Individual Analyzing Buyer Behavior Simulation Summary Essay

Individual Analyzing Buyer Behavior Simulation Summary - Essay Example Compared to the other two services unisex salon and Day Spar which take more time although the payment is high it can be concluded that it is economical to provide barber services rather than day spar in terms of man hours spent. So this tells me I have to stick to the economical service. In the analysis of revenue and cost Day Spar makes a revenue of 111,826 per year while barbershops make the least of the three that is 15,812,Unisex make 28,849, however statistics indicate that men are not comfortable in unisex salons so it can be concluded that option of unisex salon is not viable. Information at hand indicates that Stonewall customers are traditional customers who have been coming there for a long time and because it is easier to retain a customer than to bring in a new one I keep to the traditional operations targeting the present customers while adding value to the services I offer them. I will not transform the barber shop into a Day Spar. BROOKLYN DEMOGRAPHICS Statistics indi cate that males aged 0-34 years old in Brooklyn constitute 56 percent of the population. Statistics further indicate that the older the customers get the less they need stonewall services so I need to work targeting the younger population. While analyzing income data from households it can see that households making more than $100,000 are only 65,936 the least of all categories. These are families with extra income to pay for services of Day Spar maybe. I will target the less income earners who are the majority in this area. Information at hand also indicate that when asked which salon they would go to males in Brooklyn aged 0-15 indicated they would go to a traditional barbershop like Stonewall therefore again it is important that I retain the originality of the shop. CUSTOMER PERCEPTION Data collected indicates that basic services are needed by 100 percent of those interviewed the rest of the services are in a way not needed. Fifty seven percent of the population indicated other s ervices such as Jacuzzi are expensive and possibly they may not pay for them. Fifty eight percent of the males indicated that a salon is a good experience for them I am considering putting this into the mix. Fifty percent of the men interviewed indicated that grooming is important this shows that in order for the business to grow we have to include grooming services such as manicure. POSITIONING STRATEGY I finally settled on choosing the barbershop plus, with value added services that are, hairstyle, pedicure, tattoo, color and manicure. This is because as I added them in that order one by one to the services revenue kept increasing for the three years of projection and not necessarily increasing costs. This done also did not affect the budget under my disposal as I will work within the budget. The average projected revenue for this project was as below; 543+679=843/3=690, savings on available budget= 550-307=307 therefore 307+690=997 in revenue projections for the three years compa red with other options as I will indicate below, again it is the most viable option. When analyzing Sports Spar I realized it is not a viable option because the total cost of implementation are very high ,average profitability for three years is only $644 with provision of an addition luxury service. Furthermore this is a different line of business all together as indicated by demographics. Barber Spar looks like a viable venture when analyzed indicates a revenue of $1164.However it brings in a different service, concierge

