Internet Shopping essays

Internet Shopping essays I was looking through the business section of the Lakeland Ledger, and I came across an article on dated 1/06/02 Women Out Shop Men On Web For First Time. I wondered how they went about getting their information. I had purchased online this Christmas, and no one asked me my race, sex, or other information while I was shopping. What if my name was Chris, Jamie or Pat? Who keeps track of this, and who wants to know? Does the credit card company, the web site, or the business give this information out? How do they get it? The first question that came to mind was who keeps track of online purchases? The answer is market research groups. Some like the Pew Research Center are nonprofit, independent groups sponsored by philanthropists. Others like Dun and Bradstreet, Comscore, and Controlled Data Corp. are for profit million-dollar companies. The next questions are why are these companies tracking this, and for whom are they getting this information? Companies like the PRC give their information free to students, political leaders, journalists, and public interest organizations. Tracking the Internets effect on the economy is just one of many projects for them. How often, how much, and why people buy online is purely an area of interest. For Dun and Bradstreet or Comscore, however, there is a charge for most of their services. Their primary objective is to collect market research for businesses on and off line, add servers, content providers, government agencies, and financial institutions. They offer demographic group of the site for the web site owner. They offer advice to businesses based on what people buy, how often they buy, what sites they buy from, and how the consumer responds to ads and marketing (www.comscore.com). Finally, how do they get this information? Phone surveys and polling online users are two of the most popular ways the PRC gathers its data (www.pewinternet.org). Mem ...

How to Write Acknowledgements - Proofeds Writing Tips

How to Write Acknowledgements - Proofeds Writing Tips How to Write Acknowledgements If you are near the end of your thesis, you can start to think about putting on the finishing touches. One thing you will have to do here is write your acknowledgements. A lot of people worry about this, but there’s really no need. As we are about to show, its actually quite simple! What Are Acknowledgements? The acknowledgement section of a thesis is where you can thank everyone who has helped you in your research. It is typically located at the beginning of your thesis, right after the contents page, and shouldn’t really be more than one or two pages long. The best thing to do is to keep it concise. Who Should I Thank? Think about the people who were of crucial importance during your research. This could include friends, family or professors, or even volunteers who have taken part in your research. Its also important to acknowledge professional bodies who have given you funding or other help. How Should I Write It? There are no strict requirements for the tone of your acknowledgements; its essentially the one section where you can be a little bit more informal! Try to make sure the tone fits the person or organization youre thanking, though, maintaining a formal approach when addressing funding bodies or other official groups. Other than trying to be concise, the main thing you should keep in mind is varying your language, if only because starting every sentence with I would like to thank will sound a bit dull. There are several ways you could word your thanks. A few suggestions are: This research would not have been possible without†¦ My sincere thanks go to†¦ I am grateful to†¦ Heartfelt thanks to†¦ I would like to express my gratitude to†¦ Appreciation is due to†¦ I acknowledge the contribution of†¦ I am indebted to†¦ And that’s all there is to it! Relax and enjoy writing your acknowledgements. If youve got this far in the thesis-writing process, youre over the toughest bit now!

Christianity Essay Example | Topics and Well Written Essays - 1000 words - 2

Christianity - Essay Example There are numerous differences and similarities between the Catholics and Pentecostals. Some are complicated and others are simple. In this paper, we are going to try to simplify those that are complicated for the sake of the understanding of those who have no Christian background. To begin with, we will look at the differences between the two Christian denominations (Peterson, para1). The first difference is that the Catholic Church (the Roman Catholic), the most popular catholic church in the world, apply the infallibility and the leadership of the Pope as their link with God. The Pope is the voice of God to the congregation. However, in the case of Pentecostals they do not have a specific person they look upon as their voice from God. Instead each group has a pastor as a spiritual leader and every member of the small group can be used as a voice of God to the rest of the members (Edwards, para4-6). The Catholics teach salvation through works and faith and they occasionally have to make confession to the priest who advices them on what to do to obtain mercy and forgiveness from God. None of Pentecostal groups requires its members to make any sort of confession, though some require confession of some kinds of sins before the congregation. In addition, Pentecostals do not believe that works are part of salvation but to them, salvation is through grace (Emberson, para1). Furthermore, Catholic worship style is very formal and highly structured. Nevertheless, for Pentecostals, worshipping is usually informal with a lot of dancing in the spirit, shouting, clapping of hands and various forms of enthusiastic displays. Another difference lies in the partaking of the Holy Communion. Roman Catholics believe in transubstantiation, whereby the elements of the unleavened bread and the wine miraculously become the body and blood of Jesus Christ and only the priest takes the cup. In the case of Pentecostals, they believe that bread and vine tree juice

