VALCANOES Essay Example For Students

VALCANOES Essay Volcano This paper will define and discuss the volcano to include: types of volcanoes, formation of a volcano, and elements of a volcano; such as, lava, rock fragments, and gas. This paper also tells a little bit about volcanic activity in different parts of the world. What is a volcano? A volcano is a vent in the earth from which molten rock and gas erupt. The molten rock that erupts from the volcano forms a hill or mountain around the vent. The lava may flow out as a viscous liquid or it may explode from the vent as solid or liquid particles. Kinds of Volcanic Materials Three basic materials that may erupt from a volcano are; 1. lava, 2. rock fragments, and 3. gas. Lava Lava is the name for magma that has been released onto the Earths surface. When lava comes to the Earths surface, it is red hot and may have temperatures of more than 2012 degrees Fahrenheit. We will write a custom essay on VALCANOES specifically for you for only $16.38 $13.9/page Order now Fluid lava flows swiftly down a volcanos slopes. Sticky lava flows more slowly. As the lava cools, it may harden into many different formations. Highly fluid lava hardens into smooth, folded sheets of rock called pahoehoe. Stickier lava cools into rough, jagged sheets of rock called aa. Pahoehoe and aa cover large areas of Hawaii, where the terms originated. The stickiest lava forms flows of boulders and rubble called block flows. It may also form mounds of lava called domes. Other lava formations are spatter cones and lava tubes. Spatter cones are steep hills that can get up to 100 feet high. They build up from the spatter of geyser-like eruptions of thick lava. Lava tubes are tunnels formed from fluid lava. As the lava flows, its exterior covering cools and hardens. But the lava below continues to flow. After the flowing lava drains away, it leaves a tunnel. Rock Fragments Rock fragment are usually called tephra and are formed from sticky magma. This magma is so sticky that its gas can not easily escape when the magma approaches the surface or central vent. Finally, the trapped gas builds up so much pressure that it blasts the magma into fragments. Tephra consists of volcanic dust, volcanic ash, and volcanic bombs, (from smallest to largest size particle). Volcanic dust consists of particles less than one one-hundredth inch in diameter. Volcanic dust can be carried for great distances. In 1883, the eruption of Krakatau in Indonesia shot dust 17 miles into the air. The dust was carried around the Earth several times and produced brilliant red sunsets in many parts of the world. Some scientists assume large quantities of volcanic dust can affect the climate by reducing the amount of sunlight that reaches the Earth. Volcanic ash is made up of fragments less than one fifth inch in diameter. Nearly all volcanic ash falls to the surface and becomes welded together as rock called volcanic tuff. Sometimes, volcanic ash combines with water in a stream and forms a boiling mudflow. Mudflows may speeds up to 60 miles per hour and can be remarkably shattering. Volcanic bombs are large fragments. Most of them range from the size of a baseball to the size of a basketball. The largest bombs can measure up to more than four feet across and weigh up to 100 short tons. Small volcanic bombs are generally called cinders. Gas Gas pours out of volcanoes in large quantities during almost all eruptions. The gas is made up particularly of steam, but may also include carbon dioxide, nitrogen, sulfur dioxide, and other gases. Most of the steam comes from a volcanos magma, but some steam may also be produced when rising magma heats water in the ground. Volcanic gas carries a large sum of volcanic dust. .u9ca939d45e78e60286d2a8d01bd126fc , .u9ca939d45e78e60286d2a8d01bd126fc .postImageUrl , .u9ca939d45e78e60286d2a8d01bd126fc .centered-text-area { min-height: 80px; position: relative; } .u9ca939d45e78e60286d2a8d01bd126fc , .u9ca939d45e78e60286d2a8d01bd126fc:hover , .u9ca939d45e78e60286d2a8d01bd126fc:visited , .u9ca939d45e78e60286d2a8d01bd126fc:active { border:0!important; } .u9ca939d45e78e60286d2a8d01bd126fc .clearfix:after { content: ""; display: table; clear: both; } .u9ca939d45e78e60286d2a8d01bd126fc { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .u9ca939d45e78e60286d2a8d01bd126fc:active , .u9ca939d45e78e60286d2a8d01bd126fc:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u9ca939d45e78e60286d2a8d01bd126fc .centered-text-area { width: 100%; position: relative ; } .u9ca939d45e78e60286d2a8d01bd126fc .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u9ca939d45e78e60286d2a8d01bd126fc .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u9ca939d45e78e60286d2a8d01bd126fc .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .u9ca939d45e78e60286d2a8d01bd126fc:hover .ctaButton { background-color: #34495E!important; } .u9ca939d45e78e60286d2a8d01bd126fc .