Langston Hughes and Alice Walker Essay

Langston Hughes’ Still Here and Dream Deferred are two poems depicting emotions driven by frustrations in life. These literary works may appear simple, but they both depict the social and political conditions during the time these poems were written. Langston Hughes, a renowned writer during the Harlem Renaissance, is famous for his works on social class and race relations in America. His poem Dream Deferred, as the title suggests, describes various detrimental effects frustration can bring to a person. Literary tools used were imagery, similes, and metaphors in question form to suggest these detrimental effects. In the poem, effects are described as the raisin in the sun, like a sore that festers, like a stinking rotten meat, and like a heavy load. The two poems by Langston both expressed the social and political conditions in his time and its implications to the lives of the African-Americans, then. During Langston’s time, African-American exercised limited rights that may have hindered them from attaining their dreams in life. Langston sees that this problem has caused great pain to the unfulfilled person and to the people surrounding him. The short story Everyday Use by Alice Walker, on the other hand, discusses how culture and heritage should be valued and recognized, specifically that of the African-Americans. Alice Walker, an American writer, like Langston, also writes about race and gender relations. Her short story illustrated the conflict in appreciating the African-American culture by presenting the redefined and the practical ways of doing this. The writer made use of the quilt as the representation of the culture and heritage of the African-American. The quilt, seen as the product of quilting, is said to be the refined way of seeing its worth while knowing the process of quilting represents the practical way and more meaningful way of appreciating the culture and heritage. The story suggests that heritage and culture should not be equated to tangible things and should be understood thoroughly to see its worth. Langston and Walker, through their works, showed how African-Americans feel and what their personal struggles are in two different scenarios. Indeed, their works never failed to provide inspiration to those who can relate. References: Hughes, L. (1951). Dream Deferred. Retrieved May 5, 2009, 2009, from http://www. poemhunter. com/i/ebooks/pdf/langston_hughes_2004_9. pdf Hughes, L. Still Here. Retrieved May 5, 2009, from http://www. poemhunter. com/i/ebooks/pdf/langston_hughes_2004_9. pdf Walker, A. (1973). Everyday Use. Retrieved May 5, 2009, from http://xroads. virginia. edu/~ug97/quilt/walker. html

Alfred Hitchcock’s Vertigo (1958) Essay

Vertigo is a 1958 film directed by Alfred Hitchcock that has stood the test of time in the horror genre. It is considered to be one of the seminal films in the genre not only because it set the tone for the films to follow but also because it exhibited numerous features and techniques that would serve to revolutionise the way in which movies were made. The camera angles, use of space, cinematography, special effects and sound all contribute to the overall effect achieved. As such, this essay will examine each of the above with a view to concluding that Hitchcock rejuvenated the horror genre with Vertigo and provided a master class in using cinematic techniques for effect. The first technique of note is the way in which camera angles are used in order to create an atmosphere of fear, giving the impression that the characters are moving in one vicious circle. The use of the camera â€Å"†¦ simulates panicky feelings of acrophobia (fear of heights) felt by Scottie Ferguson (James Stewart). † (Pramaggiore & Wallis, 2004, p. 127). For example, at one point in the film, a staircase is filmed from the very top. This not only alludes to the cyclical nature of the narrative because the bell tower staircase is indeed circular but also narrows the shot. The illusion of falling from a great height is fostered in this shot and indeed in others, like that in which Stewart appears to be standing on the ledge. Furthermore, the camera angles also link directly to the illusion of space: â€Å"†¦ serves as a template for key themes: the topography of a city and its surrounding countryside matched by dilemmas of sexual choice, guilt and obsession. † (Orr, 2005, p. 137). The view from the bell tower always appears to be bleak, thus mirroring the overtones of the plot. The sound used also highlights the cyclical nature of the narrative. In an interview in Sight and Sound, Scorsese pointed out that â€Å"†¦ the music is also built around spirals and circles, fulfilment and despair. Herrmann really understood what Hitchcock was going for – he wanted to penetrate to the heart of obsession. † (2004). Scorsese’s assessment is correct and this is typified by the scenes in which Madeline and Judy fall to their deaths. The sound is similar in both instances and actively signifies the irony that the starting point of the movie is also the end. However, it is not only the use of music that has a significant impact of the tone of the movie but also the silence. Hitchcock uses silence incredibly well and only provides dialogue as and when he has to. For example, even the confession scene at the denouement of the movie is not as full of vocabulary as it may be in other films. Words are used sparingly and to make a point. Special effects and cinematographic techniques are not used as sparingly as the dialogue in an attempt to convey the tension desired. Hitchcock undoubtedly used rear projection in Vertigo: â€Å"Foreground and background tend to look starkly separate, partly because of the absence of cast shadows from foreground to background, partly because all background planes tend to seem equally diffuse. † (Bordwell & Thompson, 1996, p. 244). This is an example of both of these features and there are numerous examples of this in the film, such as the point at which Novak and Stewart kiss against the backdrop of the ocean. The actors were filmed and then imposed on a natural backdrop, thus forgoing the use of shadow. As such, there is something innately unnatural about it, which follows the plot. The film stock is also colour and this also helps to eliminate the use of light and dark, thus enhances this particular effect. In conclusion, there can be little doubt that Hitchcock rejuvenated the horror genre with Vertigo and provided a master class in using cinematic techniques for effect. There are numerous techniques used within the movie to help contribute to the cyclical and somewhat claustrophobic atmosphere. Again, this serves to heighten the tension. The sparing use of dialogue and excellent use of sound effects, when paired with the film stock and clever camera angles, certainly enhance the narrative and ultimately allowed Hitchcock to create one of the best cinematic examples of horror in history. Bibliography Bordwell, David & Thompson, Kristin, 1996. Film Art: An Introduction. 5th Edition. New York: McGraw-Hill. Orr, John, 2005. Hitchcock and Twentieth Century Cinema. London: Wallflower Press. Pramaggiore, Maria & Wallis, Tom, 2005. Film: A Critical Introduction. London: Laurence King Publishing. Scorsese, Martin, 2004. The Best Music in Film. Sight and Sound (September 2004). [Online] Available at: http://www. bfi. org. uk/sightandsound/filmmusic/detail. php? t=d&q=42 [Accessed 10 May 2010]. Vertigo, 1958. Directed by Alfred Hitchcock. USA: Paramount Pictures.

Shelley Shows the Reader That Even Forces for Good, Such as Love

‘In Frankenstein, Shelley shows the reader that even forces for good, such as love and friendship, wholly fail to protect the individual against evil’. How do you respond to this statement? There are various events that reveal elements of sin and immorality within the novel. Yet although these cases are not prevented on a number of occasions Shelley still depicts that the bonds between families, friends and strangers are so valuable that they provide the security and hope necessary to provide safety and protection. Many of the tragic events in the novel involve an innocent character suffering due to the actions of another.One of the majorly heartrending events in the novel is the unfortunate death of William. He was so dearly cared for and loved yet it was not enough to protect him from suffering; due to Frankenstein’s actions. Despite his good intentions for the ‘sweet’ child, Frankenstein indirectly caused his nephew’s death. Similarly, the i njustice brought upon Justine was caused by Frankenstein’s actions. Regardless of the admiration and respect Frankenstein had for Justine it was not enough to save his friendship with her but ultimately neither was it enough to protect her life.Again, with the murders of Elizabeth and Clerval, although absolutely appreciated and loved by Frankenstein, his honest intentions were not strong enough to suppress the authority of the Creature, who caused his loved ones’ suffering and in due course their deaths. Of course all of these characters were seen as ‘enchanting’ and an ‘adored companion of all my [F’s] occupations’, which further proves that goodness within the heart does not and cannot always protect a victim from iniquity, no matter the number of people or amount of veneration.By choosing to isolate himself from society Frankenstein disables the chance to retrieve the aid that he needed. In order to solve his problems with the Creat ure it is now evident that assistance throughout the difficult process would have been effective for Frankenstein and would not have led him to his untimely death. Similarly, the help that Frankenstein received from Clerval was dearly valuable as Frankenstein’s health collapses and leads him to his death latter to the death of Clerval therefore showing that a protector and an advisor would have been sufficient.This shows that although the love and care from his loved ones was once there it had not lasted due to the actions of the Creature, but primarily also to Frankenstein’s actions, and thus the maliciousness in this situation has overpowered love and care. As a contrast, partly due to the guilt and shame, the Creature’s intentions of suicide were majorly affected by his experience of negligence. By the use of multi narrative text, Shelley is able to give the Creature his own opinion to express that he was not provided with sufficient love and friendship.This then showed that the necessary protection from sin and danger was removed and the Creature suffered because of it. This is evident through the identification of the constant unrealistic epithets used to describe the Creature such as ‘wretch’, ‘devil’, ‘catastrophe’, in which the list is continuous. Although, unlike with the characters aforementioned, the Creature was given, if any, little care in his life and so the power of good against the power of sin was limited in the first place to protect him from sin.However, the strength of friendship and trust is bold between the characters, which ultimately overpower the foreboding evil. This is especially seen in Clerval who, although seen as an unrealistic character, he brought security and warmth for Frankenstein in desperate times. This is evident when he addresses his troubled friend as ‘my dear friend’, he ‘observed my [Frankenstein’s] change of colour’ and also his melancholy state of emotion regarding life as seen from ‘are you always to be unhappy? ’.This question shows not only that Clerval recognises a change for the worst in his friend but he is also concerned that the matters in hand will accelerate. This admiration for Frankenstein was also seen switched as Frankenstein saw Clerval as a ‘wonderful’ friend and who ‘rejoiced in my gaiety’, which shows both that Clerval finds it pleasing and relieving to see his friend in better condition and also that Frankenstein recognises this in his friend, which proves the supremacy in the bond of their friendship. Another prime example of good overpowering forces of evil is the master of Walton’s ship.His ‘integrity and dauntless courage’ led him to pass all his money to his wife-to-be’s lover, a complete stranger, in order to provide this woman with happiness and true love. This act of generosity supports the idea that admiratio n can bring fulfilment rather than misery. Conversely, the situation between the De Laceys and the Creature shows great protection and security. Although the fortification was not necessary Felix still put his life on the line to save others and this thought and genuineness shows that the power of integrity engulfs the force of wickedness.It would seem that clearly the majority of the novel involves a lot of care and love between the characters. However, it would deem appropriate to assume that this constant presence of nobility is subdued by the malice and cruelty of the novel. Referring back to the statement in hand, evil is not ‘wholly’ overpowered by love and friendship neither does it overpower these forces but it seems that the power of love is not as powerful as it needs to be to overwhelm injustice and malevolence.

