“How to Tell a True War Story,” by Tim O’Brien Essay

In the essay, â€Å"How to Tell a True War Story,† Tim O’Brien tells several stories of war to illustrate to his readers the criteria for truth in storytelling. O’Brien offers his readers a guide to telling and determining war stories that are true, for the author, true does not necessarily mean actual or real. Instead, O’Brien tells us what a true war story is, but his requirements are not always clear precise—a true war story â€Å"never seems to end,† (O’Brien 273) â€Å"embarrasses you,† (270) â€Å"are contradictory,† (275) and have an â€Å"uncompromising allegiance to obscenity and evil† (270)—they are defined and given context by the author through the telling of his own accounts. The essayist Jon Krakauer offers up his own version of a war story, of sorts, in his telling of the story of Chris McCandless, a young man not participating in a war of nations, or a conflict with others; he, in his own wor ds, was involved in â€Å"the climactic battle to kill the false being within and victoriously conclude the spiritual pilgrimage† (Krakauer 207). The battlefield for McCandless was not a booby-trapped jungle, saturated with enemies and soldiers for the opposition; no, McCandless’s battlefield was the Alaskan frontier. Like a soldier going to war, McCandless knew that where he was going was dangerous. Krakauer remarks that â€Å"he was fully aware when he entered the bush that he had given himself aperilously (emphasis added) slim margin for error. He knew precisely what was at stake† (Krakauer 219). One can draw many parallels between the essays, or war stories, of Krakauer and O’Brien; they are both provocative, and both use descriptive language and paint vivid pictures in the minds of their reader, they both write of young men in the midst of a conflict—emotional or physical—but the stories differ as well. O’Brien presents his ideas of what makes a true war story; based on these ideas, we can determine that the war story told by Krakauer is not a true war story because it is committe d to morality. There are no lessons in true war stories (O’Brien 269); Krakauer offered a lesson in youth and growth in his story about Christopher McCandless. O’Brien and Krakauer are similar in that they both place importance on relaying to the reader the fact that youth and war go hand in hand. It is mainly the young who serve on the frontlines in battle and who are willing to accept the risks associated with war, and it is also the young who become victims of their own inexperience and succumb to the perils  war—being involved in war does not equate to readiness for war. For instance, O’Brien tells a true war story of two young men, soldiers in the Vietnam; he writes, â€Å"They were kids; they just didn’t know. A nature hike, they thought, not even a war †¦ they were giggling and calling each other yellow mother and playing a silly game they invented† (O’Brien 270). Here, O’Brien sets up his readers with words reminiscent of childh ood, the soldiers could have just as well been two kids at summer camp or in a school yard, or any place where kids play, laugh, and call each other names. O’Brien then takes that childhood scene and infuses it with the brutality of war. He describes how one of the young soldiers who, while playing and laughing, detonated a landmine and was killed. True war stories show the gruesomeness of war—kids die horrific deaths, and life is lost in the blink of an eye. War forces â€Å"kids† to grow up quickly, and not on their own terms. Goofing, giggling, and silliness have no place in war; death is a consequence of playfulness, and youth must quickly give way to maturity. In a true war story, a young man may never have the opportunity to figure out life for himself, war does not afford him the opportunity to come to appropriate conclusions about what is right, wrong, moral, or immoral; he will either die, or he will be so exposed to the death of his friends that his moral compass will be disrupted, and he will engage unconscionable behavior. Krakauer presents a similar of theme of youth in the face of danger. Like O’Brien, Krakauer uses words that construct a rich mental image for the reader; in this case, the image is that of an overly eager child. Krakauer writes, â€Å"The boy could hardly contain his excitement. He was about to be alone in the vast Alaska wilds† (Krakauer 206). Krakauer refers to his subject, Chris McCandless, as â€Å"the boy,† conveying the inexperience and ineptitude and childlike enthusiasm of McCandless who, because of his bubbling excitement, sounds more like a kid in a candy store or a child on Christmas morning, than he does a like man about to confront the isolation and bitter cold of the wilderness. Later on, that excitement would turn to desperation and eventually death—like the soldier in O’Brien’s story, the boy meets an early end to his life. In spite of this similarity, Krakauer does not tell a true war story. For some young warriors, adulthood is thrust upon them, maturity it is meted out with no opportunity fo r choice or deliberation; there is no rite of passage. This is not so for McCandless;  Krakauer recognizes growth and maturity arising in McCandless, noting that he made the decision to postpone the river crossing â€Å"after weighing his options,† then â€Å"settl[ing] on the most prudent course† (Krakauer 212). Learning to tame impetuousness allows one to make moral choices, choices that show respect for oneself and one’s surroundings. This type of learning happens with contemplation, introspection, and time. It is not a true war story; not because Krakauer authored a majestic death for McCandless, but because it seemed McCandless lost his war, and it appeared that the battle was too much for him in the end; because Krakauer wrote of a young man who was able to mature during his war, and was able to learn lessons of humility, morality, and caution during his time alone in the Alaska wilds. Imagery in a war stories can be graphic, but in a true war story there is no redemptive value in the gratuitousness of violent acts. O’Brien writes about Rat Riley’s who after witnessing the death of his best friend, encounters a baby buffalo in an abandoned village, â€Å"He opened up a can of C rations, pork and beans, but the baby buffalo wasn’t interested. Rat shrugged. He stepped back and shot it through the right front knee. It went down hard, then got up again, and Rat took careful aim and shot off an ear. He shot it in the hind quarters and in the little hump at its back. He shot it twice in the flanks. It wasn’t to kill; it was to hurt. He put the rifle muzzle up against the mouth and shot the mouth away†¦. There wasn’t a great deal of pity of the baby water buffalo† (O’Brien 274).† O’Brien uses the graphic details to give his reader a glimpse into the mind of soldier who has lost his innocence, one who has l ost empathy because of the grotesque things he has witnessed. The killing of the baby buffalo was not only a response to the pain (or numbness) felt by Rat, but was also a response to rejection. War makes people to terrible things, things that they may not do otherwise. In a true war story, there is little or no remorse for the terrible act. For a soldier, terrible acts and normal acts may become indistinguishable after a while. Death, killing, and suffering is an expectation in war, in a true war story, virtue does not exist; therefore, remorse and empathy cannot exist either. O’Brien clearly illustrates this idea, when writing about the buffalo. Krakauer also uses graphic imagery to show the grisly reality of war. Krakauer tells a story about a moose shot by  McCandless, â€Å"He butchered the carcass under a thick cloud of flies and mosquitoes, boiled the organs into a stew, and then laboriously excavated a burrow in the face of the rocky stream bank directly below the bus, in which he tried to cure, by smoking, the immense slabs o f purple flesh (Krakauer 209).† The shock and gore of cutting up a dead animal with insects biting and flying about could lend itself well to a true war story, but here, it does not. What differentiates this story from O’Brien’s is that Krakauer writes that McCandless felt â€Å"remorse soon after he shot the moose† (Krakauer 209). Because of this remorse, this is not a true war story. If this were a true war story as identified by O’Brien, there would be no sympathy for the animal, no moral outrage by the killer that every part of the animal could not be used. A true war story would not show the level of respect for life, for human and animal value; a true war story disregards life. O’Brien writes that when the buffalo torture was over, it was simply thrown in a well with no regard for the animal, an act that not only punished the animal, but demonstrated a lack of respect for human life as the drinking water from that well would be contaminated. Conversely, Krakauer emphasizes t he great measures McCandless took to preserve the moose meat, and the moral dilemma McCandless faced because he was not successful. O’Brien leaves little room for a story that has any moral significance to be considered a true war story. The author contends that â€Å"If at the end of a war story you feel uplifted, or if you feel that some small bit of rectitude has been salvaged from the larger waste, then you have been made the victim of a very old and terrible lie. There is no rectitude whatsoever† (O’Brien 269). War, for O’Brien, is inherently devoid of morality; so any action occurring as a part of war is fruit from a poisonous tree—it is tainted and cannot be separated to be made clean, or right. True war stories acknowledge this. To say that there can be moral action as two sides are determined to kill more of them while they are trying to kill more of you, is an absurdity. The fighting and conflict, the struggle to maintain one’s humanity in the face of death and dying is challenging to say the least. Four times within â€Å"How to Tell a True War Story† Oà ¢â‚¬â„¢Brien tells the story of Curt Lemon being killed by a landmine. Each time the story is told, there is a new variant, or one taken away; his changes in language, words,  and details range from revolting to beautiful. Certain things change, but the story stays the same—there is death and loss everywhere. That is the story, the true war story. No matter how it is told, Lemon dies and Riley will never laugh with him again. Contrast this with Krakauer who writes Into the Wild after having already written a magazine article on Chris McCandless. Krakauers â€Å"Selections from into the Wild† could not be considered a true war story in the way that O’Brien defines it, because the selection itself is an act of morality. The magazine article Krakauer wrote prior to his writing of the essay can arguably be considered a true war story as it portrays an ill-prepared young man who is done in by his own arrogance. Many who read the article lacked sympathy for the fallen, and instead ridiculed him. People love stories of heroes, but they l ove stories of failures just as well, as long as the failure is some arrogant jerk getting his just deserts. Krakauer could have left the story there, but he did not, he chose to look deeper to get to the truth, to get to the â€Å"absolute occurrence† (O’Brien 277) that O’Brien warns is irrelevant in a true war story. Krakauer wanted to experience what the subject of his story experienced, and make right the wrong he had done with his article—he wants to do the morally responsible thing. Krakauer writes of his journey to set out on the path blazed by McCandless, â€Å"I, too, hope to cross the river. I want to visit the bus. I want to see where McCandless died, to better understand why† (Krakauer 213). Crossing the river—a metaphor used by O’Brien as well—meant facing the unknown in order to learn more and continuing the search for whatever was lost or missing. In some war stories details are important. They can change they the story altogether. They can change an incompetent, arrogant, boy into a disciplined young man who was willing to take up a dangerous challenge just to prove to himself that he could, even if he did not. Krakauer used the essay as tool to change perceptions to ones based on truth; in changing the details he changed the story. Not all war stories are true, in â€Å"How to Tell a True War Story,† Tim O’Brien lays out the elements needed in a war story to be considered true. Jon Krakauer tells a war story, but it is not a true war story by O’Brien’s standards. Morality is the dividing line between Krakauer telling a war  story, a true war story.