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u9ca939d45e78e60286d2a8d01bd126fc .u9ca939d45e78e60286d2a8d01bd126fc-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u9ca939d45e78e60286d2a8d01bd126fc:after { content: ""; display: block; clear: both; } READ: Professional Wrestling Essay This alliance of gas and dust looks like black smoke Types of Volcanoes The magmas that are the most liquefied erupt quietly and flow from the vent to form sloping shield volcanoes, a name that is conceived because they look like the shields of ancient German warriors. The lava that flows from shield volcanoes is usually only one to ten meters thick, but the lava may extend for great distances away from the vent. The volcanoes of Hawaii and Iceland are typical shield volcanoes. Magma with high gas contents and high viscosities are usually more explosive than the lava that flows from shield volcanoes. This gas-rich lava in many occurrences is blown very high into the air during an eruption. The magma falls as volcanic bombs, which accumulate around the vent and form steep-sided but relatively small cinder cones. volcanic bombs range in size from fine-grained ash to house-size blocks. Cinder cones most commonly consist of volcanic fragments any where from ash to small- pebble size which is less than three centimeters in diameter. Most of the tallest volcanoes are composite volcanoes, which are also called stratovolcanoes. These form a cycle of quiet eruptions of fluid lava followed by explosive eruptions of viscous lava. The fluid lava creates an erosion resistant shell over the explosive debris, which forms, strong, steep-sided volcanic cones. In the past, giant eruptions of extremely fluent basaltic lava from extensive systems of fissures in the Earth have occurred. These series of eruptions formed large plateaus of basaltic lava. In India, the Deccan basalts cover 260,000 square kilometers, and in Oregon and Washington the Columbia Plateau basalts cover approximately 130,000 square kilometers. No eruptions of this extent have ever been observed during historical times. Even more voluminous accumulations of basaltic lava, nevertheless, are currently being formed at the mid-ocean ridges. How a volcano is formed The Beginning A volcano begins as lava inside the Earth. This lava is created from extreme temperatures in the Earths interior. Most magma forms 50 to 100 miles beneath the Earths surface. Some magma develops at depths of 15 to 30 miles below the Earths surface. The magma, which is now filled with gas from combining with the other rock inside the Earth, progressively rises toward the Earths surface because it is less dense than the solid rock around it. As the magma rises, it melts gaps in the surrounding rock and forms a large room as close as two miles to the surface. The magma room that is formed is the reservoir from which volcanic materials erupt. The Eruption The gas-filled lava in the reservoir is now under great pressure from the weight of the solid rock around it. the pressure causes the gas to blast or melt a channel in a fractured or weakened part of the rock. The magma now moves through the channel to the surface. When the magma gets near the surface, the gas in the magma is released. The gas and magma blast out an opening called the central vent. Most of the lava and other volcanic materials then erupt through this vent. The materials gradually pile up around the vent, and form a volcanic mountain, or a volcano. After the eruption stops, a bowllike crater usually forms at the top of the volcano. The vent lies at the bottom of the crater. Once a volcano has formed, not all the lava from later eruptions reaches the surface through the central vent. As the magma rises, some of it may break through the channel wall and branch out into smaller channels in the rock. The magma in these channels may escape through a vent made in the side of the volcano, or it may rest below the surface. Volcanoes are very wondrous and amazing. .u96da93c2aaa94e91001dbb46c3d030a7 , .u96da93c2aaa94e91001dbb46c3d030a7 .postImageUrl , .u96da93c2aaa94e91001dbb46c3d030a7 .centered-text-area { min-height: 80px; position: relative; } .u96da93c2aaa94e91001dbb46c3d030a7 , .u96da93c2aaa94e91001dbb46c3d030a7:hover , .u96da93c2aaa94e91001dbb46c3d030a7:visited , .u96da93c2aaa94e91001dbb46c3d030a7:active { border:0!important; } .u96da93c2aaa94e91001dbb46c3d030a7 .clearfix:after { content: ""; display: table; clear: both; } .u96da93c2aaa94e91001dbb46c3d030a7 { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .u96da93c2aaa94e91001dbb46c3d030a7:active , .u96da93c2aaa94e91001dbb46c3d030a7:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u96da93c2aaa94e91001dbb46c3d030a7 .centered-text-area { width: 100%; position: relative ; } .u96da93c2aaa94e91001dbb46c3d030a7 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u96da93c2aaa94e91001dbb46c3d030a7 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u96da93c2aaa94e91001dbb46c3d030a7 .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .u96da93c2aaa94e91001dbb46c3d030a7:hover .ctaButton { background-color: #34495E!important; } .u96da93c2aaa94e91001dbb46c3d030a7 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u96da93c2aaa94e91001dbb46c3d030a7 .u96da93c2aaa94e91001dbb46c3d030a7-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u96da93c2aaa94e91001dbb46c3d030a7:after { content: ""; display: block; clear: both; } READ: The Importance of Voting Essay They are one of the most destructive and one of the most beautiful things on this Earth. They contain gas, lava, and tunnels that go many miles into the Earth. They can form new islands or gigantic mountains. The materials that volcanoes erupt can help scientists understand about the inner Earth. Bibliography Bullard, Fred M. Volcanoes of the Earth. Austin: University of Texas Press, 1962. Decker, Robert and Barbara. Volcanoes. San Francisco: W.H. Freeman and company, 1981. Decker, Robert and Barbara. Volcanoes. New York: W.H. Freeman and company, 1981. Macdonald, Gordon A. Volcanoes. New Jersey: Prentice-Hall, inc. , 1972. Volcano, The World Book Encyclopedia, 1993, Volume 20, pages 438-440.

