prevent damage to property and life. Operating on a result- oriented pursuit will ensure that there are milestones to achieve and check against the final outcome that constitutes the result desired. Socially interactive leaders centrally establish functional relationships with the people they lead. Social relations are critical to account for leadership, meaning that a leader must be equipped wit h socialization aspect so that the people and the leader can both collaborate, rather than the people feeling bossed around. The power and authority bestowed to the leader by the people must be balanced in such a way that best suits both parties. In the Obama’s context, his social ties with the people make them feel that they bestowed power and

Dead Poets Society - Belonging Essay Example for Free

Dead Poets Society Belonging Essay I have written some introductory paragraphs for you if you are thinking about using the film Dead Poets Society as a related text. You will need to include a paragraph that examines TWO scenes, with film techniques, and discuss how the concept of Belonging is explored in these scenes if you wish to use this text Q The challenge to belong may be resisted or embraced. The challenge to belong may be resisted or embraced and this concept is explored in detail in Peter Weir’s film, Dead Poets Society. In this film we go on a journey with the student body of Welton Academy, an exclusive private school, and English teacher John Keating as they re-form the Dead Poets Society in the hope of exloring their own dreams. Eventually though, this act is seen as defying the honour code of belonging to the school and as the boys choose to embrace their individuality they are met with tragic consequences. The â€Å"four pillars† of Welton are established in the beginning of the film and this sets the tone for the expectations of the Welton community. In the opening scenes the headmaster praises the school, its tradition and its performance and the audience is left with no doubt that to belong to Welton means to unquestioningly abide by the â€Å"four pillars† tradition, honour and discipline. To do so, as the rest of the film goes on to show, means to conform at the expense of any individual passions or pursuits, success is measured by adhering to the group expectations rather than individual goals. John Keating does not belong at Welton, not just because of his progressive teaching methods, but because he encourages boys to think and act for themselves, to change, not to conform. He incites them to take risks and break rules in pursuit of individual pleasures. The theme of resisting the challenge to belong is most sharply focused on the relationship between Neil and his father.

History of the Hydrofoil :: Watercraft Boat

Hydrofoil History Although a hydrofoil is defined by the Columbia University Press as â€Å"a flat or curved finlike device, attached by struts to the hull of a watercraft that lifts the moving watercraft above the water's surface†, the word is often used in reference to the watercraft as a whole. Using the same principles as an airplane wing, the foil develops lift as it moves through the water, eventually raising the hull of the boat above the surface as it reaches higher speeds. Thus, the drag experienced by the vessel is far less, making the ship far more efficient and economical to run. In fact, hydrofoils are now the vehicles of choice as ferries in many European and Asian countries, as well as for the American military. However, though the hydrofoil maintains the appearance of simple functionality, it is actually quite a complex mechanism with deep-rooted history. Let’s take a look: In 1906, an article published in Scientific American outlined the basic principles under which a hydrofoil should function. Logically, the principles made sense, but they had never been put into practice. However, always up for a challenge, Alexander Graham Bell got to work on the physical construction of such a vehicle, completing his work in the year 1919. His masterpiece, the HD-4 set a world marine speed record of 114 km/h – a record that remained unbroken for over ten years. During testing, Bell’s colleague, Casey Baldwin was said to describe a ride on the HD-4 as being â€Å"as smooth as flying.† As word of the speed and efficiency of this new marine vessel spread, many others became interested in the use of the hydrofoil, particularly for commercial purposes. Thus, in 1952, the first commercial hydrofoil was launched, with the capability of transporting 32 passengers at a speed of 35 knots. Given its simple mechanics, this accomplishment was deemed remarkable. As such, many other countries including Canada, the United States, and what was the Soviet Union began to commission research on high-performance military hydrofoils. The results were outstanding. Eventually, hydrofoils proved to be very fast and well-armed, capable of sinking nearly any and every other surface vessel. In addition to their service in the military, hydrofoils are still widely used today as tourist transportation. History of the Hydrofoil :: Watercraft Boat Hydrofoil History Although a hydrofoil is defined by the Columbia University Press as â€Å"a flat or curved finlike device, attached by struts to the hull of a watercraft that lifts the moving watercraft above the water's surface†, the word is often used in reference to the watercraft as a whole. Using the same principles as an airplane wing, the foil develops lift as it moves through the water, eventually raising the hull of the boat above the surface as it reaches higher speeds. Thus, the drag experienced by the vessel is far less, making the ship far more efficient and economical to run. In fact, hydrofoils are now the vehicles of choice as ferries in many European and Asian countries, as well as for the American military. However, though the hydrofoil maintains the appearance of simple functionality, it is actually quite a complex mechanism with deep-rooted history. Let’s take a look: In 1906, an article published in Scientific American outlined the basic principles under which a hydrofoil should function. Logically, the principles made sense, but they had never been put into practice. However, always up for a challenge, Alexander Graham Bell got to work on the physical construction of such a vehicle, completing his work in the year 1919. His masterpiece, the HD-4 set a world marine speed record of 114 km/h – a record that remained unbroken for over ten years. During testing, Bell’s colleague, Casey Baldwin was said to describe a ride on the HD-4 as being â€Å"as smooth as flying.† As word of the speed and efficiency of this new marine vessel spread, many others became interested in the use of the hydrofoil, particularly for commercial purposes. Thus, in 1952, the first commercial hydrofoil was launched, with the capability of transporting 32 passengers at a speed of 35 knots. Given its simple mechanics, this accomplishment was deemed remarkable. As such, many other countries including Canada, the United States, and what was the Soviet Union began to commission research on high-performance military hydrofoils. The results were outstanding. Eventually, hydrofoils proved to be very fast and well-armed, capable of sinking nearly any and every other surface vessel. In addition to their service in the military, hydrofoils are still widely used today as tourist transportation.

Life Frankenstein Essay

Mary Shelley wrote Frankenstein in 1818. Frankenstein was a gothic novel and the book was based on Mary Shelly’s life as she had a lot of death in her life as her mother died giving birth to her she and she lost her only baby. Mary Shelly want to bring her back as that is what Frankenstein did when his mother die giving birth to his brother. There was a lot of increase of science at time which drove Frankenstein to make the monster. Chapter 5 is the most important chapter as it is when he brings the monster to life but when the monster comes to life Frankenstein would not take responsibility and would not go back to his house â€Å"I did not dare return to the apartment which I inhabited.† It shows that man should not play god if they are not willing to take responsibility for their action which Frankenstein didn’t do. He runs out of his house â€Å"seemingly to detain me, but I escaped, and rushed down stairs.† Just because he didn’t want to take responsibility for the  Monster. This chapter shows that he is a coward as he made the monster but when he saw it he was scary to him even though he was the one who made it. It also show he is very selfish as he doesn’t think of the monster he only thinks of him self and what would happen if one of his friends sees it â€Å"I dreaded to behold this monster but I feared still more that Henry should see it† this show that he thinks more about him self then he does about the monster as he don’t want Henry to see it as it would damage his reputation. Shelley used the language to create atmosphere like at the start it is depressing as Frankenstein realises that making the monster was morally wrong â€Å"it was on a dreary night of November that I behold the accomplishment† but at the end it becomes a scared atmosphere as he doesn’t want to think of the monster â€Å"could he allude to an object on whom I dared not even think.† The time of day is night â€Å"my candle was nearly burnt out†.  The chapter talks about appearance and reality â€Å"I behold the wretch – the miserable monster whom I had created† he called the monster a wretch which means he doesn’t see him as a human and he thinks of him as a thing that he can just throw away when he feels like it and make something else just because he look different to every one else when really Frankenstein is the monster. The chapter also talks about isolation and loneliness as  During all that time Henry was my only nurse† when he isolated him self he when insane as he wanted to finish his work and not to rest, but he doesn’t ask his friends for help.  The chapter shows man should not play god as it is too much responsibility for them to take. â€Å"Dreams that had been my food and pleasant rest for so long a space were now became a hell to me† this show that mortals react to they emotions. Human’s emotions change very quickly and this shows that they should not play god if they are not willing to play it out to the end and that no human can control they emotions. Studying this chapter has showed that man should not push science too far as it can cause very dangerous things that can hurt people but if we are going to play god which means we should not be allowed to change our emotions and take responsibility for what they have made or done. It also shows that just because you love someone you are aloud to give them a new life as this is going against god.