Managing People in Engineering Assignment Example | Topics and Well Written Essays - 1000 words

Managing People in Engineering - Assignment Example The general employment environment plays a major role in workforce recruitment and selection. For recruitment and selection processes to be successful the employment environment has to be inclusive, whereby, for example, there is support by staff for processes such as agency workforce diversity initiatives. Environment includes the external environment- this refers to the various factors that affect the ability of a manager to attract, as well as recruit new workforce. Employment environment refers to factors such as the style of management, work-life balance as well as learning and development factors. c.  Outline the processes and procedures carried out when recruiting and selecting personnel for a given engineering post For successful recruiting and selection to be achieved, the following processes and procedures are carried out. The first process involves short-listing. This involves making assessments of the applications of candidates to establish their suitability for the eng ineering post, which is done according to the job description and the person’s specification. After short-listing, persons are required to fill application blanks, which record qualifications, experiences as well as any other necessary specialty. This is an important selection process as it provides important information which can be used to properly identify the person and develop appropriate inferences with regard to his suitability. What follow is employment tests, which are carried out to match the physical.... aking assessments of the applications of candidates to establish their suitability for the engineering post, which is done according to the job description and the person’s specification. After short-listing, persons are required to fill application blanks, which record qualifications, experiences as well as any other necessary specialty. This is an important selection process as it provides important information which can be used to properly identify the person and develop appropriate inferences with regard to his suitability. What follow is employment tests, which are carried out to match the physical, mental as well as temperamental pattern of the individual. These include intelligence tests, aptitude tests, proficiency tests and personality tests. After success in these tests, the other process is the employment interview. This process is carried out to establish the candidate’s suitability, look for more information with regard to the candidate, and more importantl y, to provide an accurate picture to the candidate of job details, for example organizational policies. Interviews are also carried out because they provide a face-to-face contact between the candidate and employer, allowing the employer to assess the various personality traits of the candidate. Before the final selection is done, the process of checking references is carried out. References hold responsible positions in respectable organizations, which is why it is important for the organization to make an investigation of the references given by the candidate. Once successful, a physical and medical examination of the candidate is made. This is an important step conducted sometimes earlier in the selection process to avoid time and expenditure that may be incurred when selecting medically unfit