Object Permanence Example Essays

Object Permanence Example Essays Object Permanence Example Paper Object Permanence Example Paper Essay Topic: Invisible Man The development of object permanence in infancy The study of developmental psychology plays a very significant role in understanding the physical and psychological changes encountered in humans, from conception until adulthood and even death. In infants, several characteristics abound, which are either innate or need to be learnt for the survival of the child as growth proceeds. Gradually, certain changes are observed in the infant as she improves upon her basic skills and conceptual development. These changes are particularly very rapid and involve several variations in behavioural patterns within very short periods. In order to understand the changes, several developmental psychologists have done some important research with a view to understanding the otherwise complicated stage of infancy in humans. Prominent in this study of the child and her development, is Jean Piaget, a Swiss developmental psychologist whose works have been a pivot around which other research into developmental psychology have revolved. Jean Piaget was renowned for his theory of cognitive development, which is grouped into four stages of sensorimotor, preoperational, concrete operational and formal operational. This paper however sets out to discuss a very important phenomenon in Piagets sensorimotor stage of cognitive development, which is object permanence. It refers to the childs ability to understand that objects exist independently from the child. A child who possesses this ability is able to understand the fact that objects continue to exist even if they are not within her immediate sight (Jean Piaget, 2003). However, certain characteristics abound, which precede the attainment of object permanence in infants. Prominent among these is the solid basis of action. In other words, action is the most striking characteristic of human thinking during the sensorimotor stage of cognitive development (Bukatko and Daehler, 2003, p. 274). At the earliest period of this stage, that is, prior to one month, the infants movements occur as a result of reflex activities and not deliberate actions. The concept of object permanence at this stage therefore, is non-existent in the infant. Repetition of behaviours in later months such as nipple sucking and crawling however generates a feedback, which result in another action and another one. Gradually, the infant understands her actions better and is able to use them to generate more goal oriented actions with anticipated results, other than was the case with the reflex, which is more accidental than deliberate. She is then able to differentiate herself from things around her and learns more about them. This significant achievement is known as means-end behaviour (Bukatko and Daehler, 2003, p. 273). It is a very important basis for the development and eventual acquisition of object permanence. The concept of object permanence is a very significant feat in the development of the infant at the sensorimotor stage; therefore, it is studied in its six sub-stages. These sub-stages however reveal distinct features in the development of object permanence. The first of the sub-stages is that of early reflexes. It characterises the period between the birth of a child and when she is one month old. Actions around this time are highly reflexive and the child does not understand the fact that objects still exist on their own when they are no longer in sight. The reflex actions are usually motivated by a biological need, for example, hunger motivates the infant to suck from her mothers breast without being taught (Jean Piaget, 2003). The child between the ages of one month and four is in the second sub-stage of the sensorimotor stage. This sub-stage is referred to as the primary circular reaction stage. It is when the child is only interested in her body and nothing external to her body seems to be of any great significance. At this stage, the child repeats a behaviour, which produces interesting results centered on her body only. As such, the infant conforms to the saying, out of sight, out of mind. An infant of three months, whose toy is taken away, does not go in search of it even if it is only placed behind her and not somewhere far away. As long as the toy is not within her immediate view, it is no longer of any significance as it is consequently forgotten like it never existed. Infants at this stage, just like the reflex stage, therefore, also lack the object concept. The third sub-stage is the genesis of the object permanence phenomenon. It is referred to as the secondary circular reactions stage and is a sub-stage of children between the ages of four and eight months. During this phase of development, there is a gradual development of the object concept whereby partially hidden objects are searched and retrieved by the infant after it has been seen and partially covered from her. At this stage, the infant begins to integrate more with her environment and not just herself and behaviours are repeated, just like in the previous stage. In other words, the infant repeats behaviours, which are external and not necessarily part of her. This ability to separate self from the external environment thus allows for the acquisition of object permanence, which is still at its early stages. The precedence necessary for object permanence at this stage is that the infant sees an object first before she is tested for the concept. If her toy is taken away and hidden partially, an infant at this stage is able to follow the sequence of events and sees a part of it, which then becomes a good clue to the discovery of the hidden object. If there is no part of the toy in view and the infant never saw the toy taken away or drop, it would however still not be possible to go in search of it at this stage. Consequently, the infant at eight months of age commences the stage whereby, the co-ordination of actions is now possible. This stage lasts till she is twelve months old and involves a combination of several events aimed at co-ordination. Activities at this stage include grasping an object with one hand and trying to grasp another with the other hand. Prior to this stage, this action of co-ordination would have been impossible for the infant. The form which object permanence takes in this phase of the development is such that is possible for the infant to search for a completely hidden object and not a partially hidden one like the example with the secondary circular reactions stage. The infant, who had seen an object earlier on, has the ability to search for it when it has been completely hidden beyond view. This is not so with the secondary stage whereby there needs to be a clue, like, a part of the hidden object in order for it to be searched for. The problem at this stage can be referred to as the A Not-B error. Though she is able to search for a completely hidden object, the infant however has not developed the object concept fully and can only search where the object had been initially and no other place; even if she saw it moved to the new location. Furthermore, the infant progresses in the sensorimotor stage of cognitive development by attaining the tertiary circular reactions stage of cognitive development. Here, she tries to experiment with different actions in order to achieve the same result. For example, an infant at this stage would drop a spoon at first, then a fork later in order to listen to their sound. It is characterised by the ability of the infant to follow visible displacements of an object. If an object has been moved from one room to another, an infant at this stage follows the movement in search of the object in the other room. It is however very important that the infant sees that the object has been moved to another room in order to initiate the search due to the displacement. The age range of children in this group is twelve and eighteen months. The most important event necessary for them is that they see the displacement take place, in order to be able to trace it. They are therefore said to possess the ability to follow visible displacement of an object. Object permanence is a gradual process in the development of an infant, which is not achieved in a short while but develops with time. As discussed in preceding paragraphs, it begins gradually at about five months though at its very early stages. The final sub-stage of the sensorimotor phase of development however corresponds to the full development of object permanence in children. It is referred to as the stage of invention of new means through mental combinations (Bukatko and Daehler, 2003, p. 273). This is the period when the child is between the ages of eighteen months and twenty-four months. At the end of this stage of development, the development of the concept of object permanence is completed in most infants. This stage of development is also characterized by the infants ability to imitate peers and members of her family. She is also at this point in time, able to think through potential solutions to little problems. It is this ability to think through that grants her the distinction compared to children of the last stage of tertiary circular reactions. Unlike children in the previous stage, those of this stage of development are able to follow invisible displacements of an object. A toy which has been removed from one room and placed in another, just as was the case in tertiary circular reactions can also be followed and searched for in the new location. The difference however is that, while infants of the previous stage have to see the toy moved to another location for follow-up, those of this stage already know fully that the toy can exist on its own, therefore, they are capable of making efforts to search for it in another location. A child is then assumed to have had a full development of the concept of object permanence. This stage thus concludes the sensorimotor stage of the cognitive development theory of Jean Piaget. Though widely regarded to as a renowned psychologist and founder of developmental psychology, Piagets work in the field has also been widely criticised over the years. He has often been criticised to have underestimated the abilities of young children in his developmental theory. In an experiment by Renee Baillargeon (1987), it was suggested that children possess the concept of object permanence to a better extent than that suggested by Piaget. This experiment was carried out on four-month olds, who behaved as if they understood that an object continued to exist even when it was concealed by a screen. At first, they were made to observe a screen that rotated back and forth over repeated trials, eventually showing habituation of visual fixation to this display. Next, a box was placed behind the screen, which was initially visible when the screen was flat against the table. As the screen rotated away from the child however, the box became hidden from view, hence the introduction of the possible event and impossible event conditions. In the possible event condition, the screen stopped moving at the point where it hit the box and in the impossible event, the box was removed and the screen passed through the space the box would have occupied. Habituation experiments would suggest that the infants would look longer at the possible event rather than the impossible one. However, Baillargeon observed that the infants looked longer at the impossible event, drawn in by the fact that the screen was moving through the space where the box should have been (Bukatko and Daehler, 2003, pp. 279-280). Consequently, object concept was proposed for these four-year-olds, quite different from Piagets proposal. Piaget suggests that the first real notions of object permanence begin at about eight months, when the infant can go in search of an object, which is completely hidden, provided she had seen it before. Baillargeon however also observed that six-and -a half months old children would reach in the dark for an object which they had seen previously (Renee Baillargeon, 1987). This is also different from what Piaget suggests at that stage of development because, objects in the dark can be regarded as totally hidden, yet the child still reaches out to them. Developmental psychology has therefore come of age, with new discoveries, theories and concepts, making significant impacts. The contribution of Baillargeon on the concept of object permanence therefore remains quite significant, without any bias about the existing concept by Piaget. As far as the object concept is concerned, the ages attributed to the development of these developmental concepts such as object permanence remain a controversial issue. Piagets work and consequent theory, though remain the bedrock of advancement in developmental psychology, significant contributions and discoveries such as Baillargeons will continue to go a long way in improving existing knowledge of the child.