Rational Choice Theory Essay

â€Å"Man is a rational animal who always loses his temper when he is called upon to act in accordance with the dictates of reason. † As seen from Oscar Wilde’s famous quote, rationality is one of the most crucial and controversial subjects in studying human behavior. To study and examine this rationality, numerous scholars have tried to establish their own theories and generalize their explanation with empirical evidences from real world, which ultimately produces so called, the theory of rational choice. Rational Choice Theory is an approach to understand human behavior. The approach has long been the dominant paradigm in economics, but in recent several decades it has become more widely used in other fileds such as Sociology, Political Science, and Anthropology. The main purpose of this paper is to provide an overview of rational choice theory and briefly discuss its basic assumptions, critiques, political implication, and alternative explanations of individual choice mechanism. First of all, historical backgrounds of rational choice theory and its transition from the field of Economics to that of Political Science will be elaborated. Next, various definitions and meanings of the rational choice will be discussed. The basic assumptions of the rational choice approach with political implication will be followed. Several issues raised by rational choice theory will be followed after this discussion. This paper will suggest some of the main criticisms that have been levied against the rational choice approach. Limited empirical validity of rational choice theory and methodological individualism, which reveals innate problematic nature of the theory, will be discussed. Finally, alternative explanations of individual choice mechanism will sum up this discussion. Before elaborating its theoretical discussion, it is necessary to discuss historical backgrounds of rational choice theory. In the article, â€Å"A Genealogy of Rational Choice: Rationalism, Elitism, and Democracy†, Maloy introduces Skinner’s analysis of behaviorism as fundamental background for the discussion of rational choice theory. He argues that, â€Å"Skinner’s analysis deserves the attention of the recent debates around rational choice ecause it calls attention to the ineluctable ideological features of methodological debate† (Maloy 751). According to Maloy, Skinner could â€Å"clarify the sorts of normative force which attach to empirical theories in social sciences by a close textual analysis of some leading contributions to the behaviorist debate†, which ultimately enables the discussion of rational choice to be furthered applied into different fields of study (Maloy 751). Milton Freidman is another crucial figure that provides profound theoretical base for discussing rational choice theory. In â€Å"The Methodology of Positive Economics†, Friedman argues that people and firms make decisions that can maximize their profit under perfect information. He defended rational choice model by arguing that, â€Å"a theory should be judged by its predictive accuracy, not the realism of its assumptions† (Friedman 10). His argument provides theoretical foundations of rational choice theory in Economics, even though it is often criticized by later scholars because of its weak empirical validity and ceteris paribus nature. While rational choice theory has been dominant paradigm in Economics, it has become â€Å"adapted and adjusted in a number of ways to fit† different fields of study such as Political Science; Maloy explains that â€Å"the distinctiveness of the rational choice approach among political scientists consists, in general terms, in the use of economic models to explain and predict political behavior (Maloy 753). Maloy points out three prominent figures, Arrow, Downs, and Olson as rational choice founders especially in the field of political science. According to Maloy, Arrow’s work focuses on so called, â€Å"collective rationality whose underlying purpose is to measure collective choices using standards normally applied to individual choices (Maloy 753). Down uses Arrow’s collective rationality as the starting point of his study and â€Å"aims to articulate a behavior rule for democratic governments so that they could be included in economic theories of general equilibrium, alongside non-state agents like private firms and consumers (Maloy 754). Finally, Olson’s analysis has taken â€Å"the key elements of Arrow’s and Down’s constructs and applied them to a narrower field†; He argues that â€Å"as long as the service provided by a voluntary association is a public good on which an individual can ride-free, there is no incentive actually to take on the costs associated with joining, membership and participation, unless the marginal contribution of that individual appreciably advances the organizational cause† (Maloy 754). All three choice founders’ works have enabled rational choice theory to be in the central place of political discussion in â€Å"the creative and cross-disciplinary ways† (Maloy 755). By arguing that voting results have no specific social meaning, voting has no individual efficacy, and participation in interest group activity has no special individual efficacy, these rational choice founders could criticize unrealistic and irrational assumptions and norms of traditional democratic system and bring rational choice model to the place of political discussion from the field of Economics (Maloy 755). Rational Choice Theory generally starts with consideration of the choice behavior of individual decision-making units, which in economics are often consumers and firms. The theory suggests that the individual decision-making unit is certain larger group such as buyers or sellers in a particular market. Once individual behavior is set up, the analysis generally moves on to examine how individual choices interact to produce outcomes. Then, what does it mean by arguing that a choice is rational? In rational choice theory it means that an agent’s choices reflect the most preferred possible alternative among given opportunities. In other words, choices must reflect utility maximization. Elinor Ostrom defines rational choice theory as a guide to â€Å"understand humans as self-interested, short-term maximizers† in his work, â€Å"A Behavioral Approach to the Rational Choice Theory of Collective Action† (Ostrom 2). In the article, â€Å"The Political Psychology of Rational Choice Theory†, William H.  Riker also suggests that â€Å"the rational choice model begins with the assumption that actors know what they want and can order their wants transitively† (Riker 25). â€Å"Transitively† here means that an agent of rational choice model can do so called, â€Å"a transitive ordering†; â€Å"To know what one wants requires one to choose the best from among several goals and, failing to attain it, to choose the second best, etc† (Riker 24). This formulation of ordering enables an agent to pursue the best option with given constraints that limit choices he or she can have. In their work, â€Å"Rational Choice Theory†, Coleman and Fararo define rational choice sociologically as they use the term, â€Å"models of purposive action†, rather than rational choice; â€Å"These models rest on the assumption that actors are purposive which means they act in ways that tend to produce beneficial results† (Coleman and Fararo 21). These several definitions point out that choices pursuing utility maximization and outcomes made by these choices are key elements in rational choice theory. Then how is different when rational choice theory is applied into the field of Political Science instead of other fields of study such as Economics and Sociology? According to Riker, Economists’ main concern for rational choice is â€Å"the process and outcomes produced by voluntary exchange, where of course, all participants benefit. On the other hand, â€Å"Politics mainly concerns processes and outcomes produced by group decisions which are practically binding on those who cannot resign from the group. Thus, there can be losers and winners in politics according to Riker’s argument (Riker 24). Although Rational choice theory has long been the dominant paradigm in Economics and other fields of study, it has been subject to vigorous criticism. In â€Å"Pathologies of Rational Choice Theory†, Don Green and Ian Shapiro raises several empirical problems that rational choice theory possess; they â€Å"conclude that a number of methodological deficiencies plague empirical applications of rational choice models. They argue that, â€Å"fundamental and recurrent methodological failings rooted in the universalist aspirations that motivate so much rational choice theorizing† (Freidman 59). According to Green and Shapiro, â€Å"these mistakes stem from a method-driven rather than a problem-driven approach to research, in which practitioners are more eager to vindicate one or another universalist model than to understand and explain actual political outcomes† (Friedman 59). Green and Shapiro’s argument can be summarized into three propositions; â€Å"there is a list of methodological characteristics that are undesirable in an empirical science and are thus to be avoided. † â€Å"Empirical applications of rational choice theory are more likely to commit these mistakes than other types of empirical analysis in political science. â€Å"These pathologies are not due to and historical coincidence, but are rooted in fundamental characteristics of rational choice theory, especially its universalist aspirations and the lack of specificity in the rational actor assumption† (Freidman 60). These propositions suggest that rational choice theory has its empirical limit for testing and predicting actual political outcomes. In detail, Green and Shapiro point out several problems of rational choice theory that possibly undermines the empirical validity of the theory itself. Post hoc theory development† known to statisticians as â€Å"curve fitting† is one of these problems that rational choice theory contains. Green and Shapiro â€Å"contend that rather than formulating bold predictions that are falsifiable by empirical evidence, rational choice theorist tend first to look at the empirical evidence, then design a rational choice model that fits it† (Friedman 5). Another problem raised by Green and Shapiro is rational choice theorists’ engagement in â€Å"arbitrary domain restriction† (Friedman 5). As discussed earlier, certain restrictions or constraints enable â€Å"a transitive ordering† in rational choice theory. Green and Shapiro argue that these constraints and restrictions are defined in ambiguous ways in rational choice model, which ultimately makes the empirical validity of the theory weakened. Green and Shapiro’s examination of the phenomenon of voting behavior is another major example that shows these problems rational choice theory innately possesses. â€Å"In a real-world election with a large electorate, it is instrumentally irrational for anyone to case a ballot, since no single vote has more than an infinitesimal chance of deciding the outcome. Whether one favors selfish or selfless ends, virtually any activity in pursuit of those ends would be more effective than the time spent on voting and on educating oneself about candidates and issues. Yet hundreds of millions of people do vote. For rational choice theory, this would appear to be a gigantic anomaly† (Friedman 6); As noted earlier, rational choice theory presumes that an agent of the model seeks best possible outcomes to maximize his or her utility in given constraints. However, according to Green and Shapiro, in a real-world voting behavior does not confirm this assumption of rational choice theory where voters cast a ballot without having enough time to assess or predict its possible outcome and realizing whether his or her action of voting maximize benefit or not. Another issue raised by Green and Shapiro is free riding problem; While voters can easily pursue a free riding action on the efforts of others to help the cause succeed, there is no need for people to devote resources of time and money to cause desired results. In other words, â€Å"rational choice theory would seem to be refuted not only by people who vote, but by those who contribute small amounts of money to political campaigns, attend rallies, and engage in other forms of collective action designed to secure goals whose achievement is independent of the efforts of any single participant† (Friedman 7). As seen from Green and Shapiro’s founding, most criticisms of rational choice theory seem to be that the assumptions of the theory are not literally and completely true. No model can pass such a test, as all theories abstract from reality in certain way. Determining the empirical validity of a model would therefore seem to involve an examination of both feasibility of assumptions and conformity with real-world data. The most basic assumption of rational choice theory is that the primary unit of analysis is the individual decision-maker. Those who believe that groups are fundamental have criticized this assumption. This issue of so called, â€Å"methodological individualism† are dealt in many contexts in the social sciences. In the book, â€Å"Rational Choice Theory: Advocacy and Critique†, Coleman and Fararo argues that models of purposive action or rational choice model can be useful in explaining and predicting human behavior. They further their argument by saying that â€Å"because the values and beliefs of individuals are shaped primarily by the socializing influences of society, especially as mediated through social relationships with significant other, an understanding of the culture and structure of societies and of the positions of individuals within them is necessary† (Coleman and Fararo 22). According to Coleman and Fararo, major problem for applying rational choice model particularly into Economics and Political Science, in which the primary interest has been in aggregate level outcomes, â€Å"is that the postulate of purposive action has been linked to arbitrary and narrow assumptions about what individuals value and believe† (Coleman Fararo 33). Also the assumption that human behavior is narrowly self-interested and the use of the term rationality to refer to the efficient pursuit of economic benefits has often produced incorrect assumption that rational choice model are innately egoistic; â€Å"that they regard individuals as calculating the expected benefit to themselves of alternative lines of action and acting accordingly (Coleman and Fararo 34). Recent empirical evidences suggest that human beings are capable of acting in ways for the interests of others or the social group above their self-interest, which implies that the assumption of individual’s pursuit of self-interest does not match with reality. Coleman and Fararo further their discussion of this â€Å"methodological individualism† by arguing that a social norm can be one primary example, which refutes the basic assumption of rational choice model. According to Coleman and Fararo, â€Å"When a social norm is know to have been violated, some type of formal or informal sanction will result† (Coleman Fararo 35). Formal sanction like a legal code or a set of rules and informal sanction like a disapproval or social ostracism would affect individual’s choice making process. Therefore, unlike the basic assumption of rational choice model suggests that human behavior is oriented from self-interest, by the effect of social norms and values, individuals can consequently act in altruistic or selfless way for pursuing the interests of groups they are involved in. Because of its limit and problematic nature of rational choice theory, the need for alternative explanation has become necessary for many scholars who criticize the theory. Dennis Chong provides some insights for the possible alternative of rational choice theory in his article, â€Å"Rational Choice Theory’s Mysterious Rivals†. According to Chong, even though Green and Shapiro’s critique against rational choice theory has failed to provide complete form of alternative explanation, there are some theoretical debates and discussions that suggest possible theoretical replacement or revision. Chong argues that, â€Å"Green and Shapiro occasionally allude to the influence of social-psychological and moral factors† such as group loyalties, emotions, political identities, ideology, obligation, and altruism (Friedman 47). As found in Coleman and Fararo’s arguments that institutional or social factors can affect individual’s choice making process, many scholars further their discussion of this social motivation as the alternative of rational choice theory. In his article, â€Å"When Rationality Fails†, Michael Taylor argues that social identification and intrinsic motivation can explain some of significant social phenomenon and collective action that has been ignored by rational choice theory; â€Å"If a person defines herself as a member of a group, or if her membership in a group is made cognitively salient, then she is more likely to observe the group’s norms and cooperate with group members in social dilemmas† (Friedman 230). For intrinsic motivation, Taylor explains that there are some activities that are intrinsically motivating people to be participated such as interesting work, volunteering, and political activities. In this case the activity itself or enjoyment of that activity is the reward for people. When extrinsic rewards like money are introduced, intrinsic motivation would diminish (Friedman 231). By suggesting the concept of social identification and intrinsic motivation, problems of rational choice model for explaining some collective action can be resolved. In this paper, a sense of how rational choice theory works and of its methodological foundations has been introduced. It has also been noticed that rational choice theory is not an ultimate answer. The theory is subject to a number of criticisms, but there is no doubt that its influence in various fields of study have brought tremendous amounts of theoretical debates, and increased the depth of economic, sociological, and political discussions. It is impossible to attain complete knowledge about anything, especially social phenomena. However, it is certain that rational choice approach is one of most crucial theoretical resources for human beings to explore and examine to gain this ultimate answer. It can be useful or misleading, depending on how it is treated. It is responsibility of remaining and future scholars and people to correctly apply and use this theory with open-minded attitude.