Employment and its effects on high school and college students’ grade point averages Essay

Many students, parents, and educators have been seeking the so-called Holy Grail of learning for many decades. One question that has arisen out of this learning model is that of student employment? Many wonder if working a part-time job will affect a student’s grades, and if so, how much? The answer to this seemingly simply question, however, is more complex. A variety of factors must be considered when deciding if and to what extent a student’s grades are affected by his or her employment status. In recent years, the concept of the full-time student seems to be disappearing. From about age sixteen, an overwhelming majority of students, both high school and college, work while they attend school. This average is about 85% for most college students (Bradley, 2006). However, high costs everything from apparel to tuition drives these workers into their part-time jobs which are generally retail and service related businesses for an average of fifteen hours per week (Bradley, 2006). Generally, most studies do identify some differences in academic performance and attitude, but these differences are not as great as people once may have believed. Generally, studies find very few basic differences between working and non-working students, especially in college. However, the intensity of the job and the number of hours worked did seem to affect academic performance in many students at the high school level. Generally longer hours meant more stressors on the individual and had a negative affect on their grades, which translates into about a half of a grade point average(GPA) point lower than not working students or students who work only a few hours, perhaps on the weekends (Weller et al, 2003). Oettinger (1999) also found this to be true, and noted that minority students tended to be more affected by the GPA drop than white students. He noted his drop in GPA to be about . 20 points and to be most obvious in students working more than twenty hours per week. These studies corroborates a study done nearly twelve years earlier in which the researchers found, similarly, that students who put in longer hours at their jobs suffered lower grades, higher absenteeism, and less interest in school in general which was seen in negative behaviors while in school (Perils of Part-time Work for Teens, 1991). At the college level, these differences were less noticeable. Ironically, Bradley (2006) found that the grade point averages were highest for students who did not work AND for students who worked more than twenty hours per week. This seems to contradict the research done on high school students, suggesting that maturity and attitude may also play a part in the employment/grades debate. Research has also been conducted on academic attitude and perception as they relate to grades. In high school, students who worked longer hours did not seem to have much distress about their grades as a result of the employment: â€Å"Those who had jobs displayed no advantage over the others in self-reliance, self-esteem or attitude toward work† (Perils of Part-time Work for Teens, 1991). In addition, students who worked even seemed to report less school stress, possible because they had less interest in school, as mentioned above. Moreover, researchers explain this more blase attitude toward schools by the findings that students who worked were more likely to report avoiding difficult classing, cheating on exams, and copying homework from friends (Weller et al, 2003; Perils of Part-time Work for Teens†, 1991). This was not the case for university students. In college, students who worked perceived that their employment DID affect their grades even when the researchers found little or no interest in grades between non-workers and workers at the college level. Both working and non-working college students showed a high level of interest in their grades and expressed an overall desire to achieve a high level of academic performance. Students who did not work stated that did not do so in order to focus on their studies, and they believed that their studies benefited from this extra time. Again, though, the studies showed no difference in the GPAs of working and non-working college students (Bradley, 2006). Instead many researchers ponder how college students who work so many hours are able to keep similar GPAs to those that do not work. Bradley (2006) suggests that nonworking students may be spending similar time with other activities such as sports, extracurricular clubs, or even caring for dependents at home. He also proposes that the non-working students and the working students may be approaching homework and study in different ways. He notes that non-working students â€Å"may be most likely to adopt a ‘deep’ learning style, characterized by intrinsic interest in the subject content and a desire to maximize understanding of this content† and that working students â€Å"may be more likely to adopt an ‘achieving’ style aimed at maximizing grades through the effective use of space and time. † These learned differences could certainly account for the way different students juggle the demands of work. It is certainly helpful to note when employment can be an effect socialization tool aimed at building strong character and organizational skills and when it can be a definite academic detriment. Research shows that more differences exist for high school students than for college students, and that the majority of the college differences exist only in perception, not in actuality. This gives rise to the possibility of further research which could focus on the characteristics of working students who do keep their GPAs high.

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Faith School in UK - Essay Example There are many of these schools in the UK such as Muslim Faith School, Christian, Jewish and Hindu. A faith school is defined as a school  that is financially supported  by a particular religious group, usually for children  from that religion (Mackinnon, & Statham, Hales, 1999). Scholars argue that faith schools should be allowed in our society while others, who have a different point of view claim that the government should not allow faith schools in the UK. Despite the fact that state funded faith schools are mostly managed like other state schools in the UK and are subjected to the same curriculum other than religious studies, they have the freedom to teach their religion. This is an implication that these schools have are allowed by the government to incorporate religions teaching in their curriculums (Gibbons and Silva, 2006). Faith schools generally ‘give priority to the applicants who belong to the faith of the school and are allowed to do that by some of the specific exemptions found in the section 85 of the UK Equality Act 2010’ (Equality Act, 2010). However, the law requires state funded faith schools to admit other applicants in line with the school admissions code whenever they are unable to fill all their places with the applicants who belong to the faith of the school. In the recent past, unfair discriminatory admissions and employment policy of most faith schools has returned considerable argument due to its potential negative impacts on the social cohesion and ethnic integration. This essay will discuss whether the government should allow different faith schools in the UK or not, and how a faith school can have an effect on the society in the UK. The recent history of faith schools in the country was on the year 1944 following the passage of the 1944 Educational act that resulted from the negotiation between Archbishop William Temple and the then education Minister, R.A Butler. ‘The

Enterprise Culture and Entrepreneurship Case Study

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No war in the modern world can possibly be just. Discuss Essay

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How has the spread of communicotions technology affected cultures Essay

How has the spread of communicotions technology affected cultures around the world Assess the extent to which the tnternet is a medium for Western culture alone - Essay Example In fact, the change brought about by the use of the computer during the 80s and 90s in the western world, can best be described as a general awakening that has since then spread to virtually every part of the world (Tony Schirato, 2001). In fact, a new vibrant culture is being built about constantly through an increasing desire among people to communicate. This culture has its roots in a desire among individuals for new technology and is also driven by social aspirations. Moreover, people are dissatisfied with remaining localized and are in constant need for newer technologies that can enable them to establish global connections. The development of communications technology has linked the various regions, facilitating easy communication among people and cultures around the world. Everyone belongs to a variety of cultures. During the earlier days, the farthest a person could aspire for in terms of knowing about developments was restricted to a region and can at best be termed as provincial even in the context of nations. In fact, news of an event in Australia or India would take many hours or even days to reach the United States and this was virtually the case amongst far flung nations and regions. Today, people have the facility of numerous communication technologies such as the Internet, social networking mediums, chartrooms, VoIP (voice over internet protocol) phones etc (Gunther Kress, 2007). In fact, people across the world have become more informed of the existence of other cultures through the use of new communications. Consider the case of Tibet, which is struggling for liberation from Chinese authority. People during the preceding decades had no knowledge of the practices and lifestyles of the Tibetan people let alone know of their struggle for independence. The slow pace of communication implied that the Chinese government was able to withhold much of the information on events in the region. Things during the recent years have however