Assimilation - Voiced and Unvoiced French Sounds

Assimilation - Voiced and Unvoiced French Sounds Assimilation is a pronunciation phenomenon which causes consonant sounds to change according to the sounds that surround them. More specifically, assimilation occurs when voiced and unvoiced sounds are combined. Because it can be difficult to pronounce voiced and unvoiced sounds together, one or the other is assimilated: either a normally voiced consonant becomes unvoiced or a normally unvoiced consonant becomes voiced.Voicing - La Sonorità ©Voiced sounds (les sons sonores) occur when the vocal cords vibrate, while unvoiced consonants (les consonnes sourdes) are pronounced without vibrating the vocal cords. To understand the difference, place your hand on your Adams apple and say D and T. You should feel your vocal cords vibrate with the first sound but not the second.The voiced French consonants and sounds are B, D, G, J, L, M, N, R, V, Z, and all vowels.The unvoiced French consonant sounds are CH, F, K, P, S, and T.All unvoiced consonants have a voiced equivalent; i.e., the pairs are pronounced in the same place in the mouth/throat but the first is unvoiced while the second is voiced: CH - JF - VK - GP - BS - ZT - D Assimilation absent [ap sa(n)]obturation [uhp tu ra syo(n)] mà ©decin exact seconde is pronounced [seu go(n)d] rather than [seu ko(n)d].

BUSINESS FUNCTIONS & PROCESSES Essay Example | Topics and Well Written Essays - 2750 words

BUSINESS FUNCTIONS & PROCESSES - Essay Example 57). In some cases, the concept of share price performance has been thought to be another important tool used in assessing the success of a company. However, it is important to understand that the success of a business organisation is often the sum total of all the different business process and functions (Chroneer, Johansson &Malmstrom 2015, p. 95). In this understanding, business managers are supposed to ensure that they create functional teams in their respective organizations in order to harmonize the different efforts to cause a general uniform success and achievement of the business goals and objectives. In many companies and other business organizations, success often means effective performance of the share price or simply general profitability. The process of comparing profitability in the industry among different firms is often aimed at establishing profitable companies in order to undertake the comparison process. However, this approach is not always the best because different companies and business organizations do not particular comparators because the respective business mix lacks similarity (Sedek 2012, p. 509). It goes without mention that in general, the success of the organization’s different organisation is the main point of concern when it comes to assessing the overall success of the firm. It is therefore this kind of understanding that this paper draws its main source of concern, examining the contribution made by the human resource department in its compensation role towards ensuring that the business creates and consolidates on its market share. Baldwin & Wilkinson (2000), explains that in every organisation, effective management of people and resources is an important process that is thought to be the core of its success (57). Whether businesses have the department in charge of people management or not, there will always be a person charged with ensuring that the welfare of staff is

Preliminary Analysis Essay Example | Topics and Well Written Essays - 750 words

Preliminary Analysis - Essay Example n which recorded sounds could be listened to by this time before the invention of other modern and finally digital technologies that are currently used. Even though this device was used in the late 1970s as well as in the early 1980s, it traces its invention to the early years. The idea of the phonograph was first seen in the year 1857 when the scholar (Noll, 12). Edouard-Leon Scott who invented the phonoautographs. However, it is important to note that this technology was very limited during this time and hence was not exploited appropriately. It is important to note that this product could only create the visual images of sound (Noll, 12). It is therefore important to note that the idea of phonographs originated as early as a century but was not exploited due to limitations in the technology until the year 1877. The principle of recording and reproducing sound using this technology was however first demonstrated in the year 1877 by Edison Thomas (Bellies). It is this time that the scholar demonstrated first phonograph in the world. The first invention that was developed by Edison was done while he was experimenting while working with a telegraph transmitter. During the time Edison was looking at the telegraphs with an intention of improving its efficiency, he realized that there was. He was interested in the noise that the tape produced since the tape produced some noise that resembles that of a spoken word. He therefore argued that in case he played it at a little bit high speed it may produce even higher and better sounds (Bellies). Through the several experiments that he conducted, he realized that it was possible to read as well as record sounds using the telephone diaphragm ad hence he unleashed what had been difficult for many scientist to understand for over very long time. Since this was the first instrument that could capture and record the sounds during this time, Edison actually became an international figure. Phonograph was identified s the