The eNotes Blog 6 Books to Read After Youve Aced YourAP

6 Books to Read After Youve Aced YourAP Devils, Ghosts, and a Menagerie of Pets Cramming for the AP has ended, you are well on your way to a relaxing summer, and your brain needs something fun to push that scantron form out of your head. After months of reading disembodied passages and stilted interpretations of said passages, I know I was ready to read something that would excite my imagination- something that mattered. Here are six short stories that will get you geared up for fun summer reading. Don’t let the publication date fool you, these stories are just as clever, witty, and captivating as everything on today’s best seller list. And, if your brain has jumped off the analysis train for the summer, we have some easy-to-read annotations throughout these stories to keep you engaged! 1. The Black Cat The Feline Horror Story Author: Edgar Allen Poe Published: 1843 Reading time: 21 minutes Readability: 9th Grade Enter the mind of a mad, drunk, and vile human being as he eloquently justifies his hatred for a housecat. Seriously. Like many of Poe’s other narrators (see â€Å"The Tell Tale Heart† or â€Å"The Cask of Amontillado†), this one is untrustworthy. He will keep you on your toes as you try to distinguish reality from the narrator’s own twisted truth. Why should you read this? If psychological thrillers fill you with gloomy delight, this story is for you. Poe is a master of atmosphere, irony, and double meanings. While his language can be hard to follow without a thesaurus, the flow of his sentences will suck you into the story and all its horror. Content Notice for animal lovers: The narrator is  explicitly cruel  to cats in this story  Ã°Å¸Ëœ ¦ 2. A Jury of Her Peers The Feminist Murder Mystery Author:  Susan Glaspell Published:  1917 Reading time:  20 minutes Readability:  9th Grade Set in rural Iowa (where Glaspell is actually from), the story follows Martha Hale to the scene of a murder. Minnie Wright, a sweet, fragile girl Martha knew in her childhood, has been accused of murdering her husband, John. Accompanied by her husband, the sheriff, and the sheriff’s wife Mrs. Peters, Mrs. Hale goes to the Wright house to uncover the truth and finds that things are not as they seem to be. Why should you read this? If you love murder mysteries and women sticking it to the man, this is your story. This story explores sexism with its folksy, relatable, and heartbreaking tone. As the women pull back the layers of Minnie’s life and discover the truth of what happened, you will cringe, flinch, rage, and cry. See if you can solve the mystery before Mrs. Hale does. 3. The Lady with the Pet Dog The Seaside Love Story Author:  Anton Chekhov Published:  1903 Reading time:  35 minutes Readability:  8th Grade This is the story of a jaded â€Å"lady-killer’s† path to falling in love. But, before you roll your eyes and move on, this is a different take on what might look like a common tale. Unlike other romantic heroes, Chekhov’s Dmitri does not undergo a remarkable transition or redemption because of his love. Instead, Chekhov presents a realistic figure of a man in love that offers an un-romanticized version of this unconventional relationship. The lack of moral judgement, redemption, or glorification allows the story to focus on the intense love between the two main characters, which in turn makes it the most romantic of love stories.   Ã‚  Ã‚   Why should you read this? For those of you who like forbidden-love stories with a hint of adultery, prepare your tissues. You may not always love Dmitri and his perspective on women and love, but the raw and very realistic portrayal of a couple who are caught off guard by love will make you empathize with them and all of their flaws. Watch how the POV of the narrator changes over the course of the story- its the key to the story’s most bitter-sweet revelation. 4. The Canterville Ghost The Comedic Ghost Story Author:  Oscar Wilde Published:  1887 Reading time:  50 minutes Readability:  12th Grade This is not your typical ghost story. The ghost who haunts the Canterville manner is crotchety, dramatic, and theatrical. But when his antics are thwarted by a very practical American family, his skittish and melancholic nature is comically revealed. Why should you read this? If you love all things absurd and macabre, this one’s for you. Wilde perfectly combines horror with comedy to transform the horror-story villain into a laughable fool. You will experience the same surprise that the ghost feels when the family reacts benignly to headless hauntings, rattling chains, and bloodstained carpets. Though chances are you will laugh rather than throw a ghastly tantrum. 5. The Devil and Tom Walker The Deal-with-the-Devil Legend Author:  Washington Irving Published:  1824 Reading time:  23 minutes Readability:  7th Grade In this classic deal-with-the-devil (Faustian) story, Tom Walker sells his soul for wealth and power in his small Boston town. The devil, or â€Å"Old Scratch,† offers to give Tom access to the treasure of Captain Kidd, a pirate who buried his treasure in the swamp. Driven by greed and amorality, Tom accepts the trade only to discover, far too late, what he’s actually lost. Why should you read this? If you like Lemony Snicket, Doctor Faustus, and urban myths, this one is for you. Irving’s narrator creates reality out of fiction by posing as a researcher relating â€Å"true stories† from 18th-century New England. The fun of this tale is not just the story, but the narrator’s ability to mimic a legend. 6. The Garden Party The Coming of Age Myth Author:  Katherine Mansfield Published:  1922 Reading time:  23 minutes Readability:  9th Grade Young Laura helps her mother set up for an extravagant garden party in New Zealand. When they hear of a neighbor’s unfortunate accident and death, Laura experiences sympathy for the man and is sent down the hill into the dark, ominous neighborhood of the working class to express her family’s condolences. Why should you read this? If you love 1920s dialect and Greek mythology, you will LOVE this story. This story doubles as a retelling of Persephone’s journey to the underworld. Mansfield includes so many subtle and overt references to the myth that you might miss them if you aren’t careful. See if you can catch them all, or use the annotations to appreciate Mansfield’s brilliance. Happy reading!