Meaningful Social Studies Essay Example for Free

Meaningful Social Studies Essay The democratic principles and ideals of citizenship reinforces effective social studies. By focusing on rights, responsibilities, and respect, a solid base of social studies knowledge and skills develops civic competence. The foundation of four core disciplines, or strands, from the social sciences are: geography, civics, economics, and history. They are the Louisiana framework for social studies. Each of these disciplines offers a distinct perspective for examining the world. Within these strands, other social sciences, such as anthropology and sociology, are incorporated.  §103. Louisiana Content Standards Foundation Skills The Louisiana Content Standards Task Force has developed the following foundational skills which should apply to all students in all disciplines: Communication, Problem Solving, Resource Access and Utilization, and Linking and Generating Knowledge. Through research, activities, discussions, and real-life experiences, children can and will learn that diversity can be positive and socially enriching. A pluralistic perspective involves students building unbiased, open-minded views towards diversity among their fellow human beings. Teachers of this generation have the combined blessing and challenge of helping students make the most of a world that is rapidly changing. Students must develop the perspective that cultural and philosophical differences are necessary and desirable qualities of a democratic community (NCSS, 1994). I chose the concept of â€Å"Problem Solving† for Grade 6-8th in which I will be teaching in the near future. Problem solving identify an obstacle or challenge and uses the application of knowledge and thinking processes which include reasoning, decision making, and inquiry in order to reach a solution using multiple pathways, even when no routine path is apparent. Bringing students into contact with other people’s various views and conflicting values is very important. In the school and local community, therefore, problem solving/inquiry problems are most often found. Questioning and cooperative learning are two strategies that are frequently used to support meaningful learning. Questioning. This is where all learning begins. The types of questions teachers use guide students’ engagement in the lesson (Harvey Goudvis, 2000). The amount of time a teacher waits between asking questions and calling on students for responses, or responding to answers, affects student responses (Rowe, 1996). On average, teachers wait less than a second before calling on a student or responding to a student’s comment, this has been proven by classroom research. If the teacher wait 3 or more seconds before calling on a student or acknowledging a response, this can increase the length of student responses, the number of appropriate responses, and the cognitive level of the responses. Questions should be planned in advance, relate to the lesson activities, and are written into lesson plans. The Learning cycle lessons begin with questions that all students have a chance to answer. All answers are accepted by the teacher even though some answers may explain more than others. In the class such questions engaged by all of the students. In every learning cycle a central key question is planned for the exploratory phase. In a lesson focusing on the concept of presidential elections, for example, the teacher may ask the key question â€Å"What do you have to do to be elected president?† This is an open question that involves each student in thinking about the main idea of the lesson. Development phase, questions focusing student inquiry on the main concepts, skills, and attitudes of the lesson is done during the lesson. During the lesson development, many questions are narrow or closed. Questions are used to help students apply the concept in a new context, during the expansion phase of the lesson. On open questions, the emphasis is greater although some closed questions may be used. Effects of Emphasizing Student Control What students learn is influenced by how they are taught, the quality of individual and social processes occurring in the classroom, and the perceptions and understanding of social studies as a subject to be taught and learned (NCSS, 1994b). Matching Instructional Strategies to Student Needs One aim of education is to help students be self-directing (NCSS, 1994a, pp. 11–12). The amount of student control during the learning process, is a key factor. The categories, in order from least to greatest student control, are expository, guided discovery, and inquiry and problem solving/decision making. An appropriate instructional strategy is chosen by the teacher that matches the student’s level of social studies content, skill, attitudinal objectives, and developmental needs. These instructional methods are very effective and appropriate in helping students attain a particular level of learning objective. Expository, or Direct, Instructional Methods: Lower Student Control Students are provided with little control over the direction or extent of the learning process using the Expository instructional methods, or direct instruction method. Activity lessons using expository methods include the following characteristics: * The teacher controls the situation, providing adequate directions and motivation. The teacher provides ample opportunities to practice the skill