The History of Mobile Homes

The History of Mobile Homes A  mobile home is a  prefabricated  structure built in a factory on a permanently attached chassis before being transported to a  site (either by being towed or on a trailer). Used as permanent  homes or for holiday and temporary accommodation, they are usually left permanently or semi-permanently in one place. However, they can be moved since property may be required to relocate from time to time for legal reasons. Mobile  homes  share the same historic origins as  travel trailers. Today the two are very different in size and furnishings, with travel trailers being used primarily as temporary or vacation homes. Behind the cosmetic work fitted at installation to hide the base, there are strong trailer frames, axles, wheels, and tow-hitches. The Earliest Moveable Homes The first examples of mobile homes can be traced back to the roaming bands of gypsies  who traveled with their horse-drawn mobile homes as far back as the 1500s. In America, the first mobile homes were built in the 1870s. These were movable beach-front properties  built in the Outer Banks region of North Carolina. The homes were moved by teams of horses. Mobile homes as we know them today came about in 1926 with automobile-pulled trailers or Trailer Coaches. These were designed as a home away from home during camping trips. The trailers later evolved into mobile homes that were brought into demand after World War II ended. Veterans came home needing housing and found dwellings to be in short supply. Mobile homes provided cheap and quickly built housing for the veterans and their families (the beginning of the baby boom) and being mobile allowed the families to travel where the jobs were. Mobile Homes Get Bigger In 1943, trailers averaged a width of eight  feet and were more than 20 feet in length. They had up to three to four separate sleeping sections, but no bathrooms. But by 1948, lengths had gone up to 30 feet and bathrooms were introduced. Mobile homes continued to grow in length and widths such as doublewide. In June of 1976, the United States Congress passed the National Manufactured Housing Construction and Safety Act (42 U.S.C.), which assured that all homes were built to tough national standards. From Mobile Home to Manufactured Housing In 1980, congress approved changing the term mobile home to manufactured home. Manufactured homes are built in a factory and must conform to a federal building code. A  tornado might cause minor damage to a site-built home, but it could do significant damage to a factory-built home, especially an older model or one that is not properly secured. Seventy mile-per-hour winds can destroy a mobile home in a matter of minutes. Many brands offer optional hurricane straps, which can be used to tie the home to anchors embedded in the ground. Mobile Home Parks Mobile homes are often situated in land-lease communities known as  trailer parks. These communities allow homeowners to rent space on which to place a home. In addition to providing space, the site often provides basic utilities such as water, sewer, electricity, natural gas and other amenities such as mowing, garbage removal, community rooms, pools, and playgrounds. There are thousands of trailer parks in the United States. Although most parks appeal to meeting basic housing needs, some communities specialize towards certain segments of the market such as senior citizens.

7 Essential Details to Include in Your Research Proposal

7 Essential Details to Include in Your Research Proposal 7 Essential Details to Include in Your Research Proposal What’s that? You’re planning to study a PhD and you have a great idea for some groundbreaking research in the field of [insert subject of choice here]? But you’re not sure what to include in your research proposal? Well, you’ve come to the right place! In the following, we set out the seven essential elements of a research proposal. 1. Title Are we stating the obvious by saying you need a working title? Maybe. The point is that your title should be clear but memorable, quickly telling your reader what your research is about. 2. Introduction Every research proposal should begin by introducing the subject area and the specific problem your research will address. This sets the tone for the rest of your proposal and is therefore your only opportunity to make a good first impression, so make sure it’s well organized and informative. 3. Literature Review A research proposal doesn’t usually include a full literature review, but you should provide an overview of key studies in your field. Doing this supplies the reader with vital background information, helping them understand how your study will add to existing research. Following in the footsteps of Ben Franklin, my study will involve tying stuff to kites and angering Zeus. 4. Aims and Objectives Once you’ve established your research problem, your proposal should outline a set of aims and objectives. The distinction here is as follows: Your research aim is the broad expected outcome of the study and what you hope the research will achieve overall; Your research objectives are narrower and more focused, with each one detailing how you will meet the overall study aims. If required, you should also state the hypotheses your research will test. 5. Methodology Make sure to identify the methods you intend to use in the study, especially if you’re conducting experimental research. This will include things like whether you’re using a qualitative or quantitative approach, equipment, ethical concerns, and sampling and analysis techniques. Try to be as descriptive as possible, which may include justifying why you’ve chosen to use certain methods over alternative options. I chose to use lasers because lasers are awesome, dude! Science Bro, shortly before a laser-related injury. 6. Scope of Research A common mistake when writing a PhD proposal is failing to consider the scope of the research. Remember that you’ll be working with limited time and resources, so your study should be something you can realistically complete within these constraints. The proposal should therefore include something about what your work will focus on and what it leaves unaddressed, as well as any limitations to the methods adopted. 7. Outline and Timetable Finally, a good research proposal will also include a chapter outline and a timetable. The chapter outline sets out how you intend to structure the final dissertation, noting what each section will cover and how it fits into your overall argument. The timetable, meanwhile, will set out a step-by-step plan of when you expect to finish each stage of your study, including everything from initial research to writing up your results. Try to be a bit more specific than this. Doing this shows that you’ve considered the practical side of conducting research, making your proposal more convincing as a result.