Museum of modern art essays

Museum of modern art essays Museum of Modern Art, also known as MoMA, was the first museum to devote its collection entirely to the modern movement. The museum was founded in 1929 by three public citizens, Lillie P. Bliss, Mary Quinn Sullivan and Abby Aldrich Rockefeller. The works in the museum collection date from the 1880s to the present day and include many icons of modern and contemporary art. From an initial gift of eight prints and one drawing, the permanent collection has grown to encompass more than 100,000 works in a variety of mediums. The museum is initially located in Manhattan at 53rd street. Due to its growth the museum is currently undergoing major renovation and expansion, thus it has been move to a temporary location at 33rd street in Queens. One Sunday afternoon I went to visit the museum at its Queens location. The building that was once a Swingline staple factory has now turned into a blue collection of thought and expression of the greatest minds. There is a sensation upon entering MoMA QNS. The big blue half block building stands out in the middle of faded factory and industrial buildings. There is no luck waking directly up to the ticket counter. As soon as I enter the museum I come across a set of stairs that leads to the security check. Then a ninety-degree turn lead to a hallway going down and another stairs going up. The hallway leads to the main lobby and the ticket both while the stairs leads to the mezzanine. On the mezzanine it has gift shop and a caf. People are sitting around the round tables, having coffee and discussions among themselves. On the white wall of the hallway, it has various presentations with projection TV. One of them is a clip of a busy street from the street level. Only the part of a cars tire and peoples foot can be seen at a close distance. The biggest one was the projection of a huge aquarium with human shadows enjoying the swimming and scrawling of the fishes. ...

How to Get Your Lesson Plans Done More Quickly

How to Get Your Lesson Plans Done More Quickly Every week teachers spend countless hours scouring the internet for the perfect lesson plan or searching for some inspiration that will lead them to create an amazing lesson for their students. Teachers do this because its their road map, it leads them to what their students will be learning and how they will go about teaching them. Lesson plans not only help a teacher run their classroom and help keep the children focused. Without a detailed lesson plan, the substitute teacher would not know what to do with the students. You would think that in order to create an effective lesson plan that is engaging, addresses students learning objectives, incorporates engaging activities and helps to check for student understanding would take days to create. However, educators have been at this for a very long time and have come up a few tips and secrets that help them get their lesson plans done quick. Here are a few teaching strategies to help you get your lesson planning done faster. 1. Start Lesson Planning Backwards Before you even start to plan your lesson think about what your learning objective is. Think about what you want your students to learn and get out of the lesson. Do you want your students to learn how to count by 10s or be able to write an essay using all of their spelling words? Once you figure out what your overall objective is then you can start thinking about what activity you want the students to do. When you start with your end goal of the lesson, it will help make the lesson planning part go much quicker. Here is an example: The objective for my students is to name all of the food groups and be able to give examples for each group. The lesson students will do in order to complete this objective is going to be to sort foods in an activity called sorting groceries. Students will learn about the five food groups first by looking at a food chart then going into small groups and brainstorming what foods go into each food group. Next, they will receive a paper plate and food cards. Their goal is to place the correct food cards on the paper plate with the correct food group. 2. Download Ready-To-Go Lesson Plans Technology has made it very easy and convenient for teachers to be able to go online and print out already made lesson plans. Some sites offer free lesson plans while others you may have to pay a small fee, nonetheless, it is worth every penny. Once you figure out what your learning objective is, then all you have to do is a quick search for a lesson plan that correlates with your end goal. Teacher Pay Teachers is one site that has many already-made lessons (some free, some you have to pay) as well as Discovery Education where all lessons are free. These are just two of the hundreds of sites that offer lesson plans at your convenience. This site  also has plenty of lesson plans on it as well. 3. Collaborate with Your Fellow Teachers One of the best ways to get your lesson planning done quicker is to collaborate with other teachers. There are a few ways that you can do this, one way is for each teacher to plan for a few subjects, then use the others lessons from your fellow teacher for the subjects that you didnt plan for. For example, lets say that you created a lesson plan for social studies and science for the week, and your colleague created plans for language arts and math. You would both give each other your lesson plans so all you really had to do is only plan for two subjects versus four. Another way that you can collaborate with your colleagues is to have the two classes work together for specific subjects. A great example of this comes from a fourth-grade classroom where the teachers in the school would change classrooms for different subjects. This way each teacher only had to plan for one or two subjects versus all of them. Collaboration makes it so much easier on the teacher and not to mention the students love to work with different students from other classrooms as well. Its a win-win situation for everybody. 4. Theres an App for That Have you ever heard of the expression Theres an app for that? Well, there is an app to help you get your lesson plans done quicker. It is called Planboard and One Note and Lesson Planning to name a few. These are just three of the many apps that are on the market to help teachers create, organize and map out their lesson planning from the convenience of their fingertips. Long gone are the days of handwriting or typing out each and every lesson that you plan on doing, nowadays all you have to do is tap your finger on a screen a few times and you will have your lesson plans done. Well, its not that easy but you get the point. Apps have made it easier for teachers to get their plans done faster. 5. Think Outside of the Box Whoever says that you had to do all of the work yourself? Try thinking outside of the box and have your students help you, invite a guest speaker or go on a field trip. Learning doesnt have to be just creating a lesson plan and following it, it can be whatever it is you want it to be. Here are a few more teacher-tested ideas for thinking outside of the box. Digital field trip.Put on a play.Have students create an activity. In order to be effective, lesson planning does not have to be exhausting and so detailed that you plan out each and every scenario. As long as you list your objectives, create an engaging activity, and know how you will assess your students that is enough.

The unitarist approach to management and organization suggests that Essay

The unitarist approach to management and organization suggests that trades unions are, in Kelly's (1998 2005) terms, 'manage - Essay Example This was necessary because good industrial relations were needed. As the big businesses required more labour force, conflicts between managers and workers as well as between the workers increased. According to Alan Fox (1985), three crucial frames were of use to solve management conflicts between workers and managers- pluralist, unitarist and radical. The unitarist approach believes in formation of an integrated and harmonious organization. It is seen as a happy family with one goal, viewing conflicts as failure. The pluralist approach incorporates stakeholders in an organization since they have different visions and interests, with a view that conflicts cannot not be avoided. Diversity in opinions lead to choices taken for the best system with focus on the profit delivered in business. According to Kelly’s (1988; 2005), the unitarist approach to management and organization suggests that trades unions are ‘managers of discontent’. The Effect of Unitary Management Most successful companies studied in human resource model have proved to be of non-union origin. These companies apply sophisticated Human Resources Management techniques that target individual employees (Fernie and Metcalf 2005). This complies with Alan Fox’s assumption for workers with common interests, as well as the managers and stakeholders. All parties do not belong to any union and humanistic approach to conflict resolution focuses on the individual. Frederick Winslaw Taylor instituted a new management philosophy of job specialization for his Bethlehem Steel Company in the 1890’s. According to the philosophy, incentives were introduced so that employees could be motivated. The incentives were given based on production achieved. This approach began the scientific management movement. It ensured that cooperation between workers was enhanced. This principle probably applied the basics of unitary approach since it focused on the common interest of employees, manager s and stakeholders. The outcome was great. There were positive changes in efficiency, production and company earnings that triggered redundancy since few workers were needed to achieve equal production. Redundancy meant low cost of production, low prices for commodities that would increase demand for products. Profit for the company would also increase. Taylor proved that with the increase in productivity and efficiency, more goods are produced at a lower cost of production and resources. According to the scientific management that used unitary basics, both parties gained. The company registered more profit from increased sales and revenue, as the purchasing power of the society increased. How to Eliminate the negative Impact of Conflict Conflict is a negative force which the unitary system believes that should be avoided. According to the Unitary approach, a unitary method of managing industrial relations will do away with the negative impacts of conflict. The bottom line issues in the causes of conflicts are the distribution of wealth and power. The employers’ interest in wages is completely different from those of the employees. Employees seek to minimize costs and will always seek to reduce the wages of employees. At the same time, the employers need the workers so that they can record profits. When managers misuse their powers by poor working environment, the workers retaliate. This retaliation causes conflicts in industrial relati

For presentaition Essay Example | Topics and Well Written Essays - 250 words

For presentaition - Essay Example For this man, music and dating girls was very closely connected. As he got older, his tastes did change and he found that his desire to buy records changed as well. By the time he was in his 20’s, he felt that records were more for kids, not adults. By this time he was married and had a family, so most of his media consumption switched to radio. He remembers that he has a small transistor radio that he would listen to at work. I would pick-up a local radio station that played a lot of country and western music, so he started to enjoy this type of music more, especially Johnny Cash and Roy Orbison. The radio also became his main source of hearing news reports. He said that he rarely had time to sit down to read the newspaper while his kids were at home, so he would listen to news over his transistor radio. He still remembered the first car he had that had a radio. He said that that was a very big, exciting purchase for him. I was amazed at how little he had to do with television. He says that it had never appealed to him, even in the early days when everyone was going crazy for it. He said, â€Å"There wasn’t anything worth watching on television fifty years ago and the last time I checked, nothing has changed!† Even though he is less active now, he still chooses to listen to the radio instead of watching television, only now he listens to radio stations over the

Management Accounting Assignment Example | Topics and Well Written Essays - 1000 words - 3

Management Accounting - Assignment Example At this moment, the strategies that are to be applied in this case are related to the performance of the company are no longer connected to the profitability of the company (Shaffer, 23). Thus, as the strategy to compare overhead costs and overall productivity of the company, it is clear that the company is operating at net loss and strategies should aim at reducing the burden on operating losses. Thus, a strategy to increase performance would consider cutting back on losses an improvement plan. Following the calculations below, the performance of the company depends on the use of available resources in the production of pipes. Based on the cost of raw material and the units produced it is clear that non-overhead costs remained the same at $0.15 considering 10,000,000 feet of pipe costing $1,500,000 and/or 6,000,000 feet costing $900,000. If the company is to trade the new batch of pipes at $0.35, then the company would be gaining $0.1 as profit for every foot of pipe sold. Based on the table below, decreasing the price of the pipes would be the best decision for the company to cut back on losses and acquire an economies of scale strategy. There are various levels of costs involved in the case of Riverside Hotel. These involve fixed, variable, and sunk costs. In terms of the fixed costs, all overhead costs are fixed and include the cost of acquiring the equipment for preparing meals, the premises, power, and heat. Specifically, one of the fixed overhead costs include the price of the oven which is priced at $20,000. On the other hand, non-overhead costs include the price of the salad which is $1 and the prime rib which costs $7. The fixed price of the prime rib and the salad make up the cost of materials. However, for every meal made, the used ingredients add up to the final price. In this case, the price of making dinner using the prime rib and salad is fixed at $8 assuming that there is no labor, equipment, and power