in a wide variety of situations. * The teacher supplies immediate and continuous feedback focusing on correct answers. * The teacher uses lecture and closed, narrow questions to control the learning situation but must provide extensive and adequate directions for the student. Expository Guided Inquiry/Problem Solving Discovery and Decision Making Expository methods require external motivation and careful classroom management. Only lower levels of learning: recall and memorization are produced by these methods. Development of the affective areas of attending and willingness to receive information is facilitated by Expository methods. These methods are occasionally useful in the lesson development phase of the learning cycle in which the teacher explains the key idea of the lesson and the lesson focus involves the need for recall (Rosenshine, 1986). Guided Discovery Instructional Methods: Mixed Teacher and Student Control Students are involved in activities related to a concept and form an understanding of them when using guided discovery instructional methods before they are offered or explained by the teacher. A problem to investigate is created by the teacher and he/or she determines procedures and materials needed, but students collect and analyze data and evaluate the results as they relate to the problem. Guided discovery has four characteristics. 1. Students are provided with the time and opportunity to study relationships in data and form a new idea. 2. Students use several activities focusing on one concept, generalization, value, or skill. 3. Students’ main role is to investigate and discover answers to the questions posed, discussing and displaying data to do so. 4. The teacher provides directions and asks questions that help students begin activities with the learned resources selected. From data students can learn inquiry skills such as inferring, predicting, organizing, interpreting, and draw conclusions. Inquiry and Problem-Solving/Decision-Making Instructional Methods: Greater Student Control Inquiry involving significant student control over the direction the lesson takes, is the third social studies instructional method. The Students create a problem to investigate, determine procedures and materials needed, collect and analyze data, and evaluate results. These lessons have five characteristics: 1. Students are competent in basic social studies inquiry skills. 2. Students select problem areas to investigate. 3. Students work in groups, orally reporting the results of investigations. 4. The teacher guides students in defining the problem to investigate and in helping to identify resources. 5. A safe and supportive classroom environment is maintained. Activities using the Inquiry method are intrinsically motivating because students direct their own learning. A first-grader even is likely to use higher thought processes during an inquiry. For example, a young student’s social studies project could involve making a drawing showing where items in her personal materials basket (scissors, glue stick, crayons, etc.) should be placed. After the student lists three or more problems with the basket, such as the glue stick always falling over, the drawing is made. This allows the student to ask questions, communicate information, make inferences, and build prediction. Facts may form the basic content of the narrative, when writing stories about the experience, but students also often make inferences and construct generalizations. In inquiry and problem-solving/decision-making method activities, students are involved in practicing the full range of inquiry skills. Key social studies ideas and skills are carefully selected and is needed because inquiry methods reduce the amount of material covered to a greater extent than other instructional methods. Meaningful learning of generalizations and higher-order inquiry skills, as well as improved long-term memory and transfer of learning, occurs. Problem solving and decision making is what inquiry focuses on mainly. Students plan how they can participate and work together (Dunfee Sagl, 1967; Meyerson Secules, 2001). Conclusion By building on a core of effective practices in teaching and by designing activities and lessons with learning objectives in place, teachers encourage students to use their strengths and to respond successfully to challenges. They support students as active learners in meaningful activities. Focusing on helping young students identify multiple perspectives on issues and problems is a major learning outcome related to global issues. So also is discussing what are good and positive actions, moral positions, and appropriate behaviors. References Research Evaluation Strategies for Early Childhood Education. Research In Early Childhood Education in Handbook Research on the Education of Younger Children. Springer (2007). Retrieved from http://ww.library.gcu.edu.2048/login?qurl.http$3A2F%2F% www.credoreference.com/entry/sprihsei/table_of_contents. Social Studies Content Standards – Division of Adminstration www.doc.louisiana.gov/osr/28v121/28v121.pdf Sunal-Szymanski, C. Haas, M.E. Social Studies for the Elementary Middle Grades: A Constructive Approach, (4th Ed.). Published by Allyn Bacon copyright (2011) by Pearson Education, Inc. The Evolving Role of Teachers In Effective Schools in Springer International Handbooks of Education: International Handbooks of School Effectiveness and Improvement.