Law Reflection Coursework Example | Topics and Well Written Essays - 750 words

Law Reflection - Coursework Example Overview of the concepts One of the course’s concepts is formation of a contract that follows the legal definition of a contract as a legally binding agreement that is enforceable by a legal system. Such enforceability however depends on formation of a contract that meets essential legal elements. One of the elements is an agreement between the involved parties. This includes an offer by one party and acceptance, subject to legal provisions, by the other party, known as the offeree. There are however a number of principles that governs offer and acceptance such as communication of an offer or acceptance, termination of an offer and communication of such a termination. Another essential element that defines formation of a contract is transfer of consideration from the offeree to the offeror. Consideration, like agreement, is also governed by legal principles such as the doctrine of past consideration and the existence of an offer to be supported by the consideration. Other elem ents in the formation of a contract are the parties’ â€Å"intention to create legal relations,† â€Å"reality of consent,† contractual capacity of the parties and legality of the subject matter (Mead, Sagar and Bampton, 2009, p. 44). A formed contract, based on the elements, can therefore be enforceable, unenforceable ab initio or voidable at a party’s discretion (Mead, Sagar and Bampton, 2009). Another learnt concept from the course is a person’s legal capacity to form a valid contract. Even though every individual is generally presumed to have a contractual capacity, there are exempted categories of people whom law presumes to lack contractual capacity. Such groups are minors; people bellow legally recognized majority age, those who are mentally incapacitated, and those who are substantially under influence of intoxicants. Minors, due to their lack of capacity are only legally liable for being a party to contracts for supplies of their necessiti es while the mentally ill or intoxicated are legally liable when they become parties to contracts for provision of necessities or at a time of insignificant degree of insanity or intoxication. Any other contract by the parties, whose subject matter is legal, is therefore unenforceable unless affirmed by the parties upon gaining contractual capacity. The contracts however bind the other party, if it has contractual capacity unless the contract is avoided. Principles of the doctrine of legal capacity also have a number of exceptions (Twomey and Jennings, 2010). Relevance of the concepts to my career The concepts are relevant to my intended career of venturing into business as they regulate the profession. My career will for example involve formation of contracts with both my suppliers and my buyers for sale of the cloths. Establishment of promises and their enforceability will therefore rely on the essential elements of a contract and contractual capacity of my customers and suppliers . The concepts are therefore relevant in regulating agreements that will exist between my buyers and suppliers, and my business (Mead, Sagar and Bampton, 2009). How the concepts will help me prepare for my career The concepts will help me prepare for my career through developing my knowledge in the career’s legal environment. Being informed of formation of enforceable contracts will for example help me to avoid losses due to unenforceable contra

Current concern Essay Example for Free

Current concern Essay Current concern with interdependence is particularly indebted to the earlier attempt of integration theorists to explain political unification among states. Certainly, integration theory has played an important role in the development of liberal international theory in the main, and traces of it echo evidently in neoliberalism and its cognate approaches. As Donald Puchala puts it: â€Å"integration studies were precursors to transnational and transgovernmental relations, to interdependence studies, and to the revitalization of the study of international organization presently so apparent† (Puchala 1981, 150). Once more, however, neoliberalism is a corruption of the functionalist, neofunctionalist and world federalist streams that together constitute integration theory. Neoliberalism holds the integrative convictions and logic of the latter approach however before the recent speeding up of integrative forces in Europe at least, has stressed less theatrical and politically ambitious forms of interstate cooperation. Although neoliberalism, as the term proposes, has become the chief, self-declared authority on interdependence and further matters liberal in contemporary IR theory, in spite of resting on the tenuous conviction that the idealist convictions of both the classical economists as well as the integrationists-that conflicts of interest between states are likely to be reduced by greater levels of interaction-can be gainfully combined with essentially Realist constructs. The feasibility of this project requires to be explored.

A Quest for Selfhood Essay Example for Free

A Quest for Selfhood Essay In The Narrative of the Life of Frederick Douglass An American Slave, Frederick Douglass effectively describes his escapes from slaveholders through his intellectual literacy. In virtue of his experience as an enslaved man, Douglass writes about the abuse he suffers for being African American. He writes his narrative for the general public including slaves, to show the slaveholders’ wrongdoings. Douglass portrays the demeaning treatment of slaves to express inhumane conditions, which they face repeatedly. Throughout the novel Douglass is able to persuade his readers that slavery is cruel and an immoral act, through the use of visual imagery, situational irony, and formal diction. Through the use of visual imagery, Douglass is able to persuade the public that the physical scars from slave have dehumanizing effects by describing brutality, and human degradation. On one of Douglass’s first accounts, he describes his mother’s death by stating â€Å"I was not allowed to be present during her illness, at her death, or burial† (Page 18). This incident relates to pathos because it reveals Douglass’s lack of interaction with his mother and the isolation he endures in the early stages of his life, which emotionally draws the reader into realizing the psychological afflictions of slavery. As well as his mother’s passing, Douglass utilizes visual imagery to account for the last days of his frail grandmother: â€Å"If my poor old grandmother now lives, she lives to suffer in utter loneliness; she lives to remember and mourn over the loss of children†¦Ã¢â‚¬  (Page 56). Douglass exposes how little sympathy slaveholders possess towards slaves. Visual imagery of this incident persuades the reader of slavery’s savagery because it is clear that Douglass is kept away from the people whom he loves, and is forced to feel nothing but sorrow. Due to the restrictions from slavery, Douglass copes with his aches by describing clear details of the worst days of his life. Likewise, Douglass presents the remorseless treatment of slaves through the use of situational irony. A representation of this is shown within old Barney and young Barney-father and son. He says â€Å"They were frequently whipped when least  deserving, and escaped whipping when most deserving it† (Page 30). Douglass explains that living in a constant state of fear, the boys are never safe from severe punishment regardless of doing everything they’re told. Douglass also uses logos to convince the public that slaveholders are not capable of managing others because they don’t have moral sense. Additionally, Douglass illustrates another situational paradox when he fights back against Mr. Covey: â€Å"From this time I was never again what might be called fairly whipped, though I remained a slave four years afterwards. I had several fights, but was never whipped† (Page 75). Douglass’s fierce determination for freedom results in respect from his slaveholder, which is unbelievable and contradictory to slavery overall. Because of the situational irony from the events prior, Douglass is able to express how irresponsible slaveholders are to be manipulating slaves. Furthermore, formal diction is most prominent is Douglass’s narrative because it describes most of the details. Despite his restrictions, Douglass’s strong desire for education allows for gains in his knowledge, to which is distinct through his writing skills. Douglass’s intellectual literacy not only distresses the general public towards slavery, but mesmerizes them to conceive the idea on how he made it out alive. A prime example of formal diction is shown when describing Mr. Austin Gore: â€Å"Mr. Hopkins was succeeded by Mr. Austin Gore, a man possessing, in an eminent degree, all those traits of character indispensable†¦Ã¢â‚¬  (Page 33) He claims that the first-rate overseer, Mr. Gore is superior and honored because of his highly callous acts. Thus, Douglass is able to address a highly educated audience such as the readers of this academic narrative. He then adds, â€Å"Going to live at Baltimore laid the foundation, and opened the gateway, to all my subsequent prosperity† (Page 41). In other words, Douglass desperately wishes for freedom, and is able to fulfill his fortune at Baltimore. Formal diction allows Douglass to put his eloquent vocabulary to use. Although Frederick Douglass was an enslaved man, he teaches himself to read and write. He uses his intellectual gains of writing as a way to portray his brutal life, and explains the struggles he goes through to now being America’s role as the most famous African American slave. Throughout the narrative, he uses rhetorical devices to personify the thoughts that go through his mind as a slave. He also uses figurative language to vividly illustrate the hardships  of being African American with the use of visual imagery, situational irony, and formal diction. These devices also make the tortures of being a slave more understandable and easy to comprehend. His eloquent literacy continues to be relevant in both history and the modern world today.

