How is resistance affected by changing the length of a piece of nichrome wire in a simple circuit Essay Example

How is resistance affected by changing the length of a piece of nichrome wire in a simple circuit Essay Problem: I have been asked to investigate how resistance is affected by changing the length of nichrome in a simple circuit.What is resistance?Resistance is anything that slows down the flow of electrons/current. This is called a resistor. Resistors are either small pieces of material or long coiled pieces of wire that dont conduct electricity very well. For example, bulbs do not conduct electricity as well as a piece of copper mainly because copper contains loads of free electrons.Examples of resistors:* Hairdryer* Toaster* Filament in a bulbThe filament in a bulb is a great example of a resistor. It is a very thin wire so it slows down the flow of electrons and takes energy away from the electrons as they struggle to get through it. The energy is then changed to heat and light.Current:The flow of electrons in a circuit is called the CURRENT. Current is measured using an ammeter. Current is measured in units called AMPS.Voltage:Voltage is the amount of energy that the electrons have . It is measured using a voltmeter. Voltage is measured in units called VOLTS.In order for me to try and prove my original question I am going to have to carry out a number of experiments. In these experiments I am going to have to record the volts, and amps in order for me to be able to calculate the resistance when the length of the nichrome wire changes.When carrying out this experiment there is a number of factors that could affect the investigation. These include:* The length of the wire* The voltage passing through the circuit* Thickness of wire* Type of wireThe length of the wireAs the length of the wire plays a major part in our investigation we must make sure that we measure the wire very accurately in order to achieve accurate and reliable results.The voltage passing through the circuitWe must make sure that the voltage been passed through the circuit stays the same. Otherwise our results will not be accurate or reliable.Thickness of wireAs the resistance also plays a majo r part in the investigation I must make sure that the thickness of the wire remain the same throughout the investigation, otherwise our results will not be correct or accurate.Type of wireWe must make sure that we only use nichrome wire as any other type of wire will display different results due to its electronic arrangement.In my investigation I am going to keep the thickness of the wire, type of wire and the voltage passing through the circuit the same. The only factor I will be changing is the length of the wire in order to try and get an answer to my original question.Practical Procedure:Prediction: I predict that if the length of the wire is longer the resistance will be a lot greater as the electrons have a lot further to travel.

Free Essays on Educational Pratices in Colonial America

America prides itself on the fact that every child in this nation is entitled to a free and well rounded education. This was not always the case. The establishment of schooling systems within America, was an evolutionary process. Each region in the country began with a system which suited them, whether that meant that children only learned what was necessary for survival or just basic reading and writing. Eventually, America began to realize that its children needed to educated. It then became a public issue, and the emergence of institutionalized learning centers originated. This still did not ensure that all children were educated, especially when it came to girls. Up until the aftermath of the American Revolution, education for girls was not a priority and not deemed very important. Only with the new ideology that emerged from that war, did the amendment of women’s educational rights become considerable. Very few colonial children received formal educations in the early years. â€Å"As members of the family workforce, children were vocational apprentices of the parent of their own sex: fathers trained sons in agriculture or in the family trade, while mothers taught housewifery to their girls.† Children were to be prepared for the immediate world of their upbringing, if reading and writing skills were not needed to tend to tobacco, then they were last to be taught. The attitude that prevailed, consisted of the idea that book learning, as a part of educational preparation for those headed for a career in the family trade or for girls destined to be housewives, was audacious, although this form of learning may have been present. However, male children were more likely to be literate and possess a variety of training in comparison to their sisters, who usually only acquired skills through everyday life activities. Often neighbors (usually a indigent widow) would teach children reading, writing and spelling, due to par... Free Essays on Educational Pratices in Colonial America Free Essays on Educational Pratices in Colonial America America prides itself on the fact that every child in this nation is entitled to a free and well rounded education. This was not always the case. The establishment of schooling systems within America, was an evolutionary process. Each region in the country began with a system which suited them, whether that meant that children only learned what was necessary for survival or just basic reading and writing. Eventually, America began to realize that its children needed to educated. It then became a public issue, and the emergence of institutionalized learning centers originated. This still did not ensure that all children were educated, especially when it came to girls. Up until the aftermath of the American Revolution, education for girls was not a priority and not deemed very important. Only with the new ideology that emerged from that war, did the amendment of women’s educational rights become considerable. Very few colonial children received formal educations in the early years. â€Å"As members of the family workforce, children were vocational apprentices of the parent of their own sex: fathers trained sons in agriculture or in the family trade, while mothers taught housewifery to their girls.† Children were to be prepared for the immediate world of their upbringing, if reading and writing skills were not needed to tend to tobacco, then they were last to be taught. The attitude that prevailed, consisted of the idea that book learning, as a part of educational preparation for those headed for a career in the family trade or for girls destined to be housewives, was audacious, although this form of learning may have been present. However, male children were more likely to be literate and possess a variety of training in comparison to their sisters, who usually only acquired skills through everyday life activities. Often neighbors (usually a indigent widow) would teach children reading, writing and spelling, due to par...

Incidents Essay Example | Topics and Well Written Essays - 1250 words

Incidents - Essay Example As an autoethnographic text, however, Incidents also demonstrates that Linda, the main character, has a very clear idea of her own cultural identity, and that that cultural identity is in large part imposed upon her from beyond her control. As a black salve girl, she is expected to fit those cultural norms regardless of anything else in her life, and she recognizes that she must take every step she can to navigate theses issues throughout her life. Linda’s family situation is one of the main things that creates an autoethnographic understanding of herself. A child is usually innocent with the social environment during the early stages of his/her life. However, as time passes, a child is faced with the inevitable task of acknowledging the state of affairs surrounding his/her life. For Linda this meant one thing: dealing with the situation of slavery, which she experiences almost entirely through the lens of her family. The story Incidents is, in large part, the story of Lindaâ €™s growing understanding of her family. ... Linda admires her grandmothers hardworking nature and appreciates all the efforts she made while trying to free her family from bondage. This aspect of hard work and objectivity in her grandmother chores even as a slave encouraged Linda in many aspects of her life. It is through the lenses of these stories about family that Linda begins to understand her own cultural identity – her cultural understanding of self is constantly influenced by the way her family describes their interactions with slave owners. In every slavery situation, the victim faces unfair and unjustified treatment from their masters. Such mistreatments extend from basic acts of discrimination to other inhumane acts. In her narration about the condition surrounding the childhood life of her mother, the girl highlights this act of oppression on the relationship between her mother and the grandmother’s mistress daughter. Linda’s maternal grandmother was used as the foster mother of her motherâ€⠄¢s mistress. After birth, her mother as weaned from her grandmother so as to give the mistress the chance to be breast fed sufficiently by her grandmother. In the story, Linda is bitter about this content and feels that the people who at the same time pretended to care for her mistreated her mother as a child. Linda’s identity formation process is not solely centered on her blood family, however. Her extended family in the form of other slaves, and especially god-parents, leads in large part to Linda understanding her cultural place in the world. Jacobs illustrates the roles played by the people who care about us in life. Jacobs is not different to the significance of Linda’s mother mistress in taking care of her and her sibling. As we can witness from the text,