Morality of Abortion Essay Example for Free

Morality of Abortion Essay Introduction In this paper, I will argue that abortion is morally acceptable in certain situations. In defending this argument I will include the reason behind my decision, and I will provide an alternate example using the same general principle. After explaining my principle I will give clarity to two arguments that may be presented by others. Finally, I will conclude by describing any changes that I have made to my general principle. II. Argument 1.) If a person is in a situation in which she can prevent an individual from living a life of pain and suffering, then it is morally acceptable for her to do so. 2. ) In cases in which a mother is in a situation in which she can prevent her unborn child from living a life of pain and suffering, by having an abortion 3. ) Therefore, in this cases it is morally acceptable for a mother to have an abortion. III. Explanation Rule one states â€Å"an argument is good for you if and only if all of the premises are reasonable for you to believe. † For this rule I will use a similar situation with the same general principle. If Allison is a situation in which her favorite dog severely breaks his leg and can not be repaired, then it is morally acceptable for her to euthanize the dog. In this example it is morally acceptable to euthanize the dog because the dog will not be able to walk again and will suffer because it will not be able to move. Therefore, if a person is in a situation in which she can prevent an individual from living a life of pain and suffering, then it is morally acceptable for her to do so. The second and third premise state that (1) In a case where a mother is in a situation in which she can prevent her unborn child from living a life of pain and suffering, by having an abortion (2) Therefore, it is morally acceptable for a mother to have an abortion. In explaining my argument I will give an example that supports the second and third premise. If a mother is in a situation in which she becomes aware that her unborn child has an extremely painful and incurable disease called Epidermolysis Bullosa, EB. This disease causes skin to blister on the slightest touch. many infants that are born with this disease are are con? ned to wearing bandages at all times and can not even with stand their own parents touching them. In this case then it is ok for that mother to have an abortion. This act is ok because if the child is born with a disease that is incurable and painful then that child will be in will suffer for their whole lifetime and in many cases live a very short life. Therefore if a mother is in a situation in which she is able to prevent her unborn child from living a life of pain and suffering then it is morally acceptable for her to have an abortion. Rule two states that the argument must have a pattern such that if the premises are true, then the conclusion must follow. 1. ) If P, then Q 2. ) P 3. ) Therefore, Q 1. ) If P (a person is in a situation in which she can prevent an individual from living a life of pain and suffering), then Q (it is morally acceptable for her to do so. ) 2. ) P (In a case where a mother is in a situation in which she can prevent her unborn child from living a life of pain and suffering, by having an abortion), 3.) Therefore, Q (in some cases it is morally acceptable for a mother to have an abortion. ) IV. Objection An objection that may arise from premise one is that if a person is in a situation in which they sacri? ce their own life to prevent pain and suffering of another individual, then it is not morally acceptable for them to do so. An example of this is if Peter is in a situation in which he can take the place of a person in solitary con? nement, which causes psychological pain and suffering, it is not morally acceptable for him to do so. It is not morally acceptable because although the individual is suffering they knowingly participated in the act that resulted in the pain and suffering. This example expresses a violation of rule two because the argument does not follow a pattern in which the conclusion follows. Another objection that may arise from premise one is if a mother is in a situation in which she can violate the right to life of another person, the fetus, and the fetus is not threatening the mothers life, then it is morally wrong for the mother to violate the fetus’ right to life. My response to this argument is that although the mother’s life is not in danger by having the fetus, after the fetus is born they will live a short and extremely difficult life. This example is a violation of rule two because the premises are not reasonable to believe. V. Conclusion When thinking about the situation previously stated in the paper, I thought about the many options that could be presented when confronted with information, such as the fetus has an incurable and highly painful disease. By weighing the pros and cons of each principle I was able to construct my principle that was stated above. While writing this paper I have changed my general principle by adding the word â€Å"suffering. † By adding this one word I believe that it changes the argument by including another aspect that can make a life unbearable. When ? rst thinking about the reasoning behind my paper I thought about all view points that I could take, but I was able to stay true to my original belief of pro-choice by creating an argument that supports one aspect of the abortion debate.

Philosophy Statement :: Education Teaching Teachers Essays

Philosophy Statement Education is the window to the world. It can be possibly described as the eyes, the ears, the heart and the soul of every person who has entered a classroom. Why is education important? For me, it is important because it helps develop a student intellectually, socially, and emotionally. It encompasses a wide range of talents that is essential to the every day world. Education is a universal concept due to the fact that it is widely available to every child in the United State. However, that does not make education a success for every child. Ultimately, the success rate of education rests with a child’s teacher and that is what should motivate every teacher in the classroom. As a teacher, I plan to motivate my students using the following philosophies if essentialism, existentialism, and progressivism. The following use of these philosophies in my classroom can result in a positive and enlightening atmosphere in the intermediate and secondary level classrooms. Essentialism backs up the traditional role of teaching that many students will experience in the intermediate or secondary English classroom. I am a firm believer in this philosophy because it has been tried and tested throughout the years. In fact, it is the main philosophy that my teachers used in the classroom. I believe that all students come with a basic knowledge but need guidance from teachers. In fact, teachers are the core center of education in the essentialist classroom and they need to direct students in the areas of math, science, literature, English, foreign language, and history. As an English teacher, I plan to use essentialism in teaching the basic skills of grammar and writing and choosing appropriate literature that I believe will help students as they further their education. Also, the choice of literature will help students develop morally and socially. The nest philosophy that I plan to use is centered on the idea of existentialism because it focuses on a student-centered classroom. I believe that students should have a voice in their classroom and I plan to be democratic and allow students a limited amount of freedom and free will. In light of this philosophy, I plan to allow students freedom in selecting literature and the decision to evaluate their progress through book reports, presentations, and group work.