Choose 2 scenes in Twelfth Night and state how you would direct them Es

Choose 2 scenes in Twelfth Night and state how you would direct them Choose 2 scenes in Twelfth Night and state how you would direct them. Discuss some of the challenges you might face in directing the play to a modern audience. Being one of Shakespeare’s best romantic comedies, Twelfth Night has been re-enacted many a times, be it during Elizabethan times, or in modern times. Although set in the Elizabethan era, Twelfth Night has its charms. And indeed, it proves to be relevant and intimate to a modern audience, with its applicable themes and endearing characters. In directing a play of such mannerism, one would have to consider many factors affecting the overall effect of the play, and how it brings forth its true message and intentions. Hence, I have chosen to direct Act 3 Scene 1, as well as Act 2 Scene 3. The reasons why I have chosen the above scenes, is so as in Act 2 Scene 3, Sir Toby, Sir Andrew, Maria and Feste portray a kind of platonic love, that can be applied to a modern audience. In addition, Malvolio is shown forth as the typical puritan, who is the wet blanket for every party and discourages any kind of fun and disorder. This, hence, is also applicable to a modern audience, as the audience see Malvolio as the kind of person everyone would dislike. Thus, later on, when Malvolio is plotted against, the audience can comprehend why. This scene is seen to be a comical one, where humour is the main theme. Henceforth, Shakespeare’s theme of comedy still stands, despite later scenes of seriousness. Act 3 Scene 1 is a scene where we can see Olivia’s desperate and intensifying infatuation for Viola pouring out uncontrollably. Through Viola’s focused and straightforward rejections, we once again sense her dilemma due to her disguise, and also her devotion towards her task and towards Orsino. On the other hand, the message is brought forth that perhaps, woman aren’t always the ones waiting to be wooed. Olivia tries hard to achieve her goals (even when she fails), and gives a sense of stubbornness towards her ‘love’ for Viola (Cesario). Therefore, I have chosen to direct these two scenes. Firstly, Act 2 Scene 4. For this scene, it could be summarized as a comic scene with Sir Toby, Sir Andrew, Maria and Feste having fun amongst them. Then, Malvolio, the puritan comes in, and spoils their fun, insulting them a... ...ness, and brings forth the carefree tone of the play. Overall, this challenge still stands in the sense of showing Shakespeare’s ‘see-saw’ method in its best light. Another challenge that I think I would face in directing this play would be making the costumes fit the Elizabethan times, yet attracting the modern audience and adding a personal touch to display the play in a way impressing to a modern audience, whom I believe like to watch plays which attract them at first glance. Hence, the clothing could be modern cum Elizabethan, creating an interesting mix. Yet another challenge would be keeping the audience engaged and have continued interest in the show, so as to bring the show to them fully and meaningfully. This is important as if the audience cannot stay focused, the overall effect may be affected. Hence, perhaps the actors could engage the audience with eye contact and stand in such a way as to not have their backs face the audience (unless completely necessary). All in all, directing the play of Twelfth Night to a modern audience proves to be a challenging task, but possible with perseverance in keeping the overall comedy-romantic genre of the play.