Mice and Men Essay Example for Free

Mice and Men Essay Hopes and dreams help people to survive even if they never become real. How far is this true for the characters in Of Mice and Men? Support your ideas with details from writing. Of Mice and Men is a novel written by John Steinbeck here two itinerant ranch workers, George Milton and Lennie Small share the same American dream. The story is set in California, at the beginning of the 20th century, during the despotic Great depression where dreams and hopes were the only purposes of living. Desires and aspirations are significant in Of Mice and Men. In a world where it is impossible to have a friend, to talk or to listen to somebody, the hope of a dream coming true is the only thing that can keep George, Lennie and Candy going on, surviving in that hostile environment. George Milton fantasizes about having â€Å"a big vegetable patch and a rabbit hutch and chickens†, helping him to withstand in his precarious situation. The crux of dream for George is not the absence of work, or the easy living, or even having money, it is simply grounded in having for the first time of his life a place to belong. This dream is a driving force for George, a powerful motivation which persuades him that all of these hard working days are not worthless. In fact, George â€Å"said thoughtfully, Look, if me an’ Lennie work a month an’ don’t spen’ nothing, we’ll have a hundred bucks†. This shows how George is ready to work hard in order to obtain this sum of money. Moreover, the word â€Å"thoughtfully† imparts that George is deeply thinking of working hard, thus portrayed as extremely motivated. The dream is perceived as reward, an indemnity for all the troubles he has already endured in his life. However, George doesn’t believe entirely in the dream. The protagonist knows that there is a very few chances for the dream to come true. Thus, it is not the dream but the hope of the dream which stimulates Lennie’s companion. Moreover, George uses this dream to keep Lennie in check. For instance, George promises Lennie to ‘tend the rabbits all right. ‘Specially if he remembers as good as that†. Here, George manipulates cleverly the dream in order to captivate Lennie’s attention and to have him remember not to â€Å"say a word† in front of the boss. The dream turns from a motivating force into a reward for Lennie’s effort. Lennie Small yearns for ‘livin’ off the fatta the lan, an’ have rabbits†. From his point of view, this dream is not a simple dream, it’s a hope. A hope in which he could â€Å"tend the rabbits† and all his other favourite animals. Despite the fact that George’s and Lennie’s dream is identical, their perceptions are diverging. Lennie’s approach is much more childish, more fantastical and unrealistic. Besides, Lennie is extremely fond of his dream and believes extremely in it. Lennie is not feeling as â€Å"if† but â€Å"when† The absence of conditional in Lennie’s speech reveals that he really believes in this dream. Furthermore, Lennie knows by heart and can recite, word by word his most precious wish. This shows that Lennie has propably heard the same thing over and over again. In deed, as the protagonist is mentally challenged, the fact that he can remember this dream demonstrates how devoted he is to this wish. Moreover, when talking about that specific desire, Lennie is constantly interrupting George in his speech. At this moment, Lennie’s attitude and behaviour portrays a trancelike character, escaping successfully in his ideal world. Furthermore, after a savage and wild fight with Curley, Lennie’s first question to George is: â€Å"I can still tend the rabbits, George? †. Thus, Lennie appears to be obsessed with his dream, even after a ferocious assault. This shows how Lennie is attached to his main goal. In addition, Lennie’s attachment is also revealed when the protagonist is ready to â€Å"break their God damn necks and smash ‘em with a stick†. This serious threat demonstrates Lennie’s determination to achieve his desire and also how virulent he can be. Anything that’s in the dream’s way will endure Lennie’s barbarity, maybe the death sentence. Moreover, Lennie is only intimidating imaginary cats. This points out that Lennie is extremely resolved to attain his wish, even ready to surpass a fictitious obstacle. This extract is therefore used to foreshadow Curley’s wife tragic fate. In deed, Candy’s wife is perceived since her first apparition as an obstruction to the dream. George orders Lennie to â€Å"keep away from her†. Therefore, if Curley’s wife is susceptible to make the dream impossible to come true, Lennie can easily kill her, and Curley’s wife will turn out to be murdered by Lennie. Despite Lennie’s undisputable faith, his dream turns out to be an unattainable escape. However, the protagonist manages to flee his miserable life thanks to his dream. Candy’s dream is to join George’s and Lennie’s plan, in order to flee his loneliness. Candy’s financial contribution increases the probability for the dream to come true. As a consequence, George, Lennie and Candy â€Å"fell into silence. They looked at one another, amazed. This thing they had never believed in was coming true†. This quote suggests that this precise moment represents the crux of the protagonists’ dreams. The word amazed implies a serious fascination where the three men realize at the same time the possibility for their dream to come true. Moreover, ‘they sat still, all bemused by the beauty of the thing, each mind was popped into the future when this lovely thing should come about†. The quotation shows how engrossed and enthralled the three men are. Furthermore, the adjective bemused suggests how motionless and quite are the three man, astonished and perplexed about the possibility for the dream to come true. However, one could see that Candy’s participation spoils the dream of the farm by making it a genuine possibility rather than an on going and eternal wish. We are suddenly asked weather the dream isn’t better off as a dream, something they can believe and visualize that’s bigger and better than any other reality. In conclusion, hopes and dreams help George, Lennie and Candy to survive even if they never become real. The farm is a dream for George, a hope for Lennie and even a plan for Candy that help them survive in their miserable lives.

Essay --

David Kim (djk2) 12/18/13 Phil 316 – Philosophy of Law Final Exam A.) Legislator facing a religious challenge 1.) Your society in general tolerates free public expression of opinions. What are the possible justifications for making this exception? Which is the best or are none of them acceptable? (20 points) The most obvious reason for which we may be justified in limiting the free expression of religious ideas in society is by utilizing Mill’s Harm Principle. The principle states that the only reason for which a society may be justified in limiting the liberty of individuals is to prevent harm to others. The question under these circumstances then becomes whether those proselytizing for the minority religion really are causing harm in the relevant sense to others. It clear that the majority of people in this society would be outraged at the actions of those practicing the minority religion, however it is not clear that those in the majority religion really are being harmed. There does not seem to be any imminent threat of physical harm, and property is not being destroyed. We might want to make the argument that those in the majority religion are being psychologically/mentally harmed, however this is philosophically difficult to prove, and the fact remains that intrinsic human ri ghts to one’s body or property are not being violated. According to the Harm Principle, we are only justified in imposing sanctions when a direct harm is made against a person or their human rights, and since this is not the case – we are not justified in banning the minority religion on a strict interpretation of this principle. An alternative possibility is to claim that the harm principle sets the bar too high for imposing sanctions and that a more... ... It is less clear however, the degree to which this man ought to be punished given the fact that he had an underlying mental condition, and also was provoked by the other man. The existence of these two mitigating factors could be cited in order to reduce this actor’s sentence. Contrasting this case with another example (taken from the movie A Beautiful Mind) of a schizophrenic father who unknowingly leaves his child in a bathtub with the water running to attend to a hallucination, thereby drowning the child – makes it clear that in this scenario, a charge of murder does not seem appropriate. The difference seems to be that in this case, there was no malicious intent to kill, and the blame for the death of a child can more fully be attributed to the schizophrenic mental condition than the actor himself. Intuitively, this does in fact seem to be a legitimate excuse.