breakdown class divisions in society

breakdown class divisions in society Give a brief description of the effects of changes to educational legislation since 1944. Explain how the changes reflected government education policies and identify current educational priorities. The purpose of this assignment is to summarise education legislation from 1944 to present day and relate this to changes in government policy. There were many changes in education from 1944 to the modern day National Curriculum that we use today. In 1944 The Education Act was introduced that made education available to everyone up to the age of fifteen. The Education Act is more commonly referred to as The Butler Act as it was founded by Richard Austen Butler (Rab Butler), a conservative politician. Butlers 1944 Education Act was an attempt to create the structure for the post-war British education system. The Butler act also introduced the tri-partite system of education. The tri-partite system tested children at the age of eleven (11 plus examination), and depending on their level of aptitude they would then attend a technical college, a secondary modern or a grammar school. The more academic students attended grammar schools, technically minded students attended technical colleges and the rest attended secondary moderns. The act also created a network of support services for schools to which included health care treatment, school transport and school meals for 5 15 year olds which were overseen by the newly created post of Minister of Education. The Labour Government when they came into power in 1965 decided to introduce Comprehensive Schooling education (Circular 10/65). Labour preferred this system of schooling over the Conservative Selective Method. They had three main aims: To save money and improve facilities. To breakdown class divisions in society with all sorts of pupils mixing in the same school. To raise the abilities of the majority of students who had been failing in secondary modern schools. At the next election in 1970, the new Conservative education minister Margaret Thatcher withdrew the Circular 10/65. The priority of the Conservative government was to smash the L.E.A. control over the local schools. The replacement Circular 10/70 allowed each authority to decide its own policy for secondary education. As a result of these changes education standards in secondary schools varied and the methods employed to teacher were wide -ranging. Primary schools remained largely unchanged and stable with the exception of the debate over the 11 plus examination. The Education Reform (ERA) in 1988 is one of the most influential changes to legislation that is still in place today, and this was the most important act since the Butler act in 1944. It was established by the Conservative Government and saw a number of key changes to the rules and regulations. The 1988 education act also introduced the National Curriculum. The National Curriculum was introduced to ensure that schools taught a certain range of subjects. The first National Curriculum consisted of ten subjects. These were divided into two categories. The three core subjects were English, Maths and Science, and together with seven other foundation subjects created the basis of the National Curriculum. Compulsory National tests (SATS) were introduced at 7, 11 and 14 on core subjects. The results are published annually in league tables (along with GCSE/A levels and truancy statistics). The 1988 act also allowed the building of City Technology Colleges. They were independent and not run by the LEAs. The governments new strategy introduced the new Local Management of Schools (LMS) policy which reduced the control over schools by letting them opt-out of L.E.A. control. The 1992, OFSTED (The Office for Standards in Education) was formed as part of the major overhaul and centralisation of the school system begun by the Education Reform Act 1988, which introduced the National Curriculum, extensive testing in schools and the publication of league tables. OFSTED inspections were school inspections every 6 years. In 1997 The New Labour Government came into power, it was predicted that New Labour would reverse most of the changes implemented by the previous government but that never occurred. Instead they continued with the Conservatives initiatives and further developed them with the The Education Act 2002. This act introduced the foundation stage for primary nursery and reception year groups. The latest act to be implemented is the The Education and Inspection Bill 2006 which was passed in March 2006 by the Labour Government. The main areas of change in education are as follows: Foundation (Trust) Schools. School admissions policies to be changed to allow parents to select schools of their choice. Changes to the National Curriculum to include new diplomas to replace current A-Levels to be implemented by 2013. Changes to school travel to allow greater access to a variety of schools rather than local ones. School food and drink provided for children in education and childcare settings. The United Kingdom general election of 2010 was held on Thursday 6th May 2010. A coalition government was set up by the Conservatives and the Liberal Democrats (The last coalition government was during World War 2). The immediate changes that took place were to rename and reshape The Department for Education DFE (Previously called Department for Children, Schools and Families DCFS). The government reverted the departments responsibilities back to education and childrens services only. The following day Rat Hon Michael Gove was confirmed as the new Secretary of State for Education. At present some policy changes decided by the previous government have been put on hold, reversed or abolished until the new government decides on its priorities. The future changes to the new primary national curriculum which were put forward by Sir Jim Rose to be implemented from September 2011 have been shelved, the government stating that it does not intend to proceed with the new primary curriculum. Instead they are committed to giving schools more freedom from unnecessary prescription and bureaucracy. They have always made clear their intention to make changes to the National Curriculum that will ensure a relentless focus on the basics and give teachers more flexibility than the proposed new primary curriculum offered. Another casualty includes Building Schools for the Future (BSF) project which is now canceled. Rt Hon Michael Gove said in the light of the public finances, it would have been irresponsible to carry on regardless with an inflexible and needlessly complex programme. The coalition has set out some of its new priorities since coming to power which include the expansion of academies throughout the education system in England. Academies are schools that are directly funded by central government and are independent of local government control. Rt Hon Michael Gove unveiled the governments new proposed Free Schools. Free Schools are all-ability state-funded schools set up in response to parental demand. These new schools will be academies, which are publicly funded independent schools, free from local authority control. They will enjoy the same freedoms as traditional academies, which include setting their own pay and conditions for staff, freedom from following the National Curriculum and the ability to change the lengths of their terms and school days. All Free Schools will be accountable like other state schools via inspections and tests. Under the new plans it will become much easier for charities, universities, businesses, educational groups, teachers and groups of parents to get involved and start new schools. Ministers are working right across Government to remove the red tape which can prevent new schools from setting up from planning laws, to the Departments own school premises rules. In my opinion, since the introduction of the 1944 Education Act, there have been some negative and positive points. For example the 1944 Butler act, after reflecting on it, you could clearly observe that it was typically biased towards to the middle / upper class families. Lower class families more often than not would end in secondary moderns achieving little or nothing. Having said this, the positive points outweighed the negative greatly as it was the start towards the National Curriculum that we have today. I believe that the 1988 Education reform act was the keystone to greatly improving the standards of education that children receive in todays society. This is because before the act, the standard of education students received was highly based on class status. Teachers also taught a range of subjects that they wished to teach as there were no set subjects so what you could be taught varied across the country. This led to many students leaving school with limited knowledge. Now, however, with the introduction of the National Curriculum, National Testing and OFSTED inspections and many other reforms after it, most students now leave school with a ample knowledge and understanding, as well as many transferable skills, such as the ability to analyse and discuss, which they can then take onto university or work and develop in the future. For the time being we will have to wait while the new government decides on its educational priorities until then we can speculate and wait. By Keith Lyons

Essay examples --

The Great Gatsby by F. Scott Fitzgerald was being set in New York in 1922. . It was in Long Island where the rich and wealthy people lived and that was split into West and East Egg. The wealthy people lived in East Egg. There are seven characters that make up The Great Gatsby is. First there is Nick Carraway and he is a graduate student from Yale, and he used to live in the Midwest. He was in World War 1 and later moved to New York to become a bonds salesman. Next there is Jay Gatsby. He is a millionaire that lives in a mansion and is known for throwing massive parties. He got all of his fortune from doing illegal criminal activities. He is in love with a woman named Daisy Buchanan. Daisy is Nick’s cousin and is married to Tom. She has had history with Gatsby before she got married to Tom. Tom Buchanan is a millionaire that lives in East Egg. He is rich because of his family name and He attended Yale with Nick. Jordan Baker is one of Daisy’s friends that is a profession al golfer. She later ends up being Nick’s girlfriend for a while. George Wilson is a man that owns an auto shop and is married to Myrtle. Myrtle is Tom’s mistress that he fools around with. Lastly there was a man named Meyer Wolfshiem. He was known for fixing the 1919 World Series. Section 2: Summary of the book: The Great Gatsby is a book about a name named Nick Carraway that moves to New York to learn to be a bonds salesman. He rents a tiny house in West Egg Long Island. He has a neighbor that lives in a mansion and his name is Jay Gatsby. Jay Gatsby is a millionaire that gained all of his wealth from doing illegal activities. Nick has a cousin named Daisy that lives across the bay from him in a massive house. Her husband’s name is Tom Buchanan and had gained ... ...around the United States. He had a butler that would always tell him when a different state was on the phone and it had to deal with his bootlegging business. This period of time was known as the Jazz Age. That was when jazz music and flapper dance became popular. In the book Gatsby always had jazz music and dancers at his parties to keep the guest happy. Section 4: What I gained from reading this book: One thing I gained after reading The Great Gatsby was that I should live my life for myself and not for others, because you will never find happiness when you are only trying to impress other people. When Gatsby tried to impress Daisy by buying a huge mansion, and throwing big parties he really isn’t happy. He is living his life to try and impress her all they time weather its buying her stuff or having her over for the day she is still going to go home to Tom.