Theory of Clause Essay Example | Topics and Well Written Essays - 1250 words

Theory of Clause - Essay Example Usually, relative clause cannot stand alone as a sentence. In contrast to dependent clause, independent or main clause is a clause that can stand alone. Main clause is synonymous to a simple sentence. In essence, clause is the basic unit of meaning in the English language (Stuart-Smith, 2003). Either dependent or independent, a clause conveys a message. This paper, on the other hand, examines the relative clause as a basic unit of a language in relation to functional grammar, especially in the ideational metafunction level. Here, the use of the word clause will refer to dependent clause. The usage of a clause in the different world languages differs greatly. There are three identified dimensions of these differences: (1) position of the clause with respect to the head noun or the noun being modified; (2) how a clause is marked; (3) the absence or presence of a pronominal reflex (Celce-Murcia & Larsen-Freeman, 1999, p.573). In the English language, a clause follows the head noun. For instance, in the sentence, "San Antonio is a city that has experienced very rapid growth," the head-noun San Antonio precedes the italicized clause. To place the clause before the head noun in a sentence sounds, if not ungrammatical, awkward. Farsi and Arabic languages share similar syntactic pattern in the clause usage compared to most European languages. However, Japanese and Korean languages do not adhere to the first dimension of the above-mentioned clause usage (Celce-Murcia & Larsen-Freeman, 1999, p.573). In the second dimension, the English language employs a relative pronoun (e.g., who) or demonstrative pronoun (e.g., that) to mark that what follows is a clause (Celce-Murcia & Larsen-Freeman, 1999, p.573). For example, "I read the journal that you recommended." Or, "I love the girl who appreciates poetry." The lines before the demonstrative and relative pronouns are independent clauses that can stand as a sentence. The application of the pronouns that and who merely modify the head nouns. Besides English, Persian and Chinese languages use other forms of markers placed between the head noun and the clause. The presence or absence of the pronominal reflex is the third dimension along which languages differ in the clause usage (Celce-Murcia & Larsen-Freeman, 1999, p.573). In the sentence, "Art called out to the girl that he knew," the "that" replaces "the girl" in the embedded sentence, "he knew the girl." Ideational Metafunction Ideational metafunction is one of the three fundamental functional components of a language. Ideational metafunction is primarily concerned with the function that "language has of being about something" (Halliday & Hasan, 1976). In the past, a theory of the fundamental functions of language have been developed, in which lexicogrammar can be subdivided into 3 broad metafunctions, namely: interpersonal, ideational and textual. Each of these 3 deals with a different aspect of the world, and they are concerned with various modes of clause meanings. "The ideational metafunction is about the natural world in the broadest sense, including our own consciousness, and is concerned with clauses as representations. The interpersonal metafunction is about the social world, especially the relationship between speaker and hearer, and is concerned