Change models Essay

Scenario Planning: Supplementing Traditional Strategic Planning It is clear the rate of change in today’s work environments has been aggravating with more emphasis nowadays on smaller teams, incremental and rapid delivery, faster payback, and frequent project status reporting. This acceleration has instigated uncertainty that forced organisations to start supporting their strategic planning with a longer term perspective of planning called scenario planning or scenario thinking/analysis. Scenario †¦ Read More A Simple Method to Split a WordPress Post into Multiple Pages One of the most effective ways to increase the number of page views and decrease the bounce rate of your site is by splitting your long posts into several pages. In the first part of the article, you will learn in 2 steps how to split a post in WordPress using the codex function wp_link_pages() and the tag. In the second †¦ Read More Boosting Your WordPress Site’s Performance By Enabling GZIP Compression Ever heard of GZIP? It is a simple software application that compresses/decompresses files based on an algorithm named DEFLATE. It works by finding similar strings in a text file and replacing them temporarily to make the overall file size smaller which would drastically improve the performance of your website. The algorithm perfectly works with CSS and HTML filetypes which typically †¦ Read More Improving Quality of Project Estimation It is clear that estimating a project is important for the project manager to determine how long the project would take, to figure out how much the project would cost, to decide whether the project is worth doing, to measure variances against the baseline plan, and to take corrective actions. However some project managers nowadays tend to put minimum effort †¦ Read More Avoiding Common Pitfalls of High Performance Project Teams Previously in one of my earlier articles, I discussed the key qualities required for a project manager to be effective in building a high performance project team. Believe it or not, though high performance project teams can produce incredible outcomes, there still remain some serious pitfalls that project managers need to be aware of in order not to fall victims †¦ Read More Contract Management Must-Knows For Project Managers Contract management constitutes a major component of a project procurement system. Most work done nowadays on projects involves dealing with contracts or has a contractual nature. Although some companies have purchasing departments that specialize in procurement, one of the basic knowledge and skills of a project manager is to be able to read and manage contracts. This post basically discusses †¦ Read More Understanding And Managing Your Boss The idea of â€Å"managing your boss† may sound quite unusual for some managers, considering the widespread adoption of the traditional top down management  approach in most organizations. Even though talented and aggressive managers nowadays carefully control and administer their subordinates, services, and products, they might reveal, on the other hand, a passive stand with their bosses (Gabarro and Kotter 1993). †¦ Read More Changes in Project Management Processes Between PMBOK 4 And PMBOK 5 This post presents a tabulated s ummary of differences in the names, inputs, tools, and outputs of project management processes between PMBOK 4 and PMBOK 5. Note that terms in Red which exist in PMBOK 4 have been removed or replaced in PMBOK 5, terms in Blue have been newly added into PMBOK 5, and terms in Black have not †¦ Read More Critical Analysis of Porter’s Five Forces Model – Information Technology (IT) Industry In order to appropriately formulate their corporate strategies and distinctively compete in the market, organizations are in a need for a framework that would help them in understanding industry structure and in overcoming rivalry. This essay aims at discussing, analyzing, and criticizing Porter’s Five Forces model using a wide variety of academic literature. The first part introduces the model, discusses †¦ Read More Key Qualities For An Effective Project Manager This post describes key qualities needed for an effective project manager. It discusses the differences between leading and managing a project, explains the importance of managing stakeholders, describes how to gain influence by reciprocity, stresses on the significance of leading by example and managing by wandering around (MBWA), explores how to deal with the contradictory nature of work, and finally †¦ Read More 12345678910 Home ; Change Management ; Change Management Diagnostic Models – Case Study â€Å"Jamie’s Food Revolution† Change Management Diagnostic Models – Case Study â€Å"Jamie’s Food Revolution† April 14th, 2012 Leave a comment Go to comments This essay presents three different diagnostic models that serve as a change management guidance for organizations by helping them in considering what factors are important for this change and how these factors are interrelated together (Nadler and Tushman 1980). The main purpose of these models is to help in reducing the complexity of the change situation by identifying what change variables require attention by the organization, what sequence of activities to adopt in dealing with the change situation, and how the various organizational properties are interconnected (Ian Palmer 2009). The essay compares and contrasts Burke-Litwin, Six-Box Weisbord, and Congruence models, pinpoints their strengths and weaknesses, and then applies one of these models to the case study â€Å"Jamie’s Food Revolution†. The first organizational and causal model to be discussed is the Burke-Litwin model. The strength of this model lies on the fact that it consists of twelve key variables, at three different organizational levels (external environment, leadership, strategy, and culture at the total system level; structure, management practices, systems and climate at the group or work unit level; and tasks, motivation, needs, and values at the individual level)(Burke and Litwin 1992). The variables on the top have a stronger influence on systems than the bottom variables (Leadersphere 2008). The model is based on an open systems principle whereby it considers the external environment as an input and the organization performance as output with a bidirectional feedback between them (Jackie Alexander Di 2002). What makes this model unique is that it houses almost all of the variables considered in the 7-S, Six-Box Weisbord and Congruence models (Burke and Litwin 1992) and it also stresses on the point that changes can lead to transformational organization-wide (leadership, strategy, and mission) as well as internal transactional (management, structure, system, individual needs, tasks) dynamics which altogether affect individual and organization performance (Jackie Alexander Di 2002). Burke and Jackson (1991) demonstrated the scenario of a successful merge between two companies, SmithKline and Beecham, which concentrated on establishing a unique culture with a loose-tight behavioral leadership, and on adopting a customized Burke-Litwin model to increase its performance. This model however may impose some complexity in its usage. Dana (2004), in her study to apply this model to a quality management system, has limited her research to specific variables for this model because of the big amount of information required to be gathered on each variable. Also, a quantitative study done by Jackie Alexander Di (2002) on the model’s variables failed to reveal the hidden communication variable, which shows that this model may not foresee all organizational problems. The second model to be discussed is the one developed by David Nadler and Michael Tushman, the Congruence model. Like the Burke-Litwin model, the pragmatic Congruence model is based on the open system’s principle (input environment, transformation, output)(Nadler 1982) and deals with the organization as a whole dynamic and social system where the purpose lies in realizing the state of congruence among the various subparts or components of the organization (Nadler and Tushman 1980). The measure of organizational effectiveness depends on the total degree of congruence as a normative approach to ensure fit among these components (Hatton and Raymond 1994). Nevertheless adopting this model is dynamic (should be changed with time) and poses a lot of challenges including the management of political dynamics, the anxiety created by the change, and the control of the transition state (Nadler and Tushman 1989). Additionally, it requires special care to ensure appropriate fit between strategy and environmental conditions, as well as among the four organizational components (work, people, formal structures and process, and informal structures and processes). Burke ; Litwin (1992) state that the number of items to be matched for congruence is great and the Congruence model fails to provide a mechanism for determining which of these items are important and what level of congruence yields desirable results. For further help, several studies have presented major efforts to discuss strategies to attain the maximum congruence. Hatton and Raymond (1994) concluded with several postulates that describe how congruence can be achieved by interrelating together specific dimensions of these key variables (environment, strategy, technology, task, structure, and individual). Also, Nadler and Tushman (1989), in their view of organizations as political systems, posit that there is no general way for dealing with change. They stressed that managers should understand these political dynamics of change by diagnosing the organization’s strengths and weaknesses, developing a clear vision, creating energy within teams, and possessing active leadership, thus achieving the congruence between strategy and environmental conditions, as well as among the four organizational components.