Clearing the Smoke with Education

Do you want to die? Do you want your children to experience early deaths? These questions run through my mind every time I witness people puffing away on their cigarettes. It genuinely hurts me to see parents smoking around their children. As if this isn†t enough to promote smoking among the young, there are a number of other elements that encourage them to smoke. As one writer explains, â€Å"They†ve learned from movies and advertising that smoking makes them more mature and sophisticated† (Chen 29). They would look anything but sophisticated lying in the morgue with family and friends hovering over, grieving. This case is closed! The cause of death is lung cancer at age 35. Also as another writer states, â€Å"Recently tobacco companies have found new ways to promote their products to youth. They support their sporting events and concerts, and even give them discounts on hip clothing† (Schwartz). We, the people, need to come up with a sensible solution on how to cut down on cigarette smoking amongst the young and old. There are many sensible solutions that could be tried. We could always pass a law stating complete prohibition of tobacco products, but as we look back at the 18th Amendment, prohibition of alcohol, that may not be such a wise choice. Some may say that prohibition should be passed on tobacco products because they are un-nutritional. That statement is a farce! This couldn†t be passed as a general rule because â€Å"†¦ there†s absolutely no nutritional reason for adding salt to food, or consuming beer, whiskey, butter, potato chips, and candy†¦ † (Williams 35). My view is if prohibition were to pass, that†s fine, but we should brace ourselves for a new generation for Al Capones. This is why it is time to take the initiative to educate our selves and the younger generation on the harmfulness of tobacco products. First of all, I think everyone has the common knowledge that â€Å"tobacco products are harmful†(Bowles 32). So why do people use them? The first puff of a cigarette is usually the result of curiosity or, perhaps, peer pressure when talking about a group of teenagers. I am challenging you to go out and ask as many regular smokers as you can if they read the Surgeon General warning on the back of a pack of cigarettes. I wish you luck in trying to find someone who will respond positively. So really people have no true knowledge about tobacco other than what is told to them. If people listen when they are told that tobacco products are harmful, maybe if we dig deeper and pull out specific consequences and real life stories, smokers would truly understand the danger they are in. As writer, Sally Chen states, the biggest danger would be â€Å"†¦ how hard it is to stop once you†ve started† (Chen 29). Chen also shares the thought that â€Å"[Tobacco is] an addictive drug that not only harms the user but everyone else through secondary smoke† (30). Also, because tobacco products are extremely un-nutritional, if we help to lower the amount of smokers, we will help to lower health care costs. This aspect of saving money is one that everyone would embrace! Perhaps if we educate people they will never start, hence avoiding the danger of addiction. Unfortunately, I will admit that there are hills to climb before we can start this education process. First, will people listen? Educating children wouldn†t be as difficult has educating adults. With children we could incorporate smoking education into their everyday schooling where they are forced to listen or they fail. I am proposing that there should be in depth information presented to the children about the consequences of smoking. For example, when I took a chemistry course, my instructor would preach on how careful you had to be when working with chemicals. He would use real life stories to explain what happens when we misuse the chemicals. A lot of the time I was terrified to use some of these chemicals for fear of getting burned or going blind. If we do the same when educating people about smoking, we may get somewhere in the fight to decrease the percentage of people who do smoke. We have to understand that we cannot make anyone listen, but if a child fails the course, it will be repeated until the child passes. When the child passes, it signifies that they know the information and, hopefully, that it sunk in. Some may argue that this â€Å"un-important† subject could take away from other school subjects. Let me ask you this, does learning about the human body in health class take away from other subjects. Or how about the learning of alcohol when taking a Safety Ed course? When you look at this objection as a whole, there are really no downsides to this option. However, it can be extremely beneficial. Sure, children need to pay attention to their English and Math courses, but will they be able to use them in the future if they are lying in a hospital bed with emphysema? I don†t think so. Incorporating smoking education into the everyday health classes is not a hazard, but rather a swift start to a smoke free America. However, with adults it may not be this easy. You cannot make adults come to school, as you can with children. Adults have to want to be educated in order to be educated. Newspaper advertisements are a good way to present the hazards of smoking. Catchy headlines and striking attention getters are a requirement if we want adults to read more than the first line. There could be advertisements posting dates and times on classes where you can go and learn about the effects of smoking. These classes are for people who want to quit, which is why newspaper articles are needed to make people think twice about smoking. Television commercials or, perhaps, infomercials are other alternatives to getting the public†s attention. Once people begin to understand what smoking is really about, if they are smart, they will want to quit. Another question that may arise is where are we going to get the money to fund these classes? Money isn†t a problem when smoking classes are being taught in the schools. Nothing changes in that sense. As for funding outside of school classes, such as those available to adults, there are some simple solutions to raising money. Getting support from larger anti-smoking organizations is always a plus and sometimes they will even provide donations to organizations that they find to be beneficial to people. Another way to raise money is through fundraisers. Setting up walk-a-thons and other health related events is always a good way to raise money, and it†s also a good way to make your organization well known. Putting taxes on cigarettes is not an option that should be forgotten. There are copious ways that these classes can be funded, so there is no ned for it to be made into a major issue. Education is a positive solution in preventing smoking among all age groups. If people are properly educated, the end result should be rewarding. As smoking decreases from generation to generation, the health of the American people will increase and life expectancies may rise also. Being human myself, I know that people will listen, as long as they are not forced to, for â€Å"†¦ mankind always struggles to be free† (Bowles 33). We need to approach this problem with gentleness, but with confidence that we can prevent the smoking problem from becoming bigger. The goal here is to help people enjoy long, healthy lives. Use your right to choose wisely, because you have the right to live!