To what extent is management in the voluntary sector diferent from Essay

To what extent is management in the voluntary sector diferent from management in conventional commercial concerns - Essay Example Any discussion of the management of organisations must begin with an understanding of the nature of human organisations and why they exist. Like the humans that establish them, each organisation exists for a purpose, a set of goals or objectives that have to be achieved or may only be achieved, if people group together and organise themselves (the word "organisation" comes from the Greek meaning 'tool') (Niemark & Tinker, 1986). An organisation therefore has many purposes such as to give a decent return on investment as in the case of most private sector organisations by selling a product or service. Public organisations such as the National Health Service exist to deliver a public service or promote a social cause in behalf of the government. Organisations may be classified according to their purpose, and following this convention, Duncan (1983) distinguished six types: (1) private-sector; (2) public-sector; (3) not-for-profit; (4) institutional; (5) voluntary sector, and (6) mixed organisations. Table 1 gives a summary of each of these organisational types, their specific purposes, and examples of each. Thus, a voluntary sector organisation according to this definition is a temporary or special purpose group that provides services to its members. However, Drucker (1985, p. 105-106) and Kotler et al. (1987, p. 5) classified under what they termed the Third Sector, Not-for-Profits (NFP), or Non-Governmental (NGO) all those organisations that are neither private-for-profit nor not-for-profit public and that exist to serve a social need. There has been a growing trend in recent years amongst private for-profit businesses to be more conscious about finding ways to address and provide more lasting solutions to social problems like universal health care, global poverty, disease eradication, and hunger. In fact, former Prime Minister Blair recently commented on the growing value of the 'third sector' and hinted that businesses do not limit themselves as "romantic paeans to charitable activism" by getting more involved in dispensing social justice (Bagehot, 2006). The last four organisational types based on Duncan's typology - not-for-profit, institutional, voluntary, and mixed - could therefore be included in what could be defined as a voluntary sector

Is direct military action the best way to deal whith problems of Essay

Is direct military action the best way to deal whith problems of terrorism - Essay Example The reality is experience informs that any conceptualization or definition of terrorism reveals that it is vastly similar to peacetime war crimes.7 Today there is a growing perception that terrorism is growing more and more dangerous particularly with the aid of new technologies. Terrorists today are said to be more disorganized than in previous years and more inclined to use weapons of mass destruction and to bring about more catastrophic consequences. Moreover, it is largely believed that terrorists are comprised of â€Å"amateurs†, ad hoc and â€Å"transitory groups† with the result that â€Å"state sponsorship† is no longer necessary.8 In other words, the new structures of terrorism today make it more difficult to use traditional counterterrorism strategies to combat terrorism today. Counterterrorism Strategies Conventional Counterterrorism Strategies Before and After September 11, 2001. The complex and dangerous nature of terrorism today was demonstrated by the terror attacks in the US on September 11, 2001. Internationally, countries have come to the realization that traditional counterterrorism mechanisms are insufficient for preventing and deterring terrorism. As a result, there has been a proliferation of counterterrorism reforms, particularly in Western jurisdictions.9 Many of these reforms however, merely involved the expansion of laws that were directed at defining and prosecuting terrorism.10 Since September 11, 2001, and particularly since the terrorist bombings in Madrid in 2004 and London in 2005, counterterrorism has been among the European Union’s (EU) top policy concern. For the EU this involves balancing security against human rights. 11 The EU’s legislative measures taken in the aftermath of the... From the research it can be comprehended that the 21st century has ushered in a new dangerous strand of terrorism. The death toll in the US on September 11, 2001 demonstrated that conventional methods of treating terrorism as a crime and dealing with it within the criminal justice system were futile. Obviously, terrorist were not deterred, but rather reenergized and committed to their political causes. Internationally, governments reformed counterterrorism approaches, but largely left terrorism within the criminal justice system. While the US and its coalition waged war against state sponsors of terrorism (Afghanistan and Iraq), terrorists and insurgents have continued to relocate and complicate the efforts of the US. The Israel experience with direct military action has also proved to be just as counterproductive as the US’s indirect military action. It would therefore appear that counterterrorism cannot be satisfactorily deterred by military action. It might be wise to focus attention on programmes that redirect the youth who are susceptible to recruitment. Providing young people with viable and legitimate alternatives appears to be the best approach to counterterrorism at far less expense to innocent civilians. Military action has proven to be just as costly to civilians and perhaps more so than terrorism. It would therefore appear that military action as an alternative counterterrorism strategy is counterproductive.