Compare some aspect of character in Hamlet by Shakespears and One flew Essay

Compare some aspect of character in Hamlet by Shakespears and One flew over the cuckoo's Nest by Ken Kesey---How do characters deal with similar problems A - Essay Example ween the two pieces of text is that the issue of madness is dealt with in both texts: Hamlet is thought by many to be mad, and indeed he himself says, â€Å"I am but mad north-northwest†, with Claudius confirming this by saying, â€Å"Madness in great ones must not go unwatched†. The whole action of One Flew Over the Cuckoo’s Nest takes place in a mental institution, with the main protagonist, R.P. McMurphy, himself being a patient at the institution: as R. P. McMurphy points out early in the text, â€Å"I must be crazy to be in a loony bin like this†, and later in the text, he makes reference to his madness many times, with quotes such as, â€Å"Is that crazy enough for ya? Want me to take a shit on the floor?†. A further similarity in the two characters is the fact that both men are strongly motivated by outside events; Hamlet cannot cope with his mother re-marrying after the death of his father, and R.P. McMurphy is obstinately obsessed with needing to be the centre of attention in the institutional setting; as he says soon after we meet him, â€Å"I like to make a good impression on the right man if he can prove to me he is the right man†, showing that R.P. McMurphy is egotistical and obsessed with assessing the characters of people he meets, just as Hamlet proves himself to be through the events in Shakespeare’s play. Further, Hamlet and R.P. McMurphy are both defined as characters by their need, their thirst, for revenge. For R.P. McMurphy, he wants revenge on Nurse Ratchet after she re-seizes possession of the ward; for Hamlet, the whole thrust of his character is to avenge the death of his father, as he says, â€Å"†¦From this time forth/My thoughts be bloody or worth nothing†. Indeed, it is revenge that ultimately drives the characters to their end, even though both characters try to cover their thirst for revenge with deviations at every opportunity, through manipulation and trickery. Similarly, the ultimate downfall of each character occurred due to a

Constitution Timeline Essay Example | Topics and Well Written Essays - 750 words

Constitution Timeline - Essay Example The document played a significant role in the creation of the United States constitution. This is clearly seen in the United States bill of rights. This spells out various rights of the people and curtails the government powers (Historic Documents, n.d.). For example, the bill says each person must enjoy all rights with the right practice of law being followed (Historic Documents, n.d.). This is clearly seen in the fifth and ninth amendments. This document is also a source of many fundamental concepts of the law (Historic Documents, n.d.). In fact, the concept of the constitution stems from this document. Colonist wrote the mayflower compact before occupying Plymouth colony. This was a consensus of the new settlers arriving at the Plymouth in November 1620 (Foster, 1992). The voyage was on the ship Mayflower. The settlement was drafted on fairness and justice ideals and the choice of the majority (Foster, 1992). This was necessitated by recognition of passengers that the new world settlers failed due to lack of government. This deal was meant for their own survival. They believed the settlement would be honored between god and man, and between each other (Foster, 1992). It calls for treatment of one another as equal in the sight of god (Foster, 1992). This compact had a profound contribution to the United States constitution. Firstly, it was an influential document for the founding fathers as they created the United States constitution. Secondly, it led to the making of a fresh self-governing nation. Moreover, the United States constitution was also formed on similar bases of equalit y. The declaration of independence was ratified by the Second Continental congress on July 4, 1776 (Department of State, n.d.). Thomas Jefferson drafted this declaration with minor changes made by the committee (Department of State, n.d.). The declaration was because of sore relationship that existed between the

Global business Essay Example | Topics and Well Written Essays - 2000 words

Global business - Essay Example The learnt from the report will help a reader to analyze the internal and external aspects of business of the newspaper industry in details. It has been analyzed in this report that the newspaper industry has grown more competitive and digital in nature down the years. Table of Contents Introduction 4 Findings 4 PEST Analysis and its Business Benefit 4 PEST Analysis of the Newspaper Industry in the Developed Economies 4 SWOT Analysis of ‘The Guardian’ 6 Lewin’s Field Force Analysis 8 Field Force Analysis of the Newspaper Industry in the Developed Economies 8 Conclusion 10 Introduction Over the time mankind has combated several wars to develop and enhance their personal skills. Literacy is considered as one of the key indicators for economic development in a nation. It has been proved infinite number of times that the contribution of education in the field of growth of welfare and well being is perilous. In the contemporary world, it can be stated that those nation s that possesses high literacy level are able to perform better in the global market places. The worlds of economic, social, cultural and political life of human beings have series of unremitting incidences. The improvement of literacy and growing awareness of the individuals about the current situations in the world around them have augmented the austerity of popularity of newspapers. Even today, despite the different types of media like television, internet etc., the use of newspapers positions itself at the zenith in the global media industry. However, it would be interesting to note that the nature of the print media industry in the developed and developing economies is substantially different. This report will throw a light on the newspaper industry in details for especially the developed economies and would also compare the same for the developing countries in the globe (Westwood, 2005). Findings PEST Analysis and its Business Benefit PEST is actually an acronym for the four w ords political, economical, social and technological. It has been analyzed by the scholars that this technique of analysis helps to implicitly analyze the business environment of any industry. This helps the analysts in the industries to formulate efficient business strategies for their respective business segments. The future impending business difficulties and the risks can also be minimized with the help of a good PEST analysis for a company. It is also true that the opportunities in a business and resources can also be used in the most cost effective manner with the help of PEST analysis of a business firm. PEST Analysis of the Newspaper Industry in the Developed Economies Political In the developed economies, the impact of political changes on the newspaper industry is massive. A new legislative act or the occurrence of an election or the emergence of a new political turmoil brings about large changes in the nature of interests of the reporters in the newspaper industry. The po litical parties in the developed economies like U.S. influence the newspaper companies to create readership interests according to the requirements. Though the newspaper industry does not desire much of political regulations over its operations, political intervention does matter to its operations.

BASF AG - The Nanjing Project Report Essay Example | Topics and Well Written Essays - 750 words

BASF AG - The Nanjing Project Report - Essay Example Plastics This segment includes a wide range of goods, services, and system solutions. The company offers numeral production plastics for the electrical and the automotive industries as well as for use in domestic appliance, games, and leisure time products. The styrene froths are used as protective equipment in the construction firms and in packaging. The polyurethanes are very flexible. Soft froth for example, is used to manufacture mattresses and car seats, and as stiff foams, they augment the energy effectiveness of refrigerators. Performance Products Performance products credit stability and color to countless everyday items and help in the improvement of their functional profile. The firm’s product range includes food additives and vitamins as well as component for pharmaceuticals and sanitation and household items for personal care. Other Products of performance improve processes of oil and gas production, paper industry, mining, and water treatment. They can also improv e the effectiveness of petroleum and lubricants, the efficiency of glue and coatings, and the stability of plastics. Functional Solutions In this segment, there are the package system solutions and pioneering products for particular sectors and clients, specifically for the automotive, construction, and chemical firms. Their group comprises of industrial catalysts and automotives, industrial coatings and automotives, and concrete mixtures as well as constructions such as tile glue and architectural varnishing. Agricultural Solutions For crop security products that are used to kill insects, fungal diseases, and weeds are manufactured and they augment quality and protect crop yields. The study in plant biotechnology focuses on vegetation for greater agricultural activities, healthier nourishment and for application as renewable materials. Oil and Gas As the major producer of oil and gas in German, the industry center its exploration and manufacture on oil- and gas-rich sections in Nor th Africa, Europe, South America, Caspian sea region, and Russia. Together with their Russian associate Gazprom, they remain active in the transport, trading, and storage of natural gas in the European countries. Competencies of BASF AG Brand associated with quality The company produces many brands which are reliable, affordable, and of high quality. The company has integrated the AG employees and the current technology. It has ready market whereby customers and suppliers are given quality products, performance, and highly valued services. Across each industry, customers require products that increase comfort, improve quality, and reduce the consumption of energy. In 1993, the company was recognized as the worldwide trading firm for BASF SE. Due to the international trade, it has become a participant in the large-scale products markets of LPG, aromatics, and naphtha. The international trade maintains presence of market in three continents covering the relevant trading hubs around th e world. The company has three main locations, which are Zug (Switzerland), Houston (USA), and Singapore. The company does not only offer valuable products but also support the customers in facing many challenges by offering

Kants morally impermissible actions Essay Example | Topics and Well Written Essays - 1000 words