Person Centred Risk Essay

Traditional methods of risk assessment are full of charts and scoring systems, but the person, their objectives, dreams and life seem to get lost somewhere in the pages of tick boxes and statistics. A person centred approach seeks to focus on people’s rights to have the lifestyle that they chose, including the right to make ‘bad’ decisions. see more:explain how to encourage the individual to take positive risks while maintaining safety The approach described here uses person centred thinking tools, to help people and those who care about them most think in a positive and productive way about how to ensure that they can achieve the changes they want to see while keeping the issue of risk in its place. This in essence is a process to gather, in partnership with the person, the fullest information and evidence to demonstrate that we have thought deeply about all the issues involved. Decisions are then guided by what is important to the person, what is needed to keep them healthy and safe and on what the law says. Papers and Articles Supported Decision Making A key part of risk is decision making. We have co-written a booklet on Supported Decision Making. To view this booklet see the downloads box on the left. A Positive Approach to Risk Requires Person Centred Thinking Max Neill, Julie Allen, Neil Woodhead, Stephen Reid, Lori Irwin and Helen Sanderson 2008 This article looks at the issue of risk in the lives of people who are supported by human services. More accurately, it looks at how the issue of risk, as it has traditionally been approached by these services, imposes a barrier to social inclusion and to an interesting and productive life. The article also proposes an alternative person centred risk process that by beginning with a focus on who the person is, their gifts and skills, and offering a positive vision of success, could avoid the implied aversion to any form of risk embedded in the traditional approaches and attitudes. The full exposition of this process is described in the ‘Person Centred Risk Course Book’ (Allen et al 2008). The problems of traditional risk assessment are becoming increasingly recognised by people who use human services, their families and carers, and now by many service providers, who are looking for alternative approaches to risk: ‘thorough, professional, personalised risk management’ (Bates and Silberman 2007 p6) that recognise that life and risk are inseparable, and that look at risk from the point of view of the person, their family and friends and the wider community, rather than solely from the point of view of the service provider. Bates and Silberman argue that any such positive approach to risk would need to meet a number of requirements, and see it as the ‘holy grail’ of mental health and other services. The authors of this article have been working on applying Person Centred Thinking Tools to the issue of risk, building them in to a ‘Person Centred Approach to Risk’. We believe this alternative approach does not lose the person in a sea of tick boxes and charts, that it has a more balanced approach to risk, having an inbuilt assumption that the purpose of any risk assessment is just as much about the happiness of the person, their family and the community as it is about their safety. We also believe that the ‘Person Centred Approach to Risk’ can be demonstrated to meet all the requirements set by Bates and Silberman in their article, and that it provides a productive way for many people who wish to take meaningful steps forward in their lives, but find themselves trapped in a boring unproductive and segregated lifestyles by traditional service-centred approaches to risk. Finally we argue that any positive approach to risk must include the basic tenets of all Person Centred Approaches; keeping the person at the centre, treating family and friends as partners, a focus on what is important to the person, an intent to build connections with the community, being prepared to go beyond conventional service options, and continuing to listen and learn with the person. What is ‘Risk’? The experience of many people who have to rely on human services for their support is that ‘risk’ is the reason given to them by services why they cannot do the things that other people are doing every day. When we delve into the word ‘risk’, we find that it has a multitude of meanings, and that it is nowhere near as clear and precise as the advocates of traditional risk assessment assert, for example Hansson (2002) identifies five different common uses for the word risk, and Ekberg points out a â€Å"proliferation of risk definitions† and a whole range of different understandings of risk (2007 p345). Risk literature often separates ‘risk’ from ‘uncertainty’, defining the risk as a measurable probability that something will happen, however, even where experts claim they can give an exact probability value to a risk, there is always a possibility that the experts may be wrong (Hansson 2002 p4). In common usage the words ‘risk’ and ‘uncertainty’ are often synonymous (Lupton 1999 p9) Risk is sometimes used as a verb: a person ‘risks’ doing something, and sometimes a noun: a person is labelled as being a ‘risk to society’. The drive for a single definition of ‘Risk’ has been described as â€Å"a futile form of linguistic imperialism† (Hansson 2000 p3), he argues that risk in it’s popular usage is just as valid as the narrow technical values attached to the term, as this allows the inclusion of philosophical and ethical values, the bargaining and compromises that are excluded from â€Å"the expert-driven risk analysis process† but are essential for social and political decision making processes (ibid pp5-8). Risk decision making is often complicated by the fact that the person or group taking the decision is not always the person or group affected by the risk. Hansson argues that â€Å"risks are inextricably connected with interpersonal relationships. They do not just ‘exist’; they are taken, run or imposed† (2000 p4). Differences in power and status affect the extent to which people influence risk decision making – the views of developers wishing to build a dam across a river may well be given more weight than those of people living nearby that river. Where a person with less power and status might wish to take a risk, and the consequences of that risk would affect more powerful people, it is more likely that they will be prevented from taking it. This is the problem faced by people supported by services and professionals, where those services and professionals fear various real and imagined consequences to them of the risk taking of the people they support. www.helensandersonassociates.co.uk This problem is deepened in modern society as the power of the news media can mean that the unpredictable actions of an individual can now have an amplified impact on the reputation of services, and on political and corporate institutions. Services that are now becoming increasingly concerned with ‘reputational risk management’ find that this demands â€Å"The risk management of everything† (Power 2004 p36). In the case of human services, this means an ever more intrusive and obsessive focus on every aspect of the lives, behaviours and potential behaviours of the people they support. It can also mean the increasing ‘proceduralisation’ of work, as defensive practice and blame avoidance (ibid p46) become more important than the particular lives of individual people. Risk can become a highly charged and politically loaded issue. The parties involved can have very different interests at stake in debates about particular risks, and these can often be prone to become full on conflicts, leading to different parties taking entrenched positions that prevent cooperation, agreement and action and further trap the person. Person Centred Approaches, with their focus on the person and strategy of building an alliance of supporters around the person can often cut across this entrenchment and generate new and creative ways forward, providing that services are prepared to face this challenge. This is now being recognised by government departments, the Department of Health publication ‘Independence Choice and Risk’ wholeheartedly commends person centred approaches for everyone because they â€Å"identify what is important to a person from his or her own perspective and find appropriate solutions† (DOH 2007 p4) Regulators too want to see the balance of risk decision making shifting toward â€Å"supporting individuals who choose to take informed risks in order to improve the quality of their lives†( CSCI 2006 pvii) in this case CSCI are talking about older people, but this shift in attitude to risk is being advocated for all services that offer health or social care to human beings. For the purposes of this article, we are considering ‘risk’ as it presents to people that use services – any issue, real or imagined, which is being used as an objection to their moving toward increased inclusion in community life. What is Wrong with Traditional Risk Assessment? A focus on risk â€Å"encourages practitioners to look for what is going wrong rather than what is going right† (Booth and Booth 1998 p205) Traditional technocratic and spuriously ‘objective’ approaches to risk ‘lose the person’ – philosophically they treat the person as an object to be assessed by the ‘experts’ rather than as an agent in their own lives, part of a family, community, society, with legal rights and choices. They focus on what is