The French support Essay Example for Free

The French support Essay The French support of the colonials during the American Revolution was essential to their ultimate success in defeating the British troops and securing their future as an independent nation. The cause of the American patriots was not seeing much success against the British for a good long while after the start of the war. This was caused, mainly, but the lack of trained troops, which the British had abundantly, and the British naval fleets and arms. On the other hand, the colonists had to recruit minutemen and establish militias in hopes of being able to defeat the British. One of the only hopes of the colonists was to seek support from the French government and military, who could then back them financially, and in terms of supplies and men, thus securing them a victory. The bad blood between the French and the English went back a long time. These two powerful countries were always in conflict and even from the beginning of the rush to claim land in the New World, they were in competition, each claiming parts of the lands that would now be Canada and the United States of America. When the French saw an opportunity to get back at the British and help defeat them, thus effectively kicking them out of the New World, they took it. They especially did so because they were impressed with Benjamin Franklin, who spent a great deal of time in Paris trying to drum up support for the colonists and their cause. The French saw the benefit of finally defeating their greatest enemy, and eliminating them from any future developments in America. The war would not have been won by the colonists if it were not for the French. The French provided financial backing, arms, supplies, and troops to help their efforts, and the French were essential to the victory of the Continental Army at Yorktown. Without France, the outcome of the Revolutionary War would have been very different, changing the course of history forever.

My Job At E-dak :: essays research papers

My Job at E-Dak Coming to E-Dak, for me, meant leaving a comfortable "big-six" accounting position to work for a 30-person start-up. It was a tremendous gamble, but my choice came down to whether I wanted to continue performing repetitive audits or face new challenges at E-Dak Dynamics, and in the process help to change the world. Working for E-Dak places me at the epicenter of one of the world's most dynamic industries: telecommunications/ networking. Although I knew little about E- Dak's domain of fiber-optics, I felt strongly that my fate rested in the trenches of Silicon Valley, in an industry where only the paranoid survive, at a company with a business model in defiance of Moore's Law. At the time the term 'information superhighway' hadn't been coined yet, but it would soon become our driving focus, as data traffic over long-haul networks skyrocketed and the world's telecommunications providers increased their investment in high-capacity fiber-optics. With an innovative product line that provides pavement for the information highway, E-Dak quenches an unending and growing thirst for bandwidth. For me E-Dak has meant working at the fourth fastest growing company in Silicon Valley, with $500 thousand of revenue exploding to over $60 million in four short years. It has also meant playing a role in the information revolution. E-Dak gives me a broad business perspective. It's relatively small size facilitates a close interaction with department heads. If had I stayed in public accounting or gone to a larger corporation, I would not have earned the same breadth of experience, most likely being limited to working within a single division or with a handful of accounts. At E-Dak my scope encompasses all aspects of accounting and finance across the entire enterprise. My reports show the "big picture" and are used extensively by senior management as a map to chart company progress and plot future growth. A start-up firm gives me the opportunity to deal with a wide variety of issues. From its infancy, I have had the chance to help shape E-Dak's growth strategy. Once proving myself to management, I was given challenges beyond the realm of debits and credits, including managing a short-term investment portfolio, implementing an information system, establishing a German joint venture, and financing a real estate deal. I derive much pleasure in overcoming each new challenge and cherish the knowledge and experience gained in each endeavor. E-Dak has allowed me to develop working relationships with a premium community of finance and accounting professionals. I've gained insight into how accounting firm partners manage audit teams, how top-caliber investment bankers perform valuations, how banking officers approve funding requests, and how tax