United States Electoral College Essay Example for Free

United States Electoral College Essay The Electoral College, the mechanism for electing the president and the vice-president of the United States which was first put to use in the 1789 presidential election has already outgrown its purpose and should therefore be abolished (National Archives and Records Administration). Formulated by the country’s founders more than two hundred years ago, the system has undoubtedly grown stale and ineffective and no longer â€Å"conform to our modern interpretation of democracy, which is one person, one vote† (Hough). According to the National Archives and Records Administration (NARA), although the term could not be found anywhere in the United States Constitution, it is believed to have been actually conceived by the â€Å"founding fathers as a compromise between the election of a president by Congress and election by popular vote. † The term was coined from the words â€Å"elector† and â€Å"college. † The term â€Å"elector† was used to refer to the German princes who were granted the right to take part in the process of electing the German king who later became the emperor of the Roman Empire while â€Å"college† was taken from the Latin word collegium which means â€Å"a body of persons that act as a unit. † Thus the term â€Å"electoral college† means a group of people chosen to elect the President and the Vice President of the United States of America (NARA). A total of 538 electors handpicked by political parties comprise the present Electoral College. Every state has two electors representing their two senators and another elector for each of their congressional representation. This means that a small state with only one congressional representation owing to the smallness of its population is allocated the minimum number of three electors. In 2004, the four states with the highest number of electors were: California (55), Texas (34), New York (31), and Florida (27) while seven small states (Alaska, Delaware, Montana, North Dakota, South Dakota, Vermont, and Wyoming), and the District of Columbia, had only three electors each (NARA). As congressional representation is determined by the census of population which is taken every ten years, a state’s number of electors could therefore be reduced or increased, without prejudicing the total electors of 538 for the entire country. For instance, based on the 1990 census of population, the state of Arizona was allowed 8 electors for the presidential elections of 1992, 1996, and 2000. After it registered a population increase in 2000, its number of congressional representation and therefore, the number of its electors, was raised to 10 for the presidential elections of 2004, 2008, and 2012 (NARA). In 48 states and the District of Columbia, a presidential candidate who gets the majority of votes in one state is awarded all the electoral votes allocated for that state in a â€Å"winner-take-all† manner. In the states of Maine and Nebraska, meanwhile, proportional voting is practiced. Under this voting system, Maine, which has four electoral votes, gives one vote to the winner in each of its two congressional districts and gives the remaining two votes to whoever gets the majority votes in the entire state (NARA). A simple majority or a minimum of 270 electoral votes is needed to win the U. S. presidency. In case of a tie (269-269 result) in the presidential contest, the Congress of the United States decides the issue while the U. S. Senate conducts the runoff election in case of a deadlock in the vice presidential race. In the history of the presidential election in the country, the congressional runoff was only done twice – in 1800 and in 1824. In the vice presidential race, the United States Senate was called on to decide the issue in 1836 (NARA). This is the first undesirable feature of the Electoral College that many American voters find unacceptable. A tie in the presidential election under this system takes the electoral process away from the hands of the American voters and confers the power to elect the president to a highly partisan congress. In such a scenario, the presidential candidate of the party which controls the House of Representatives would win the presidency regardless of the will of the majority of the American voters. A case in point was the 1824 presidential election. When congress decided on the issue after a deadlock was declared, Andrew Jackson lost the presidency to John Quincy Adams despite garnering a decisive 57. 2% of the popular vote (NARA). Point two against the Electoral College is the fact that the president and the vice president of the United States are not actually chosen by the people but through the electoral votes assigned to the 50 states and the District of Columbia. It is therefore possible for a candidate to win the votes and gain the trust and confidence of the majority of American voters and still lose the presidency – a systemic defect which is tantamount to a disenfranchisement of American voters. This has already happened four times in the political history of the country. The case of Andrew Jackson in 1824 was already discussed earlier in this paper. Another case occurred in 1876 when Rutherford Hayes (R) won the presidency with a single electoral vote majority (185 against Samuel Tilden’s 184) in spite of the fact that only 48. 5% of those who voted went for him while the majority 51. 5% voted for Tilden. Once again, in 1888, Benjamin Harrison (R) won with 233 electoral votes against Grover Cleveland’s (D) 168. However, 90,596 more American voters had chosen Cleveland over Harrison in that election. The most recent case was the 2000 presidential election. President George W. Bush (R) defeated Albert Gore, Jr. , 271 – 266 electoral votes, despite getting only 50,456,062 popular votes (49. 7%) against Al Gore’s 50,996,582 (50. 3%). The official result of that election, in effect, nullified the votes of 540,520 American voters who gave Gore the advantage in popular votes, thereby expressing their preference for Al Gore to be the president of the country (NARA). The Electoral College does not count the votes cast by American voters equally. For instance, in the 2004 election, Wyoming, one of the small states, was allocated three electoral votes. California, on the other hand, whose population was about fifty times larger than Wyoming, only had 54 electoral votes. A simple computation would show us that although California was 50 times as large as Wyoming, its number of electoral votes was only 18 times larger (54/3 = 18). In other words, a vote cast by a voter from Wyoming was given a higher value than the vote cast by a California voter (Bates). Or, expressed another way, one Wyoming voter is equal to 18 California voters. This is plain inequality! Electoral College discourages some voters from participating in the election, thereby resulting to low voter turnout which reduces the credibility of an election. This is true in the case of states which have already been identified as one-party states. For instance in 2004, since California was already expected to vote for the Democratic candidate, chances were that some voters who planned to vote for the Republican standard bearer could have chosen to stay home instead. Indeed, what’s the point of voting when your state is already in the hands of the other party? It would seem as if the votes have already been counted before they were cast (Bates). On the other hand, defenders of the Electoral College claim that under the popular voting, the small states would simply be overwhelmed by the large states and that presidential candidates would tend to overlook them in favor of large states where more votes could be obtained. The opposite had, in fact, been observed during the campaigning which occurred for the 2004 election. Let us return to the example of California, the largest voting state in the country. Because it was already expected to go for the Democratic Party, George W. Bush ignored it in spite of its size and its 54 electoral votes and concentrated instead in the â€Å"swing state of Pennsylvania† which he visited â€Å"more than forty† times. In fact campaigning for the presidency of the United States had always shown candidates spending more time in swing states than in larger states which had already committed to the other side (Bates). Because of its proven ineptness and widespread unacceptability, the Electoral College has been labelled differently by different people. It was likened to â€Å"the vermiform appendix: a useless organ that can cause trouble on occasion† (Abolish the Electoral College? ). It was described by the American Bar Association as â€Å"archaic and ambiguous† when a survey it conducted in 1987 found that 69% of American lawyers wanted the system abolished. The American public have spoken against the system through polls held in 1967 (58%), 1968 (81%), and then again in1981 when 75% of Americans were found to favor its replacement by a popular voting system (NARA). Regardless of the labels, however, the subjugation of the people’s will and the utter disregard for the value of the votes of Americans has rendered the Electoral College unacceptable to the American public. Their disgust and contempt for the system was already shown by the more than 700 proposals for its abolition or modification. They almost succeeded in the U. S. Senate in 1956 when amendments introduced by Republican Senator Karl Mundt (South Dakota) and Texas Democratic Senator Price Daniel won a senate voting with a 48-37 majority. Only their failure to muster the required three-fourths vote of the senate prevented the measures from pushing through (Duchschere). The American people tried again in 1969. Supported by then President Richard Nixon, an amendment was unanimously approved in the House of Representatives only to be stalled in the Senate for almost one year until supporters lost their interest on the measure and it died a natural death. Republican Senator Eastland and Democratic Senator Thurmond, described as â€Å"notorious segregationists† because they had been observed to have â€Å"voted against every civil-rights and voting-rights measure† in the Senate, were responsible for its death (Electoral Justice). Americans now want their votes to be properly counted and their decisions duly respected. As Professor Keyssar aptly put it, Americans today believe that the Electoral College has ceased to mirror America’s â€Å"sense of social equality† (Hough). Hence, it is now time to say goodbye to the antiquated, obsolete Electoral College. The time has arrived to show the civilized world that in the United States of America, every man, every registered voter, has a right to vote and a right to demand that such vote be counted. Works Cited â€Å"Abolish the Electoral College? † Wilson Quarterly. Winter 2001, Vol 25, Issue 1, p. 97. 13 June 2007. http://search. ebscohost. com/login. aspx? direct=truedb=aphAN=4028232site=ehost-live Bates, Nathaniel. â€Å"What Are the Arguments Made in Favor – And Against – the Electoral College? † 26 October 2004. 15 June 2007. http://hnn. us/articles/8163. html Duchschere, Kevin. â€Å"JFK Led Opposition in 1956 Effort to Reform the Electoral College. † Minneapolis Star Tribune. 26 November 2000. 13 June 2007. http://www. freerepublic. com/forum/a3a20ce2a366a. htm Electoral Justice. â€Å"The Electoral College: An Embarassing Vestige of Slavery and Segregation. † 15 June 2007. http://www. iwantmyvote. com/justice/electoral_college/ Hough, Lory. â€Å"Why Do We Still Have The Electoral College? † News Stories. 13 June 2007. http://www. ksg. harvard. edu/news/news/2004/Keyssar_why-electoral_college_102904. htm National Archives and Records Administration (NARA). â€Å"U. S. Electoral College. † 13 June 2007. http://www. archives. gov/federal-register/electoral-college/index. html

Failure analysis report on the chernobyl power plant

Failure analysis report on the chernobyl power plant 1. Introduction This memo is a failure analysis report on the Chernobyl Nuclear Power Plant located near the city of Pripyat, Ukraine. On April 26, 1986, a reactor at the power plant exploded, releasing a powerful stream of radioactive vapour. Immediately, the explosion killed 54 people. Later on, effects due to radiation claimed the lives of at least an additional 2500 people (International Atomic Energy Agency, 2006). This report will explain the events leading up to the failure, the failure itself, the reasons for the failure, and the lessons to be learned from this failure. 2. Description of reactor and failure i) In this section, I will explain the mechanism of the reactor. I will also placethe reactors components in bold. The Chernobyl Power Plant was fuelled using uranium mined from the earth; the uranium was kept in fuel bundles. The main objective of the power plant was to convert heat produced by the slightly-enriched uranium into electricity (World Nuclear Association, 2009). In order to do this, control rods first slowed down the rates of reactions by absorbing stray neutrons from the fission reactions (World Nuclear Association, 2009). After the fission reactions began producing heat, this heat was then transferred to stored water which eventually converted to steam at a temperature of 580ÂÂ °C (The Chernobyl Nuclear Disaster, 2008). The pressure of the steam moved a turbine which then powered a generator. The final process was the condensation of the steam back into liquid using a cooling lake, thus repeating the cycle (World Nuclear Association, 2009). This type of nuclear reactor is known as a high-power channel reactor or a RBMK reactor, as referred to it by the Soviets (World Nuclear Association, 2009). The Chernobyl Power Plant had four such reactors each with a power rating of 1000 megawatts (World Nuclear Association, 2009). The diagram at the end of this report illustrates this reactor along with all the bolded components. ii) In this section, I will explain the process leading up to the failure and the failure itself. Hours before the explosion, engineers within the plant were planning tests to see how the reactor would run on low power (International Atomic Energy Agency, 2006). The engineers added control rods to slow the reaction. They then disabled the cooling system, which was a major safety violation. The reactor was then incrementally slowed to reach the lowest operating power (The Chernobyl Nuclear Disaster, 2008). Soon after, the engineers noticed that the reactor was moving towards shutdown, so they quickly lifted the control rods to increase the rate of reaction. Suddenly, the power levels of the reactors increased, uncontrollably, and caused fuel elements to rupture along with an increase in steam generation (World Nuclear Association, 2009). This led to the detachment of the reactor support plate which caused the control rods to jam. The channel pipes then burst, and the explosion occurred, releasing 50 tons of radioactive particles into the atmosphere (World Nuclear Association, 200 9). 3. Reasons for the failure Chernobyl was most definitely a preventable disaster (Frot, 2004). Even though the RBMK design was perhaps not the safest reactor design, it still would not have exploded had the people involved taken the appropriate precautions necessary (Medvedev, 1990, p. 73). The technical failure of Chernobyl was due to extreme pressure increases along with design malfunctions. However, that was not the only cause. The engineers in charge of Chernobyl were also suppressed by the Soviet bureaucracy who did not allow for time to be wasted on such things as safety, focusing much more time on advancement and cutting costs (Frot, 2004). Hence, the engineers and workers at the power plant were not rigorously trained in safety nor did they regard safety as paramount (Medvedev, 1990, p. 70). 4. Lessons to be learned The Chernobyl Disaster left a devastating impact on the people and the surrounding environment. Improper technique, untrained personnel, and lack of oversight all contributed to this disaster. As engineers or aspiring engineers, it is our duty to understand the potential impacts of our design decisions. Not the least of which is the attention to safety. If a culture of safety is not cultivated then disasters such as Chernobyl will become possible realities. On the other hand, if a culture of safety is cultivated then disasters such as Chernobyl will become easily preventable. References Frot, Jacques. The Causes of the Chernobyl Event. (2004). Retrieved 16 February, 2010, from http://74.125.155.132/search?q=cache:ddH2v8pgJukJ:www.ecolo.org/documents/documents_in_english/Causes.ChernobyJF.doc+causes+of+chernobylcd=2hl=enct=clnkgl=caclient=firefox-a. International Atomic Energy Agency. Frequently Asked Questions about Chernobyl. (2006). Retrieved 16 February, 2010, from http://www.iaea.org/NewsCenter/Features/Chernobyl-15/cherno-faq.shtml. Medvedev, Zhores. (1992). The Legacy of Chernobyl. New York: W. W. Norton Company. The Chernobyl Nuclear Disaster. (2008). Retrieved 16 February, 2010, from http://www.bentan.me/chernobyl/?page. World Nuclear Association. Chernobyl Accident. (2009). Retrieved 16 February, 2010, from http://www.world-nuclear.org/info/chernobyl/inf07.html.