wrong with the person, often treating the person as a problem to be managed rather than a person to be enabled to fulfil their ambitions and offer a contribution to society. Alaszewski and Alaszewski (2002) argue that â€Å"If agencies and their employees take a narrow hazard approach to risk, they will contribute to the disempowerment of people with learning disabilities† Power (2004) calls for ‘intelligent’ risk management that does not â€Å"swamp managerial attention and independent critical imagination† is characterised by â€Å"learning and experiment rather than rule based processes† and which can be sustained subject to challenge, questioning and criticism (p61), while the Better Regulation Commission has called for an emphasis in risk management on â€Å"resilience, self reliance, freedom, innovation and a spirit of adventure† (BRC 2006 p3). The government too is calling for â€Å"A culture of choice that entails responsible, supported decision making† (Lewis 2007 p1) and calls for everyone involved in the lives of people who use services to â€Å"work together to help people achieve their potential without compromising their safety† (ibid p2). To give proper balanced consideration to issues of risk and achievement in the diverse and complex lives of human beings, we need an entirely different approach from the methods that services use to ‘risk assess’ their hoists, fridges and kettles. Bates and Silberman’s ‘Holy Grail’ Criteria. Bates and Silberman have described effective risk management as the â€Å"‘holy grail’ of mental health and other care services† (2007 p6) They see it as finding an integrated balance between â€Å"positive risk taking† around the values of autonomy and independence and a policy of protection for the person and the community based on minimising harm. While they do not give an exact description of what such an approach would look like, they give a list of 7 criteria that any such approach would have to fulfil, these being: Involvement of Service Users and Relatives in Risk Assessment. Positive and Informed Risk Taking. Proportionality. Contextualising Behaviour. Defensible Decision Making. A Learning Culture. Tolerable Risks. A Person Centred Approach To Risk There are many different tools and approaches available to support Person Centred Thinking, many of which have come from ‘deconstructing’ the processes of Smull and Sanderson’s (2005) ‘Essential Lifestyle Planning’ approach, while some have come from other strands in the growing family of Person Centred Approaches and by early work applying person centred approaches to risk by Duffy and Kinsella (Kinsella 2000). Practitioners of Person Centred Approaches who were unsatisfied with the traditional repertoire of Risk Management tools have begun to recombine these Person Centred Tools in innovative and creative ways, and to apply them to thinking, acting and learning around real risk situations. The learning from this experience, reflection and discussion has been refined and crystallised into a process that can be shared and applied constructively to different risk situations, bringing together people who use services and the people who know and care about them most to think about how they wish to move forward and the risks involved; making decisions, taking actions and learning together. We have called this process a ‘Person Centred Approach to Risk’ (Allen et al 2008). In this section we will look at the ‘holy grail’ criteria put forward by Bates and Silberman and show how we believe the Person Centred Approach to Risk fulfils these criteria. â€Å"Involvement of service users and relatives in risk assessment†: Involving the person concerned and the people that care about them most is one of the most fundamental tenets of any person centred approach. The process we have put together considers carefully the people that need to be involved, using the ‘Relationship Circle’ to help the person and their allies identify key people who could form the persons ‘circle of support’. This group of people is involved from the outset, in the initial gathering of information, in the framing of what the risk under discussion actually is, in thinking that generates ideas and solutions, in evaluating these solutions, in decision making around the risk, in implementing the actions and in the learning that takes place during these actions. Bates and Silberman suggest that â€Å"staff must understand what service users and others want, how they view their own risks and what responsibilities each person has in managing risks effectively† (2007 p7). The Person Centred Approach meets this by asking for a clear picture of what the person wishes to achieve, why this is important to the person, what success would look like, a history of the risk and uses the ‘doughnut’ tool and decision making agreement tools to look at staff roles and responsibilities, and at who will be responsible for different important decisions in relation to the risk. â€Å"Positive and informed risk taking†: The process is built around a positive view of the person – it seeks to learn what the person’s gifts and skills are, what people like and admire about them, as well as investigating what would be necessary to keep them and others safe while taking the risk. The process is based on finding creative solutions rather than simply ruling things out. Bates and Silberman argue here that quality of life should be â€Å"maximised while people and communities are kept as safe as can be reasonably expected within a free society† (2007 p7). Thinking around what it would take to keep the person and others safe while taking the risk is a key part of the Positive and Productive Process, as is the use of the ‘Happy/Safe’ grid, which looks at how much solutions would make the person happy, by meeting what is important to them, and how much they would keep them and others safe, by meeting what is important for them. One section of the process includes a question â€Å"What does the law say?† (Allen et al 2008 p20) enabling the process to be informed by the current law, including legislation such as the Human Rights Act. â€Å"Proportionality†: â€Å"The management of the risk must match the gravity of potential harm† (ibid p8) Using the person centred thinking tools means flexibility. The more serious the issue, the more people and the more time can be spent considering it in greater detail. Unlike conventional risk assessment, the approach explores the consequences of NOT taking the risk, to the person, to their family, community and services, balancing these against the potential consequences of taking the risk. â€Å"Contextualising Behaviour†: â€Å"why did the person behave in this way? At this time? In this Situation?†(ibid p8) Part of the process involves gathering together previous information about the person, including a history of the person’s experience of the risk issue from their own perspective, as well as other historical data, gleaned from a variety of sources including learning logs which look at what has worked and what has not worked in particular situations, and communication charts which explore a person’s words and behaviours, seeking their meanings and considering what the best response to these messages should be. The ‘4+1 Questions’ (What have we tried? what have we learned? What are we pleased about? what are we concerned about?) help not only to gain an understanding of a person’s behaviour in different contexts, but also to build a picture of what has been learned about what is the best support for that person. â€Å"Defensible Decision Making†: â€Å"there is an explicit and justifiable rationale for the risk management decisions† (Ibid p8): Following the person centred approach generates a clear trail of written records of what has been discussed, the different perspectives, issues and solutions that have been considered, along with any legal issues, such as the human rights act or the mental health act that might affect the risk decision. The paperwork generated during the process provides a clear rationale for why the decisions that emerge during the process have been taken, and why other options have been rejected. The rationale for decision making is also more clearly expounded and recorded than in traditional risk assessment forms in common usage. â€Å"A Learning Culture† The positive and productive approach to risk has a deep emphasis within it on ongoing learning using learning and reflective tools like the learning log, the 4+1 Questions and What’s Working/What’s not working, and by clearly defining for staff their core duties and their zone of judgement and creativity in relation to the risk. If it is part of a serious and concerted attempt by services to change their philosophy and practice in a person centred direction, it can contribute significantly to building a learning culture within organisations. â€Å"Tolerable Risks† A key aspect of the Person Centred Approach is that it uses creative thinking techniques around methods to mitigate the risk and improve quality of life, moving from situations which make the person happy but unsafe, to where they and the community are safer, and from strategies where the person is ‘safe but unhappy’, to where they can be happier. Experience of using the process is that it enables participants to take a more balanced and rational approach to risk, finding ways to enable the person to achieve what is important to them while considering what keeps that person and the community safe in a way that makes sense for that individual.