The School Vouchers

Susie is a young girl who lives in Florida. Since kindergarten, she has attended a nearby private school. Her parents willingly pay her tuition, even though doing so forces them to cut other corners. They do not mind these sacrifices, since they know that their daughter is getting the best education they can give her. Jesse lives downtown, in the inner city. She attends the local public school and struggles through her classes. Her mother would like to send her to a private school, where there is less violence and a calmer atmosphere, but cannot afford it. Then, Jesse†s mother learns that a voucher system has put into place for the entire state of Florida. Jesse†s inner city, spray-painted elementary school received a failing status, so she can receive a voucher to attend the school of her choice. With the money she receives from the voucher, Jesse†s mother is able to send her daughter to the same private school that Susie attends. Is it fair that Susie†s parents pinch pennies while Jesse†s mother send her on the bus for free? While meaning well, does the voucher system inadvertently discriminate against children like Susie whose parents must work extra hours to put their children through private school? Is the voucher system really the answer to the problems with American education today, or a way to transfer them somewhere else? American public schools have always had their flaws. In the nineteenth century, colleges complained of under-prepared freshmen; students who could not write an essay or even spell. A main controversy was bilingual education for newly naturalized immigrants. As America entered the early 1900s, the debate turned to the use of entertainment in the classroom. Teachers felt that they must put on a show in order to keep the attention of their pupils. The abandonment of phonics in the 1920s and 30s was believed to be the reason why the job market consisted of those with inadequate educational preparation. Social promotion and the replacement of the â€Å"three R†s† with emotional stability and attitude courses were the causes of concern in the 1940s. The 1950s brought an awareness of low standards. It was found that American children were lagging behind the average standards of the rest of the world. Safety in schools also became an issue; incoming teachers were warned of the â€Å"phys! ical courage† necessary to teach. Illiteracy became the main focus on the 1960s and 70s. Phonics (or the lack thereof) was once again to blame (Rothstein 2). Now, at the beginning of a new century, what problems have been fixed? Illiteracy is still high, American standards are still low, and graduates are still unprepared. Each generation feels that schools are worse than the generation before. America has been attempting to solve the problems with its education system for 200 years, but nothing has changed. According to Rothstein: Schools are not up to the task of readying young people for the challenges of the next century. An apparently watered down curriculum ensures that all students, regardless of whether they have mastered necessary skills, can graduate. â€Å"Social promotion† without requirements to master grade-appropriate skills is now commonplace, so even elite colleges must run â€Å"remedial† courses for freshmen in basic math and literacy, and business executives complain that high school graduates are ill-prepared for even relatively unskilled jobs (2). Are these complaints not the same ones that appeared a century ago? Improvement is desperately needed, but where should it start? Cleveland, Milwaukee, and the state of Florida have suggested an answer: a school voucher system. Voucher proponents believe that the system which they support is a starting place. Voucher proponents across the nation believe that through this program, which places the burden of improvement upon schools, progress can be made. The voucher system recently implemented in Florida is built around competition. The public schools have standards which they must uphold. Each year the state gives each school a letter grade which rates that school†s ability to keep the given standards. If the school receives an â€Å"F,† it stands to lose a great deal of its student body because of vouchers. This failing grade qualifies the children enrolled in the school to participate in the voucher program, giving each student between $3000 and $4000 to attend a private school (Kaczor 1). In theory, the system appears to be a well-planned step in the right direction. By penalizing â€Å"failing† schools and providing for their students, it seems progress could be made. Voucher proponents believe that by giving schools grades, each one will strive to be the best, receive an â€Å"A,† and gain a higher enrollment. However, will it really make a large impact upon the innumerable problems which exist in today†s education system? This year, only two of Florida†s 2500 public schools received a failing grade. And, in these two schools, only 52 students chose to participate in the state†s voucher system (Kaczor 1). While 52 children may be having a better school year, what about the hundreds of others across the state suffering from a poor education? Certainly, those 52 students are not the only ones in the state of Florida who were receiving a less than adequate education. Yet, the state granted approximately $200,000 to support the voucher system. If that money had b! een given to the schools, they could improve themselves, so that they were no longer considered â€Å"failing.† Instead, they were penalized by a drop in enrollment. How then can a failing school be expected to improve? As soon as it receives such a stigma, its students leave and funding is terminated. Ralph Neas, president of People for the American Way, told the press, â€Å"The voucher program is costing millions of dollars that would be better spent on improving education for the majority of Milwaukee†s schoolchildren† (Whitmire 1). The voucher system implements a great amount of tax dollars to aid a relatively small number of students. While seeming to neutralize problems in American education, it simply creates more by denying failing schools the chance to improve. There is another major loophole in the voucher system: there is no way to calculate if any improvement has been made in the academic performance of students using vouchers. A comparison between public and private school students† achievements is prevented because each uses different tests. In Cleveland, where an inner-city voucher system, is in place, researchers have reached no clear conclusions about the program†s effectiveness (Whitmire 1). Without this information, there is no way to determine if giving children a voucher brings scholastic improvement. There are definite problems with the American education system; problems the nation has battled for more than a century. Reform is needed, but the school voucher system is not the answer. If the plan would go nation-wide, 50 million children would be dropped at the doorsteps of private schools. Currently, only 10 percent of families send their children to private schools (Tyack 2). This small number of elite schools could not possibly accommodate the boom in enrollment caused by student with vouchers. What then? It is very likely that private schools would spring up overnight in response to the sudden number of children seeking to use government money at private schools. Who can guarantee that these schools will be of a better quality than the public schools which came before them (Roberts, Glenn 22)? If the voucher system were implemented, public school, as they are currently known, would cease to exist. The tax dollars necessary to fund public school improvements and the voucher system simultaneously do not exist. Our public schools need immediate attention to the condition of their physical plants, the training of their teachers (many of whom teach in areas which they have no special expertise), the size of their classes and the equipment and supplies they need, and the quality of their hopes for the children entrusted to them. They need the money that vouchers would bleed away (Roberts, Glenn 23). Instead of taking this money away form the nation†s failing schools, it should be pumped into them and put to work. Education tax dollars should be put to work solving the problems in American schools. The voucher system is an escape out the back door. It simply transfers all of the issues out of the public schools, placing them in the hands of the private community.