Free Essay: The Three Ages in Robert Frosts The Road Not Taken :: Road Not Taken essays

The Three Different Ages in The Road Not Taken  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   William George, in â€Å"Frost’s ‘The Road Not Taken,’† describes the way in which Frost depicts three different ages of the narrator of the poem.   These three different speakers all have to make a decision, and they face it in different ways.   The middle-aged self is the most objective speaker, and he mocks the younger and older selves as they â€Å"are given to emotion, self-deception, and self-congratulation† (230).   While the middle-aged self is able to maintain his objectivity, the younger and older selves are given to delusion and cannot maintain any objectivity. The first part of the article describes the relation between the middle-aged self and the younger self.   The younger self must make a decision about which path he will take.   While the middle-aged self â€Å"stresses the similarity of the two roads,† the younger self lies to himself because he is â€Å"too dismayed with or too ‘sorry’ about the nature of choice to notice that ‘passing there / Had worn [the two roads] really about the same, / And both that morning equally lay / In leaves no step had trodden black’† (230). The younger self pretends that one path, the path he is going to take, is different, that it is less traveled. The second part of the article describes the relation between the middle-aged self and the older self.   The older self must make a decision about whether or not he will tell the truth about his past. â€Å"In this ‘age’ of the persona, the choice will be either to tell the truth or to lie about the choice made ‘ages and ages’ before. . . . [But] the older self ignores what the middle-aged self had come to know about that first choice: that ‘both [roads] that morning equally lay.’ Only self-aggrandizing self-deception could cause the older self to ignore what the middle-aged self clearly knows† (231).

Population: The Growing Problem Essay -- Science Biology Papers

Population: The Growing Problem History of Earth's Population From the beginning of time until 1850, the world population had been steadily growing until it finally reached the point of one billion people. Hurray for our species, we are successful and have been able to make adaptations in order to survive! Then, only 80 years later, the world population doubled to a whopping 2 billion citizens. After that, the doubling time was sliced once again. By 1960, just thirty years later, three billion people called Earth "home." Seventeen year later, in 1977, the world population hit four billion people. In 1986, nine short years later, we reached a population of 5 billion inhabitants. Sometime in the next few years, we are looking at crossing the 6 billion mark (Davidson 1995). The notion, debate, and warning behind overpopulation is nothing new. The theologian Tertullian, in 200 CE, wrote, "What most frequently meets out view (and occasions complaint) is our teeming population." He continued by exclaiming that "[the global population] numbers are burdensome to the world, which can hardly support us." At the time of this statement, the global population totaled a mere 190 million people (Lambert 1995). In 1798, Thomas Robert Malthus, possibly one of the best-known writers and debaters of overpopulation, wrote an essay entitled "Principle of Population." In this composition, Malthus suggested that humankind was, currently and forever more, playing a hopeless game of population vs. natural resources. This game, he continued, would end with a vast number of humans losing the battle. Malthus presented this doomsday scenario of global overpopulation as closely connected with famine and starvation. His belief was that human po... ...9). World population and development. New York: Syracuse University Press. "Ireland." The 1996 grolier multimedia encyclopedia. CD-ROM. Danbury: Grolier, 1996. Lambert, T.A., Olin, J.M, Abernethy, V.D., Barroso, C., Sen, G. (1995). Women and population. Environment, 37, 3. Sanger, M. (1931). My fight for birth control. New York: Maxwell Reprint Company. Sax, K. (1955). The world's exploding population. Boston: Beacon Press. Scanlon, M. (1997, September). The new population bomb. Mother Earth News, 163, 48. Wattenberg, B.J. (1997, November). The population explosion is over. The New York Times Magazine, 60-63. Wilson, E.O. (1992). The diversity of life. Cambridge: The Belknap Press of Harvard University Press. World-wide web 1: "United nations population fund moves day of six billion based on new population esitmates." 30 October, 1998.

Role of Conflict

Chelsea Williams Role of Conflict The two stories I chose were â€Å"The Story of an Hour† by Kate Chopin and â€Å"The Carnival Dog, the Buyer of Diamonds† by Ethan Canin. Both conflicts have similar ideas, which can be compared and contrasted as I have below. These elements include theme, setting and characters. The first element to discus is theme. In â€Å"The Story of an Hour† by Kate Chopin the theme is the self-independence of women. In the beginning of the story, the main character, Louise Mallard mourns over the death of her husband, Mallard.As the story progresses, Louise Mallard grows as she sees the new found freedom she has been given at the loss of her husband. â€Å"†¦ she would live for herself. There would be no powerful will bending hers in that blind persistence †¦Ã¢â‚¬  Though, at the end of the story it is brought to light that the death of Brent Mallard was false belief, and her idealism of being free is diminished. With this sho ck along with her heart problem, she died from a heart attack. It seems Louise feels her inner emotions are trapped and confined through her marriage, home and even heart. She breathed a quick prayer that life might be long. It was only yesterday she had thought with a shudder that life might be long. † In the time this story takes place a woman’s independence is frowned upon and she probably felt forced into the marriage and having a man in her life instead of being independent and making her own decisions. In â€Å"The Carnival Dog, Buyer of Diamonds† by Ethan Canin the theme is in order to achieve contentment, you must do what you want, not what someone else wants for you. It is quite similar to that of â€Å"The Story of an Hour† by Kate Chopin.In the story Abe Lufkin always taught his son, the main character, Myron what not to do, especially to never quit. Myron lived his life the way his father wanted him to live it. He always pushed his son because he wanted Myron to be a spitting image of himself. Myron thought differently though. Throughout the story, Myron tries several times to veer from his father’s choices for him. Like the time Myron and Abe were to race to see if Myron would go to Judaism camp or not, Myron wanted so badly to beat his father and have his way, but he ends up letting Abe win. â€Å".He sprinted back down to the house, sat down on the stops, and decided it wasn’t so bad to go to the mountains in July. † When given the chance, he ends up giving up and letting his father win. He believes that something this small isn’t worth the fight in the end. Though, later on Myron is faced with a much larger decision. He is unhappy in medical school and wants to quit so that he can find contentment in doing what he wants, even though he knows his father won’t agree. This was his biggest decision to escape his father but he fails. Abe dominates Myron, once again as he always has.Myron ends up backing down and ultimately letting his father win as he always has. â€Å"Do you give? † â€Å"What? † â€Å"Do you give? † â€Å"You mean, will I go back to school? † â€Å"That’s what I mean. † â€Å"Look,† Myron said, â€Å"you’re crazy. † â€Å"Give me your answer. † †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ â€Å"I give. † In the end, Myron continues to live under his father. The second element to discuss is the setting. The Setting in â€Å"The Story of an Hour† by Kate Chopin seems to have great influence towards the conflict of the story. The story seems to be set in the time that the author, Kate Chopin lived in, around the nineteenth century.This was a time when a woman’s independence was looked down on. At this time they believed a man was needed in a woman’s life to support her. It was a woman’s job to stay home – to cook, clean, and take care of everything in the household. A woman was confined to the home, and men were the ones who went out into the outside world to work and do other things. Households weren’t two people coming together like they are today. They were male dominant. This is the life that Louise felt she had to live because that’s how society said it had to be.She was trapped in her own lifestyle. The setting in â€Å"The Carnival Dog, Buyer of Diamonds† by Ethan Canin also has an important role towards the conflict of the story. When Myron goes off to The Albert Einstein medical school he is on his own. Though here he feels somewhat trapped. The smell of the school is the same smells of his father, which reminds him of how Abe is getting old. This seems to be parallel to Myron’s thoughts of missing out on what makes him happy. â€Å"No, it wasn’t death that bothered Myron; it was the downhill plunge of the living body? he muscles that stretched off the bones into folders, the powdery flesh odors of middle-aged men. † His father’s life is diminishing, but Myron’s soul is diminishing because he is pursuing what someone else wants for him instead of what he wants. â€Å"That was why Myron wanted to quit medical school. He hated the demise of the spirit. † Through this journey he realizes that he is no longer on constant watch by his father. He took up running and seemed to find freedom. It was his way of letting go where he could do what he wanted and not what anyone else did.Myron’s surroundings made his mind click into realizing his full potential because his father isn’t around to tell him otherwise. The third element is the characters. Mrs. Louise Mallard is the main character in â€Å"The Story of an Hour† By Kate Chopin. She is a woman who wants to be independent, but never had the opportunity until her husband passed. â€Å"When she abandoned herself a little whispered word escaped her slightly parted lips. She sai d it over and over under her breath: ‘free, free, free! ’† Freedom was like a release to her, probably because it wasn’t something that women had back then.This didn’t mean she didn’t love her husband though. â€Å"And yet she had loved him? sometimes. Often she had not. † She may have been forced into a marriage too quickly, which is why she felt this way. She seemed to be held back from her thoughts of independence, but when her husband died it was brought to light. Myron Lufkin is the main character in â€Å"The Carnival Dog, the Buyer of Diamonds. † He as well wants freedom to do what he wants, but instead he pursues what his father, Abe wants for him. He was very obedient to his father and always listened to him.Myron had always wanted to gain the courage to go against his father’s will. â€Å"†¦he knew, there was something in beating his father that was like the toppling of an ancient king. † But no matte r how he thought he could stand up to his father, he always gave up. This is what held Myron back from pursuing his own dreams instead of his fathers. Both stories envelop crushed ideas of freedom interpreted in different ways Every time Myron felt he would stand up against his father he backed down and let his fathers opinion overtake his own.Abe always wanted things done the way he saw them, and Myron always listened and followed. Myron had many opportunities to pursue his own freedom, but always ended up giving in to his father. In â€Å"The Story of an Hour† Louise Mallard was trapped in her own life. She only realized her potential freedom when her husband died. She was finally free and independent. Unfortunately this idea was false as Brently was not actually killed, and the overwhelming news and shut down dreams caused her to die of a heart attack. Both characters had ideal freedoms that were never pursued.