Kentucky Fried Chicken History Essay

The company operates with five long-term measures identified as essentials of corporate growth and progress .. 1 International Expansion ‘Yum! Brands number-one goal is to drive global expansion with its category- leading brands. In 2002, the company opened a record 1,051 new international estaurants and increased international system sales 9% prior to foreign currency conversion. ‘ 2. Multibrand Innovation & Expansion ‘Yum! Brands is the worldwide leader in multibranding, offering consumers more choice and convenience at one restaurant location from a combination of two of the company’s brands. The company and its franchisees today operate over 1,975 multibrand restaurants, generating over $2 billion in annual system sales. Approximately 350 new systemwide multibrand restaurants were opened in 2002. ‘3. Portfolio of Category-Leading U. S. Brands ‘U. S. ystemwide same-store sales increased approximately 4% while U. S. same-store sales at company restaurants increased approximately 2% in 2002. ‘4. Global Franchise Fees ‘Global franchise fees, a significant factor in annual profits and cash flow, grew 6% to $866 million. Global franchise net restaurant growth was 2% in 2002. ‘ 5. Strong Cash Generation and Returns ‘Yum! Brands generated over $1. 3 billion in cash from all sources in 2002, more than fully funding capital expenditure needs, allowing free cash flow for share repurchase, and some repayment of debt. Return on invested capital is 18%, in the estaurant industry’s top tier. ‘ Culture Big on diversity in the workplace Promotes differences in background, ethnic cultures, and values – oriented environment Focuses on teaching everybody something new Promotes unity in the workplace Team- Focuses on building relationships and creating diversity and commitment within the company and amongst employees and customers Organizational Structure and Design KFC is part of a divisional structure, which is Yum! Brands, Inc. – Long John Silver’s, A;W, Taco Bell, and Pizza Hut are the other divisions – Offers positions to change and growth – KFC works to bring recognition and money to Yum! Brands, Human Resource Management We won’t make you wing it’ is KFC’s motto when it comes to training employees. Training includes: 1) Workbooks 2) Quizzes 3) On-the-Job competency based training Employees are encouraged to work together as a team their people grow to their highest potential interesting and exciting for workers Social Responsibility KFC is committed to making sure KFC does their best to make the Job KFC has made it their responsibility to consumers that they will provide quality chicken in a fast, efficient way. They also say that their meat comes about ethically and through humane treatment. This has not always proved true in the past, since the PETA has become involved with their warehouses that ‘grow’ the chickens. KFC has made statements to the patrons of KFC, though, that the chickens will not be treated badly in the progression from birth to the processing plant. KFC sponsors a reward for senior citizens, those who live life to the fullest and are recognized in their community ‘ KFC also has the Colonel’s Kids program, a charity organization that helps kids become educated and grow up in a better world han that which they have known. It addresses the child care crisis and steps up to the plate to help out where possible. ‘ Scholarships and diversity programs are a part of KFC’s social responsibility as well Recently, the PETA group secretly recorded a worker at the Pilgrim’s Pride, one of the processing plants, beating a live chicken against the wall in order to kill it. As soon as KFC was notified of this treatment, they immediately submitted a written statement saying that the treatment was ‘appalling’ and took action immediately, placing an animal welfare expert at the plant to ensure he ethical, humane treatment of the chickens. The statement said that: â€Å"We do not tolerate animal abuse by any of our suppliers, under any circumstance. ‘ KFC also told the company Pilgrim’s Pride that, â€Å"unless they can definitively assure us there are absolutely no abuses taking place, we will not purchase from this Moorefield, West Virginia, facility. ‘ PETA says that more action should be taken, but KFC has done all it can to ensure that people are happy with the facilities and means by which their food comes about.