Kants morally impermissible actions - Essay Example Deontological ethical theory Immanuel Kant, a German philosopher proposed the theory of deontological ethical theory; this has the foundation on the point that only essentially good will is derived from a good thing. This implies that an action is evaluated when the motives or maxim behind it are evaluated, these can be looked at from two angles. First, evaluation of actions by taking into consideration their consequences, this is rejected, a person can control motives and purpose but lack the inability to control the consequences of his/her actions. Secondly what is ‘ought’ means ‘can’ this means that a person is held responsible morally only for a limited number of actions that are under his/her control. Logic as the Basis for Ethics: What action can be described as permissible and hence the converse implies impermissibility? An action is said to be permissible if its cause can be found to be logically consistent and an action is said to be impermissible if its cause is found to be irrational, inconsistent or contradictory (Sullivan 163). This arguments aid in avoidance of mistake and prejudice, provides tenable defense of moral motives, and implies a reply to moral skeptics. The argument can also be said to provide moral universality theory and to give the impression that immorality implies inconsistency and irrationality. For an action to be praiseworthy, the action must have foundation on a logically rational or consistent motive. A praiseworthy action is one that has foundation on a given motive that is obeying the moral law, moral laws are those that are consistent for everyone and are applicable to every other person. Permissible actions are as defined above are those that are because of a consistent motive and are done out of moral duty. The Categorical Imperative: Kant suggested that the moral duty is given to an agent by reason as a categorical imperative (McCracken 131) a person is told how to behave out of an imperative statement. Imperative statements can be considered on two occasions, hypothetical imperative is built on commands for accomplish a particular objective; categorical imperative is modeled on natural law. This becomes the focal point of Kant’s moral principle; to him the foundation of the principle cannot be anything but absolute. An attempt to rationalize morally impermissible behavior will prove self-defeating; this is known as morally impressible action (McCracken 131). An act is impermissible if and only if the action is acted upon the foundation of the maxim that a person cannot will to a universal law; therefore, the permissible action implies the converse. This implies that a person will do an action given the circumstance and because of a certain motiv e, this gives the reason for the action-the maxim. Every person will do actions given the set of circumstances and because of those motives; this means that a person’s actions is consistent with everyone’s actions. The murder example If a person is considering killing another person for egoistic reasons, because, the other person is committing adultery with his wife, consider the impermissibility of this case. The action, which is murder for egoistic reasons this gives the circumstance and finally the motive, is adultery. Every person will kill those people for egoistic reasons, because, these people have committed adultery with their wives. The first argument provides the maxim principle while the second argument provides the universal law; this cannot consistently will that people will commit all those actions this therefore means that the action is impermissible. This example above illustrate classifications of moral duties, the classifications are premised on these divisions, first, the duties to self by implication to others and perfect duties by implication imperfect duties. Perfect duties are done at every other chance whilst the imperfect duties are done at a unique chance but the agent must put thought to it. Violation of

Applications Of The Law In The Legal Systems Essay - 1

Applications Of The Law In The Legal Systems - Essay Example The Nazis had broken the natural law which is under the Jurisprudence. This is so because the natural law under the jurisprudence refers to use of reason and morality to judge and not solely judge based on legal status. It is usually applied in scenarios where the legal law cannot be enforced due to either lack of the law or the situation is too complicated to have the law. Morality according to the natural law is concerned with differentiating between what is good and what is bad. Reason refers to the motivation behind committing the good or bad act or deed. This is usually what this type of jurisprudence seeks to establish in a case scenario. This was also what the Nazis should have been charged with following the inhumane they committed while under Hitler’s orders as they claimed. Violation of the natural law comes in if those being charged committed any atrocities that were not in line with the morality of human beings (Bix 145). The killings and inhumane treatment accorded to the Jews by the Nazis were bad (immoral) and against human rights. But they claimed to have acted on Hitler’s orders and hence this gives the reason behind their immoral treatment. If the law was to be enforced on the Nazis, the punishment for such actions no matter the reasoning would be severe. Even when the reasons for such acts are incorporated, they still were in a position to decline due to the unethical way those affected were treated hence punishment due to that should have been enforced although not that severely. However, when no law is considered and the reasons are used as the basis for judgment, the Nazis still committed unethical acts against their fellow human beings and hence deserved a form of punishment. Good ethical conduct is against the killing of a fellow human being and especially if the one being killed has not committed any immoral thing.

Rule of Law and Separation of Powers Essay Example | Topics and Well Written Essays - 2000 words

Rule of Law and Separation of Powers - Essay Example This notion is referred to as 'separation of powers'. Over the years 'the Rule of Law' has gained many critical acclaims due to the traditional ethical values it uphold in the UK constitution. Those set of values are universally accepted and implemented in most of the European states for the rule does not allow any deviation or updation in the 'written' or 'unwritten' part of the Constitution. 'Separation of powers' the word created by a French thinker 1 is today pursued by the doctrine of the separation of powers (SOP) which suggests that SOP is no less important globally than nationally. This refers to the fundamental commitment to the creation and maintenance of independent judicial bodies to interpret and apply diverse areas of international law is essential to international law's continuing integrity 2. SOP refers to that established constitutional principle that believes and negates the notion that, there must not be any accumulation of too much power in a single entity (one person) or decision-making body, instead the power must be distributed among the three branches of the constitution named the Executive, the Legislature and the Judiciary. In case the power is vested in a single authority, it would lead to inefficiency and corruption 3. Lord Scarman invoked Entick v. ... The King's messengers were liable for trespass in the absence of authority indicating the legality of general warrants of search and seizure: the 'silence of the books' was held to be authority against them. The House of Lords held that a constable could not lawfully require a person to provide a breath specimen, under the Road Traffic Act 1972, section 8, if he were present on that person's property without permission. Police officers had not been acting in the execution of their duty, as was necessary for a valid exercise of the power, because they were trespassers 4. The Rule of Law indicated in this case provides the foundation of constitutional rights. The legality of the issue and execution of general warrants of search and seizure could not be established, and the King's Messengers were therefore liable for trespass. The judges would see if justification were provided by statute or common law: 'If no such excuse can be found or produced, the silence of the books is an authority against the defendant 5. McGonnell V. UK McGonnell v UK case depicts the violation in the context of separation of power, which the court found guilty of regarding the lack of prejudice in requirement in Article 6(1). "This was mainly because of the personal relations between the judiciary of the Bailiff of Guernsey and his legislative and executive roles. The Bailiff's overlapping functions meant that he had presided over the Guernsey legislature when it had adopted the Development Plan, which was relevant to the applicant's planning application. The Bailiff's attitude in his judicial capacity made clear to the court the applicant's planning appeal, therefore the Court held this to be in breach

Marketing Plan Assignment Essay Example | Topics and Well Written Essays - 3500 words

Marketing Plan Assignment - Essay Example Put differently, Jim’s Cleaning ensures peace of mind for its customers and that it why it stands out vis-a-vis other players in the industry. Jim’s Cleaning has its own professional cleaning equipment. It is known to be a reliable company that starts and completes the job on time. Its franchisees are fully insured. The company guarantees quality services at a fair price. About the Product According to the American Marketing Association, a product is a bundle of attributes; features, functions, and benefits that an organization offers to sell to the target customers in exchange of money. A product may be an idea, a good (physical tangible product), or a service, or any combination of the three. As of now Jim’s Cleaning offers only ‘services’ to its customers. The company offers its cleaning services to domestic as well as business customers. Its cleaning services are divided into the following divisions; Jim's Carpet Cleaning, Jim's Window Cleaning, Jim's Car Cleaning, Jim's Blind Cleaning and Jim's Pressure Cleaning. Jim’s Carpet Cleaning The company does a methodical cleaning of carpets and thereby ensures that the customer not only gets the best feel and appearance of the carpet but also protects the investment made on the carpet. The company uses the most advanced products and equipment and cleans as per the Australian National Standards. The carpet division also cleans upholstery, drapes and mattresses. Customers are offered two options; Steam Cleaning and Dry Cleaning. The former method, also known as hot water extraction uses hot water for cleaning carpets. The dry cleaning method is recommended for carpets that require regular preservation cleaning or when carpets have to be dried quickly. Jim’s Window Cleaning Jim’s Cleaning enhances the appearances of homes by cleaning windows to perfection. This cleaning exercise also cuts energy costs in winters by allowing more light inside the home. The compan y guarantees streak free, shining windows after work. Jim’s Cleaning has the expertise to clean all internal and external windows. Given its state of the art equipment, Jim’s Cleaning personnel can reach double storey and high rise buildings. Jim’s Pressure Cleaning Jim’s Pressure Cleaning offers tailored programs to suit the requirements of commercial clients. This division specifically targets real estate agents, builders and local businesses, in addition to residential customers. Services include mould and dirt removal, cleaning of driveways, fascia, paving, pathways, outdoor timber, and tiled areas. Jim’s Car Cleaning Jim’s Car Cleaning division simply loves its job and guarantees quality job, reliable service and money back guarantee. The car is cleaned at a location convenient to the client. The customer need not take the car anywhere as the personnel from Jim’s visit the customer and do the job. Depending on the quantum of work a customer requires, Jim’s car Cleaning offers Premium Wash, Mini Detail and Deluxe Detail. As part of its specialty services Jim’s Car Cleaning offers full cut, polish and wax coat for the car. The customer can also opt for shampooing the car. Jim’s Blind Cleaning Jim’s Blind Cleaning not only cleans but also repairs blinds. As an additional service, the company replaces the defective parts of the blinds as well. The division offers proficient service to take care of these precious window coverings, be it of any type or make; horizontal or vertical. The company promises to clean a large variety