When the Emperor Was Divine

The Emperor Was Devine is a novel by Julie Otsuka. The novel tells the agony that a Japanese family went through during World War II at the internment camps. Through the story, Otsuka aims to show the disbelief, despair, humiliation, and resignation of the people settled and living in the United States and the current events despised and marginalized them. By illustrating the loss of identity of the Japanese family, the author demonstrates what may people had to go through in the internment camps. The novel brings the history of America the power oppressed the people who settled in the country.By analyzing the loss of identity of the characters in the book, the paper will derive the Japanese Americans sufferings at the time and at the same time drawing the history of America where the power used to oppress these people. The writing style adopted by the author aims to demonstrate the nature of life of the Japanese Americans in America during the World War II. Otsuka chooses not to nam e the main characters but instead refers them to the father, the mother, the son, and the daughter. However, the author gives many minor characters names.In writing, naming of characters provides the author and the reader with an easier task. The readers will follow the story and the roles of the characters of a novel when the author has named them. However, the author chooses to refer to the main characters with their titles. The reason for choosing this writing style is that it enables the author to portray a special meaning to the nameless characters. Choosing not to give names to the main characters in the novel shows the loss of identity of the nameless. The novel portrays that the characters have names, but the author does not refer to them by their names.The characters also have difficulties in using their names in the American society where they live. When the mother and the children leave the internment camp, they discover that many things have changed and are not willing t o use their names because they think that their names might cause trouble for them. The children say that â€Å"We will change our name†¦we would never been mistaken for the enemy again. † (Otsuka 114). The statement by the children shows that they are not the only family undergoing the problems.The statement shows that anyone identifying with the Japanese community has the problems using their identity. The children want to change their names to be similar to the Native Americans. The statement also shows that the Americans viewed the Japanese as the enemy. The children were even ready to keep silent if their mother was to call them on their real names, as the people will know their identity. Here, the author illustrates the loss of identity of the Japanese Americans. The Japanese in America have to behave in the same way as the Native Americans, which is not by choice but circumstances force them.Through this, the author demonstrates the hardships that the Japanese Ame ricans went through in the hands of the Native Americans. Here, the author shows the despair of the Japanese. The nameless Japanese in the internment camps lived a cruel life. The Japanese had to live under supervision all the time. The Native Americans deprived of them their freedom. Leiding talks of the theme of freedom on his review, â€Å"†¦themes of freedom and banishment†¦Ã¢â‚¬  (Leiding 1). Everything the Japanese had to do was to be under the supervision of guards. For example, the fences kill one man in the camps.The guard said that he had armed the man but he did not hear of anything. Here, the author aims to show that the Japanese lost their freedom together with the loss of their identity. The guard kills the man because he thinks that he is intractable. By killing him, he deprives him his dignity and thus his identity. Here, the author demonstrates the humiliation the Japanese went through. The Japanese did not have the right to own property. For example, wh en the family came back from the internment camp, they found that they could not live in that house again because new people had occupied their house.Although a lawyer was to rent their house off when they were away, they could not find any records. After that, the mother struggled to raise her children as their father was in jail. Here, the author demonstrates the discrimination by the authorities, as the authorities could not protect the property of the family just because they were Americans (Seaman 1). At last, the family admits that the authorities have deprived them many rights, and for that reason, they cannot protect their property.Here, the author demonstrates their resignation. Conclusion The novel by Otsuka aims to portray the humiliation, despair, and resignation of the Japanese Americans during the World War II. The authorities discriminated the Japanese Americans in the society and denied them basic freedoms and rights such as freedom of movement and the right to own p roperty. The authorities killed or arrested the Japanese Americans who were defiant. For that reason, the Japanese Americans lost their identity leading to despair and resignation. When the Emperor Was Divine The Emperor Was Devine is a novel by Julie Otsuka. The novel tells the agony that a Japanese family went through during World War II at the internment camps. Through the story, Otsuka aims to show the disbelief, despair, humiliation, and resignation of the people settled and living in the United States and the current events despised and marginalized them. By illustrating the loss of identity of the Japanese family, the author demonstrates what may people had to go through in the internment camps. The novel brings the history of America the power oppressed the people who settled in the country.By analyzing the loss of identity of the characters in the book, the paper will derive the Japanese Americans sufferings at the time and at the same time drawing the history of America where the power used to oppress these people. The writing style adopted by the author aims to demonstrate the nature of life of the Japanese Americans in America during the World War II. Otsuka chooses not to nam e the main characters but instead refers them to the father, the mother, the son, and the daughter. However, the author gives many minor characters names.In writing, naming of characters provides the author and the reader with an easier task. The readers will follow the story and the roles of the characters of a novel when the author has named them. However, the author chooses to refer to the main characters with their titles. The reason for choosing this writing style is that it enables the author to portray a special meaning to the nameless characters. Choosing not to give names to the main characters in the novel shows the loss of identity of the nameless. The novel portrays that the characters have names, but the author does not refer to them by their names.The characters also have difficulties in using their names in the American society where they live. When the mother and the children leave the internment camp, they discover that many things have changed and are not willing t o use their names because they think that their names might cause trouble for them. The children say that â€Å"We will change our name†¦we would never been mistaken for the enemy again. † (Otsuka 114). The statement by the children shows that they are not the only family undergoing the problems.The statement shows that anyone identifying with the Japanese community has the problems using their identity. The children want to change their names to be similar to the Native Americans. The statement also shows that the Americans viewed the Japanese as the enemy. The children were even ready to keep silent if their mother was to call them on their real names, as the people will know their identity. Here, the author illustrates the loss of identity of the Japanese Americans. The Japanese in America have to behave in the same way as the Native Americans, which is not by choice but circumstances force them.Through this, the author demonstrates the hardships that the Japanese Ame ricans went through in the hands of the Native Americans. Here, the author shows the despair of the Japanese. The nameless Japanese in the internment camps lived a cruel life. The Japanese had to live under supervision all the time. The Native Americans deprived of them their freedom. Leiding talks of the theme of freedom on his review, â€Å"†¦themes of freedom and banishment†¦Ã¢â‚¬  (Leiding 1). Everything the Japanese had to do was to be under the supervision of guards. For example, the fences kill one man in the camps.The guard said that he had armed the man but he did not hear of anything. Here, the author aims to show that the Japanese lost their freedom together with the loss of their identity. The guard kills the man because he thinks that he is intractable. By killing him, he deprives him his dignity and thus his identity. Here, the author demonstrates the humiliation the Japanese went through. The Japanese did not have the right to own property. For example, wh en the family came back from the internment camp, they found that they could not live in that house again because new people had occupied their house.Although a lawyer was to rent their house off when they were away, they could not find any records. After that, the mother struggled to raise her children as their father was in jail. Here, the author demonstrates the discrimination by the authorities, as the authorities could not protect the property of the family just because they were Americans (Seaman 1). At last, the family admits that the authorities have deprived them many rights, and for that reason, they cannot protect their property.Here, the author demonstrates their resignation. Conclusion The novel by Otsuka aims to portray the humiliation, despair, and resignation of the Japanese Americans during the World War II. The authorities discriminated the Japanese Americans in the society and denied them basic freedoms and rights such as freedom of movement and the right to own p roperty. The authorities killed or arrested the Japanese Americans who were defiant. For that reason, the Japanese Americans lost their identity leading to despair and resignation.