Importance of Military Professionals

IntroductionMilitary History is not just a simple record of the past that needs to be forgotten. It contains information of life and death situations which provides learning experiences that might be useful in the future. The problem with our society is the little effort done to insure that the dissemination of key learning experience is provided to the general public. Very little about military history is being studied and written, and if there are, they are studied by non-military historians that lacks the direct experience and in-depth understanding of military language.Problem StatementThe purpose of this study is to explain the importance why military professionals should take some time to study military history. This study examines the need for military professionals to study military history as opposed to merely leaving these studies to non-military historians. The study also takes into account that military professionals have the extra time to spare for studies despite their busy schedule.Studies for Non-military LeadersThere is a need for military professionals to study military history in order to generate study results that could be forwarded to non-military leaders who makes crucial decisions during wars or insurgencies. Non-military leaders can make better decisions in times of war if they are equipped with proper understanding of military history in the past. For example, in a cabinet meeting to plan the 2001 attack on Afghanistan, advisers argued against using American ground forces because of the nationalistic uprisings that resulted from the British invasions in the 19th century and the Soviet invasion of 1979 (Kagan, 2006).These were historical facts which were taken out of context. The Afghan leaders had been resisting the British invasion for decades. It is something that rooted from the past. In another case, the Soviet invasion was to support a hated government which was already facing a massive insurgency. The Afghans bitterly resisted bo th the British and the Soviet invasions because of their overtly imperialistic nature. Resistance to this form of invasions is definitely not surprising. The American troops, however, was removing an unpopular government, was known to impose democracy and were therefore greeted with support. They were taken as liberators as opposed to being invaders. Had the military history regarding Soviet and British invasions were studied properly, the advisers would have been armed with more realistic reasons to provide a good advice.Studies to Prevent Military from False Visionary PersuasionThere are also cases where in because of the lack of understanding of military history, they are easily persuaded by non-military professionals to follow their directions without really knowing the bigger consequences. The tendency of non-military professionals to rely on fragments of the past military history to persuade the military is often a cause of tactical errors. A good example is when Secretary of Defense Donald Rumsfeld cited the German experience in World War II, which showed, he argued, that a partially transformed military could revolutionize warfare (Kagan, 2006).He based his decision primarily on the idea that a partially transformed Wehrmacht with a handful of panzer divisions crushed Poland and France in 1939 and 1940. Rumsfeld’s failure to study the larger picture that the same Wehrmacht   failed to invade Russia in 1941, due primarily to its incomplete transformation. These sorts of looking into fragments of history without studying the totality of the military history had often led military into destruction. Just imagine the useless loss of lives that it can bring.Studies to Provide Military Professional Understanding  and Prevent Errors in the Past from RecurringThe main purpose of studying the past is to prevent previous errors from occurring again. The recent US military takeover of Iraq is a good example. If we look at the present situation, many liv es were lost already due to the continuing resistance of Saddam supporters. There are continuous attacks and bombing to US military personnel. It should be noted that this will go on forever until a government is properly reinstated and is able to re-institute reforms that would immediately uplift the economic conditions in Iraq.The US military are quite right about the tactics being employed by the Iraqi insurgents, they are using the methods employed by Lawrence of Arabia in 1916-18 against Turkish Rule. The US military believes that by defeating this one method, they will be able to end the ongoing insurgencies. â€Å"It's the only tool the enemy really has left in order to be able to take us on and cause casualties,† Lt. Gen. James Conway, head of the Operations Directorate at the Joint Chiefs of Staff, told reporters in November (Bazzi, 2006). â€Å"And when we defeat that one method, you know, it's over.† Lawrence would surely disagree with this statement.The mil itary should have recognized that success of Lawrence will repeat again because they are exactly in the same situation. According to Lawrence, a small insurgency with mobility and natural cover would eventually wear down a foreign occupier. This statement is true, and the US military officials should have recognized that this is a no win situation if they will continue to fight the insurgency in the same manner. This is as if that they have never learned from the past, but rather they tried to go against the history. This is just one of the examples where military should have done an in-depth study of the past in order to prevent errors from happening again in the future.ConclusionIt is therefore clear that there is a need for military professionals to study military history because of their understanding of the military language. One reason is to provide better understanding for non-military officials who provide critical decisions in times of war. Another reason is to insure that military professionals cannot be easily persuaded by visionaries using only fragments of the past military history to take incorrect actions. Finally to insure that military as a whole learns from their mistakes in the past.ReferencesKagan, F. (2006). Why Military History Matters. Retrieved on January 14, 2007from the American Enterprise Institute for Public Policy Research   web site : www.aei.org/publications/pubID.24600/pub_detail.aspBazzi, M. (2006). The lessons of Lawrence. Retrieved on January 14, 2007  from the News.com web site : http://www.newsday.com/news/nation