How to Become a Straight a Student Essay Example for Free

How to Become a Straight a Student Essay Introduction â€Å"My friends always wondered why I was never in the library, but instead in the student center socializing, or at a party, or at an event. They said I made it ‘all look so easy. ’† Anna, a straight-A college student This is not your average college study guide. Unlike the titles next to it on the shelf, none of the advice presented here was devised by professors or self-proclaimed academic skills experts. I promise that you won’t find any mention of the Cornell note-taking method, mental map diagrams, or any other â€Å"optimal learning technique† crafted in an office or laboratory—environments far removed from the realities of typical college life. Instead, this book reveals—for the first time—the study habits used by real straight-A college students. All of the advice that follows was distilled from a series of interviews I conducted with a large group of top-scoring undergraduates. These participants were drawn predominantly from the Phi Beta Kappa rolls of some of the country’s most rigorous colleges and universities—including Harvard, Princeton, Yale, Dartmouth, Brown, Columbia, Duke, Amherst, and Skidmore—and they were carefully chosen to represent a wide variety of academic concentrations. In each interview, I asked the student to detail his or her study habits. The questions ranged from the general (â€Å"How do you defeat the urge to procrastinate? †) to the specific (â€Å"What techniques or systems do you use to locate and organize sources for a research paper? †). If the questionnaire revealed the student to be a grind—someone who earns high grades simply by studying an excessive amount—I discarded the responses. I was interested only in students who improved their grades through smarter, more efficient study skills—not through longer hours and more painful study sessions. How did I know such students existed? I am one of them. When I arrived as a freshman at Dartmouth College, I had no idea how to prepare for exams or write college-level papers. Like most students, I left high school believing that to study meant to reread your class notes and assignments as many times as possible and that paper writing required you to sit down in front of your computer and start typing until you finished. The problem, however, is that college is not high school. The material to be mastered is much more complicated and the professors have higher expectations. In the college environment, simple brute force study methods can end up requiring a lot of time and causing a lot of pain. Nevertheless, most students still rely on them. And this is why they find themselves regularly pulling all-nighters and developing an antagonistic attitude toward their courses. The taxing effects and spotty success of these methods also underlie the common belief that only geniuses and grinds can score top grades. When I first entered college, I shared in these beliefs. But soon I became dubious. It didn’t take long for me to decide that there had to be a better way to learn the material. The results of my studying using simple techniques varied widely—I’d spend all night hacking away at an essay and end up scoring a B-, or give what I thought was a frantic last-minute review for a quiz and score an A. I constantly felt like I was behind in my reading, and there always seemed to be new deadlines on the horizon that I had to scramble to meet. It was truly a chaotic existence. But when I looked around, all of my friends seemed to be having the same experience—and none of them seemed willing to question it. This didn’t sit right with me. I wasn’t content to work in long, painful stretches and then earn only slightly above-average grades for my efforts. I wanted to be exceptional. And I wanted to achieve this without having to sacrifice sleep or my social life. To many students, such a goal may sound hopelessly hubristic. But I’m an optimist by nature, and, observing the sorry state of my current study skills, I was convinced that I could do better. It took me most of my freshman year to construct, through repeated experimentation, a toolbox of sufficiently improved study habits. But once I had perfected them, the results were profound. Of the thirty-six courses I took between my sophomore and senior years of college, I scored exactly one A- and 35 perfect As. The most stunning piece of this transformation, however, was how much less time I had to spend on studying. As my strategies became more refined, the hours required were reduced. By my senior year it got to the point where, during finals periods, I would sometimes pretend to be heading off to the library just so I wouldn’t demoralize my roommates, who were preparing for yet another grim all-nighter. What was my secret? Efficiency. The simple truth is that the brute force techniques used by most students are incredibly inefficient. When it comes to exam preparation, passive review is not an effective way to learn complicated concepts. It’s also mentally draining, which further diminishes the rate at which you can absorb and internalize information. For paper writing, this same problem holds. When you approach the task without proper preparation, it becomes incredibly tiring and you can end up spinning your wheels. After a while, even the formation of coherent sentences becomes difficult and time intensive. In contrast, the techniques I came up with were so streamlined that I could learn more material than my classmates and actually spend less time studying. By eliminating stupid habits and wasted effort, I transformed exam prep and paper writing from a dreaded chore to a targeted activity. For a while, I was convinced that I was unique for having discovered such a smart approach to learning. But, alas, this illusion was soon shattered. It occurred during the winter of my senior year, when I was attending a ceremony celebrating my induction, along with thirty other classmates, into Phi Beta Kappa. This group represented, more or less, the thirty students with the highest G. P. A. s out of my class of over a thousand. Accordingly, I had arrived at the venue prepared to spend the evening with some serious nerds. As it turns out, however, I was in for a surprise. Upon walking through the door that night, I was immediately struck by how many of the other students I knew socially. These were people who, given their level of visibility on campus, I never would have imagined were scoring straight As. They were magazine editors, frat boys, and crunchy environmentalists. I knew them from parties and campus clubs and through mutual friends. They were, for the most part, normal, well-rounded, and interesting—not at all the type of super-grind one might assume would occupy such an elite level of academic achievement. The lesson of that night was obvious: Perhaps I was not, in fact, as unique as I had first imagined. Maybe there were others out there who had discovered similar secrets to academic success. The writer instincts in me soon took over. Fascinated to know exactly how these seemingly normal students had done so well, I sent all of my fellow Phi Beta Kappas a survey about their study habits. Most were happy to share their methods and I quickly confirmed that my suspicions were true. Not only were many of them using innovative, homegrown study strategies, but many of these strategies were surprisingly similar to those that I had developed during the previous few years. At the time I had just finished editing the manuscript for my first book, How to Win at College, so I wasn’t exactly eager to get started right away with another massive writing project. But after seeing these initial survey responses, I knew I had stumbled onto something big. While most college students toil arduously through the study and paper-writing processes, there exists an elite group of undergrads who have discovered unconventional strategies for earning much higher grades in much less time. I wanted to share these secrets with other students, and thus the idea for this book was born. Soon I was sending out more questionnaires to more straight-A students at colleges around the country, until I gathered enough responses, from students with enough different backgrounds and majors, to distill the advice presented in this guide. In the pages that follow, you will discover the details of these often surprising study strategies. I’ve included examples and case studies throughout the book to demonstrate how to apply the advice in many different reallife academic situations. You will learn how to: †¢ Manage your time and deal with the urge to procrastinate. †¢ Take targeted notes in class. †¢ Handle reading assignments and problem sets with ease. †¢ Prepare efficiently for exams. †¢ Master the art of exam-taking. †¢ Write incisive critical analysis essays. †¢ Conduct thorough research. †¢ Write standout term papers. Remember, this advice comes from real students and was honed, through trial and error, in real college classrooms. This distinction is important. It’s what separates this book from the many existing study guides that sit next to it on the bookstore shelf. As mentioned, most study guides are written either by professors or academic skills experts, many years separated from their own college experience. The result is that the authors of these guides are disconnected from the realities of undergraduate life. For example, How to Study, by college professors Allan Mundsack, James Deese, and Ellin K. Deese, suggests that students wake up at 7 A. M. each morning, go to sleep by 11 P. M. each night, and on many days schedule only a single hour of â€Å"recreation,† with the rest of the time dedicated to attending class, eating, or working. One gets the feeling that these professors haven’t spent much time socializing with students lately. Even their plan for Friday—the biggest party night of the week—has the student working until 10 P. M. , taking a one-hour break, then turning in by eleven. Student Success Secrets, written by Eric Jensen, a learning expert and professional public speaker, offers equally out-of-touch suggestions. His tips to help you remember concepts learned from a reading assignment include â€Å"put it in a picture or poster—use intense colors,† â€Å"act out the material or do a fun role play in your own room,† or â€Å"create or redo a song; make a rap. † Just try to imagine a sophisticated liberal arts major attempting to make a rap about her recent reading assignment concerning post-structuralist interpretations of pre-Victorian English literature! (Key question: What word rhymes with â€Å"Foucault†? ) The granddaddy of all unrealistic study guides, however, just might be What Smart Students Know, by Princeton Review cofounder Adam Robinson. In this best-selling guide, Robinson suggests—and I swear I am not making this up—that