Should taking photos be allowed everywhere Essay

Should taking photos be allowed everywhere - Essay Example Individuals often take photos for different reasons and in different avenues; however, issues may arise regarding where individuals decides to take their photos for various reasons that include privacy or security reasons. On another note, society today is liberal and this puts into question why people should be denied the liberty to take photos where they like. Taking photos needs to be allowed everywhere since this will allow individuals to relive their best memories on planet earth. This is especially important for those taking photos as a leisure, to commemorate a particular event or as a profession for instance photo journalism. In the contemporary world, photography has become part and parcel the working class, the youth and families who wants a piece of past events to keep as a souvenir. In industrialized nations such as the United States, United Kingdom and Japan are more attracted to tourism as a way of spending their vocation. In order to keep the memories of the areas that they visit as a tourist, taking photos is important for such tourists. This allows the tourists take back home part of the regions that they visit during their vocations. When back home such photos give some sense of satisfaction regarding how a person spent his vacation, this is often shaped with workmates or friends back home. The workplace is often hectic for professionals and vacations exist to help individuals to take a leave from the work environment. However, instead of resting home, these individuals often prefer to spend their vacation in a way that they will remember for a longer period. This has led to the establishment of vacation sites across the world. The scenes at these sites are often fascinating and tourists want to remember such sites by taking photos. On the other hand, photos hold a special place for families and in terms of remembering lifetime events such as

Statement of Purpose. Doctoral program in Education Leadership, Essay

Statement of Purpose. Doctoral program in Education Leadership, Management and Policy at your school (Seton Hall University) - Essay Example The doctoral program will provide me with an opportunity to learn more about higher education and prepare me to be a senior level college administrator. I have had several educational and life fulfilling opportunities to work with many administrators to help contribute to the field. Due to the nature of this program; I believe it will provide me with an opportunity to continue to be a catalyst not only within higher education, but my community as well. In addition, this program will help me further my understanding of first generation Saudi college students’ expectations and knowledge about college prior to enrolling in their respective institutions by participating in pre-college programs. I feel that the program provides the right balance of advanced coursework and research. I believe the Ed.D. in Education Leadership, Management and Policy will combine my interests between business administration and Education Leadership, Management and Policy. I am convinced that by my research in this field, I will be able to learn in depth the concepts of Leadership techniques, Organizational Behavior and Organizational Development and would like to explore new methods in improving the present policies and procedures being used in organizations. This will be a good experience and will be very beneficial to my career. My professional goals are intellectual enrichment, an absolute understanding of the trends in this field and to put to good use my knowledge to help those in need and to effectively contribute to the profession. I would like to be a leadership consultant someday.

Should taking photos be allowed everywhere Essay

Should taking photos be allowed everywhere - Essay Example Individuals often take photos for different reasons and in different avenues; however, issues may arise regarding where individuals decides to take their photos for various reasons that include privacy or security reasons. On another note, society today is liberal and this puts into question why people should be denied the liberty to take photos where they like. Taking photos needs to be allowed everywhere since this will allow individuals to relive their best memories on planet earth. This is especially important for those taking photos as a leisure, to commemorate a particular event or as a profession for instance photo journalism. In the contemporary world, photography has become part and parcel the working class, the youth and families who wants a piece of past events to keep as a souvenir. In industrialized nations such as the United States, United Kingdom and Japan are more attracted to tourism as a way of spending their vocation. In order to keep the memories of the areas that they visit as a tourist, taking photos is important for such tourists. This allows the tourists take back home part of the regions that they visit during their vocations. When back home such photos give some sense of satisfaction regarding how a person spent his vacation, this is often shaped with workmates or friends back home. The workplace is often hectic for professionals and vacations exist to help individuals to take a leave from the work environment. However, instead of resting home, these individuals often prefer to spend their vacation in a way that they will remember for a longer period. This has led to the establishment of vacation sites across the world. The scenes at these sites are often fascinating and tourists want to remember such sites by taking photos. On the other hand, photos hold a special place for families and in terms of remembering lifetime events such as

Electronic positioning system (marine navigational radar) Essay

Electronic positioning system (marine navigational radar) - Essay Example This effect can be observed when a person shouts in a valley. The sound waves travel to the nearby mountains and get reflected. The person thus hears back his own voice. The time taken by the sound waves to return back depends upon the distance between the persons and the mountains. The similar concept is applied in RADAR. Here radio waves are emitted by the RADAR which travel in all directions. If an object comes in the way of these waves they get reflected back with the speed of light and detected by the RADAR. By knowing the time elapsed between sending and receiving back the waves, the position of the object can be determined by calculating the distance the wave has travelled. Now in order to calculate the speed of an object the concept of Doppler shift plays its role. When a wave is reflected by a moving object its nature depends upon the movement of that object. If the object is moving towards the source of the wave, then the pitch of the wave will be higher than if it is moving away from it. This can be observed in case of a car blowing its horn. When a moving car approaches a person the horn seems to be louder and when it moves away it become s somewhat fainter. Knowing the pitch of the sound wave the speed of the car can be detected. This principle is applied in case of RADAR where a radio wave is used instead of a sound wave. The pitch of the reflected radio wave determines the speed and the direction of motion of the object. Combining the Echo and Doppler Shift, we can exactly determine the position, speed and direction of motion of an object in the sea with the help of a Navigational RADAR. Components of Marine Navigational RADAR There are five main components of a Marine Navigational RADAR. Transmitter Modulator Antenna Receiver Indicator 1. Transmitter A transmitter is a device which transmits radio waves into the air. These waves are generated inside the RADAR. 2. Modulator It allows waves to be omitted as pulses (Integrated Publishing, n.d.). 3. Antenna An antenna is used to give direction to the radio waves being transmitted. These waves are sent as 'beams'. The antenna is always in rotating condition so that the whole of the area is covered. 4. Receiver It receives back the reflected waves from the objects and converts the information into usable data (Integrated Publishing, n.d.). 5. Indicator It is a device on which the received information is plotted. It shows the position of the object in the form of a mark on a screen. The standard indicator that is used mainly is known as Plan Position Indicator (PPI). It