Live Life On Purpose

My purpose in life is to be successful in what I want to be become and just life general. Life can be tough at times, but when have my family there to soups art and help push me through those times it will become easier. That is why I drew my fame ill on my surfboard. Just the help and support from my family won't make me successful LU. I am the one who needs to make me successful. In the future, I want to become a photographer/film editor. In order for me to pursue what I want to become I have to finish and pass high school and get AC accepted into the college/ university I would like to attend.The Academy of Art University is where would like to major in photography and Fine Arts. Need to make sure get g DOD grades throughout high school. Yet, for me to pass high school with Ass and B' s I need work my hardest and study hard. This is why I chose a picture of a camera, dry ewe a book and wrote down â€Å"Academy of Art University' on my surfboard. â€Å"layoff have faith anything is possible. † this is said by Betray Hamilton in the movie Soul Surfer. Strongly agree with Betray. I believe that if I don't have f that in myself won't become what I want to be and be successful in it.I need to have e faith and confidence in myself for me to pass and graduate high school, get accepted in to the Academy of Art University, and graduate college in what I want to major in. The at is why I quoted Betray on my surfboard. Also, another challenge for me to become successful and live my purpose of lie fee is money. College is a lot of money to enroll, books, classes, supplies etc. I can' t just rely on my parents and family to pay all of it. I'm going to have to pay for most enrollment, gas, a place to live, groceries and everything else in order to live.