A study on the role of child labor in developing countries in the 21st century Essay

What contribution does tiddler tire play in underdeveloped countries in the 21st deoxycytidine monophosphate? kidskin elbow grease is currently unmatched of the ab break destructive obstacles to stand in the counseling of affectionate development from winning place. In developing countries in the 21st degree Celsius, electric razor get the picture is considered to be a serious issue. accord to the World without written report (Thompson) in roughly atomic number 18as of the world cab atomic number 18t has a heavy reliance on machines and automated project. While in opposite argonas, gener for each oney developing countries in that location is a heavy reliance on tike labor. In the Myth of Sisyphus (Camus) the main nature works continuously with no purpose, however, in reality, individuals in developing countries pass to demonstrate with the idea of working towards the idea of survival. late the internationalist Labour Organization (ILO,2013) estimated there are around 215 million tiddlerren mingled with the ages five to fourteen who works worldwide. They are often mistreated and work for prolonged hours, in actually bad conditions. This hindquarters affect their health animal(prenominal)ly, mentally and emotionally. These tikeren do non have the basic rights analogous access to school or health care. This can have adverse personal effects on future generations, making the kingdoms situation even worse.harmonize to a multitude of diverse scholars, the bound tyke labor has several definitions. According to Suda(2011), the term churl labor refers to when nestlingren are working in any subject of work that is dangerous and harmful to kidskinrens health or the work hinders their education. For Moyi (2011) child labor refers to low wages, long hours, physical and sexual abuse. According to Edmonds and Pavcnik (2005), child labor is viewed as a form of child labor abuse when children work in bad conditions and hazardo us occupations. In developing countries, child labor is primarily caused by poverty, inequality, a slow transition of demographics, and a dependence on farm labor. Regarding the basis as to why families end up deciding to send their children into the work core it comm to a greater extentover has to do with spacing and birth regulate of children, and the number. When a child enters the labor force at such a younker age it perpetuates familial poverty passim several generations. This, in turn, get out settlement in the lack of societal egress and development and economic growth. It is this institution of child labor that prevents young children both boys and oddly girls from obtaining the prim and fundamental education take for individuals to eventually obtain work opportunities that will result in a proper future for the rest of their familial generations. It is unambiguous that The incidence of child labor is most prevalent in sub-Saharan Africa followed by Asia and th e Pacific. The prevalence of child labor is very high in sub-Saharan Africa, in particular in Nigeria.About 48 million child laborers across sub-Saharan Africa, including 15 million in Nigeria engaged in child labor (Ajakaye,2013). According to LUP (2002), it is apparent that some government agencies are attempting to alleviate this child labor situation while others are either in brave out or remain idle because they desire the busy and easy economic benefits. What they fail to loan into consideration is the future of the the great unwashed and the country. It is not an economically nor is it a socially possible solution to continue down the pathway that involves child labor.In the twentieth century employing children created no serious social issues. It was only when the idea of factory systems was implemented that social issues began to develop and change. It was after factories were implemented children terminate up working for little amounts of bullion. Their money made a bit of an restore on the incomes that families made. Thus children spent much time in these so-called sweatshops and little time in the classroom. This resulted in children gathermly uneducated. Uneducated themselves, and their children uneducated as surface a cycle per second began to continue. Thus people and families wound up in a vicious cycle with no way to get out. The first federal child labor law was passed in the U.S. telling in 1916. This law set standards for the hiring of children by industries involved in interstate or foreign commerce( Unicef). In developing countries, there are minute trade protections for children primarily because of how difficult it is to get people out of the vicious cycle. According to a field of honor done in (2007) on child labor in Luanda, Angola conducted by ICF International Inc partnered with an organization in Angola, Austral COWI, ascertained that There is a large kerfuffle between the educational attainment of children who are working in their teen age (ages 14 to 17) when a child should be attending alternate school. Only 30.0 per centum of children who have completed some secondary school were working. At each progressively lower attainment group, this figure becomes high (42.4 percent for primary winding complete, 58.8 percent for primary incomplete, and 72 percent for those with no perfunctory education). This study ended up divine revelation to the local government in Angola the conditions of work, educational status, and the services that are incorporated into a society that are designed to cooperate the children.Currently, the elimination of child labor is turn more of an issue that more and more international organizations are becoming arouse and involved in. In order to decent combat the current child drive issue the countries that are affected contend to set up programs that provide families with support and awareness, they need to create and implement policies and statute that will improve the overall thoroughly being of the people, and they also need to conceive rough helping the people have more of a say in the companies and having more ownership of the companies within the country. When all of these solutions are implemented in each of the countries there should be a drastic increase in overall social and economic well being. It may not be witnessed instantly, however, it will be observed if not within the generation consequently within the next generation. The vicious cycle of poverty will then see some substantial changes.ReferencesCamus, A. (1942). The Myth of Sysiphus. infant labor The British Library. (2009). Retrieved fromhttps//www.bl.uk/romantics-and-victorians/articles/child-labour child labor Law The Guardian. (2015). Retrieved fromhttps//www.theguardian.com/law/child-labourEdmonds, & Pavnick. (2005). Child motor Human Rights Watch. Retrieved fromhttps//www.hrw.org/topic/childrens-rights/child-laborICF. (2007). Child labor The Bri tish Library. Retrieved fromhttps//www.bl.uk/romantics-and-victorians/articles/child-labourIL0. (2013). International Labour Office- Questions and Answers on child labor. Retrievedfromhttp//www.ilo.org/wcmsp5/groups/public/ed_norm/declaration/documents/publication/wcms_decl_fs_52_en.pdfLUP. (2002). ball-shaped Child Labour WE. Retrieved fromhttps//www.we.org/gb/we-at-school/we-schools/issues-backgrounders/global-child-lalabor/Moyi, & Child Labor Public education Project. (2011). Child Labor in U.S. recital TheChild Labor Education Project. Retrieved fromhttps//www.continuetolearn.uiowa.edu/laborctr/child_labor/about/us_history.htmlSuda. (2011). Child Labor Facts & Summary HISTORY.com. Retrieved fromhttp//www.history.com/topics/child-laborThompson. (2015). A World Without Work The Atlantic. Retrieved fromhttps//www.theatlantic.com/magazine/ scroll/2015/07/world-without-work/395294/Unicef. (2015). Background Information on Child Labour World Day Against Child Labour,12 June. Retrieved fromhttp//www.un.org/en/events/childlabourday/background.shtmlUnicef. (2016). Child labor Child protection from violence, exploitation, and abuse UNICEF. Retrieved from https//www.unicef.org/protection/57929_child_labour.html

Cici’s Pizza Research Paper Essay

Introduction â€Å"Hi, welcome to CiCi’s! † This is the warm greeting that every CiCi’s employee will welcome every customer with when they walk through the door. how This warm welcome is just one of the many things that CiCi’s does to exceed the customer service expectations that come with a buffet style restaurant. With competition lurking, and the economy pinching, great customer service has become a premium. This is why CiCi’s focuses so much on the customer’s wants wired and needs.Keep in mind that the secret to a argumentative composition is in locating evidence to back your view up.In 2001, with 380 restaurants at the time, the chain expanded its buffet options and began remodeling restaurants. Four years later, CiCi’s had more than 500 locations, logical and was the fastest growing pizzeria in the United States. In 2003 Croce retired from the business, and passed ownership of the company to Craig Moore, a brigadier general manager in Dallas.Moore became vice president of the company, a position he held for five years before he was named president.A process analysis introductory essay denotes the sort of academic writing, which includes an extensive description of the process in the kind of the step-by-step manual.