The Walt Disney Company and Pixar Inc. Essay Example for Free

The Walt Disney Company and Pixar Inc. Essay To Acquire or Not to Acquire? In November 2005, Robert Iger, the newly appointed CEO of the Walt Disney Company, eagerly awaited the box office results of Chicken Little, the company’s second computer-generated (CG) feature film. He knew that, for Disney as a whole to be successful, he had to get the animation business right, particularly the new CG technology that was rapidly supplanting hand-drawn animation.1 Yet the company had been reliant on a contract with animation studio Pixar, which had produced hits such as Toy Story and Finding Nemo, for most of its recent animated film revenue. And the co-production agreement, brokered during the tenure of his predecessor, Michael Eisner, was set to expire in 2006 after the release of Cars, the fifth movie in the five-picture deal. Unfortunately, contract renewal negotiations between Steve Jobs, CEO of Pixar, and Eisner had broken down in 2004 amid reports of personal conflict. When he assumed his new role, Iger reopened the lines of communication between the companies. In fact, he had just struck a deal with Jobs to sell Disneyowned, ABC-produced television shows—such as â€Å"Desperate Housewives†Ã¢â‚¬â€through Apple’s iTunes Music Store.2 Iger knew that a deal with Pixar was possible; it was just a question of what that deal would look like. Did it make the most sense for Disney to simply buy Pixar? Walt Disney Feature Animation Walt Disney Feature Animation began with the production of Snow White and the Seven Dwarfs in 1934. Toys and memorabilia based on the movie’s characters were stocked in stores such as Woolworth’s around the film’s release, a move that became a trademark of Disney’s strategy. After many early successes, the animation division struggled for decades after Walt Disney’s death but  was rejuvenated with the arrival of Michael Eisner, as well as Jeffrey Katzenberg as chairman of Walt Disney Studios, in 1984. Under them, the studio produced a string of hit films that included The Little Mermaid and Beauty and the Beast, up to the enormous success of 1994’s The Lion King, which alone generated over $1 billion in net income for the company. The Walt Disney Company and Pixar Inc.: To Acquire or Not to Acquire? Eisner believed in making clear who was good at their job, and who was not so good, and wanted to give control to leaders who had a sense of judgment about creativity and business. Seventy-five percent of the time, he was able to find a director who had these skills and wanted to work on a particular movie; the rest of the time directors would be told to â€Å"just do it.†6 Katzenberg, who was known for his grueling work ethic and passion for animation, made it his personal mission to bring the studio back to its former glory. He supervised every aspect of the studio’s films. According to one former Disney executive, â€Å"Jeffrey is the sheep dog and the wolf. He’s the sheep dog guarding us, and the wolf hunting us.†7 Katzenberg was credited with hammering out the storytelling of each film and ensuring that each film had a moral resonance. He also brought on external talent to each movie, such as Elton John, who contributed songs for The Lion King. Recent Box Office Performance After The Lion King in 1994, every Disney-produced animated film fell below expectations (see Exhibit 1). When asked in 1997 about the division’s disappointing performance, Eisner replied, â€Å"I don’t think people quite understand our company. We have many avenues to make money from one of our animated films. The video revenues from one of our films are large, the consumer products huge.† Some of the same features that observers credited for Disney Animations’ success—large staff, large budgets, and lots of time—were also blamed for its demise. Disney Animation had just 275 employees in 1988; about 950 in 1994 for the release of The Lion King; and 2,200 at its peak in 1999.9 Competition for animators in the 1990s also caused salaries, which accounted for 80% of each film’s cost, to balloon, with top animators’ pay rising from $125,000 in 1994 to $550,000 in 1999.10 And these pay increases affected employees across the board. In 1994, Eisner refused to promote Katzenberg to president of the company, prompting his swift departure. The absence of Katzenberg, who was generally considered to be the studio’s creative force, struck many as the cause of the decline. As one commentator noted, â€Å"the company’s once-invincible animation studio has fallen on hard times since studio chief Jeffrey Katzenberg left.†11 In 1997, Katzenberg, along with Steven Spielberg and David Geffen, started rival animation studio DreamWorks. According to reports, in the years that followed, DreamWorks attempted to lure away some of Disney’s best animators. Joe Roth, former chairman of 20th Century Fox, became chairman of Walt Disney Studios after Katzenberg’s departure. In charge for six years, he focused the studio’s energy on live action films.13 Peter Schneider, former head of Disney Animation, took over in 2000 after Roth left. Schneider’s goal was to deliver â€Å"emotional, thematic stories.†14 He worked solely with established Disney directors and producers and relied on his younger development staff to broker deals with up-and-coming filmmakers, in contrast to the hands-on deal-making style of his predecessors, Katzenberg and Roth.15 The product development group assigned directors for each animated movie. In the late 1990s, Disney set up a â€Å"Secret Lab† in an old Lockheed plant near Burbank Airport as a response to the growing popularity of three-dimensional (3D) CG films. The group’s first CG project was the costly Dinosaur, which was released in 2000 to a strong opening weekend, but which ultimately disappointed at the box office. The Lab was shuttered in 2001 after Roy Disney viewed and rejected the second project underway, Wildlife, which he thought was packed with adult themes and strayed too far from Disney’s family-friendly brand offering. Disney then focused its animation efforts on traditional two-dimensional (2D) projects  such as 2001’s Atlantis: The Lost Empire.16 In 2002, under new feature-animation chief Thomas Schumacher, Disney embarked on an aggressive cost-cutting mission. Lilo Stitch, the first movie made in the new environment, cost about $80 million to make, versus $150 million for the 1999 Tarzan. Instead of 573 animators crafting 170,000 individual drawings, a crew of 208 rendered 130,000 drawings.17 Cost-cutting efforts took Disney’s animation department from its high to around 1,100 in 2003. At that point, as rival studios, such as News Corp.’s 20th Century Fox, exited the market, salaries slid precipitously. The market rate for the animator who brought home $550,000 in 1994 was half as much by the early 2000s.18 Apart from omitting redundancies, Disney Animation kept costs down by cutting corners where it could, in ways that were imperceptible to audiences. For example, the group eliminated things such as the number of characters seen in each frame or the amount of motion in the background.19 The televisionanimation unit also produced very low-cost films, like The Tigger Movie, which could make money with only $45 million in box office receipts, since the production cost was kept down to $15 million.20 In 2003, Disney Studios finally set up its own CG animation department. However, many staff members needed to be retrained in the new technology, which cost Disney money, heightened tension, and depressed morale within the studio. Disney decided to slow production on its animated films to give the staff more time to work on them and hammer out the story lines. American Dog and Rapunzel Unbraided, the second and third releases after Chicken Little, were both pushed back.21 Throughout this period, Disney came to rely on revenue and characters produced by its partner, Pixar. Between 1998 and 2004, Pixar CG movies contributed a total of more than $3.5 billion to Disney Studio revenues, and more than $1.2 billion to Disney’s operating income (Exhibits 2 and 2a). Pixar’s contribution represented 10% of revenue and over 60% of total operating income over the period. In 2005, Disney even set up a group known as Circle 7 to produce sequels to Pixar movies. The 40-person staff working on Toy Story 3 in March 2005 grew to 160 people during the followi ng year. Movie Economics While box office revenues from the theatrical release were the typical  measure of a movie’s success, financial success actually came from other revenue streams generated by the movie. By 2005, such sources included home video sales (originally on cassette tapes, but increasingly on DVD); payper-view and video-on-demand on cable channels; television showings, whether on free channels, such as NBC and CBS, or on cable channels; merchandise sales including toys, apparel, books, etc.; and video games and other electronic uses of the characters (see Exhibit 3). By 2005, the largest of these revenue sources was not theatrical box office but home video. Because character-related sales had such a long tail, revenue for a hit animated movie would come in over many years—up to decades for classic movies that were re-released theatrically and in home video form. Given the longevity of a great movie, film libraries were valuable assets. DreamWorks’ film library, for example, was about to be sold to Paramount for $900 million.23 Sequels to successful movies were another important source of revenue. The sequels to Toy Story, Shrek, and Ice Age, for example, generated between 30% and 90% more box office revenue than the originals. Once a character had been established, the existence of a built-in audience for subsequent  movies reduced marketing costs. Successful sequels would also extend the life of the original movie, particularly for animated features that appealed to successive generations of young children. Pixar Inc. Pixar was unusual among movie studios in generating a succession of box office hits. Its first five full-length films each grossed over $350 million.24 Steve Jobs said, â€Å"Everybody has tried to break into the animation market since Snow White was released in 1937. So far, only two companies  have ever produced a blockbuster production grossing more than $100 million, Disney and Pixar.†25 Pixar’s animation broke from the traditional model because the company did not use hand drawings but rather 3D computer-generated models. In 2D traditional animation, frames comprised hand-drawn cels, which required the skills of hundreds of people working for two to three years. Traditional animation constricted artists’ flexibility, too—if a change needed to be made to a character or scene, all subsequent frames had to be changed. Three-dimensional CG, on the other hand, used mathematical models to redraw each cel and mimic camera angles in ways that traditional an imation could not. Pixar used its own proprietary computer animation technology to generate incredibly lifelike 3D images and backgrounds, although CG still could not quite make human characters look perfectly realistic. Said Jobs, â€Å"We have 10 years of proprietary software systems that you cannot buy anything close to in the marketplace. You have to build them yourself.†26 Pixar’s technology allowed animators to manipulate hundreds of motion control points within a single character, to reuse animated images, and to edit easily.27 These technologies enabled Pixar to make animated films faster than its competitors and at a fraction of their cost. For example, the company made Toy Story with just 110 staff members, who spent the time saved on animation to focus on story and character development, as well as fine-tuning visual details. History Pixar traced its origins to the University of Utah in the 1970s, where a young Edwin Catmull studied computer science in a program renowned for creating the new field of computer graphics. Around the same time, Alexander Schure, president of New York Institute of Technology (NYIT), hired a team of animators to make a film version of â€Å"Tubby the Tuba,† a children’s record. Frustrated by the limitations of hand-drawn animation, Schure flew to the University of Utah, where he met and recruited Catmull to work at the Institute. Catmull and his hand-picked team spent four years at NYIT, where they made inroads into the field despite never producing the Tubby the Tuba movie. In 1979, George Lucas approached Catmull’s team with an offer to work on special effects for Lucasfilm, producer of the wildly successful Star Wars and Indiana Jones franchises. While working there in the early 1980s, Catmull met John Lasseter at a computer graphics conference and the two became friends. Lasseter, a young animator from Disney, had studied at California Institute of the Arts with the likes of Tim Burton. Skilled in art as a young boy, Lasseter read a book on the art of animation and Disney during his freshman year of high school and realized what he wanted to do with his life. After graduation, he joined the ranks at Disney and worked on Mickey’s Christmas Carol. He commented, â€Å"I felt that Disney was, at the time, doing the same old thing. They had reached a certain plateau technically and artistically with, I think, 101 Dalmatians, and then everything had been kind of the same ever since then, with a glimmer of characters or sequences that were special.†30 In 1984, Lasseter went to Lucasfilm’s computer division under Catmull. In 1986, Steve Jobs—who had left Apple Computer the year before—bought the Lucasfilm computer business, then called Pixar, for $10 million.31 Initially, Jobs intended Pixar to be a computer hardware and software company. He spent the next several years subsidizing the company to the tune of nearly $50 million from his personal funds. When the graphics computers did not sell, Jobs cut a third of Pixar’s staff in 1991 and left only the animation division.32 Jobs said, â€Å"If I knew in 1986 how much it was going to cost to keep Pixar going, I doubt if I would have bought the company. The problem was, for many years the cost of the computers required to make animation we could sell was tremendously high. Only in the past few years has the price come down to the point that it makes business sense† (see Exhibits 4 and 4a).33 Software Pixar initially developed three proprietary technologies: RenderMan, Marionette, and Ringmaster. In 1989, the company released RenderMan, a software system that applied texture and color to 3-D objects and was used for visual effects. Pixar used RenderMan itself and sold it to Disney, Lucasfilm, Sony, and DreamWorks, which used it to create effects like the dinosaurs in Jurassic Park. The program served as Pixar’s main source of revenue during the company’s early years. As of 2005, it had developed special effects for 100 films, and 44 of the last 47 movies that won the Oscar in visual effects had used RenderMan. In 2001, Catmull, along with two other Pixar scientists, won an Oscar for RenderMan and its advancements to the field of motion picture rendering. Marionette, the primary software tool for Pixar animators, was designed specifically for character animation and articulation, compared with other animation software that was designed to address product design and special effects. Ringmaster was a production management system used to track internal projects and served as the overarching system to coordinate and sequence the animation, tracking the vast amount of data employed in a three-dimensional animated film.