Bullying Essay/Story

Note: This is an essay based on a true story. This was used in a olo provinical exam in the past to help prepare for my English 10 provincials this past summer. Names were changed for identification reasons. Bullying is one of the most common issues in today's society. Bullying occurs in school, work, or our own neighbourhood. Bullying also occurs online. Bullying is one of the hardest things to get over, and this is my story. ~Intro ~ During the years I was bullied in school, I had a time sticking up for myself and did not feel completely about myself.I have been called names, been target for pranks, and I know was physically and sexually harassed by my peers and classmate. The only two people I can trust is my best friend since 8th grade Rue and my grandmother (who is my guardian). When something happen to me during the school day, I try to be silent about it and try not to let it bother me. My way of getting away from bullying is listening to music on my iPod. ~Chapter 1~ Grade 8 was the most emotional, stressful year I had in all of my school years. This is because this one girl named Clove, was ruining my life.She would tell anyone I was trying to get to know that I had some sort of diseases and advice them to stay away from me and forces them to be friends with her. She took one of my good friend from dance in the past. She made everyone of my friends to go against me, except for Rue. She stayed with me until the end. Her and I are still great friends today. We may not go to the same high school now, but we try to see each other whenever we can. ~Chapter 2~ Clove, however, got meaner everyday. One time, her and her friend Glimmer wanted to talk to me after our class made cookies in Home Ec near he end of the day. We were allow to take the cookies home to our family and put them in a bag. Both Glimmer and Clove had one paper bag. I said yes then they took me outside under the huge Oak trees behind the school. Clove asked Glimmer to leave her and I some pri vacy. Glimmer left us after that. Clove asked me if I saw Clove's boyfriend-at-the-time Peeta a couple days ago and kissed him. I already knew that answer to her question because I was doing my homework on that night. So I said no. Clove was assuming that I was lying to her and stared each other for a few minutes.What I didn't know is that Glimmer was sneaky creeping up to me and dumped an entire flag on me. Clove and Glimmer ran away laughing, leaving me shocked and completely covered in flour. I ran to the classroom (and it was also raining that day too) angry and furious. When I walk into my homeroom classroom, everyone was shocked and asked what happen. I told my teacher Ms. Kennedy what happened to me and made Clove and Glimmer stay in the office and sent me to the principal office. ~Chapter 3~ Our principal Mr. Burwell, couldn't believe what he has seen when I walk into his office that day.When I sat on the extra chairs in his office, little traces of flour from the top of my head fell down to the chair as if the flour was snowflakes falling down from the sky. He asked me what happen to me and I told him the story. He was completely stunned. Ms Kennedy walked into Mr. Burwell a few seconds later after I told him what happen. Ms. Kennedy asked me who was picking me up and I sad my grandpa is picking me up. My grandpa's 2009 Hyundai navy Elentra was sitting in drop off zone, waiting for me to come out. Ms. Kennedy then ran outside and the pouring rain and told my grandpa to come inside to the office.He was confused and wondered why he needs to come inside, that's when he saw me in the principal office, covered in flour. My grandpa was shocked and ask what happen. My head started to irritate me and scratched my head as hard as I can until my scalp started to sting and bleed from the flour. The white small snowflakes from head continue to fall into the chair. Mr. Burwell asked Ms. Kennedy to take me to the handicap washroom (which was located by nearby his o ffice) to try to take some flour off of my face while he explains my grandpa why I was covered in flour. When Ms.Kennedy was trying help me to take some of the flour off my face, it irritated my skin. I just want to rip off my skin and let myself bleed to death. ~Chapter 4:~ When my grandpa and I came home from the principal's office, I ran upstairs to my living room and burst into tears. I didn't understand why Clove was doing this to me. I mean, why me? When the last month of school came along, it was the worst month of my life. This is all started when Clove decided to throw a birthday party for Rue. One of the food that was â€Å"suppose† to be provided at the party was a look-a-like oatmeal cookies, but they didn't taste like oatmeal at all.Clove, Glimmer, Cato, and Marvel (or I call Clove's friends the â€Å"Career Tributes†) forced me eat this cookie that was filled with dead insect, dust, dirt, broken eggs shells, you name it. I felt sick for 2 weeks after that incident. ~Chapter 5~ I went to Rue's part a couple days after the cookies incident. I bought a nice, brand new outfit for Rue's party. A blue tank top with lace on the top and on the bottom on the shirt, a dark grey skirt from American Eagle, a light black jacket to go on top of my shirt, and my black Franco Santo wedges I got from my grandma for Easter when she went to Seattle a week before Easter.The party began at an Italian restaurant. I had a terrible time at the restaurant because Cato â€Å"accidentally† split pasta sauce from the meal he ordered onto my brand new top. I knew pasta sauce was hard to remove on clothes. We later went to Clove's house, which it is not far from the restaurant. Clove told everyone that will be a water fight in an open field across the street from Clove's house and told everyone to get change into their swimsuit. I, however, did not know there was going to be a water fight, but I remember Rue told me that the party is going to do something with water.During the water balloon fight, I had a hard time throwing the balloons at everyone because the size of the balloon was so big over my small child-like hands. The Career Tributes, including Clove, enjoyed this fight. Why? Because I was their. Of course, they had to use me as their target. After the fight, I was extremely cold and wet thought that I was going to get a nasty cold the next day. ~Chapter 6~ We then watch Drag Me To Hell, a horror movie. Rue hates horror movie. I gave Rue her birthday present while the movie was on. I got her a journal, and a book call Three Cups Of Tea.I also made her a homemade card, using my grandmother's extra card stock and stamps she collected over the years. Rue loved her present and the card. Meanwhile, while everyone else was watching the movie. There was a killing scene on the TV. Everyone jump, including Cato, who split an entire glass of lemonade on my brand new skirt. I was so close of slapping him on the face. He spilt the lemon ade juice on me on purpose. ~Chapter 7~ After I got home from the party was over, I went home with my Dad, and my sister Prim, angry and upset. I have to take action, but how?School was ending in 2 weeks, so what's the point? Nearly two 2 weeks later, just a day before grade 8 grad, Clove and I got into a fight. She was violent and horrifying, like if she was going turn into a nasty beast. She punched me, scratched me and called me names. All I did was telling her what I thought about her. Telling her that she stole Peeta from me, I tried to fight back. , but I didn't want to because I know that fighting is not a way to solve the problem. Her career tributes were right behind her to defend her. The rest of my classmates went along what Clove told them.Too scared to stick up for themselves. They were afraid of Clove and they did not want to go against her. They just watch me suffer. Rue was trying to break up the fight between me and Clove. The scratch on my left arm, nearby my elbow , turned into a scab. The scab drove me crazy and I couldn't stop scratching it. I decided to turn the scab into a scar. To show people how violent Clove was really was. ~Chapter 8~ Finally, at last, Grad day came along. Unfortunately, though, I had to miss grad practice a couple hours before grad because of Clove.I had to sit in the office for the hour while the my grade 8 class was practicing for the ceremony. I hate the fact that I missed something that was once in a lifetime, but Mr. Burwell was only doing this to protect me. The rest of the day, everyone (except for the Career tributes and Clove) signed my year book. The torture was finally over. No more fear. No more hiding. No feeling like I want to take my own life and cutting myself. I can move from this nightmare and go to high school in peace. The best part of going to high school, is that I wouldn't have to worry about Clove anymore. Epilogue~ In the end, the story is on my mind everyday lie it was grade 8 all over again . One of the thongs I learn is to speak to others. When I talk to someone about things, it makes me feel better. When I left middle school, Clove and her tributes mates left me a lot of damage, physically, mentally, and emotional. When I see my self in the mirror, I don't feel beautiful and sees myself as an ugly person and wishes to have plastic surgery. When I do my hair and make-up, the comments of what Clove and her pack said to me would bother me.When I go clothes shopping, I would hate it because I'm not skinny and fit like Clove and Glimmer. to be honest, it's hard to get over it. It will haunt me for years to come. ~Note~ If you notice on the names of the characters (expect for Mr. Burwell and Ms. Kennedy), you may recognize their names because they are from the Hunger Games by Suzanne Collions I look up to Katiness Everdeen (the main character in the novel) as a role model because she fought what she believed in and got through the worst through out the novel. I also got in troduced the Hunger Games in grade 8 by my learning support teacher, by Mrs. Collions.