5 Reasons to Start a Writing Group

5 Reasons to Start a Writing Group 5 Reasons to Start a Writing Group 5 Reasons to Start a Writing Group By Mark Nichol You know about writing groups folks who meet at regular intervals to share excerpts from works in progress, exchange tips and information, and discuss conventions such as character, plot, narrative, and tone. But you’ve always shrugged the idea off yet it keeps coming back. Maybe you should reconsider. Here’s why: 1. Discipline Starting a writing group helps you develop deadline discipline because you are accountable for being ready for the next meeting. Such a support structure is a great cure for procrastination and practice for turning manuscripts in on time. 2. Motivation Meeting with kindred spirits helps motivate you to keep trying in the face of adversity, whether it’s in the form of a busy schedule or writer’s block. Writing is by necessity a solitary pursuit but only when you’re pecking away at your keyboard. Interacting at intervals with a small community of like-minded people will give you the nudges you need. 3. Support You’ll benefit from the empathy of others who have also received rejection letters or, just like you, have felt that they didn’t have what it takes to succeed. A writing group will encourage you without being ingratiating. 4. Edification You’ll learn from others and feel a boost of confidence when others acknowledge the value of your advice and information. Whether or not you’re comfortable with your grasp of the building blocks of writing character and the other aspects I mentioned above you’ll note alternative approaches, and it’ll make you feel good to offer your own. Besides learning and teaching about the craft of writing, you can exchange ideas about research and taking notes; finding competitions, publications, or an agent; and preparing pitches and proposals. Remember this: Teaching is one of the most effective ways to learn. 5. Feedback Most important, you’ll get objective, instructive feedback not only on your works in progress but also on your pitches. Go ahead and ask your partner or close friends to evaluate your writing, but consider how much more you will get out of honest, informed responses from people without emotional attachments to you. Why Me? Starting your own group, rather than joining a new or existing one, allows you to call the shots at least when it comes to forming the group. Don’t be the mom; just set the parameters: group size and meeting setting, type or length of writing form, method and other ground rules for presenting works in progress, and so on. And you get to select your compatriots for compatibility with you and your goals and guidelines. The Next Chapter So, now that I’ve convinced you about the why, how about the how? Stay tuned. Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Writing Basics category, check our popular posts, or choose a related post below:85 Synonyms for â€Å"Help†34 Writing Tips That Will Make You a Better Writer10 Writing Exercises to Tighten Your Writing