Game Theory in Life

Game Theory in Life Game theory is a proposition used for strategic decisions. Mathematical models are used to examine the interaction between the decision makers, the issue at hand, and the cooperation between the decision makers.Advertising We will write a custom essay sample on Game Theory in Life specifically for you for only $16.05 $11/page Learn More Case Study The conflict issue is about Iran and Israel. A rivalry for influence and power is emerging between the two nations. Iran is becoming uncomfortable with the regional competition posed by Israel. Iran views such competitionas an intention to undermine her revolutionary system. Israel, on the other hand, is disturbed by Iran’s anti-Jewish ideologies together with her increasing military potential, particularly her nuclear energy programs (United Institute of Peace 1). Israel believes that Iran’s nuclear program will be used to create nuclear weapons, which Iran might use to wipe Israel from the world map . Israel already has nuclear energy programs in place. She is worried about Iran’s intentions and is not interested much in offending Iran unless she believes that Iran has crossed the red line, meaning that she is ready to engage in a nuclear war. Iran is also focused on avoiding to show early offence to Israel since she might be resented by a large section of the international community, or even face combined strikes from the UN and Israel allies. It has demonstrated this by holding talks with the International Atomic Energy Agency (IAEA) about inquiries into her atomic bomb research (Thomson Reuters 2). Israel, however, is still convinced that Iran is being cleverly deceptive, and therefore wants to engage her directly. The two countries have to respond to the tension that has built between them, and the results of their response might be beneficial or fatal to both or one of them. Summary of the game Issue: Does either of the countries need to boost her military capabilit y in anticipation of war, or embrace more peaceful strategies in order to facilitate arbitration? The players are Israel and Iran. The actions are boosting military capacity to attack the rival, and receding from war preparations in order to maintain peace. The payoffs for the game include:Advertising Looking for essay on math statistics? Let's see if we can help you! Get your first paper with 15% OFF Learn More A nation loses resources by fighting an unprepared rival and gets a payoff of (-1). Remember that winning the war does not solve the conflict. The unprepared nation falls if attacked by a well-prepared rival. The defeated nation gets a payoff of (-3). A well-prepared nation fights another well-prepared nation, and the battle ends in a draw, and apayoff of 2is gained by each nation. In this case, both nations defend their resources against the rival’s strategies, say each nation fails to strike well because the other one has ensured perfect se lfprotection against attack. Both nations enjoy peace when Iran makes no weapons and Israel trusts her (each of the nations get a payoff of 3). Embracing peace can work for the benefit of both nations if Iran acts in the interest of peace by not manufacturing nuclear weapons, and Israel trusts Iran. Iran can do this by subduing her nuclear capacities and only arming her military to a level that is normal (for defensive purposes only). Israel, on the other hand, will have to respond optimistically by maintaining peace. Sets of strategies IRAN KEEPS PEACE Signs a peace deal with Israel and respects the deal. IRAN OFFENDS Engages in amassing weapons of mass destruction regardless of what Israel does. Israel agrees to maintain peace and trusts Iran’s promises. Iran subdues her military capacity to defensive level. Israel responds by keeping peace. Iran secretly boosts her military capacity to offensive level. Israel keeps peace assuming that Iran is subduing her mili tary capacity to defensive level. Israel prepares for the big warand eventually attacks regardless of what Iran does Iran subdues her military capacity to defensive but Israel still prepares for the big war. Israel does not trust Iran and still strikes. War results before Iran attains nuclear weapon capacity i.e.; Iran escalates conflict to war and fights to offend. Israel is equally prepared and responds by fighting to offend. War ends in a draw. This equilibrium is inherently stable, i.e. what Israel is doing is optimal given what Iran is doing and vice versa and thus none of them would regret her move. 3, 3 Both agree to maintain peace and subdue their military capacities to a normal/defensive level. (Nashequilibrium) -1, -3 One of the nation fights. -3, -1 One of the nation fights. 2, 2 Both fight and battle ends in a draw (none wins) (Nash Equilibrium) 3, 3 is the oneset of stable strategies, and is the first Nash equilibrium. In this set, if both countries keep peace and limit their military capacities to just normal (for defensive purpose only), then neither of them would wish to strike because such a move is unprofitable because it gives a payoff of (-1). 2, 2 is also a stable set and is the second Nash equilibrium.If both nations beef up their military capacities to levels that escalate conflict and result in war, then none of them would wish to recede. Receding gives a payoff of (-3), which is the worst payoff in the game. Neither of the nations would want to fall whether in the presence or absence of war. In a Nash equilibrium, all players follow some rule or natural law, in this case, the law is to survive whether in presence or absence of war, without focusing on any incentive (Boleslavsky, â€Å"Mixed Strategy Nash Equilibrium† 6). A best responseis a strategy a where player cannot gain more utility by switching to another strategy.Best responses for Israel are:Advertising We will write a custom essay sample on Game Theory in Life specifically for you for only $16.05 $11/page Learn More to keep peace if Iran keeps peace, and gain a payoff of 3 instead of fightingher for a payoff of (-1). to fight back if Iran escalates the conflict to a war,and get a payoff of (2), instead of (-3) obtained from receding. Israel’s best responses are marked by asterisks in the table below: 3*, 3 None fights the other (Nash equilibrium) -1, -3 Iran fights but Israel recedes -3, -1 Iran keeps peace and Israel fights 2*, 2 Both fight (Nash equilibrium) Best responses for Iran areto keep peace and get a 3 if Israel keeps peace, instead of getting (-1) by fighting, and to fight back and get a 2 if Israel escalates conflict into a war, and avoid a payoff of (-3) that would be gained from keeping peace. Iran’s best responses are marked by asterisks in the table below: 3, 3* Agree to subdue military capacity to just normal/defensive -1, -3 One fights -3, -1 One fights 2, 2* Both fight and draw (equally prepared for war) In the two sets of equilibrium, no player has an incentive to change her strategy, each has to respond to the other’s actions in a manner that would optimize her utility and therefore: Only individual deviations are useful. There are no useful group deviations. Due to the different weights placed on various strategies, an algorithm for a mixed strategy Nash equilibrium has to be developed. It will allow us to find the mixed strategies available to each of players, which are meant to make their rival indifferent in her choices (Boleslavsky, â€Å"Dynamic Games† 5). Mixed strategies in this case are strategies that: Israel can use to make Iran indifferent on whether to embrace peace or fuel the conflict. Iran can use to make Israel indifferent on whether to embrace peace or fuel the conflict. To come up with this algorithm: Let P1 stand for move towards embracing peace by Iran, and P2 stand for move towards emb racing peace by Israel. Let W1 stand for move towards escalating conflict by Iran,and W2 stand for move towards escalating conflict by Israel. Whenever Israel choses to embrace peace, i.e. avoid anticipating for war by trustingIran, and avoid launching attacks, Iran can chose a randomization strategy to either amass weapons secretly or embrace peace by keeping her military capacity at defensive level only.Advertising Looking for essay on math statistics? Let's see if we can help you! Get your first paper with 15% OFF Learn More If Iran choses to embrace peace, i.e. tame her behavior in nuclear program, and keep her military capacity at defensive level, Israel may randomize her choices between trusting Iran so as to embrace peace, and launching war regardless of Iran’s promises to tame herbehavior in the nuclear program. Each country’s mixed strategy is aimed at making the other one’s payoffs (expected utilities) averagely the same, whether they chose to escalate the conflict or embrace peace. Israel’s Mixed Strategy Israel’s mixed strategy is one that makes Iran’s Expected Utility (EU)for choosing to escalate conflict as a pure strategy, equal to that gained from embracing peace as a pure strategy. This can be represented as: EUP1 = EUR1 Iran’s expected utility for choosing peace is a function of a mixed strategy where Israel choses peace as shown below: EUP1 = f (ÏÆ'U) The same applies if Iran choses to escalate the conflict as shown: EUw1 = f (ÏÆ'U) Isra el’s mixed strategy can be solved by examiningthe expected utility for Iran’s move to limit military capacity and be honest, as a function of mixed strategy for Israel’smove to trust Iran, and embrace peace. 3, 3* -1, -3 -3, -1 2, 2* For Israel’s mixed strategy Some percentage of the time, Iran is getting a 3 when Israel moves towards peace, and a (-1) the rest of the time when Israel plays towards causing war. Iran’s expected utility for playing towards peace is: EUP1 = ÏÆ'U(3) + (1 ÏÆ'U)(-1), whereby (1 ÏÆ'U) is the percentage of this time when Israel moves towards war. Similarly, Iran’s expected utility for choosing conflict is EUW1 = ÏÆ'U(-3) + (1 ÏÆ'U) (2) Since EUP1 = EUw1,yet we haveEUP1 = ÏÆ'U (3) + (1 ÏÆ'U) (-1), and EUW1 = ÏÆ'U (-3) + (1 ÏÆ'U) (2): ÏÆ'U (3) + (1 ÏÆ'U) (-1) = ÏÆ'U (-3) + (1 ÏÆ'U) (2) By simplifying this, 3ÏÆ'U – 1 + ÏÆ'U = -3ÏÆ'U + 2 2ÏÆ'U 3ÏÆ'U + ÏÆ'U + 3ÏÆ'U + 2ÏÆ'U =2 + 1, therefore 9ÏÆ'U =3 ÏÆ'U =1/3 meaning that if Israel plays towards peace 1/3rd of the time, and towards causing war 2/3rd of the time, then Iran is indifferent on whether to escalate the conflict or tame her nuclear activities and avoid war. Iran’s Mixed Strategy When the same method is applied for Iran’s mixed strategies; EUP2 = EUW2 EUP2 = f (ÏÆ'W1) The same applies if Iran choses to escalate the conflict as shown: EUW2 = f (ÏÆ'W1) EUP2 = EUW2yet we haveEUP2 = ÏÆ'W1 (3) + (1 – ÏÆ'W1) (-1), and EUW2 = ÏÆ'W1 (-3) + (1 – ÏÆ'1) (2): ÏÆ'W1 (3) + (1 – ÏÆ'W1) (-1) = ÏÆ'W1 (-3) + (1 – ÏÆ'W1) (2) By simplifying this, 3ÏÆ'W1– 1 + ÏÆ'W1= -3ÏÆ'W1+ 2 + 2ÏÆ'W1 3ÏÆ'W1 + ÏÆ'W1+ 3ÏÆ'W1+ 2ÏÆ'W1=2 + 1 ÏÆ'W1=1/3 This result means that if Iran plays towards peace 1/3rd of the time and towards war 2/3rdof the time, then Israel is indifferent on whether to escalate the conflict or attack her, and cause war. As a result of this outc ome, the optimal strategy for the nationsis for both Israel and Iran to play towards peace with probability 1/3, and away from it with probability 2/3, so that none of them can change her strategy in a way that can give her competitive advantage over her rival. Boleslavsky, Raphael. Dynamic Games 1 (2011): 5. Boleslavsky, Raphael. Mixed Strategy Nash Equilibrium. 1 (2011): 6. Thomson Reuters. â€Å"U.N. Nuclear Agency in Talks about Talks with Iran.†The Reuters. Mon Apr 22, 2013: 1-3. Print. United Institute of Peace. â€Å"Israel and Iran: A Dangerous Rivalry from Iran Primer.†The Iran Primer.January 10 (2012):1. Print.