Modernity and Revolution essays

Modernity and Revolution essays European culture during the 18th, and into the early 19th century could accurate be describe as a constant time of change. It was a fragile point in the history of Europe, due to constant revolutions of science and change, reformations of religion, improvement in mechanisms of production. With time continually going by new knowledge would be developed to discredit older, previously assumed and unempirical, thought. ( i.e. proof of the heliocentric theory) The role of the Monarchs began to decrease, Nobilities status wee being brought rather then born, yet the division in the classes was as present as always. The rich were still getting richer and the poor were left to be drain of all their money by continually high bread prices, and the main issue of taxation be held in the lower third in most countries. That is to say chief amounts of the tax collected (in France) was extracted directly from members of the 3rd estates income. (Perry 468) To accompany news trains of thought, there had to be an acceptance by the commons, the want or desire and for change and the willingness for change, is exactly the case in France and one of the main causes of the French revolution and more specially, the Bourgeoisie revolution. This will be discussed further in this paper. Also, along with new trains of thinking, as stated previously, came new mechanisms for facilitating greater changer, especially in agriculture. Yet, these changes lead to a swarm of new ideas for the improvement of machinery, that eventually lead the mass mobilization of the working force in what has been dubbed the Industrial Revolution. These situation are just two of many that occurred in this time period, yet the position of this paper is to describe, compare and contrast the two events previously mentioned, and conclude which of the events had a greater impact on the European culture, mainly in the respects of there affect of the modernity of Europe. It ...

Ban on Advertisement Aimed at Children

Parents all over the world treat their children as their number one priority, and they are often obsessed with the childs protection, be it from an illness, danger and even certain people. Despite all this protection, we allow our children to be allured into the wonderful world of advertising. From such an early age we are told by our parents dont talk to strangers. How is it that after 30 seconds of TV, associating products with our favourite characters or even glancing at a poster in the street, our children are instantly convinced by the strangers of the world of advertising? There are two types of products on which manufacturers are willing to spend millions of euros convincing children to demand that their parents buy them. The first is the massive and very powerful food and drinks industry. From a very early age children are bombarded with images of food and drink on TV, in newspapers and magazines, on the internet and even at the cinema in a technique known as product placement. I think it is wrong to advertise food and drink to children as they have not developed the skills necessary to judge whether these products contain too much salt or sugar or whether they can form part of a healthy and balanced diet. Also food and drinks should not be associated with popular programmes or cartoon characters. Supermarkets also adopt techniques such as placing sweets and chocolate near the checkout at childrens eye level so that they demand that their parents buy them, in a technique known as pester power. One of the major threats to our health is obesity, and childhood obesity is a growing problem in the western world. In addition a lot of the sugary drinks aimed at children damage growing teeth. Advertising of food and drinks aimed at children should be banned and parents should choose how to provide their children with a healthy diet and which treats they should occasionally be given. The second type of product aimed at children are aspirational goods such as toys, designer clothes, video games, mobile phones and other electronic goods. Once again I think there are major hidden dangers associated with this type of advertising. It is wrong that a child should associate success with the ownership of such must have goods. A child can suffer serious self esteem issues if he or she does not have the right phone or trainers, for example. The advertising also puts unnecessary pressure on parents, they may feel inadequate if they cannot afford to buy the products demanded by their kids. Some parents can even get into serious debt in order to buy the goods advertised. Once again I think that this type of advertising aimed at children should be banned. I believe children should be free of all advertising and manipulation, and to all the gold-digging business men who devote their lives to brainwashing our children to becoming slaves to these enterprises, Target the parent, not the seven-year old. If youre product is not good enough to allure a grown up, make something better! I believe most parents would agree that what advertising is doing to our children is wrong. We have the power to stop this and let our children grow up and be free of being left out or with an obesity problem until theyre old enough to make their own decisions. Lets all ban advertising aimed at children now.

Starbucks Essay Example | Topics and Well Written Essays - 500 words - 3

Starbucks - Essay Example The aim of this paper is to do this, as well as thoroughly investigate and consider the key elements related to these three issues. In doing this, we can come to a more understanding, knowledgeable, and critical point of view on the matter of Starbucks, its history, its strengths, and weaknesses. This is what will be dissertated in the following. It is rather well known that Starbucks has come to be, by some, regarded as a symbolic of the problems posed by globalization. In fact, several Starbucks locations were actually vandalized during a World Trade Organization in Seattle. This is why the issue of the global matters in regards to Starbucks is so essential. When Starbucks first opened its doors in Seattle in 1971, no one realized by 2006 they would be an international icon. Why has Starbucks become such a success No, they have not reached the global status of companies such as McDonalds or Nike but they are well on their way. The company is always looking ahead and re-inventing how people think about coffee. Value and quality brings customers back for more. They have offered an experience for each person who enters. Starbucks international mission is "to be a global company, making a difference in people's lives by leveraging our brand and the coffee experience to foster human connections (Starbucks Coffee Internatio