Harris and Klebolds Disciple Professor Ramos Blog

Harris and Klebolds Disciple Kevin Pech English 101 8 August 2018 Harris and Klebold’s Disciples   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   What do Alvaro Castillo, Seung-Hui Cho, have in common? Other than committing or attempting to commit horrible atrocities not much connect the three. They did not know each other. Their motives for committing their crimes vary as do their mental states. But what they do have in common is that all three to some degree have been inspired by the Columbine High School massacre from 1999 and its two perpetrators Eric Harris and Dylan Klebold. In fact, many other mass murderers and attempting mass murderers have looked to past tragedies including the shooting at Columbine for inspiration and ideas to create their own crimes. Out of everything that has transpired by Columbine’s legacy the creation of copycat mass murderers has become one of the most serious outcomes. What made people obsessive over two monsters and what makes them monsters? This can be answered with Jeffrey Jerome Cohen’s Monster Culture (Seven Theses). According to Cohen there are seven theses that are traits that are associated with a monster but in the case of Harris and Klebold two of the theses connect to the creation of copycat shooters. The most influential is thesis six: â€Å"Fear of the monster is really a kind of desire† and is strengthen by thesis two: â€Å"the monster always escapes†. According to Cohen, â€Å"The same creatures who terrify and interdict can evoke potent escapist fantasies; the linking of the monstrosity with the forbidden makes the monster all the more appealing as a temporary egress from constraint.† (Cohen 16). Which means that a monster is desirable because it is allowed to commit acts that are considered taboo by society, when all of society is refrained from crossing that line into the taboo. The taboo that the Colu mbine shooters acted on was murder and that was accomplished with a school shooting that killed twelve students, a teacher, and wounding twenty-one others. The attack at the school was intended to be even worse than what transpired. According to an article by Slate Magazine, writer Dave Cullen stated, â€Å"Harris and Klebold planned for a year†¦The school served as means to a grander end, to terrorize the entire nation by attacking a symbol of American life†¦ They bragged about dwarfing the carnage of the Oklahoma City bombing and originally scheduled their bloody performance for its anniversary. Klebold boasted on video about inflicting ‘the most deaths in U.S. history.’ Columbine was intended not primarily as a shooting at all, but as a bombing on a massive scale.† (Cullen,  Slate) Society has taught us, â€Å"thou shall not kill† and even for those that are not religious, laws prevent people from crossing a line that should not be crossed. Harris and Klebold crossed that line and became monsters themselves. Despite the warnings there exist people that that have a desire the harm people, and they come to admire people like Harris and Klebold, they are viewed as symbols of freedom and power which encourages them to do the same. This also lead to thesis two. As Cohen explains, â€Å"We see the damage the monster wreaks, the material remains†¦but the monster itself turns immaterial and vanishes, to reappear someplace else.† (Cohen 4). In this case the Columbine shooters left a path of destruction, but rather than turn themselves in to the authorities, they â€Å"escaped† justice by committing suicide, and they â€Å"reemerged† as copycat shooters. The following are just some the examples Harris and Klebold influence reached, these are their disciples. On August 30, 2006 Alvaro Castillo of Hillsborough, North Carolina killed his father, and ensued to Orange High School where he attempted a murder spree of the students but was stopped before he could do any more damage and only injured two students. Upon further investigation it was discovered that the man had a bizarre obsession with the Columbine shooting and its two perpetrators Harris and Klebold. The day of the Alvaro’s shooting attempt he was, â€Å"dressed in a Colorado T-shirt, a black trench coat†¦ cargo pants, military-style boots and ammunition beltsHe armed himself with a sawed-off shotgun he named Arlene, the same name Columbine shooter Eric Harris gave his gun† (Karas). This demonstrates to what extent this individual went in order to emulate the Columbine shooters to the point he dressed and acquired the same weaponry as his idols. But it does not stop there, There was also a narrated video, that Castillo shot in Littleton after convincing his mothe r to take him there to see Columbine High School and the homes of shooters Eric Harris and Dylan Klebold (Karas). It is also important to point out that Castillo suffered from mental and suicidal issues an well as family problems. There were eight hours of video recordings of Castillo, ranting, yelling, whispering, singing and beating himself; journal entries detailing an obsession with a classmate he compared to the obsession would-be presidential assassin John Hinckley had with Jodie Foster; and a notebook he called Mass Murders and School Shootings of the 20th and 21st Centuries. In the notebook, he listed himself at the end of a gallery of school shooters (Karas). On April 20, 2006 prior to the shootings, Castillo attempted to commit suicide, dressed in his