Pay for Performance in the NFL Essay Example

Pay for Performance in the NFL Essay Example Pay for Performance in the NFL Paper Pay for Performance in the NFL Paper Statistics Project Pay for Performance in the NFL Introduction Pay for performance is a common theme throughout almost all organizations. Merit increases, performance bonuses for executives, and commissions for real estate salespeople are common examples of this concept. Even teachers’ pay in some states is linked to performance of their students. According to the Washington Post, the state of Florida instituted a policy that individual teacher’s raises and performance starting in 2007 will be tied directly to student’s scores on standardized tests. This pay for performance concept has generally been accepted by the new Obama administration and may make its way into more common usage across the United States. In corporate America, examples of pay for performance are quite common, especially for top executives. Most year end bonuses are based on individuals meeting certain criteria established by the board of directors. These bonuses can be quite substantial. According to the Proxy Statement for Meredith Corporation, the total executive bonuses for the year 2007 exceeded $2. 5 million dollars. While pay for performance seems a reasonable concept in general, it is not without its critics. In education, there are a number of critics that question the fairness of the standardized test score results as a measure of teacher performance. They worry about teaching towards the exam at the expense of the overall education of the student. The criticism from Congress and much of the population of the United States over the bonuses paid to AIG executives questions how performance is actually measured. This paper will attempt to partially address the issue of pay for performance in professional sport, specifically in the National Football League. Many different positions in football are difficult to obtain good performance measures. Offensive lineman, special teams players especially do not have good measures of individual performance that are tracked. This analysis will focuses on two groups of NFL players, quarterbacks and running backs where individual performance measures are readily available. Analytical Technique A correlation study will be done on a variety of performance measures and the salaries of both NFL quarterbacks and running backs to see which of the individual performance measures are most closely related to the individuals salaries. The assumption will be that the current salary is based on last year’s performance. In addition to the correlation study, a multiple regression model with the best performance measures will be used to explain the relationship between the measures and salaries. This could be potentially used as a basis of predicting next year’s salary for those players that are in contract discussions or are entering the market as free agents. The data for the study will be obtained from two primary sources, ESPN. com which tracks player performance measures for a number of years, and USATODAY. com for player salaries. Professional football players are compensated in a number of ways, base salary, signing bonus, and other bonuses. This study will be using base salary as the pay in the pay for performance analysis. Performance measures for quarterbacks will include: completion percentage, total passing yardage, touchdown completions, interceptions, and finally QB rating. Performance measures for running backs will include: total yards, yards per game, touchdowns, and fumbles lost. While other measures are collected it is felt that these are the most appropriate performance measures to use for both categories of NFL players. A sample of 22 NFL quarterbacks from the 2007 season was selected while a sample of 13 NFL running backs from 2007 was used. RESULTS NFL quarterbacks: Pearson’s correlation coefficients for all variables in the study were run and are presented in the table below: |   |PCT |YDS |TD |INT |RAT |Salary | |PCT |1 | | | | | | |YDS |0. 43677 |1 | | | | | |TD |0. 230412 |0. 843951 |1 | | | | |INT |-0. 31751 |0. 475031 |0. 247018 |1 | | | |RAT |0. 639073 |0. 45897 |0. 703364 |-0. 41675 |1 | | |2008 Salary |0. 211532 |0. 562896 |0. 428047 |0. 276031 |0. 265671 |1 | As can be seen in the above table the strongest correlation exists between salary and total yards passing (0. 562896) and the number of touchdowns (0. 428047). The other variables have very weak relationships between themselves and salary and will be excluded from further analysis. It seems that only total passing yards is an important variable in understanding the relationship between quarterback’s salary and on field performance. A second part of the study is to use a regression model to predict the next periods salary for free agents and other players whose contracts are up for negotiation. It could be a valuable tool in beginning negotiations between the player and team owner. Since only two variables had anything more than a very weak relationship with salary, two regressions will be run. The first is a simple linear regression with yards passing as the independent variable and the second is a multiple regression with number of touchdowns included. The regression analysis is presented below: Simple linear regression using yards: |Regression Statistics | | | | |Multiple R |0. 62896387 | | | | |R Square |0. 316852343 | | | | |Observations |22 | | | | | | | | | | |   |Coefficients |Standard Error |t Stat |P-value | |Intercept |-1267325. 07 |1976273. 783 |-0. 64127 |0. 528628 | |YDS |1839. 467659 |603. 9569583 |3. 045693 |0. 006383 | Multiple regression using yards and touchdowns: |Regression Statistics | | | | |Multiple R |0. 569677436 | | | | |R Square |0. 24532381 | | | | |Observations |22 | | | | | | | | | | |   |Coefficients |Standard Error |t Stat |P-value | |In tercept |-1596606. 7 |2137031. 816 |-0. 747114146 |0. 464141 | |YDS |2290. 32518 |1148. 639878 |1. 993690591 |0. 060741 | |TD |-50963. 9896 |109649. 6343 |0. 464789417 |0. 647365 | The multiple regression will be excluded from use because the sign of the coefficient is negative, implying that the more touchdowns thrown the lower the salary. This is not logical. The most likely cause is that relationship between total yards passing and touchdowns is stronger than the correlation between touchdowns and salary. This could cause the regression coefficient for touchdowns to be unreliable. The regression equation provides only marginal explanatory power, based on the R square this equation using total yards only explains 31. 68% of salary for an NFL quarterback leaving over 68% of salary unexplained. It usefulness as a tool in negotiation would seem to be very limited. NFL running backs: Pearson’s correlation coefficients for all variables in the study were run and are presented in the table below    |YDS |AVG |TD |FUM |Salary | |YDS |1 | | | | | |AVG |0. 196119 |1 | | | | |TD |0. 382323 |0. 466749 |1 | | | |FUM |0. 017765 |0. 069592 |-0. 31995 |1 | | |Salary |0. 571773 |0. 260196 |0. 38083 |-0. 05109 |1 | Only the total yards gained seem to have anything but a weak relationship with salary. The number of touchdowns being somewhat explanatory of salary and will be used in the multiple regression. Since only two variables had anything more than a very weak relationship with salary, two regressions will be run. The first is a simple linear regression with yards rushing as the independent variable and the second is a multiple regression with number of touchdowns included as well. The regression analysis is presented below: Simple linear regression using yards: Regression Statistics | | | | |Multiple R |0. 57177269 | | | | |R Square |0. 326924009 | | | | | | | | | | |   |Coefficients |Standard Error |t Stat |P-value | |Intercept |-1273523. 69 |1812128. 448 |-0. 702777759 |0. 496798 | |YDS |3659. 184626 |1583. 057254 |2. 311467016 |0. 041192 | Multiple regression using yards and touchdowns: |Regression Statistics | | | | |Multiple R |0. 598119739 | | | | |R Square |0. 57747222 | | | | |Ob servations |13 | | | | | | | | | | |   |Coefficients |Standard Error |t Stat |P-value | |Intercept |-1191870. 48 |1860286. 025 |-0. 64069 |0. 536128 | |YDS |3194. 299878 |1755. 207634 |1. 819899 |0. 098793 | |TD |64585. 6109 |93229. 10033 |0. 692765 |0. 504227 | The multiple regression will be used since it is marginally better in explanatory power than the simple regression model The regression equation provides only marginal explanatory power, based on the R square this equation using total yards only explains 35. 77% of salary for an NFL quarterback leaving over 64% of salary unexplained. It usefulness as a tool in negotiation would seem to be very limited. Conclusion While there seems to be a relationship between player salaries and total yardage for both quarterbacks and running backs, the relationship is not very strong. The use of individual statistics does not seem to explain the greatest proportion of player salaries. It does not seem as if trying to use individual performance measures provides much important information on the value of the player to the team as measured by salary. This could be due to a number of issues. Possibly base salary is not the appropriate measure for player compensation. Maybe the owners look at improvement in individual performance measures over time or the average of the performance measures over time. We also need to consider that qualitative factors play a role in player salaries. It could be the so called â€Å"star power† of the player as an entertainment value. Or maybe the owners do not look at the individual statistics but rather the ability of the player to improve overall team performance. Is the owner actually looking at numbers put up by the player or is the owner estimating how many more games can we win by having this player? Sample Data Quarteracks |NAME |PCT |YDS |TD |INT |RAT |salary | |Tom Brady QB, NWE |68. 9 |4806 |50 |8 |117. | |Tomlinson RB, SDG |1474 |4. 7 |15 |0 |$5,750,000 | | Peterson RB, MIN |1341 |5. 6 |12 |4 |$2,821,320 | |Willie Parker RB, PIT |1316 |4. 1 |2 |4 |$2,900,000 | |Jamal Lewis RB, CLE |1304 |4. 4 |9 |4 |$1,400,000 | |E. James RB, ARI |1222 |3. 8 |7 |4 |$5,000,000 | |Fred Taylor RB, JAC |1202 |5. 4 |5 |2 |$4,000,000 | |Thomas Jones RB, NYJ |1119 |3. |1 |2 |$2,000,000 | |M. Lynch RB, BUF |1115 |4 |7 |1 |$2,635,770 | |Frank Gore RB, SFO |1102 |4. 2 |5 |3 |$2,562,000 | |E. Graham RB, TAM |898 |4 |10 |0 |$1,500,000 | |D. Foster RB, CAR |876 |3. 5 |3 |5 |$1,903,120 | |C. Taylor RB, MIN |844 |5. 4 |7 |5 |$3,000,000 | |L. Maroney RB, NWE |835 |4. 5 |6 |0 |$1,571,720 |