students approach a reading assignment as a twelve-step process! That’s right, twelve separate steps. Before you even crack the actual assignment, Robinson suggests that you jot down questions about the importance of the reading and then take notes on what you know about the topic, what it reminds you of, and what you want to learn. He then asks you, among other things, to read the assignment a total of three separate times, write and then rewrite your notes, represent the information in picture form, construct â€Å"question charts,† and devise mnemonics to help you memorize the concepts. Needless to say, this approach to a simple reading assignment is humorously unrealistic. I even did a little math. For a typical college-level liberal arts course, a student might be assigned an average of two hundred pages of reading a week. In his book, Robinson provides a one-page sample reading and describes twenty-three different questions that students might ask about it. At this rate of twenty-three questions per page, spending thirty seconds on each query, we would end up spending around forty hours a week (i. e. , a full-time job’s worth of time) simply completing one of the twelve steps on the reading assignments for just one class. Sounds like a great plan! These examples highlight the simple truth that the advice in most existing study guides—written by â€Å"experts,† not students—is often impractical and time consuming. How to Become a Straight-A Student, on the other hand, is the first guide based on the experiences of real college students, and it was written to provide an alternative to the other titles on the market. In the pages that follow, you will find homegrown strategies that are compatible with the demands of your day-to-day student life. They may not be as elaborate as the intricate systems devised by the â€Å"experts,† but they’re easy to implement—and they get the job done. Best of all, when you start putting these strategies into practice, you will experience immediate results. Keep in mind: If you find a piece of advice that doesn’t quite fit your needs or circumstances, that’s okay. In fact, you should expect this. Each of the students I interviewed for this book had his or her own unique take on the best way to study. Follow their lead and, when stuck, experiment. Replace techniques you don’t like with ones that seem better. If these new techniques work, keep them; if they fail, replace them with something else. The key to improving your grades without becoming a grind cannot be found in any single study habit. It is, instead, rooted in the big picture decision to reject rote review once and for all and begin the flexible search for strategies that work better for you. Above all, remember that college is a multifaceted experience, of which grades are just one of many important pieces. It’s my hope that this book will help you painlessly conquer this one piece so you can have more time and energy to explore all of the others—the friends, the unburdened idealism, the heroic beer consumption—that make these four years so rich. A common complaint I hear from students is that they never seem to have enough time to finish all of their work. They vent about how many hours they spend—late nights reviewing in the library, weekends sacrificed to paper writing—but no matter how hard they try, there always seems to be something else due. As Matthew, a straight-A student from Brown, explains, it’s easy for college students to become â€Å"stuck in a state of permanent catch-up. † Understandably, these students feel like they have reached their academic limit; they believe that unless they forgo sleep or any semblance of a social life, there are simply not enough hours in the day to stay on top of all their schoolwork. Let’s start by getting one thing clear: This belief is false. The problem here is not the amount of available hours, but rather how each hour is spent. I know this from firsthand experience. While researching this book, I spent time with some of the country’s most accomplished students, and I can assure you that no matter how diligent you think you are, there is a Rhodes scholar out there who fits in three times the amount of work and activities you do and probably still manages to party harder than you would ever dare. I don’t mean to imply that everyone should aim to become a drunken Rhodes scholar (though it would certainly be fun to try); rather, my point is that a surprising amount of work, relaxation, and socializing can be extracted from a single twelve-hour day. A lack of time, therefore, isn’t enough to explain why so many students feel overwhelmed. So what does explain this phenomenon? The answer, as it turns out, has much more to do with how we work than what we’re trying to accomplish. As humans, our minds have evolved to prefer short-term tasks such as â€Å"run away from that lion† or â€Å"eat food. † Therefore, when you walk into the library on a Sunday morning with the goal of finishing all of your homework and writing a paper, your brain isn’t happy. The idea of spending eight consecutive hours trapped in a study carrel is dispiriting. Plus, it’s hard to focus for that long, so pretty soon fatigue will set in, your concentration will wander, and every distraction will suddenly seem impossibly appealing. Before you know it, the day will be over and you’ll realize that you haven’t accomplished much productive work at all. The next day, new assignments will pile onto those you didn’t finish on Sunday, and the tedious process starts all over again. Jason, a straight-A student from the University of Pennsylvania, uses the term â€Å"pseudo-working† to describe this common approach to studying. The pseudo-worker looks and feels like someone who is working hard—he or she spends a long time in the library and is not afraid to push on late into the night—but, because of a lack of focus and concentration, doesn’t actually accomplish much. This bad habit is endemic on most college campuses. For example, at Dartmouth there was a section of the main library that was open twenty-four hours a day, and the students I used to see in there late at night huddled in groups, gulping coffee and griping about their hardships, were definitely pseudo-working. The roommate who flips through her chemistry notes on the couch while watching TV is pseudo-working. The guy who brings three meals, a blanket, and six-pack of Red Bull to the study lounge in preparation for an all-day paper-writing marathon is also pseudo-working. By placing themselves in distracting environments and insisting on working in long tedious stretches, these students are crippling their brain’s ability to think clearly and efficiently accomplish the task at hand. The result is fatigue headaches and lackluster outcomes. The bigger problem here is that most students don’t even realize that they’re pseudo-working. To them pseudo-work is work—it’s how they’ve always done it, and it’s how all of their friends do it. It never crosses their mind that there might be a better way. Straight-A students, on the other hand, know all about pseudo-work. They fear it, and for good reason. It not only wastes time, but it’s also mentally draining. There is just no way to be wellbalanced, happy, and academically successful if you’re regularly burning through your free hours in long, painful stretches of inefficient studying. The students I interviewed for this book emphasized again and again the importance of avoiding this trap. In fact, when asked what one skill was most important in becoming a non-grind straight-A student, most of them cited the ability to get work done quickly and with a minimum of wasted effort. So how do these students achieve this goal? A big part of the solution is timing—they gain efficiency by compressing work into focused bursts. To understand the power of this approach, consider the following simple formula: work accomplished = time spent x intensity of focus Pseudo-work features a very low intensity of focus. Therefore, to accomplish something by pseudo-working, you need to spend a lot of time. The straight-A approach, on the other hand, maximizes intensity in order to minimize time. For example, let’s rank intensity on a scale of 1 to 10 (with 10 being the most intense). Assume it takes ten hours to finish studying for a test by pseudo-working with a low intensity score of 3. According to our formula, this same amount of work can be accomplished in only three one-hour bursts, each with an intensity of 10. The work that took you all day Sunday to complete could instead be finished by studying an hour after breakfast, an hour after lunch, and an hour after dinner—the rest of the day being free for you to relax! With this formula in mind, you can begin to understand why many straight-A students actually study less than their classmates: They replace long, low-intensity stretches of work with a small number of short, high-intensity sessions. Of course, this is not the whole story behind their success; what straight-A students actually do in these short bursts is also crucial—technique is just as important as timing. Part Two (Quizzes and Exams) and Part Three (Essays and Papers) of this book are dedicated to these technical details. But learning how to follow an efficient schedule, and banishing pseudo-work from your college experience for good, is a crucial first step toward your academic overhaul. To accomplish this transformation, however, you will need to gain control over your lifestyle—and that’s often no small task. For example, you will need to spread out the intense work sessions so that you have time in between to recharge. This requires basic time-management skills. You’re also going to have to overcome your urge to procrastinate, because scheduling your work is meaningless if you don’t actually work in the time you set aside. This requires self-motivation. Finally, to obtain the highest possible levels of intensity, you need to choose the right locations, times of day, and durations to study. If you aren’t careful about how you select these three factors, you can unintentionally sabotage your ability to focus. This requires a smart planning strategy. Part One will teach you how to satisfy these requirements. It begins with the presentation of a simple timemanagement system, customized for the busy college lifestyle. Don’t be frightened, the system is incredibly lightweight—it’s designed to require only five minutes a day of planning and can survive periods of neglect. Part One then continues with a collection of battle-tested strategies to help you fight procrastination. This advice comes straight from the experiences of real students and has been proven to work amid the chaos and distractions of the typical undergraduate lifestyle—it is simple, easy to apply, and surprisingly effective. This part concludes with a discussion of when during the day, where on