Legalization of Same-Sex Marriage Debate

Legalization of Same-Sex Marriage Debate Free Online Research Papers Gay pride! It is a statement that brings forth a very touchy argument in politics today. Of the many current issues in American politics today, one that seems to stay at the top of the list is the issue of same-sex marriage. Should same-sex marriages be legalized in the United States? Some say no, because it goes against tradition, religion, and much more, while others, gays and straights alike, believe yes, because it will bring equality to all. The answer to this question, however, if this country were to follow the ideals of those who walked before, should be â€Å"no.† It seems that as time goes on, however, Americans tend to drift farther and farther away from the ideals and morals that were held by its forefathers. Same-sex marriage should not be made legal because of what it stands for sin an immorality, goes against the Christian religion and the traditional marriage, and may lead to the acceptance of a lifestyle that is not culturally normal. The first British colonists who settled in America were Protestants and Puritans who were searching for religious freedom from the Church of England. It should be no surprise then, that the United States Constitution was put in place to protect this religious freedom. If the Constitution was set in place to protect all religions, why then would America try to pass a law that goes against at least one religion: Christianity? In the Christian religion, homosexuality is viewed as evil and sinful. The Bible says in I Corinthians 6:9-10, â€Å"Do not be deceived: Neither the sexually immoral nor idolaters nor adulterers nor male prostitutes nor homosexual offenders nor thieves nor the greedy nor drunkards nor slanderers nor swindlers will inherit the kingdom of God (The Bible, 1st Corinthians 6:9-10).† This nation is supposed to be â€Å"One nation, under God† but yet it seems some are fighting for a cause that goes completely against God and the Christian religion. The legalization of same-sex marriage will cause homosexuals to go further into the sinful lifestyle in which they already participate in. It will give gays an â€Å"incentive for them to remain trapped in a lie† (Rios par. 8). America must treat homosexuals with love and compassion in order to help them to overcome the gripping temptations of homosexuality. â€Å"Treat others as you wish to be treated.† This is the â€Å"golden rule† in which American children are taught in schools and churches. This pertains to the treatment of homosexuals as well. Without love and compassion, homosexuals will be unwilling to change their sinful ways. In the Declaration of Independence, it is stated that all people are created equal and have the right to life, liberty and the pursuit of happiness. In other words, everyone is free to live their life as they choose and desire, including homosexuals, however, â€Å"by insisting that the law create a counterfeit version of marriage, [homosexuals] are looking to use government power to force [their lifestyle] on everyone† (Rios par. 9). The media is one of the leading tools in the fight for the legalization of same-sex marriage. Dr. Mark Hartman states in his sermon, The Truth about Homosexuality, â€Å"The media has become obsessed with pushing the homosexual lifestyle to the front and center of our culture.† Television shows and movies are starting to contain homosexuality more and more. And, â€Å"In every case, the homosexual is depicted in a positive light, and anyone who disagrees with that lifestyle is depicted in a negative light† (Hartman 1). An example of this is the television show, Will and Grace. In this series, a gay man and a straight woman live together in perfect harmony. It portrays Will as a normal American citizen with a high-end job (lawyer). The only catch is that he is gay. America is able to sympathize and accept his lifestyle because he’s funny and charming. As far as Americans are concerned, he is just another human being. Media propaganda is being used as an effective tool to brainwash the public in sympathizing with and accepting homosexuality. The media is using a tactic of normality; the more America sees this â€Å"acceptable† view of homosexuality, the easier it is to accept it. This propaganda technique is being used so effectively with one sided figures that Americans fail to see the dark side of this lifestyle because it is practically nonexistent in the mainstream of media. Americans are not shown the gross, immoral sexual lives homosexuals actually live. We do not see the many diseases that transmitted by participation in such a lifestyle. Diseases such as AIDS, Herpes, Hepatitis, and many, many more are very common in the gay community. In 2004, an estimated 415,193 people were living with AIDS in the United States. Of that number, 77% were male and of that percentage, 58% were men who had sex with other men (Noble 1). Although mainstream media portrays homosexuals as all being talented, creative, smart, cute, sweet, and funny, this is not how all actually are. Not all gays dress and act as they are portrayed on television. In fact, gays are pretty, ugly, smart, unintelligent, well dressed, ill dressed, nice, rude, funny, unfunny, and hold jobs from high-end executives to auto shop mechanics. They are just like every other American in most aspects except for their sexual preference. Some homosexuals have kept their homosexuality hidden so well, not even their family and friends are aware of it. Another factor in the wide acceptance of the homosexual lifestyle is the mistaken belief that sexual orientation is determined at birth. In other words, people are born either homosexual or heterosexual, it is not a choice. Researchers said that they had found a gene pattern linked to male homosexuality in July of 1993. Principle Researcher, Dean Hamer, a homosexual himself as well as a homosexual political activist, stated, â€Å"This study shows that sexual orientation is powerfully influenced by inherited genes. This is the strongest evidence to date that there is an important genetic component to sexual orientation† (Hartman 3). Hamer’s article was given to the media who immediately provided quick and widespread coverage. Three years later, in 1996, Hamer’s co-author stated that Hamer â€Å"had selectively reported his data in ways that changed the conclusions of the study.† And later it was â€Å"admitted that no genetic link to homosexuality has been found after all† (Hartman 4). Many people have not heard this new news, however, because it was not as widely covered by the media as was the original statement that people are born homosexual. Gays wish to have legal same-sex marriage for more reasons than just having the intangible benefits of enjoying the official title and the social privilege. There are many legal privileges and tangible benefits that come with marriage which gays are unable to receive due to the Defense of Marriage Act, which was passed in 1996 (Wolfson 4). In this act, â€Å"the government catalogued more than 1,049 ways in which married people are accorded special status under law†¦that makes more than 1,049 ways in which lesbian and gay couples are ripped off† (Wolfson 4). In other words, without a marriage license, same-sex couples are denied many of the benefits that normal couples take for granted. Benefits such as: social security, retirement, health care, and child custody. â€Å"A surviving civil union partner can be denied about $10,000 a year in federal Social Security benefits† (Sauer 9). Next to the benefits derived from marriage, gays wish to gain the public titl e of marriage for personal reasons as well. Marriage†¦is a social statement, describing and defining one’s relationships and place in society. It is also a personal statement of commitment that receives public support and†¦has spiritual†¦ and familial significance (Wolfson 4). Gays want legal marriage in order to make their love public. Marriage is the way straight people talk of love and family (Wolfson 4). Gays want marriage for the same reason that straight people want to get married: for love and for commitment. The legalization of gay marriage can harm the traditional version of marriage. Same-sex marriage will cheapen the real thing by causing marriage itself to lose support in the law and culture (Rios par. 2). Marriage has already been weakened by the legalization of divorce. Marriage has been historically defined as a contractual unit binding a couple in a lifelong relationship of love, service, and devotion (Kohm 82). If same-sex marriages are made legal, the ethical views toward homosexuality will be weakened even further. It will cancel the traditional view of marriage as being a binding union between two people in which â€Å"each must be of a different sex from the other, one male and one female† (Kohm 83). Same-sex marriage will also destroy the normal family settings by creating motherless and fatherless households. â€Å"Studies have shown that children raised in married households have the best chance for health and happiness† (Rios par. 6). By legalizing same-sex marriage, America will unwillingly teach future generations that sexual immorality and impurity is acceptable and normal. By legalizing same-sex marriages, children will be taught, in schools, that homosexuality is normal and healthy, and may be placed in homosexual households (Rios par. 5). Society defines for its young what is normal and what is not (Gallagher 18). If children see same-sex couples, they will view that as a normal and acceptable lifestyle of relationships. Marriage is the â€Å"social and legal prominence [which] informs young lovers about the end toward which they aspire, the outward meaning of their most urgent, personal impulses† (Gallagher 19). It is almost as if Americans are becoming too lazy or scared to stick up for their beliefs so instead they are simply accepting the immorality so that they can just go on with their daily lives. It seems that America has taken on the new belief system of, â€Å"if it makes them happy and does not directly affect me, it is ok and I will vote in favor of it.† On the flipside, however, it seems that Americans may be getting off of their couches in order to make their opinions heard. In 2000, 61% of Californians voted against same-sex marriage (Rios par. 10) and recent polls have shown that â€Å"Americans are beginning to wake up and realize that what they thought was a campaign of tolerance toward homosexuals is, in reality, a concerted effort to force them through government, media and corporate power to celebrate homosexuality† (Rios par. 11). When asked if same-sex marriage should be made legal in the United States 61% adults under the age of 30 said yes and 35% s aid no; among adults 65 and older, 18% said yes and 73% said no (Hertzberg par. 6). This shows how Americans really feel about the issue of same-sex marriage: for the most part they disagree. It seems that America may be realizing that the legalization of same-sex marriage is not the answer. The reasons against the legalization of same-sex marriage far outweigh the reasons for it. The legalization of same-sex marriage may bring equality to the homosexual division in a country that has always been more kind to the heterosexual front, but it will forever change the morals and ideals that this country has fought to protect. It does seem, however, that this argument may be coming to a decisive end. Hopefully, America is coming to its senses to put a stop to this argument, and to say â€Å"no† to the legalization of same-sex marriage. Same-sex marriages can not be made legal because it stands for immorality and sin, will lead to the destruction of the traditional institution of marriage, goes against the Christian religion, and will cause the American society to overtime accept the immorality of homosexuality as normal and just. Bible, New International Version, The. 1973. Colorado Springs, CO: International Bible Society, 1984. International Bible Society. 2005. 17 Oct 2005. . Gallagher, Maggie. Normal Marriage: Two Views. Marriage and Same-Sex Unions: A Debate. By Lynn D. Wardle, et al. Westport, CT: Greenwood Publishing Group, 2003. 13-21. NetLibrary. 2005. OCLC Online Computer Library Center, Inc. 14 Oct 2005 . Hartman, Mark. The Truth About Homosexuality. Sugar Creek Baptist Church. Worship Center, Sugar Land, TX. 30 June 2005. Hertzberg, Hendrick. Comment: Wedding Blitz. New Yorker 15 Mar 2004: 80.4: 61-62. Academic Search Premier. EBSCO. Blinn College. 23 Oct 2005 . Kohm, Lynne Marie. Marriage by Design. Marriage and Same-Sex Unions: A Debate. By Lynn D. Wardle, et al. Westport, CT: Greenwood Publishing Group, 2003. 81-85. NetLibrary. 2005. OCLC Online Computer Library Center, Inc. 14 Oct 2005 . Noble, Rob. United States HIV AIDS Statistics Summary. AVERT.org. 23 Nov. 2005. AVERT. 26 Nov. 2005 . Rios, Sandy. How Does Gay Marriage Hurt the Traditional Thing? Lets Count the Ways. Hispanic Mar 2004: 17.3: 70. Academic Search Premier. EBSCO. Blinn College. 23 Oct 2005 . Sauer, Rachel. MarriedBut Not. Palm Beach Post 7 Mar 2004: 1D+. SIRS Researcher. Proquest. Blinn College. 23 Oct 2005 . Wolfson, Evan. All Together Now. Marriage and Same-Sex Unions: A Debate. By Lynn D. Wardle, et al. Westport, CT: Greenwood Publishing Group, 2003. 3-5. NetLibrary. 2005. OCLC Online Computer Library Center, Inc. 14 Oct 2005 . Research Papers on Legalization of Same-Sex Marriage DebateComparison: Letter from Birmingham and Crito19 Century Society: A Deeply Divided EraCanaanite Influence on the Early Israelite ReligionThe Effects of Illegal ImmigrationAssess the importance of Nationalism 1815-1850 EuropeCapital PunishmentQuebec and CanadaHip-Hop is ArtBringing Democracy to AfricaRelationship between Media Coverage and Social and