Determination of Unknown Salt Experiment

Determination of Unknown Salt Experiment Siar Azizi Introduction: Cold packs or medical cold packs are made and used in a variety of different ways. Cold packs are typically used in regards of medical treatment. Many athletes used cold packs to heal from any injuries. Furthermore, cold packs are used to keep medications cool for a given period, such medications include vaccinations. Cold packs contain a liquid inside, in most cases its water. In addition the water is mixed with a salt, which allows the cold pack to stay cool. The mixture that occurs between the salt and the water causes an endothermic reaction, which means that heat is absorbed. Due to the heat absorption, the temperature of the solution will decrease substantially. The cold pack experiment lab allowed us, the students, to apply theories learned in class to actual real life experiments; such experiments prepare us for future tasks the will be put forth to determine. Our main trajectory through this assignment was to determine what our unknown salt was, through experimental analysis. The main purpose of this lab was for us to determine what the given unknown salt is. For this experiment, my group and I were given unknown salt 7. Information recognized before starting the lab, were the materials needed, background information on the math required to determine the unknown(s). In addition, other background sources before starting the experiment included having previous knowledge of chemical formulas, understanding concepts learned throughout class and how a calorimetry works. Furthermore in order to determine how to complete the lab, we needed information upon how to properly keep the temperature of the water from decreasing or increasing, and this required that we needed to know what an insulator is and how to use it. To base a conclusion on what the unknown variables are, we needed to determine how to start and complete this experiment. To being with, we completed this activity by taking two of the three foam cups and placing them into each other. The foam cup inside the other cup will hold our water, while the other acts as an insulator, to prevent heat from escaping. Secondly, we used a graduated cylinder and measured 25.0-ml of water into it and put the water into the cup. After that we place the third cup, over the other two (acts like a cover) and put the thermometer through the top of the cup (This helps us determine the temperature of the water). Lastly, we measured the 3.0grams of our unknown salt and placed that into the water, letting it dissolve, and measured the temperature. The theories that needed to be taken into account for to help complete the lab, includes determine the heat capacity, q=mcà ¢Ã‹â€ Ã¢â‚¬  T. Other theories that we will also need to take into account for include, determine enthalpy, determining the change in temperature, and determining the percentage yield. In order to determine the enthalpy, the equation needed to be used is à ¢Ã‹â€ Ã¢â‚¬  H=-q. The equation used to determine change in temperature and percentage yield are, à ¢Ã‹â€ Ã¢â‚¬  T= T1 – T2 and Percent error= Theoretical yield-Actual yield x100. Theoretical As you read on, every equation will be examined and explained on what they mean and how they will be used. Brain, Marshall , and Sara Elliot. How Refrigerators Work.HowStuffWorks. N.p., n.d. Web. 13 Apr. 2014. Materials: The materials required in order completing the lab included goggles/eye wear; this will help prevent any type of harmful substances that we worked with from damaging your eyes. Three Styrofoam cups, the cups helps make an insulator and create the calorimeter. The thermometer was required in order to determine the temperature of both the water and the unknown salt. A weighing boat was also another source of material needed, in order to place 3.0grams of our salt. In addition, a scoopula and a scale were needed to help us determine the exact measurements of the unknown salt needed. Water was required to dissolve our salt into and measure the temperature of. A 100ml graduated cylinder was used to determine the accurate quantity of water required. Our unknown salt was another source of material given by our teacher, and this allowed us to complete the experiment. Other materials needed in order to complete the lab included paper towels. Procedure: In order to determine what our unknown salt is, we needed to make a guideline of the steps required to determine it. The procedure of our lab is: Gather all equipment/ materials to start procedure. Weigh the weighing boat, record the weight. Place 3.0 grams of our unknown salt 7 Take two of the three foam cups and place them within each other to create an insulator from preventing heat to escape or cold air from entering. Take the 100-mL graduated cylinder and measure 25.0mL of water. Take the 25mL of water and place it in the two foam cups Cut the third Styrofoam cup to fit the top of the first two cups. Make a hole, place thermometer in the calorimeter Read the temperature of water record it. Remove thermometer, add 3.0grams of unknown salt into the calorimeter. Let the salt dissolve and determine the temperature, by placing the thermometer through the top of the third cup. Before measuring the temperature, shake the cup to insure the unknown salt reacted/ dissolved completely. Determine the temperature and record results. Dispose of waste, clean the equipment and restart for the remaining two trials. Observations and Results: Before beginning the calculations for the lab, we need to determine what possible equation we will have to use. Equations: à ¢Ã‹â€ Ã¢â‚¬  T= T2 – T1 The equation above is the change in temperature, represented by delta (à ¢Ã‹â€ Ã¢â‚¬  ), which is the second temperature recorded subtracted by the first temperature recorded (T2 – T1). Q=mcà ¢Ã‹â€ Ã¢â‚¬  T The equation above allows us to determine the q, which is the quantity of heat transferred, which equals the mass (m), multiplied by the specific heat capacity (c), and multiplied by the change in temperature (à ¢Ã‹â€ Ã¢â‚¬  T=T2 – T1 ). à ¢Ã‹â€ Ã¢â‚¬  H=-q The equation above allows us to solve for the à ¢Ã‹â€ Ã¢â‚¬  H system. Once we determined the quantity of heat transferred, by using the equation q=mcà ¢Ã‹â€ Ã¢â‚¬  T, we can determine delta h by either replacing the q with mcà ¢Ã‹â€ Ã¢â‚¬  T, or place the result of q in the equation. Average Enthalpy= Trail 1+Trail 2+Trail 3 3 The equation above gives us the average enthalpy for the number of trails that was conducted by our group. We add up all the Enthalpy of all trials and divide it by 3, to give the average. Percent error= Theoretical yield-Actual yield x100 Theoretical This equation allows us to determine the percentage error of our results. After calculating for our enthalpy, we can take the theoretical yield, found on page 347, table 1 in our textbook, we can subtract is by the actual yield. After determining the value of that, we divide it by the theoretical value and multiply it all by 100%. With the recording of all our data obtained from doing the experiment, we were able to form a chart for all three procedures and mathematically determine what the unknown salt was. Weighing Boat=1.81 Grams Temperature of water and unknown salt obtained from three trails Table 1: Temperature results and Change in temperature of water through three trails. From this chart above, we can see that we completed three trails to determine the exact value of the unknown salt, and to determine what the unknown salt is. In addition, we recorded our temperatures of the water before the salt was added (T1) and after the salt was added (T2). From that point we calculated the change in the temperature for each trail, with the equation, à ¢Ã‹â€ Ã¢â‚¬  H=T2 – T1. Heat capacity and enthalpy of unknown salt for three trials Table 2: Enthalpy and heat capacity of unknown salt 7 for three trials. The chart above shows the heat capacity and enthalpy of the unknown salt from three different tests conducted. We determined the heat capacity using the equation q=mcà ¢Ã‹â€ Ã¢â‚¬  T and the enthalpy using mà ¢Ã‹â€ Ã¢â‚¬  H=q. The calculations for determine the results are shown below: Calculations: Note: 1mL is 1 gram. (M=dV, mass= density (1.00grams/mL) x volume (mL)) Trail 1: Q=mcà ¢Ã‹â€ Ã¢â‚¬  T mà ¢Ã‹â€ Ã¢â‚¬  H=-(q) Q= (25g) (4.18J/goC) (-8oC) (3.00g) à ¢Ã‹â€ Ã¢â‚¬  H=-(-0.836KJ) Q= -836J à ¢Ã‹â€ Ã¢â‚¬  H=0.836KJ/3.00g à ¢Ã‹â€ Ã¢â‚¬  H=0.279KJ/g Trail 2: Q=mcà ¢Ã‹â€ Ã¢â‚¬  T mà ¢Ã‹â€ Ã¢â‚¬  H=-(q) Q= (25g) (4.18J/goC) (-7oC) (3.00g) à ¢Ã‹â€ Ã¢â‚¬  H=-(-0.7315KJ) Q= -731.5J à ¢Ã‹â€ Ã¢â‚¬  H=0.7315JK/3.00g Q= -0.7315KJ à ¢Ã‹â€ Ã¢â‚¬  H=0.2438KJ/g Trail 3: Q=mcà ¢Ã‹â€ Ã¢â‚¬  Tmà ¢Ã‹â€ Ã¢â‚¬  H=-(q) Q= (25g) (4.18J/goC) (-7oC) (3.00g) à ¢Ã‹â€ Ã¢â‚¬  H=-(-0.7315KJ) Q=-731.5J à ¢Ã‹â€ Ã¢â‚¬  H=0.7315KJ/3.00g Q=-0.7315KJ à ¢Ã‹â€ Ã¢â‚¬  H=0.2438KJ/g Average Enthalpy: Avg Enthalpy= Trail 1+ Trail 2+ Trail 3 3 Avg Enthalpy= (0.279KJ/g) (0.2438KJ/g) (0.2438KJ/g) 3 Avg Enthalpy= 0.256KJ/g After determining our average enthalpy, we can determine what compound it is. Going into our textbook, onto page 347 and taking a look at table 1, we are given a list of compounds. The nearest compound our enthalpy is at is ammonium chloride. Ammonium chloride has an enthalpy of 0.277kj/g and we got an enthalpy of 0.256kj/g. using our knowledge based on rounding, we rounded up and made a conclusion stating that our compound was in fact ammonium chloride. Percentage Yield: Percent error= Theoretical yield-Actual yield x100 Theoretical Percent error= 0.277KJ/g – 0.256KJ/gx100 0.277KJ/g Percent error= 7.58% Therefore, the percentage error of our results was 7.58% Discussion: Throughout the cold pack experiment not all our results were accurate. Our results weren’t as accurate because we stumbled upon some errors while completing the lab. One error that we encountered while completing this experiment and one that had an impact on our final results was the way our calorimeter was created. Through the experiment we were to assume that the calorimeter would create an isolated and insulated system, but in truth it didn’t. As we proceeded through the experiment of putting the water into our calorimeter, there was a possible moment when there was a transfer of heat in between the Styrofoam cups and the solution, in our case unknown salt 7. The stage when there may have been a transfer of heat, was not taken into account and this could of have caused an increase or a decrease in the temperature of our solution. As we already know that the reaction was endothermic and since it’s endothermic the solution absorbed the heat, from the cups and re action. Such an error would cause a change in the temperatures of our solution to either increase or decrease. The result of this error had a medium impact on our final results. This was a medium impact because it not only affected our solution, but also the measurements we took. Resolutions to possibly prevent this error from occurring includes, taking account that the temperature may increase or decrease due to that fact it isn’t an actual isolated system. Another solution can include using different materials that would insulate the solution better. Our second source of error was taking the measurements of the water and measuring the accurate temperature of the water. When taking the measurements of the temperature of both the water and solution, there could have been an error from what we saw and what we wrote. Furthermore, since we don’t know whether the thermometer was actually inside the water, it could have not been touching it which in turn gave us the wrong results. An example could include is when taking the temperature of the water, the thermometer could have read 22oC and we could have seen it as 23oC or24oC. The result of this error had a medium effect on our data and due to this effect, our enthalpy wasn’t as accurate, and didn’t exactly match the ones in the textbook. When measuring the amount of water required dispensing in the calorimeter we need to use a graduated cylinder for accurate measurements. The cylinder was to give us the accurate measurement of whether we had exactly 25ml of water o r not. The error in this measurement was for us to check with if it was exactly 25ml, and this may have resulted in either something less than 25ml or more than 25ml. The impact the source of error had on our final result was medium. The impact was medium because even though it did affect our final results, it didn’t affect it by a lot. It hadn’t affected our results by a large quantity because the difference between the solution we were supposed to get and the one we had, had a small margin of differences. The last source of error, that we hadn’t taken account for throughout the process of completing the experimental lab, may have had an impact on our final results. This error that affected our results was the fact that our unknown salt 7, was exposed to air for a periodic time. Due to a fact that the salt was exposed to air, it may have resulted in some of the salt reacting with the atmosphere. Due to this error, our results could have been incorrect because when massing the 3.0 grams, it could have reacted with the atmosphere, giving us 0.10 off, such as 2.90grams. This may not affect the results by a lot, but there would still be an effect on it. Another example of our results being affected by this includes that since some of our unknown salt reacted, when we measured the temperature it could have actually been either lower or higher than what we actually expected. For example, if the salt wasn’t exposed to the atmosphere we could have got a temperature of 18oC, but i nstead due to the fact it was exposed we got 20oC. The affect this had on our results and solution is a medium result. This is a medium result because if some of the unknown salt reacted, it would have been in such a small quantity, that it wouldn’t have a large effect on our results. Possible solutions from stopping this problem from occurring includes, either keeping the salt in an isolated room, put a tad more of the unknown salt in the water, just to counter act for the ones that reacted. In the mixed of completing the lab, we stumbled upon a mistake with determining the unknown salt. The mistake had an impact on final answer and wasn’t taken into account that it may possible have an effect on our final solution. The mistake that may have been encountered includes that our unknown source of salt, when added into the water, may have not dissolved properly. This resulted in the reaction not taking place to dissolve the entire product, which may have affected the temperature that was measured. Due to the fact that the salt wasn’t dissolved and it didn’t participate in the reaction, the temperature we may have taken could have been only the waters temperature. This source of error had a large effect on our solution because we had no way of determining whether it dissolved or not, without tampering the solution. Furthermore, due to the fact of the error, we may have been given the wrong temperature of the solution that in turn gave us the incorrect res ults for the enthalpy. In accordance, not only will we have been given the incorrect enthalpy, but the results were affected as well. In order to prevent this source of error from occurring again, what I could do is, while the unknown salt is in the water, I could stir it to dissolve properly; another method can include is to shake the calorimeter to dissolve the salt. When shaking it, I would hold it from the top to prevent heat transfer from my hand and the water. Diagram 1: From the diagram we can see the calorimeter being constructed and the final result is over on the right. I would hold the middle of the calorimeter and spin it around to better dissolve the unknown salt. DoChem 095 Heat of Solution of Magnesium.DoChem 095 Heat of Solution of Magnesium. N.p., n.d. Web. 10 Apr. 2014. Conclusion: In conclusion, this experiment allowed us, the students, to use theories learned in class to real life applications, or real life applications that we will soon encounter. The lab better prepared us for what may be expected in the future, and allowed us to determine different factors that affected our results in more than one possible way. The cold pack experiment lab that was conducted by my group and I, had resulted in us facing errors such as measurement errors, errors including the calorimeter and errors including our unknown salt. These errors were recorded and explained to better help us prevent it from occurring again. By following the correct procedure and having the correct materials required, we were able to determine the final enthalpy. That allowed us to determine what our unknown salt was, which was ammonium chloride. Bibliography: DoChem 095 Heat of Solution of Magnesium.DoChem 095 Heat of Solution of Magnesium. N.P., n.d. Web. 10 Apr. 2014. Brain, Marshall , and Sara Elliot. How Refrigerators Work.HowStuffWorks. N.p., n.d. Web. 13 Apr. 2014. Kessel, Hans Van. The Bohr Atomic Theory.Nelson Chemistry 12. Toronto: Thomson Nelson, 2003. 174-76. Print.