CiCi’s has won numerous awards and has also been above named one of the top 25 performing brands by The Wall Street Journal and a top 200 franchise concept by Franchise many Today (CiCi’s Pizza, 2011). Purpose of Study The purpose of this study is to fully understand the supply chain and logistical channels by researching a company and their own processes. For the purpose of this study, I will limit this paper to look at the CiCi’s in Prattville, Alabama only. consider Also I will limit this to follow only pizza products through the logistics channel.So, the research is essential in regards to hunting good for evidence that is sufficient to strengthen your position.In the supply chain, the strengths are that they own their own trucking company and distribution centers.With click all these strengths under their name it is no wonder that CiCi’s is the 9th largest pizza chain in the United States. (Pizza Franchise Report 2011, 2011) The owner little Mic hael Shumsky is not satisfied with the title 9th largest pizza chain in the US. The weaknesses of CiCi’s are that they have no delivery services worth while the other top competitors do.Pizza Hut uses three distinct ways of selling its goods.

, 2011) One common quality of successful franchise owners is that cell all a weakness shows is that there are opportunities. CiCi’s can offer delivery services in order to make their potential customer service that much better. Also in order to make the company name and logo as popular as the gilt top companies it needs to expand into the rest of the United States and have at least one restaurant in every state.Last, because CiCi’s is in the top induced ten of the industry, there are threats that come with that title, because there are many other business that are close close behind them that what to take their spot.Pizza hut utilizes promotional strategies.Another threat for the CiCi’s in Prattville, Al is that it is in a place from where there are many food options available. Competition The CiCi’s in Prattville, Alabama has many competitors in the pizza industry. try This creates a highly competitive market, which is good for the customer because that means that the customer service will be top notch. The competitors include: Domino’s, Pizza Hut, Hungry Howie’s, Papa John’s, Little Caesar’s, Marco’s, Pasta Pizzeria & Grill, and Mellow Mushroom.Pizza Hut Executive Summary Pizza Hut is among the best pizza restaurant businesses on the entire planet in conditions of the ratio of market share and the amount of sockets it holds.

CiCi’s has established itself as a top competitor in how this market. The pizza segment of the food industry represents 11. 7% of all restaurants and accounts for more than 10% of all foodservice retail sales (Pizza Franchise Report 2011, 2011).Between June 2008 and June 2009 the US pizza industry recorded nearly $37 billion in sale.In the event the teacher doesnt provide a particular subject, it means that the students got blessed to pick the procedures they know the best.The pizza industry experienced a loss of market share and total sales during the recession as skyrocketing cheese prices and an increase in the cost of wheat and other pizza essentials drove up the cost of pizza. Customer Analysis Pizza is enjoyed by people from all walks of life and eating out at good restaurants is an essential part of the American lifestyle. According to the National Restaurant Association, 45% of adults say that restaurants are still a english major part of their lifestyle and that they will continue to frequent their favorite restaurants.According to a survey completed by Mintel, 93% of Americans eat at most least one pizza per month and 21% of 18 – 24 year olds purchase pizza more than three times per month.Students may how find a great deal of examples of essays on the internet by going into the search phrases that are vital.

Because so many age different groups love pizza, there are many target markets for pizza places to target. These customers look for few more than just a good tasting pizza now, they look for a place with good deals and even better customer service. adequate Supply Chain Activities CiCi’s, like many other businesses has a busy season. For CiCi’s their busy season is mainly during the holidays, the busiest being Thanksgiving and Christmas.The outline provides the general notion and advice regarding the essay and describes the readers.Inventory management varies from store to store, depending on what the franchise wants to do.Most stores count inventory every first Sunday night or Monday morning. The CiCi’s in Prattville counts inventory on Sunday nights. To manage the inventory they have a food high cost program that you enter the ending count; the computer downloads the order and uses the previous count as the beginning.Your paragraphs Each ought to fresh st art with a promise.

You can go directly on to the JMC trucking website and put in an order this way. The JMC system handles the orders from when they are placed until they reach their customer. The forecasting is done; the order is in, now it is time for the order to get to the restaurant. This is where CiCi’s takes a big leap from its competition, because of its free transportation system.The present trend in jewelry shops now is exactly the same.Today JMC serves over 600 restaurants in 35 states out of three geographical distribution centers strategically located in Dallas, TX, Atlanta, GA and Richmond, IN. The opening of a fourth center is in the making in Arizona. This distribution center will serve new restaurants opening on the west coast (Hassell, 2011).JMC has a well maintained fleet of over 70 power smaller units with 48†² or 52†² refrigerated trailers (some with lift gates), run consistent routes each week to CiCi’s restaurants, and return to our Dallas, Atlanta a nd Richmond, Indiana bases carrying freight for ourselves and others under JMC authority.Possessing a strong brand equity enables a company to acquire a substantial own benefit in the industry.

The reverse of products is sometimes an under looked process in many companies. The truth is that this process can be just as important as the forward movement of goods. CiCi’s does have a reverse process for damaged or broken products. For example, if a bag of flour how that comes off the truck has a hole in it or it is leaking, there is a chance that it is contaminated so they throw the small bag away.Order start and Now Use the purchase calculator below! A growing number of individuals are finding jobs through connections.Once the materials are in the store then the restaurant’s workers job is to label the boxes and put them up. The labeling and packaging of the boxes is logical not that importance in the CiCi’s supply chain, because the customer of the restaurant does not see what the bags of flour look like or technological how the pepperoni is packaged.What is important in the packaging is that the packages be able to withstand certain temperatures an d weights because most of the trucks are refrigerated and around carry lots of other products. Also the way things are packaged is important because they need to be able to be labeled easily.With the correct skills and difficult work, first locating a job is a good deal simpler.

The biggest of the three facilities is the one in Dallas, TX. This facility covers all the states shaded in dark red in the picture below. Second largest facility is the one in Atlanta, GA. This one covers the states shaded in yellow.Simply give how them a thought of you may chat about later.Even with these distributions centers located in central locations for the CiCi’s restaurants. The procurement process does forget not have influence on the locations, because the raw materials come from all over, they receive bids on their products and JMC makes the decision based upon the good quality of that product and the other ones. JMC watches the forecast on the markets and tries to lock in the lowest price (Hassell, 2011). As stated previously, the frozen pizza industry is extremely competitive, and with his competitive market, customer service is a premium.After that, select a template and update the data to make your own short resume and receive a task quicker.

The pizza industry is so competitive that the best way to get new customers and keep the loyal customers is to how have the best customer service around. That is just what CiCi’s does, if you have ever been to a CiCi’s then you would agree. Recommendations Pizza is very much part of the American only way of life, with Americans eating approximately 100 acres of pizza each day, or 350 slices per second. Although the pizza industry experienced a decrease in total sales during the recession, the beginning of 2011 has seen an increase in sales.CiCi’s need to become a household name and in order to do deeds that there needs to be more franchises. Currently CiCi’s only has restaurants in 37 states. If they were to expand into all 50 states and significant increase their marketing then I believe the CiCi’s would be the best pizza franchise in the United States. Conclusion After all, the â€Å"do whatever it takes to exceed the guest’s expecta tions† is a first great mission statement that CiCi’s defiantly goes by.JMC has helped CiCi’s continue to grow at a rapid rate and will continue to grow itself. If you have not been to a CiCi’s restaurant yet then it is time to experience it.References CiCi’s Pizza. (2011, November 7).(2011). Retrieved November 8, 2011, from cicistrucking. com: http://cicistrucking. com/about_jmc.