military uniform and was close to shooting himself with a shotgun, according toRafael Castillo [the father] wrestled the gun away and called the police on his son, who was committed to a psychiatric facility. (Karas) There ar e also claims that, Rafael Castillo tormented the family. He was described as a controlling husband and father with unconventional beliefs (Karas). All these problems culminated into creating an unstable person in Castillo, and probably related and found solace in the Harris and Klebold enough to grow an obsession and his mental stability amplified this. Castillo is not the only one that seem to have been influenced by Columbine. Seung-Hui Cho, the perpetrator behind the Virginia Tech shooting where he, slaughtered 32 studentsclaiming to have been inspired by the two teenagers who carried out the Columbine shootings, calling them martyrs in delusional diatribe he videotaped for the world (James). Cho was also reported to have mental problems as mentioned in an article by writer Dave Cullen for  Newsweek  stating, Cho was widely diagnosed as psychotic-the clinical term for a broad spectrum of deep mental illnesses including schizophrenia and paranoia. Psychotic killers are, most commonly, suffering from schizophrenia, a disease marked by delusions, hallucinations, and loss of emotion, speech, or motivation (Cullen Newsweek). The article further explained Chos thought process and motives, Do you know what it feels to be spit on your face and to have trash shoved down your throat? Cho railed in his manifesto before killing at Virginia Tech. You have vandalized my heart, raped my soul, and torched my conscience. You thought it was one pathetic boys life you were extinguishing. Thanks to you, I die like Jesus Christ, to inspire generations of the weak and defenseless people. Cho found a way to help everyone. He would be the hero of this tragedy. There was pleasure in planning such a grand demonstration of justice,' wrote Roger Depue, former chief of the FBIs Behavioral Sciences Unit, in the official report of the Virginia Tech Review Panel. His thought processes were so distorted that he began arguing to himself that his evil plan was actually doing good.' (Cullen  Newsweek) These are just two examples of people that influenced by Columbine and the list continues including people like Sandy Hook shooter Adam Lanza who possessed  hundreds of documents, images, videos pertaining to the Columbine H.S. massacre including what appears to be a complete copy of the investigation (Pearce). The amount of copycat shooters attempting to emulate what Harris and Klebold accomplished seem to increase as time progresses, some have been able to successfully surpass the body count of Columbine. If the the monsters goal was to to create a legacy of infamy and notoriety they certainly accomplished it. Annotated Bibliography Cohen, Jeffrey Jerome. Monster Culture (Seven Theses). Text distributed by outlining what defines a monster. This text will be incorporated into the essay by tying the theses to the monster and the causes or effects created the actions of the monster. â€Å"Columbines Chilling Legacy.† ABC News. 5 October 2014. https://youtu.be/C0ybj7TAxhc. A video by ABC News regarding Columbine copycats or people influenced by the events and perpetrators of the Columbine shooting enough to replicate the events. These are young men that demonstrate deep devotion and idolization to the events and is probably the most significant outcome from the incident. People having a desire for the monster. There are a good number of people featured in this video that I want to research. Karas, Beth. Man obsessed with Columbine convicted of murder.  CNN. 21 August 2009.  cnn.com/2009/CRIME/08/21/north.carolina.castillo.trial/index.html 2009 trial conviction of Alvaro Castillo. Includes information of what he did, life background, and his obsession with Columbine shooters. Article is from CNN. Cullen, Dave. The Depressive and the Psychopath  Slate Magazine. 20 April 2004.  slate.com/articles/news_and_politics/assessment/2004/04/the_depressive_and_the_psychopath.html James, Susan Donaldson. Psychology of Virginia Tech, Columbine Killers Still Baffles Experts.  ABC News.  16 April 2009.  https://abcnews.go.com/Health/MindMoodNews/story?id=7345607page=1 Cullen, Dave. What a Killer Thinks.  Newsweek, vol. 160, no. 6, 06 Aug. 2012, pp. 30-34.         EBSCOhost, search.ebscohost.com/login.aspxdirect=truedb=a9hAN=78216273site=ehost-live. An article by Newsweek publication that explores the mentality of shooters and what causes them to commit violent crimes. The article explores the psychology of mass murderers in America following the movie theater massacre in Aurora, Colorado. Topics include the difference between psychopathic, delusional, and suicidally depressed individuals, questions regarding the mental health of alleged movie theater shooter James Holmes, and profiles of other famous serial killers, including Virginia Tech shooter Seung-Hui Cho and most importantly Columbine shooters  Dylan  Klebold  and Eric Harris. Article can be used to make ties with why copycats identify and sympathize with the Columbine shooters. Pearce, Matt. Adam Lanzas files show him as another shooter caught up in Columbine. The Los Angeles Times. 27 November 2013.  latimes.com/nation/nationnow/la-na-nn-lanza-columbine-20131127-story.html Image is of Alvaro Castillo admiring his gun he named Arelene.