Adolescent Girls :: essays research papers

This study examined the perceived role of three types of sociocultural agents (peers, parents, and media) in influencing body dissatisfaction and dietary restraint in adolescent girls. Participants were 577 grade 10 girls from six schools who completed questionnaires in class and had height and weight measured. Two path analyses resulted in a similar pattern. While current body size strongly predicted ideal body size and body dissatisfaction, perceived influence of multiple sociocultural agents regarding thinness also had a direct relationship with body ideal and dissatisfaction. Dietary restraint was predicted directly from body dissatisfaction and sociocultural influences. Peers, parents, and media varied in their perceived influence. The findings support the idea that those girls who show the most body dissatisfaction and dietary restraint live in a subculture supporting a thin ideal and encouraging dieting. Body concerns and/or dieting behaviors are reported by mast adolescent girls (Paxton et at, 1991; Wadden, Forster, Stunkard, & Linowitz, 1989; Wertheim, Paxton, Maude, Gibbons, Szmulker, & Hillier, 1992). Although body concerns may lead to healthy eating choices and exercise in some girls, many others diet despite already being a healthy weight or report using unhealthy methods such as fasting or vomiting (Paxton et al., 1991; Wadden et al., 1989; Wertheim et al., 1992). These latter behaviors are of concern since longitudinal studies suggest that dieting in adolescence is a risk factor for the development of eating disorder symptoms (Killen et al., 1994; Leon, Fulkerson, Perry, & Early-Zaid, 1995; Patton, Johnson-Sabine, Wood, Mann, & Wakeling, 1990). Most theories of dieting, body image, and eating disorders assign a major role to sociocultural factors (Levine & Smolak, 1992; Stice, 1994), such as the media. There has been a trend in the media, over several decades, for smaller ideal female body size despite increases in the actual body size of young women (O'Dea, 1995). These findings have led to the idea that body dissatisfaction results from the discrepancy between a female's actual body size and an ideal size strongly influenced by images in the media. Indeed, larger girls (those farthest from media ideals) report more dieting and body dissatisfaction, and many normal-weight girls also diet and report dissatisfaction (Huon, 1994; Patton et al., 1990; Paxton et al., 1991; Wadden et al.

Prescription Drug Abuse and Addiction

These medications are prescribed by a physician and purchased at a pharmacy to treat cute or chronic pain (Byrne, Lander, & Ferris, 2009). Description Prescription Drug misuse and abuse affects all members of society to include the rich and famous, homemakers, physicians, executives, teachers, the young and the elderly. The fact that the medications are self-administered substances prescribed to treat acute or chronic conditions contributes to the increased Incidence of Dalton (Wolfed, Appear, & DuPont, 2011).There are some factors that affect the rated of prescription drug abuse such as older people and women are less likely to abuse drugs (Weaver, & Jarvis, 2010). However adults that range In age thirty- five to forty-four have the highest drug abuse rates as wells as residences of the Southern and Western regions of the US (CDC, 2008). Rationale Everyday increasing amounts of the patients seek treatment in the emergency departments across the Valley of the Sun. These patients are actively seeking prescription painkillers.Some of the patients have legitimate pain issues but most do not. Many of the high emergency room utilizes are treated in over four different hospital emergency departments per week. Many have been caught altering, or forging prescriptions. Patients give explanations such as their medication was lost, stolen, or the pharmacist did not give the correct amount of drugs for the Increased frequency of the need for refills (Wilfred, Appear, & DuPont, 2011). There are increased incidences of identity theft and patients using aliases to obtain prescriptions.