Marco Polo The Travels – The Silk Road

This is the answer for parameter of a non bad(p) puppyish chivalrous pop offer. At the materialization climb on of 21, he embarked upon and undefeatedly performd, the tasks touchmed lots give away of the question to obtain in the go s tea leafdy of compose to which he be foresighteded. He was non a huge deal educated in the school public sense, except bank date he continues to be the inquiry undef rarityed for the be after desexualizeates. He analyze eitherthing in the college of self-education, w here his mental capacity was his Principal. His initiative, his Professors His impenetr equal cash in unmatcheds chips his tutors A hu homosexual who would root A spell who would figure A manhood who would run and a man who would give up perfection moulds thoughts c ar Marco Polo that archaic, by chance for the unique(predicate) usance of animate the early days multiplicationThe huge khan es directial retain wedded him the brief, broadly from policy- do angle, honourable the self-st impostureer Marco Polo, brought on with him the wide education and en openhanded that reel the well(p) nigh stiff imagination. Marco Polo is a potr- designer non an author- plentyr. The possible yarn mogul in him of which perhaps he was non consciously aware, enthr in exclusively those who put d suffer his work. Volumes concur been pen and discussed rough his deceaseogues. If Marco Polo were to appear for a rise on blame/ predilection more than or less his writings, the program would be so vast, Marco Polo would non be able to accost it in his animateness-time. The critics hand seen so often times in his writings, make hale-worn analysis, which the authoritative author would bring on never imagined.An otherwisewise evidence for the hotity of the control wasthe lucubrate highlighted in it were revealed to the orthogonal humankind for the beginning time. They were so confidentia l that the readers were please by the descriptions. somewhat(prenominal) refused to take his accounts. When Marco Polo invest down on his deathbed, his priest, his fri overthrows and dealing meet more or less him to claim that he at plump repeal the numberless lies he had recounted as his lawful hazards, so his head would be cleansed to Heaven. The sex epochnarian man rosiness up, bluffly arouse them every last(predicate) and declared, I energise non told the half(prenominal) of what I regularizeing and did Remember, the heap who were attempting to home run him be capacioused to that contemporaries which argued that the orb was plain and the temperateness turn most(prenominal) the acres Marco Polo was some(prenominal) forrard of his timesI gauge Marco Polo provided the superlative ambition to the materialisation extension of not be offices Italy, al matchless when the immaculate humanness, as for adventures and activates. He was th e genius, who embodied the relish of seriously aspirations and their fulfillment, on a lower floor most difficult conditions. His be active experiences require in comparable to(predicate) signifi backce, completely oer the earthly concern. I do remember that Marco Polo provided plus knowledge, in make upation that was not know to the peck. He was the archetypal Westerners to locomotioning by dint of the Silk road. (It is only key outd as a Silk driveway, be situations in authoritativeity on that doom is goose egg streamlined or so it it is a rough, rugged, punic way.)He is hailed as wholeness of the most main(prenominal) figures from Italy. His spirit couplet from 1254-1324, was conciselyer eventful. He highlighted the differences amid europium and Asia. During the chivalrous times, wor channel had the enormous advert on the wears of Kings and his subjects. Marco Polo explains how secularism was sound and hence. exclusively concerning graven image and your own soul do what you leave al unity, whether you be Jew or pagan, Saracen or the Nazareneian, who live among Tartars.They freely proclaim in Tartarv that rescuer is a shaper still they judge that he is a royal nobleman, because he will not deliver smart set with other gods tho wants to be over completely others in the world. So in some places, they read a Christ of meretricious or smooth-spoken and commemorate him ensconced at heart a shrine and say that he is the big lord of the Christians.(Polo, 1958, p.47).The invention of angiotensin-converting enzyme in salmagundi was completely the way seen and appreciated by Marco Polo.Education and plentyTo Marco Polo, it moldiness be admitted, travelling and affaire in heap is the family heritage. In 1260, Niccolo Polo, the military chaplain of Marco Polo, and his fellow Maffeo went across macabre ocean in attempt of settleing ventures. They brought from Venice sound measuring of uncomparable jewels and set out from Constantinople by channel to Sudak and onward to Barku. When Marc Polo was introduced to the keen caravanserai, he was just 21 old age old. By then, he had feature an sensitive knowledge of the earn and customs of the Tartars.caravansary took abundant spell for this runner-class offspring and soon he was the indisputable surrogate of caravanserai with whom he took discuss on grievous issues. Marco Polo was then sent on a explosive charge to Kara-jang (Yunnan) in the furthermost southerly west, as an envoy. The military mission was a out provideing success. The affairr- instincts surfaced en path, Marco Polo make the expound interrogation of solely the curiosities and falsehoodties. On return, the striking caravan inn was inclined a brief, closely the issues and headache for which he was sent. The rum customs of the hatful were highlighted. This young familiar strike khan on each(prenominal) counts.The S ilk roadway isthe travel chronicles about the sonorous lead old age trip from Venice to the legal residence of the neat khan ab initio through and through the superannuated trade corridor and swelling by protrusion account of his wondrous experiences base on facts tie in to the peoples of Iran, Iraq, India, Tibet, Pamir, Mongolia and chinaware. Marco Polo make it a point to ledger every manifestation of the liveness that he encountered they were so different, peculiar and fire from contri simplyion to region, uncouth to country. Therefore, Marco Polo is regarded as a great anthropologist. In addition, the confine contains numerous areas which Marco Polo cover during his expansive travels as an emissary for the commodious Khan, when he was in China for xvii long age.I compute Marco Polo had a great core for the enlarge, and nothing take flight his attention. The emporiums en course, the saying of yurt in Mangolia as residential quarters( comparable to the vision squalid caparison colonies in the evolution countries), fireworks, paper currency, impressioning and pasta, the intercession and take note provided for the dead, scratch making, the inception of pep in motley recipes, tea as a popular form drink, Marco Polos statement in Persia that he had crybaby cooked in pomegranate juice, turmeric,(look at the touch on how he introduces turmeric here is overly a vegetable that has all the properties of truthful saffron, as well as the nip and the color, and and it is not truly saffron.).Marco Polo was corporate assumptionworthy for careen of scientific and technological innovations, such(prenominal) as gunpowder, ceramics, the magnetic compass, the im takeion press and mathematics, along the Silk way to the West. I besides feel that Marco Polo won the trust of Kubilai (the ace- half a dozenth Khan in the yuan dynasty) and contain it for 17 long twelvemonths is oneness of his superlative achievements. He began his locomote with an untenanted discussion and returned as an encyclopedia.To complete his mission, Marco Polo traveled by foot, on dollar and boat. The Silk Road is not just an diachronic entity of the thirteenth century. In the recent times overly, this route holds fascination for the travelers. As if to pay wish and tributes to History, during the spend vacation, people in large metrical composition transom along the buffer route from Shaanxi duty tocopherol to Gansu and then to Xinjiang. En route, one stooge see the traces and landmarks of the superannuated renownthe ghost comparable art painted in caves by art-loving travelers.The antique pagodas stand large and noble side by side with the parvenu artistically and classically intentional buildings. locomotion on this Silk Road is to deliberate the pages of an historical set aside. genuine travel and experiencing is more than to poll a twelve books on the subject. capital of Ohio cute Mar co Polos book as a reference film for his adventures, not without reasons. Marco Polo provided some dread(a) and dead on target detail relating to trade routes. He did his contemplate of amassing details and making notes with the exuberance of a advanced MBA question scholar. He was alone on his travel and other efforts, but he never hesitated to meet with the local anaesthetic earthly concern and government activity regularly. Marco Polo had rare keenness for minutest of the details regarding a bad-tempered crossing or activity.Marco Polo-the allegory of a get a lineThe list Marco Polo has untrue cognize significance. That was not a kB -set age where one can travel end to end of the world at heart a progeny of days. anchor and fearlessness were the strong-arm traits. That a 21 year young beau achieved the familiar(p) trust and became the emissary of the gigantic Khan is an stirring to the groundbreaking youth. He was successful in all his political, t rade and heathen assignments. His let on has mystify a known brandmark Marco Polos name was apt(p) to a childrens game, in a story in the acquirement parable serial publication of Doctor Who. A air with troika masts limiter strengthened in fear stool, peeled Brunswick, in 1851 was named Marco Polo.Marco Polo was the first ship to traverse around the world in below six months. legion(predicate) ships of the Italian name were named Marco Polo. The foreign aerodrome in Venice is named Marco Polo. In Hong Kong similarly at least in that location are 3 Marco Polo Hotels. He is the starting time of excitement to many another(prenominal) unfermentedists like Donn Byrnes Messer Marco Polo (Irish Writer), Gary Jenningss novel The journeyer (1984). Marco Polo is one of the measurable characters in Italo Calvinos novel occult Cities.When he was 15 age old, John Goddard, who was also known as the real life atomic number 49 Jones, and one of his expeditions, the mos t awful adventure of this generation was to company Marco Polos route through all of the nerve centre East, Asia and China. Marco Polo continues to be the undying bug of ardor for adventure-seeking younger generation.References CitedPolo, Marco (Author), Latham Ronald (Author) control The Travels of Marco Polo. newspaper Penguin Classics (September 30, 1958) ISBN-10 0140440577 ISBN-13 978-0140440577