campus, and for how long to study to maximize your productivity. The students interviewed for this book experimented extensively to find the right answers to these key questions, and, in this final step, I pass these answers on to you. Together, these basic skills are the foundation upon which all the advice in this book is built. Without them, you’ll be unable to implement the specific study techniques described in the parts that follow. Master them, however, and you will experience improvements in all aspects of your life—not just grades. You’ll have more free time, you’ll get the sleep you crave, you’ll party harder, and you’ll be able to devote more energy to your extracurricular interests. So relax. You are about to take your first step toward a much more enjoyable and productive college experience. Step 1. Manage Your Time in Five Minutes a Day Real straight-A students, like most reasonable students, hate time management. After all, college is supposed to be about intellectual curiosity, making new friends, and becoming obsessed with needlessly complicated drinking games. An overwhelming interest in time management is best left to harried business executives (or, perhaps, premeds). At the same time, however, you can’t abandon all attempts to keep tabs on your schedule. As mentioned in the introduction to Part One, all of the techniques described in this book require some ability to control your schedule. Ignore this skill, and you doom yourself to four long years of playing catch-up with your work. As Doris, a straight-A student from Harvard, states: â€Å"Time management is critical—it’s a skill that you absolutely must develop over the course of your time at college. † Most students, however, misunderstand the purpose of time management—they believe it’s used only to cram as much work as possible into the day. But this is not the main motivation behind controlling your schedule. As it turns out, a little planning goes a long way toward reducing your daily stress levels. Having deadlines and  obligations floating around in your mind is exhausting—it makes it impossible to completely relax, and, over time, can lead you down the path toward a breakdown. However, once you figure out what work needs to be done and when, it’s like a weight being lifted from your shoulders. The uncertainty vanishes: When you work, you can fully concentrate on the assignment in front of you, and when you relax, you can do so without any anxiety. â€Å"I don’t believe in giving up anything,† says Jenna, a straight-A student from Princeton. â€Å"Not my social life, not my extracurricular activities, not my academic success. † Basic control over your schedule breeds balance. This is why time management, as Doris stated earlier, is the key to getting the most out of all aspects of your college experience. The goal of Step #1 is to present a time-management system that helps you achieve this stress-free balance without requiring you to sacrifice the spontaneity and excitement of college. Specifically, we present a system tailored to the typical undergraduate lifestyle that meets the following criteria: 1. Requires no more than five to ten minutes of effort in a single twenty-four-hour period. 2. Doesn’t force an unchangeable minute-by-minute schedule on your day. 3. Helps you remember, plan, and complete important tasks before the very last moment. 4. Can be quickly restarted after periods of neglect. We will cover the details of this system in a few simple steps and then conclude with a detailed case study so you can see how it works in a realistic setting. What You Need This system requires two pieces of equipment. 1. A calendar: It doesn’t matter what type of calendar, and it’s not something that you have to carry around with you. It can be Microsoft Outlook or iCal on your computer, a cheap day planner, or one of those advertisement-laden freebies they hand out at orientation. It just has to be something that you can reference every morning that has enough space to record at least a dozen items for each day. 2. A list: Some piece of writing material that you can update throughout the day. This you do have to carry around with you, so make it something simple, like a sheet of paper ripped out of a notebook each morning. The Basic Idea Record all of your to-dos and deadlines on your calendar. This becomes your master schedule, the one place that stores everything you need to do. The key to our system, however, is that you need to deal with your calendar only once every twenty-four hours. Each morning, you look at it to figure out what you should try to finish that day. Then, throughout the day, whenever you encounter a new to-do or deadline, simply jot it down on your list. The next morning, you can transfer this new stuff from your list onto your calendar, where it’s safe. And we’re back where we started. That’s it. Pretty simple, right? The whole system can be summarized in three easy steps: (1) Jot down new tasks and assignments on your list during the day; (2) next morning, transfer these new items from your list onto your calendar; and (3) then take a couple of minutes to plan your day. Now, we’ll examine these steps in a little more detail. In particular, we need some strategies for how to plan your day each morning using your calendar and what to do when unexpected events interfere and turn that plan upside down (trust me, this will happen more often than not). Update Your Calendar Each Morning This is where the magic happens. Every morning, spend a few minutes to update your calendar and figure out what you should try to accomplish. This is the only serious time-management thinking you have to do for the whole day, so the demand is pretty reasonable. This updating process should proceed as follows: Find your list from the day before. It will probably look something like the example described in Figure 1. Don’t worry too much about how this list is formatted; we will discuss that shortly. For now, focus on the â€Å"things to remember† column, which contains the new to-dos and deadlines that were jotted down throughout the day. Figure 1. Sample List Tuesday—1/24/06 Today’s Schedule †¢ 10:00 to 12:00 Econ class †¢ 12:00 to 1:00 Lunch with Rob †¢ 1:00 to 1:45 Government reading †¢ 2:00 to 4:00 Government class †¢ 4:00 to 5:30 Finish government reading. †¢ 5:30 to 6:30 Start French essay Things to Remember †¢ Econ study group, Thur. at 9 P. M. †¢ French quiz moved to Friday. †¢ Laundry †¢ Start researching summer internship opportunities. Transfer these new items onto your calendar. Write the deadlines on the appropriate dates, and write the todos on the days when you plan to complete them. Following the example of our sample list, you would first jot down the econ study group time under Thursday’s date and the French quiz under Friday’s date. You would then choose a day to do laundry and jot down a reminder under that date, and choose a day to start internship research and  jot down a reminder under this date . You can move these items around on your calendar as many times as you want, so don’t worry too much about which date you initially choose for a new to-do. However, try to use some common sense. For example, if Wednesday afternoon and evening are packed with meetings and work, this might not be the best day to schedule doing your laundry. Similarly, if you have a big test Monday morning, don’t schedule a lot of annoying errands for Sunday; you’ll need your concentration for studying. If something is not especially time sensitive, such as the internship research example from above, don’t be afraid to put it on a day far in the future, at a point when you know you will be less busy—such as right after midterms or at the beginning of a new semester. Next, move the to-dos that you planned for yesterday, but didn’t complete, to new days on your calendar. In our sample list from Figure 1, the Today’s Schedule column describes to-dos planned from the day before. As you can see, in this example, all the to-dos were completed except the â€Å"Start French essay† task, so you would need to move this task to a new date. At this point, your calendar once again holds everything that you need to get done. Now it’s time to figure out your plan for the current day. Go ahead and trash yesterday’s list—it’s served its purpose—and grab a fresh sheet of paper to use as today’s list. Divide it into two columns, as shown in Figure 1, and label them Today’s Schedule and Things to Remember, respectively. Next, look at the calendar entry for the current day. It will probably contain a handful of appointments and todos. Your goal is to figure out how much of this work you can realistically accomplish. You might be tempted to simply copy all of these tasks into your Today’s Schedule column and then treat it as a simple to-do list for the day. Don’t do this! If you want to avoid getting overwhelmed by your work, you need to be smarter about your time. Here is what you should do instead: Try to label each of your to-dos for the day with a specific time period during which you are going to complete it. Be honest. Don’t record that you are going to study for three hours starting at three if you know that you have a meeting at five. And be reasonable about how long things really take—don’t plan to read two hundred pages in one hour. For simplicity, group many little tasks (errands that take less than ten minutes) into one big block (for example: â€Å"10:00 to 10:45—mail letter, return library book, buy new deodorant, fill out transcript request form at registrar†). Leave plenty of time for breaks. Give yourself an hour for meals, not twenty minutes. And, if possible, end your day at an appropriate hour; don’t try to fit in work right up until sleep time because you need to be able to unwind and relax. In general—though it may seem counterintuitive—be pessimistic. The truth is: Things will come up. Don’t assume that every hour that looks free in the morning will stay free throughout the day. Remember, the goal here is not to squeeze everything into one day at all costs, but rather to find out how many of the tasks listed for the day you actually have time to accomplish. If you can’t fit all the to-dos into your schedule for the day, no problem! Simply move the remaining items onto the calendar entries for future dates. You can deal with them later. Your final step is to record the tasks you will have time for into the Today’s Schedule column of your list. As shown in Figure 1, label each task with its time. That’s it. You can now reference your list throughout the day to remind yourself of what you should be doing and when. But here’s the important point: The specific times on your schedule aren’t set in stone—they’re more of a suggestion. As we will discuss shortly, you will be free to move tasks around throughout the day, depending on your energy level and unexpected events that may arise.