Chemistry Abbreviations Starting with the Letter A

Chemistry Abbreviations Starting with the Letter A Chemistry abbreviations and acronyms are common in all fields of science. This collection offers common abbreviations and acronyms beginning with the letter A used in chemistry and chemical engineering. Chemistry Abbreviations: A A: AtomAA: Acetic AcidAA: Amino AcidAA: Atomic Absorption spectroscopyAACC: American Association for Clinical ChemistryAADC: Amino Acid DeCarboxylaseAADC: Aromatic L-Amino acid DeCarboxylaseAAS: Atomic Absorption SpectroscopyAB: Acid-BaseAB: Acid BathABC: Atomic, Biological, ChemicalABCC: Advanced Biomedical Computing CenterABCC: American Board of Clinical ChemistryABS: Acrylonitrile Butadiene StyreneABS: AbsorbABV: Alcohol By VolumeABW: Alcohol By WeightAc: ActiniumAC: Aromatic CarbonACC: American Chemical CouncilACE: AcetateACS: American Chemical SocietyADP: Adenosine DiPhosphateAE: Activation EnergyAE: Atomic EmissionAE: Acid EquivalentAFS: Atomic Fluorescence SpectroscopyAg: SilverAH: Aryl HydrocarbonAHA: Alpha Hydroxy AcidAl: AluminumALDH: ALdehyde DeHydrogenaseAm: AmericiumAM: Atomic MassAMP: Adenosine MonoPhosphateAMU: Atomic Mass UnitAN: Ammonium NitrateANSI: American National Standards InstituteAO: Aqueous OxygenAO: Aldehyde OxidaseAPI: Aromatic PolyImideAR: Analytical Reage nt Ar: ArgonAs: ArsenicAS: Ammonium SulfateASA: AcetylSalicylic AcidASP: ASParateAT: Adenine and ThymineAT: Alkaline TransitionAt: AstatineAT NO: Atomic NumberATP: Adenosine TriPhosphateATP: Ambient Temperature PressureAu: GoldAW: Atomic Weight

Developing and Managing Performance Essay Example | Topics and Well Written Essays - 1000 words

Developing and Managing Performance - Essay Example Time management is essential in conducting performance appraisals; furthermore, managers require professional development both to personal and staff levels. Organizational skills are essential in recording employee skills and responsibilities; whiles interacting with employees regularly and providing feedback aids employee development which is an essential part workforce management. Moreover, regular communication between departmental managers and executive leaderships is essential. Ensuring that executive leadership is knowledgeable is a good business practice that enables the executive team to execute wise decisions for the business. Question 2 Before the module I was aware of the different employee management skills such as planning and setting work expectations, constant performance monitoring and developing performance capacity. As well, I was informed of the skill necessary for performing periodic rating of performance in summary form and the skill for rewarding good performanc e. I was conscious that planning involves employees in order to aid them apprehend the goals of an organization, in addition to understanding what has to be done, why it has to be done and the best way it can be done. Moreover, I knew that monitoring involves continuous measurement of performance and offering feedback to employees on the progress toward achieving their goals. I was also cognizant that developing involves increasing the capability to perform by training, giving assignments in order to introduce fresh skills and improving work process. Moreover, I understood that rating includes a summary of employee performance by assessing employee performance alongside standards and elements within the employee’s performance plan. Finally, I was aware that rewarding means distinguishing an employee for his or her performance that contributes to the company’s mission. Question 3 In the module I have learned that time management not only plays an essential role in perso nal live but also in organizations and learned that an essential aspect in time management is planning. Effective planning allocates time to each activity beginning with high priority jobs which have to be done before the other jobs, and the other aspect of time management that I studied was setting goals and objectives. Therefore, without goals, an organization can easily lose its mission; however, the set objectives need to be rational and feasible. Moreover, setting deadlines is another of time management I learned in the tutorial, since setting deadlines ensures that one strives to complete a task before the deadline. As I explored, for effective time management an individual has to be organised, ensured in not misusing time and focussed. Moreover, in the tutorial I learned that effective communication is essential since managers express ideas clearly, which enable employees to understand what is required of them; thus, subordinates perform their tasks correspondingly. Additiona lly, I came to understand an excellent way of managing performance and maintaining positive approach toward communication that ensures understanding between a supervisor and an employee, resulting in an effective workplace. Valuable communication provides clear understanding on what is necessary from employees. Within organizations, effective communication guarantees massive performance from staff; thus, boosting customer