Globalization and Everyday Life Essay

Globalization and Everyday Life Geographic boarders of nation states become less relevant as beliefs, traditions, and customs permeate and are accepted, practiced, and implemented across various societies and cultural arenas. Globalism deals with issues on a geopolitical scope and scale, in which the influence of one culture effects, directly or indirectly, affects the dynamic of other cultures or societies. The evolution of communication and travel has brought down the logistical barriers, once imposed by these forms of communication. Globalizations effects give our collective existence a new perspective and sheds light on both the positive and negative implications of individual and collective actions. Sociologists and governments can no longer ignore smaller or what they deemed to be insignificant components in the framework of globalization. A prime example, as illustrated in the text, is the international trade and commerce. If we Americans analyzed everything we own or buy, we would probably realize that >50 percent of these material goods are produced in other areas of the world. Globalization and Mass Media Everyone’s life is influenced by everyone else. Globalization of mass media has had a dramatic influence on in many cultures. One need not visit or live in a certain part of the world to emulate or adopt styles, behaviors, or traditions of another culture. The stronger the global ties becomes between various cultures the more interdependent they become. Commodities and Globalization The first example covered in the text, with regards to globalization, is coffee production and consumption. We as Americans consume 1/5 of the world’s production of coffee. Coffee is the centerpiece of many social settings and gatherings. It is incorporated into our daily activities as commonly as we brush our teeth in the morning. This commodity is usually produced in some of the poorest countries in the world. The people of these countries can be directly dependent on the benefits derived from the sale of  the coffee bean. If we as Americans decided to drink more water and less coffee we could directly impact the livelihoods of thousands of people. The small example elucidates the dramatic potential effects of globalization. Globalization and Entertainment The cross cultural availability of music, movies, books, and other forms of entertainment has had dramatic effects on many societies and cultures. Artists from different countries can collaborate through many means of communications; internet, satellite feeds, etc. to produce music that has an international blend or flair. This new music can influence moods and behaviors. Stimulation from sales can effectively change an individual’s financial situation, which could change their whole social dynamic. Globalism and International Tourism and Travel Many years ago the majority of people traveled of necessity and not recreation, because of the related expense, hassle, and danger involved. With the modernization of travel people can virtually come and go as they please. Traveling brings about the socialization and societal interaction. Friendships, business, and familial alliances can be the result. This facet of globalization can have dramatic economic influences, which can change people’s lives dramatically. Travel brings people together. The after-result of these encounters can be either positive or negative. Either way, globalization provides the medium for such changes. And the experiences can enrich a person and bring cultural awareness to the forefront. Globalization and Drug Trafficking The influences and availability of illicit drugs has been impacted by globalization. The untoward said effects of such activities are witnessed every day. Millions of dollars are spent and made, both in trying to prevent and in the sale of illegal drugs. The social costs can be equally as high. Murder, robbery, assault, and a death, can be direct or indirect consequences of such actions. These problems affect not only the people  directly involved, but also affect people indirectly. If the crime in one area necessitates an increased police presence, my city taxes may go up. If my costs go up I have less to spend on things for myself, such as new shoes. The people that depend on me to buy new shoes feel the secondary economic impact of this scenario. This small process, when magnified on a grander scale, can affect thousands of people across the globe. Throughout the text additional topics are discussed concerning and globalization and everyday life. The women’s movement, immigration, democracy, deindustrialization, and education, just a list of few, are some of the themes discussed. All of these factors play key roles in the evolution of globalization. Each helps to create changes in social interactions between individuals and entire societies. The positive and untoward effects of globalization will forever change the way in which we act and react to changes that occur in our lives as we continue to exist on a planet that is in a constant state of social flux.

Dale Earnhardt essays

Dale Earnhardt essays B. He was inspired from his fathers car racing and wanted to be a mechanic like his father. 1. Fathers name Ralph Earnhadt. 2. Being a mechanic like his father. 2. while working on his car at a racetrack. 1. began racing cars at age of 15. G. lived his final moments on the track as well. 1. died on February 18, 2001 on last lap and last turn of 1.debuted in the World 600 at Charlotte Motor Speedway. 2. drove for Rod Osterlund and finished forth while fosterlings regular driver, Dave Marcis, finished one place above Dale. 3. left Osterlunds team that season. 4. was offered fulltime Winston Cup contract for 1979by Osterlund. 2. finished in top 5 races and won over $200,000. 3. was named NASCAR s Rookie for 1979. 1. added another record when he beat Cale Yarborough. b. Won the Winston Cup championship 2. went to win another year of Rookie ...

Demographic Trends of Gun Ownership in the U.S.