Role of Enron in the Collapse of California Restructure

Role of Enron in the Collapse of California Restructure The California electricity crisis or Western U.S. Energy Crisis of 2000 and 2001 was a catastrophe where the state of California had a shortage of electricity supply that was caused by market manipulations, the unlawful closures of pipelines by Enron, and capped wholesale electricity prices. Because of the crisis, California[G1] suffered from several momentous blackouts and one of the states largest energy companies collapsed. In 1993 rumors of the government looking to reform the electricity sector spread in California and naturally the three main investor-owned utilities[G2] Pacific Gas and Electric Company, San Diego Gas and Electric Company, and the Southern California Edison Company wanted to protect their markets and eliminate competition so they could reduce any potential damage to their company. This conduct set the foundation for the shortfalls to come in the near future. The California Public Utilities Commission and the Federal Energy Regulatory Commission believed the state control and command regulation was lowering the efficiency in the electricity sector. These two organizations decided to undertake the role of pushing change. Before the restructuring the regulatory structure the existed did not serve all of the publics interest given the recent economic, technological, and environmental changes. The environmental community was frustrated by the delayed response by utility regulators to problems caused by the generation of electricity; independent energy producers were unsatisfied about the lack of regulatory backing for renewable energy facilities, industrial consumers were frustrated by the higher electricity rates in California compared to other parts of the United States. Private utilities were cutting energy efficiency resources and acquirement levels back by thousands of megawatts and were refusing to purchase the 1400 MW of clean cogeneration and renewables that were cheaper than utility power plants, simply because they were from competing businesses. In 1992 California has launched its gas system seeking business from[G3] large industrial customers and power generators. There was now a free market for natural gas. Large customers claimed they didnt need storage and did not want to be forced [G4]to pay the rates for it. In 1993 the CPUC disconnected storage from other gas services. This gas utility now required reserving storage for core customers but non-industrial or non-electric generation customers could not buy the storage that they wanted on their own through auction and contract processes. Large customers did not have to buy storage but could make decisions on how much to procure based on market forces, rather than regulatory approval. Small customers did not complain because at the time large customers had to have oil or propane backup to not be core customers. The electric generators that did use natural gass[G5]es were mainly utilities that would make cautious decisions to guarantee the reliability of electric supply. Re liability was not supposed to be compromised if a few industrials did[G6] not want to buy storage. So now large customers had both no storage and no alternative fuel, the gas-fired power plants were sold to new owners, and no longer owned by the utilities that put gas away to promise reliability, and the Federal Energy Regulatory Commission got rid of all the price caps for short-term sales of gas pipeline capacity in spring 2000. In the summer of 2001, a drought in [G7]northwestern states limited the amount of hydroelectric power offered to California. At no point during the crisis was Californias sum of actual electric-generating capacity plus out-of-state supply less than demand, Californias energy reserves were small enough that during peak hours the private industry, who owned the power-generating plants, could successfully hold California hostage by temporarily closing down their plants for maintenance in order to manipulate the supply and demand. These strategic shutdowns oft en happened for no reason other than to force Californias electricity grid managers into a situation where they would be required to purchase electricity on the spot market, where private generators could charge hefty rates. Even though these rates were semi-regulated and tied to the price of natural gas, the companies (which included Enron) also controlled the supply of natural gas. Manipulation by the industry of natural gas prices caused higher electricity rates that could be charged under the semi-regulations. In California gas storage is vital but companies gas storage was traded for financial hedges. Storing gas in the ground is good keeps Californias energy prices down. And California cant afford to pay for all of this extremely expensive electricity during the winter as it will bankrupt the entire state. The power generators were charging for electricity based on the unhedged spot market price of gas, and society was being made to pay it.[G8] Drought, delays in approval of new power plants, and market manipulation decreased supply caused an 800% increase in wholesale prices from April 2000 to December 2000. Also, the[G9] rolling blackouts unfavorably affected many businesses that were dependent on a reliable supply of electricity, and the blackouts troubled a large number of retail consumers. California had a generating capacity of 45GW and at the time of the blackouts, demand was at 28GW. A demand supply gap had now been artificially created by energy companies to create a fake shortage. Energy traders would take power plants offline for maintenance on days of peak demand to increase the price. Traders were then able to sell the power back at premium prices, sometimes 10 times its normal value. Because the state government put a cap on retail electricity prices, the manipulation of this market squeezed the industrys revenue margins, this lead to the bankruptcy of Pacific Gas and Electric Company and also the near bankrup tcy of Southern California Edison in early 2001. The financial crisis happened because of partial deregulation legislation introduced in 1996 by the California Legislature and Governor Pete Wilson. Enron took advantage of this deregulation and was involved in economic [G10]concealment and inflated price bidding in Californias spot markets. The crisis all together cost between US$40 to $45 billion.[G11] One of the energy wholesalers that became notorious for manipulating the market and reaping huge theoretical profits was Enron Corporation. Enron traded in energy derivatives specifically exempted from regulation by the Commodity Futures Trading Commission.ÂÂ   Enrons CEO Kenneth Lay mocked the California state government efforts to thwart the practices of the energy wholesalers, saying, In the final analysis, it doesnt matter what you crazy people in California do, because I got smart guys who can always figure out how to make money. The original statement was made in a phone conversation between S. David Freeman who was selected as Chair of the California Power Authority in the middle of the catastrophe, made the following statements about Enrons involvement in testimony submitted to the Subcommittee on Consumer Affairs, Foreign Commerce and Tourism of the Senate Committee on Commerce, Science and Transportation on May 15, 2002:[G12][G13][G14] There is one fundamental lesson we must learn from this experience: electricity is really different from everything else. It cannot be stored, it cannot be seen, and we cannot do without it, which makes opportunities to take advantage of a deregulated market endless. It is a public good that must be protected from private abuse. If Murphys Law were written for a market approach to electricity, then the law would state any system that can be gamed, will be gamed, and at the worst possible time. And a market approach for electricity is inherently gameable. Never again can we allow private interests to create artificial or even real shortages and to be in control. Enron stood for secrecy and a lack of responsibility. In electric power, we must have openness and companies that are responsible for keeping the lights on. We need to go back to companies that own power plants with clear responsibilities for selling real power under long-term contracts. There is no place for companies like En ron that own the equivalent of an electronic telephone book and game the system to extract an unnecessary middlemans profits. Companies with power plants can compete for contracts to provide the bulk of our power at reasonable prices that reflect costs. People say that Governor Davis has been vindicated by the Enron confession. However, eventually, Enron[G15] went bankrupt and signed a $1.52 billion dollar settlement with a group of California agencies and private utilities on July 16, 2005. However, because of the companys other bankruptcy responsibility, only $202 million dollars of this was expected to be paid. CEO Ken Lay was convicted of multiple criminal charges unrelated to the California energy crisis on May 25, 2006, and died July 5 of that year before he could be sentenced to jail. At the Senate hearing in January 2002, Vincent Viola, chairman of the New York Mercantile Exchange advised that companies like Enron, who do not work in trading pits and do not have the same gov ernment protocols, be given the identical requirements for compliance, disclosure, and oversight. He requested the committee to impose greater transparency for the records of companies like Enron. The U.S. Supreme Court ruled that the FERC has had the authority to negate bilateral contracts if it discovers that the prices, terms or conditions of those contracts are unfair or unreasonable. Californias electricity restructuring plan was unsuccessful because it was incomplete restructuring. The state partially deregulated the electricity supply market, representing the utilities cost to serve, but they did not deregulate the prices that utilities could charge their customer. Specifically, a little recognized double whammy of frozen retail electric rates, coupled with the absurd notion of negative stranded cost recovery charges, played a significant role in the disintegration of the California retail electricity market and the financial evisceration of its two biggest utilities. Californias restructuring statute, AB 1890, required that retail electric rates for bundled electricity service received from the utility be frozen through Mar. 31, 2002, unless a utility could demonstrate that it had paid off all of its stranded costs before that time.11 Customers who chose to leave utility service in favor of receiving service from a competitive supplier (referred to as direct a ccess) could theoretically be charged something other than the frozen rate, but the practical reality was that the frozen rate became the benchmark, and competitive suppliers either had to beat it significantly, or provide some kind of value-added services to persuade customers to switch. The California electricity crisis was a result of companies mainly Enron trying to outsmart the system and create monopolies of over entire industries. The state of suffered from several momentous blackouts and one of the states largest energy companies collapsed over the greed large scale companies. A crisis of this scale shows that there is order to everything and outsmarting the system can only last for so long before you are caught. Bibliography Marcus, William, and Jan Hamrin. HOW WE GOT INTO THE CALIFORNIA ENERGY CRISIS By William Marcus, JBS Energy, Inc. Jan Hamrin, Center for Resource Solutions (n.d.): n. pag. Web. 28 Feb. 2017. Smith, Michael D. Lessons to Be Learned from California and Enron for Restructuring Electricity Markets. Lessons to Be Learned from California and Enron for Restructuring Electricity Markets. The Electricity Journal, Aug.-Sept. 2002. Web. 28 Feb. 2017. . Roberts, Joel. Enron Traders Caught On Tape. CBS News. CBS News. Web. 28 Feb. 2017. Sweeney, James L. (Summer 2002). The California Electricity Crisis: Lessons for the Future. National Academy of Engineering of the Nation Academies. Web. 28 Feb. 2017. Weare, Christopher (2003). The California Electricity Crisis: Causes and Policy Options (PDF). San Francisco: Public Policy Institute of California. Web. 28 Feb. 2017. Testimony of S. David Freeman. April 11, 2002. Archived from the original (PDF) on July 24, 2004. Web. 28 Feb. 2017 Testimony of S. David Freeman. May 15, 2002. Archived from the original (PDF) on December 13, 2002. Web. 28 Feb. 2017 [G1]Inserted: , [G2]Inserted: [G3]Inserted: h [G4]Inserted:ÂÂ   to [G5]Inserted: s [G6]Inserted: to [G7]Inserted: , [G8]Deleted:w [G9]Inserted: , [G10]Inserted: as [G11]Deleted:ere [G12]Inserted: t [G13]Deleted:bef [G14]Deleted:re [G15]Inserted: ,