Computer Based Training (CBT) Essay Example | Topics and Well Written Essays - 250 words

Computer Based Training (CBT) - Essay Example Many of them are utilising computer based training. Why is this so? According to Business & Legal Minds, Incorporation (2005), human interaction remains an intricate part of workplace training. Nevertheless, computer based training avails the technological solution to traditional types of training. It is said to improve these traditional types of training. Computer based training varies from text-only programs to using CD-ROM, and to virtual reality programs. Companies and organizations are using this type of training because it can be customized according to the needs of the individual employee. It is also avails the employees with a choice. That is; they learn, when, how, and where they want. To many companies, it is cost-effective as many employees can use a single equipment. They also allow employees to learn at their convenience. The interactive mode of some programs makes it an interesting training program for employees. Most importantly, the employee progress can be tracked. Some of the programs have post-exams that permit companies to know i f the employee has comprehended the training. The score avails a good parameter for the trainer to evaluate the effectiveness of the training program. Hence, companies are choosing computer based training over other training methods due to the advantages it is availing along with its association with the modern world where society is becoming more and more technologically advanced (Business & Legal Reports, Inc.,

COMM ASSIGNMENT Example | Topics and Well Written Essays - 1000 words

COMM - Assignment Example Based on this fact, I have known Daniel for the last 5 years. It is important to provide an explanation that currently, my7 relationship with Daniel is at the intensifying stage. It is at this stage when people within a relationship are able to disclose more about each other, with the intention of finding out whether their actions will be reciprocated. It is important to denote that during this time, Daniel was able to disclose so much to me, and initially, I was reluctant to disclose any information about myself, and family to him. However, the breaking point came when Daniel was able to disclose the problems of his family to me. That is, his parents were facing a difficult time, and wanted to separate from each other. This clearly touched, because Daniel was able to trust me with such kind of sensitive information. Based on this action by Daniel, I started becoming free with him, disclosing some aspects about myself, as well as my family. However, most information that I normally d isclose to Daniel, revolves around my social and academic life. The same applies to Daniel, and this is because we came to an agreement that it won’t be necessary for both of us to disclose some sensitive information pertaining to our families. It is important to understand that the major factor that attracted me to Daniel was the confidence he had, on the first day that he was speaking to me. That is on the bus station. To me, confidence matters so much, and this is because it plays a great role in improving the communication ability of an individual. A person who is not confident will find it difficult to express himself; as a result, there will be a break-down in communication (Hardyman, 2010). However, two important issues contributed in making me, to be interested for a long time on Daniel. One factor is suspense. During the beginning of our relationship, it was always difficult to know what Daniel was thinking about. This is mainly because he was always quiet and