Demographic Trends of Gun Ownership in the U.S. The perception of who owns guns in the U.S. is heavily shaped by stereotypes perpetuated by news media, film, and television. The armed black man (or boy) is one of the most pervasive images in our media culture, but the image of the armed white southerner, the military veteran, and the hunter are common too. The results of a 2014 Pew Research Center survey revealed that while some of these stereotypes hold true, others are way off the mark, and possibly quite damaging in their mischaracterization. 1 in 3 Americans Live in a Home With Guns Pews survey, which included 3,243 participants from across the country, found that just over a third of all American adults have guns in their homes. The rate of gun ownership is slightly higher for men than for women, and fairly even across the nation, with the exception of the northeast, where just 27 percent have them, as compared with 34 percent in the west, 35 percent in the midwest, and 38 percent in the south.  Pew also found similar rates of ownership among those with children in the home and those without about a third across the board. Thats where the general trends end and significant differences emerge around other variables and characteristics. Some of them may surprise you. Older, Rural, and Republican Americans Are More Likely to Own Guns The study found that gun ownership is highest among those over 50 years of age (40 percent) and lowest among young adults  (26 percent), while ownership among middle-aged adults mimics the overall trend. At 51 percent, gun ownership is far more likely among rural residents than all others and lowest in urban areas (25 percent). Its also far more likely among those who affiliate with the Republican party (49 percent) than among those who are Independents (37 percent) or Democrats (22 percent). Ownership by ideology conservative, moderate, and liberal shows the same distribution. White People Are Twice as Likely to Own Guns Than Blacks and Hispanics The really surprising result given the way violence is present within racial stereotypes has to do with race. White adults are twice as likely to have guns at home than are blacks and Hispanics. While the overall rate of ownership among whites is 41 percent, it is just 19 percent among blacks and 20 percent among Hispanics. In other words, while more than 1 in 3 white adults lives in a house with guns, just 1 in 5 black or Hispanics adults do the same. It is gun ownership among white people, then, that drives the national rate up to 34 percent. However, despite this disparity in ownership by race, blacks and Hispanics are far more likely than whites to be the victims of gun homicide. That rate is highest for Blacks,  which is likely influenced by the over-representation of homicide by police among this racial group, especially since they are the  racial group  least likely to actually own guns. Pews data also reveal a significant trend at the intersection of race and geography: nearly half of all white southerners have guns in the home. (The low rate of ownership among blacks in the south brings the overall rate for the region down by nine percentage points.) Gun Owners Are More Likely to Identify as a Typical American Perhaps most fascinating (and troubling) among the findings is the set of data that show a connection between gun ownership and American values and identity. Those who own guns are more likely than the general population to identify as a typical American,  to claim honor and duty as core values, and to say that they often feel proud to be American. And, while those who own guns are also more likely to consider themselves outdoor people, just 37 percent of gun owners identify as hunters, fishers, or sportsmen. This finding would seem to debunk the common sense notion that people keep firearms for hunting. In fact, most do not actually hunt with them. Pews Findings Raise Questions About Gun Crime in the U.S. For those concerned about the high rate of gun crime in the U.S. compared with other nations, the findings pose some serious questions. Why are police far more likely to kill black men than any others, especially given that most of those killed by police are unarmed? And, what are the public health consequences of the centrality of firearms to American values and identity? Perhaps its time to frame media representation of black men and boys which overwhelmingly portrays them as perpetrators and victims of gun crime as a national public health crisis. Certainly, this pervasive imagery has an effect on the expectation among police that they will be armed, despite the fact that they are the  least  likely racial group to be. Pews data also suggest that tackling gun crime in the U.S. will require the decoupling of American values, traditions, rituals, and identity from firearms, as they seem to be tightly linked for many gun owners. These associations likely fuel the scientifically debunked good guy with a gun thesis that suggests that gun ownership makes society safer. Sadly, a mountain of scientific evidence shows that  it does not, and its important that we understand the cultural underpinnings of gun ownership if we really want to have a safer society.

Rhetorical analysis of the public argument Essay

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