Geological Significance of Dolyhir and Nash Scar Limestone

Geological Significance of Dolyhir and Nash Scar Limestone The geological significance of the Dolyhir and Nash Scar limestone (Silurian) of the Welsh Borderland Introduction and History Ther regions of Old Radnor and Presteigne (Fig. 1), found on the outskirts of Hertfordshire and Powys, are home to two small inliers containing a mammoth unit of limestones of the early Silurian age, thick and distinctive in their form. In the Nash Inlier in the north-east, an eminent ridged is formed by the limestones which was once host to the quarry of Nash Scar, but is now abandoned. The Old Radnor Inlier in the south-west however, is still a part of a large network of working quarries at Dolyhir. It was in the first half of the nineteenth century that these limestones were first geologically described by Sir Roderick Murchison, who visited the area of Nash Scar as part of his investigations that led to his magnum opus, the Silurian System (Murchison 1893). Sir Murchison stratified these deposits to be Wenlockian and concluded them to be equivalent to Woolhope limestone (Murchison 1854), although he first labelled them as ‘identical in position and organic remains’ t o the newer limestones of Wenlock Edge ((Murchison 1839, p. 313). Davis (1850) in a short paper established the link between the limestone and the underlying deposits at Nash Scar and added a faunal investigation to the study of the area. These studies laid the groundwork, but unfortunately, the Silurian of the area received little attention for almost a century except for Calloway’s brief commentary on the ‘Woolhope Limestone’ of Old Randor during his investigative study on the underlying Precambrian. The credit of the most detailed description on the limestones and the Silurian geology in both areas still goes to Garwood and Goodyear (1919) with their geological map of the Old Radnor Inlier. Also, they presented a view of limestone opposite Murchison’s and claimed it to be equivalent to the limestone at Woolhope, though thermally metamorphosed. They authors were of the view that the limestone deposits were instead a representation of an algae reef. The region continues to be of interest and many works have been published based on the Silurian faunas in Nash and Dolyhir, the consequential biostratigraphic study of limestones themselves, and the overlying and underlying deposits to decipher the exact age age (Kirk 1951, Ziegler et al. 1968, Bassett 1974a, 1974b, Hurst 1975, Hurst et al. 1978, Aldridge et al. 1981), although no major study has been carried out following Garwood and Goodyear (1919). Woodcock (1988) addressed the impact of tectonic activity on the limestone in the Old Radnor Inlier and provided a map of the region. Moreover, other works on the topic include a brief revision of the description on the individual localities (Woodcock 1993, Siveter et al. 1989, Siveter 2000), and a detailed review of the local stratigraphy (Cocks et al. 1971, 1992). It was Bassett (1977) who coined a formal stratigraphic term for the Nash Scar Limestone Formation, Dolyhir and limestones. Global and Regional Palaeogeography Earlier during the Wenlock times, the region of Old Radnor Presteigne was buried in a mid-outer position below the warm and shallow continental sea on the eastern border of the Welsh Basin (Fig 2a). The Midland Platform, a topographic high, lies to the east. Although mostly submerged at this time, the platform probably covers much of present day Lincolnshire, Nottinghamshire and Yorkshire with a large low-lying island. On the south-west lay an even larger landmass, Pretannia, whose northern coastline falls in the present day region of South Wales. The north-eastern border falls in the region of the Mendip Hills, and was home to active volcanoes. The north-western part of the Welsh Basin connected with the Iapetus Ocean, the western side of the Welsh Basin was met by the Irsish Sea Landmass, another topographical high, while towards the north, it was open. This composition has remained unchanged for more than 100 million years. The present day England and Wales formed a part of the microcontinent of Eatsern Avalonia, had drifted away towards the north since Ordovician times as the Iapetus Ocean narrowed and closed REASON (see Pickering et al. 1988, Pickering Smith 1995). Towards the Wenlock times, a series of drastic changes began that over the course of a few million years altered the geography of the region beyond any resemblance to the initial structure. Firstly, the ocean was almost entirely replaced, Eastern Avalonia which had already collided with Baltica during the late Ordovician period (Cocks Fortey 1998), began colliding with Laurentia, the continent which had on the north-western side of the Ipateus, had divided the equator. Recorded as the Caledonian Orogeny in the British geological record, these movements welded together the Eastern Avalonia and Baltica to the border of Laurentia. In the following Wenlock period however, the Welsh Basin maintained its marine form as well as its connections w ith presumably the remnants of the Iapetus Ocean in the north and Rheic Ocean that had emerged in the south. It is agreed that the Welsh Basin possessed a tropical or subtropical position in the Southern Hemisphere during this time, however, there is contradiction over its exact latitude when the Nash Scar and Dolyhir reefs began forming (estimates vary from around 20 to 40 degrees south, see e.g. Scotese McKerrow 1990, Torsvik et al. 1990). Sedimentology and Fauna Currently, the outcrop of the Nash Scar Limestone formation can only be witnessed at the Nash Scar quarry and around Dolyhir where the workings are extensively active. Dolyhir consists of the ‘Dolyhir Quarry’ (Garwood Goodyear 1919) and ‘Strinds Quarry’ as well as their subsidiary quarries C and D and the huge area of Yat Wood and its subsidiary quarries E, F and G (Garwood Goodyear, 1919) in the north. The older southern region and Yat Wood area are now popular as the ‘Strinds Quarry’ and ‘Dolyhir Quarry’ respectively (Fig. 3b). The limestone formation of the Nash Scar and Dolyhir can be described as a pure carbonate formation with over 99% of CaCO3 according to Garwood Goodyear (1919), highly crystalline, with its colour ranging between bluish-grey and white. The limestone is poorly to massively bedded. The thickness is difficult to assess accurately as a result of extensive faulting but it is agreed that it has a minimum thickness of 24m and a thickness of up to 60m at Nash Scar (Bassett 1974a). In some places at the Dolyhir and Strind quarries, the basal part of the limestone consists of a basal rudite which is up to 2m thick The rudite contains apart from the rounded quartz pebbles, angular mudstone and standstone clasts. These casts are as big as 10 cm in diameter are derived from the local Precambrian basement, mixed with in-situ colonies of the tabulate coral Favosites. In spite of the difficulties that arise in collecting the fossils as a result of the crystalline formation and massiveness of the li mestone, an abundant and diverse fauna has been observed. Calcareous algae in the form of oncolites dominate the fauna (Johnson 1966). These have a diameter of up to 20cm and include Girvanella problematica, Girvanella pusilla, Rothpletzella gotlandica, and Solenopora gracilis. These porcellaneous algal structures appear in a striking contrast with the coarse and crystalline limestone. The faunal list of seventy species by Garwood and Goodyear (1919), also names bivalves, brachiopods, bryozoans, cephalopods, corals, crinoids, trilobites and gastropods as being present in the limestone formation. The brachiopods present (Bassett 1974a, 1974b, 1977) include Antirhynchonella linguifera, Megastrophia (Protomegastrophia) quetra, Leptaena oligistis, Streptis grayii, and species of Whitfieldella and Plectatrypa. The trilobites (Thomas 1981) include Cornuproetus peraticus, Dudleyaspis portlockii, Planiscutellum kitharos and Radnoria syrphetodes. The conodonts which are observed to be in abu ndance include Dapsilodus obliquicostatus, Ozarkodina sagitta rhenana, Decoriconus fragilis and Ozarkodina excavate. An acritarch assemblage also thrives in the limestone formation although in low diversity with Micrhystridium Veryhachium, and Diexallophasis(thin-walled forms) dominating the species. The formation’s lower part has within itself, a tectonized and hence discontinuous shale horizon. The shale is abundant in crinoid debris and consists of greenish carbonate concretions nucleated around crinoid stems and brachiopods (Garwood Goodyear 1919) which gives it its nodular form. The fauna here differs from the limestone somewhat in its detail. The species of Trilobites present in the lower part consist of Cyphoproetus depressus and species of Kosovopeltis and Scotoharpes, together with Tapinocalymene volsoriforma (Thomas 1978, Siveter 1980). In the north-east side of the Nash Scar Quarry, the hardground encrusted surface of the top of the limestone, with crinoids holdfasts is exposed. Geological Setting and Stratigraphy Fig. 4. summarizes the stratigraphy of the Nash Scar and Dolyhir Limestone Formation, and the deposits vertically adjacent to them. A combination of the fine clastic Yat Wood and the dominantly sandy Strinds Formation shapes the Precambrian basement in the Old Radnor Inlier, where the formation lies uncomformably. In the Precambrian Longmyndian rocks of the Church Stretton area (Calloway 1900, Woodcock 1988, Woodcock Pauley 1989), analogues of these lithologies can be found. However, at Nash Scar, the Folly Sandstone Formation (dated from late Aeronian to early Telychian), is overlaid by the limestone disconformably (Ziegler et al. 1968). Although the base of this sandstone cannot be seen, a 30m thickness is suggested by Cocks et al. (1992). Shales of the Coalbrookdale Formation overlay the reefal limestones of both localities (Siveter et al. 1989). Normally the contact is faulted or concealed but at Nash Scar it can be seen above the hardground. The graptolite faunas present at the site suggest basal shales lie within the C. lundgreni Biozone, of earliest Homerian age (Hurst et al. 1978). The outcrops of the Coalbrookdale Formation with a faulted contact with limestone also gives rise to the view that some of the shales may be of the Sheinwoodian age (Bassett 1974a, Kirk 1951, see also Siveter et al. 1989, fig. 5). Above the stratigraphic contact, the shales present are marked by an encrusted hardground at the top of the limestone which is perhaps derived from the crinoid debris present in the shales in abundance (Hurst et al. 1978). This also suggests that it is the original post-hardground sediment that has developed into lundgreni Biozone shales. It can therefore be concluded to some degree of effectiveness, that the Coalbrookdale Formation in the inliers has a diachronous base, and dating from the upper Sheinwoodian age. Contemporaneous The study of trilobites, brachiopods (Bassett 1974a) and conodonts (Aldridge Schà ¶nlaub 1989, Jeppsson et al. 1995) and the palaeontological dating of the limestones based on their study suggests that the limestones belong to the early Sheinwoodian age, occurring at the same time as Woolhope Limestone Formation, and spanning the centrifugus, murchisoni and riccartonensis graptolite biozones (Fig. 4). It has also been suggested by Hurst et al. (1978) that at Nash Scar, the hardground found at the top of the limestone might be representative of the rigidus to ellesae biozones of the upper Sheinwoodian. According to Kirk (1951), at either or both localities the base of the limestone might extend below the Wenlock however, this supposition is not based on any palaeontological evidence (although see Bassett 1974a, p. 759). In the uppermost Llandovery, any evidence for a depositional gap is supplied by the weak angular unconformity with the underlying Folly Sandstone Formation found at the Nash Inleir (Ziegler et al. 1968). It can thus be concluded that the limestone may have been deposited 428 to 426 million years earlier (Fig. 4). Described by both Davis (1850) and Garwood and Goodyear (1919), the limestone facies and their lateral extent is uncertain and is hampered greatly by outcrops at ‘the Sandbanks’, the region between Presteigne and Nash Scar. Within the shales, a band of non-reefal and stratified limestone, as thin as 2-3m, was exposed only ‘a mile †¦ from the typical reef-development at Nash Scar’ (Garwood Goodyear 1919, p. 21). The Welsh Borderland Fault System is straddled at its easternmost element, the Church Stretton Fault Zone, by the Nash inlier and the Old Radnor inlier. The early Palaeozoic is marked by a transition between the high midland Platform and low Welsh Basin regions by this system which has a long geographical history (see Woodcock Gibbons 1988, Woodcock 1988). The process of folding and faulting has tectonically disturbed the limestone formations at Nash Scar and Dolyhir as a result of the closeness of this major line of structural weakness. Towards the north and north-east, major faults dissect the Old Radnor Inlier, while towards the west-north-west, it dips steeply and is marked by many minor faults. A sinistral strike-slip movement marked the structures in post-Wenlock times. The action is most seemingly related to the late Early to early Mid-Devonian Acadian event (Woodcock 1988), the most indispensable phase in the buildup of the Avalonia with the Laurentian continent during the C aledonian Orogeny.

Television Violence Negatively Impacts Children Essay -- Critical Thin

  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Littleton, Colorado; Springfield, Oregon; Jonesboro, Arkansas; Pearl, Mississippi. These previously unknown suburban cities will forever be branded into our minds. These cities are linked by one devastating factor: young students firing upon fellow students and educators. What causes these young people to "snap" causing the violent shooting sprees? Although the events are too recent to fully understand their causes, we can try to understand what led to the disastrous situations. The impact of television violence on youth behavior has been an issue for many years. Television stations and their executives tend to deny television's contribution to youth violence. In the following paragraphs, I will use various examples to demonstrate the impact television has had on youth violence. This will be accomplished by: discussing the problems associated with television viewing, identifying violence on television, portraying the effects of television violence on younger people, and revealing ways to reduce violence on television. This paper explores these topics by using multiple statistics, by incorporating the views of several public officials and authors, and through my own views as well. In 1939, at the World's Fair, television first came into our lives. In 1938, author E. B. White told Harpers Magazine: "I believe that television is going to be the test of the modern world, and in this new opportunity to see beyond the range of our own vision, we shall discover either a new and unbearable disturbance of the general peace or a saving radiance in the sky. We shall stand or fall by television, of that I am sure." ( Murray, 1) E. B. White foresaw the problems associated with television when TV first arrived, but I do not ... ...ww.aacap.org/publications/factsfam/violence.htm DeMoss, Jr. Robert G. Learn to Discern. Grand Rapids, MI: Zondervan Publishing House, 1992. Goodwin, William. Teen Violence San Diego, CA: Lucent Books, 1998. Gore, Tipper. Raising PG Kids in an X-Rated Society: What Parents can do to Protect Their Children From Sex and Violence in the Media. Nashville, TN: Abingdon Press, 1987. Landau, Elaine. Teenage Violence. Englewood Cliffs, CO: Julian Messner, 1990. Margolis, Jeffrey A. Teen Crime Wave: A Growing Problem. Issues In Focus Series. Springfield, NJ: Enslow Publishers, Inc., 1997 Miller, Maryann. Coping With Weapons and Violence in Your Schools and on Your Streets. New York: The Rosen Publishing Group, 1993. Murray, John P. Children and Television Violence. Kansas Journal of Law & Public Policy, 1993. Volume 4, Number 3, pp 7-14