100 Reasons To Focus On Blog Readabilityâ€Not Traffic

100 Reasons To Focus On Blog Readability- Not Traffic The purpose of content marketing isnt to increase blog traffic. Yet here we are, focusing on things like  getting more social shares  or growing our email list- things that have numbers we can measure.  In the midst of all of this focus on growth, we missed on  something incredibly important: How do we get people to read our content? Youd be surprised at how much money and effort youre putting into content that isnt being read. 100 Reasons To Focus On Blog Readability- Not Traffic via @JulieNeidlingerWhy People Arent Reading Online Content Lets put a number on it: Less than half of your blog readers actually read past 100 words. Thats 100 reasons you should focus on creating content that keeps readers interested in your entire blog post. Thats a real bummer if youre writing long-form blog posts of 2,000 words or more. In 2013, Slate author Farhad Manjoo wrote an article about how people don’t read online content. Manjoo asked a data scientist to analyze Slate’s traffic, and discovered that online readers have a dismal ability to focus. By the time readers scroll to the 100-word mark, half of them have decided to leave, though some will share the partially-read post on their way out the door. Less than half of your #blog readers read past 100 words. Heres how to fix that.Manjoo, a writer, was bothered. He noted the poor connection between shares and blog readership. Lots of social action didn’t mean deep reading, and content that was fully read didn’t always generate many tweets. Manjoo’s article was shared an impressive 13,000 times, with a majority of those shares, if the research was correct, from people who didn’t read past a few introductory paragraphs. Like Slate, you put time and money into creating great content. You assume that if it was shared, it was (mostly) read. Wrong. There is a lack of blog readership happening that those sharing numbers can’t measure. You can stop reading now if you don’t care if anyone reads your content. Banner blindness and desensitization When the web was new, maybe readers noticed banner images. This is no longer the case, however. It’s called banner blindness, and it means that repeated exposure to banner images and other marketing techniques have left readers desensitized. Even if a banner graphic or pop-up modal is important, you’ve unwittingly used a form that your reader has been trained to ignore and skip. How bad is this ability to ignore? According to HubSpot, the average clickthrough rate of display ads is 0.1%, with half of those being accidental. Readers are learning to tune things out, and this includes your content. Your best work, your most clever copy, your beautifully designed ad. Unnoticed. There is so much content marketing spilling over the dam that readers, in doing everything they can to maintain focus, have learned to block out what they think isn’t important- just like they learned to ignore banner ads. To cope with all of the content, readers default to skimming and skipping. Elmore Leonard and the skippable parts In his 10 Rules Of Writing, author Elmore Leonard ended his list with this: Try to leave out the part that readers tend to skip. Leonard understood how people read books, whizzing by solid paragraphs of purple prose to get to the dialogue. The dialogue, after all, is where the characters develop, where they interact, where the action happens. Try to leave out the part that readers tend to skip. - Elmore Leonard How do people read online? They read just as Leonard warned us about. They skip what they think is unimportant. They skim until they see something interesting. According to Tony Haile, CEO of Chartbeat (the same company that Slate used for data analytics) 55 percent of online readers spend less than 15 seconds on a page. Why aren’t they reading the whole thing? People are reading under time constraints. They are reading in hyperspeed. A bulleted list tells them that they can grab information quickly. Paragraphs that have more than one idea won’t fly. Every paragraph’s first sentence must be a lede. They don’t have time to read a lot of copy. They’re busy looking for something to share, not a meaty thesis that they have to think about. People are only reading what they think is relevant. Researcher Jakob Nielsen found that readers are skimming first, deciding whether or not there are enough indicators that tell them to read. They want to see keywords highlighted through the copy, whether as subheaders, bold text, or color. They don’t want to see clever subheadings. People want the conclusion first. They warm to the inverted pyramid style of writing that is familiar to journalists, laying out the conclusion first. 80 percent of a reader’s time is spent â€Å"above the fold†, i.e. before they have to start scrolling. Everything important has to be at the top. People don’t have time for snake oil. Readers look for cues that you and your copy can be trusted. They don’t like marketese (â€Å"best ever!†), and they want to see outbound links. In essence, skippable parts are the author’s vanity at the expense of readers’ time. Your content must be built for skimming. Unfortunately, content marketers are busy creating long-form posts because search engines seem to prefer them, according to Neil Patel of QuickSprout. They compound this insult using questionable graphics and call-to-action techniques because the analytics â€Å"prove† that this works. This is a problem. With the explosion of content marketing techniques that are built for  traffic hits and analytics rather than readers, we have trained our readers to ignore our content. Have we trained our readers to ignore #contentmarketing like they ignore banner ads?There is less and less leeway when it comes to getting  your content noticed in a crowded arena with weary and unwilling readers. It’s do-or-die within in a few seconds.  It has to happen in 100 words. How To Get People To Read Your Content Nielsen’s research suggests that only 20 percent of your web copy is read. How do you feel about that? You probably hoped for a better return on your financial and time investment. Your introductions really do matter. Introductions start with the hook- that matters. You have to avoid the initial bounce of readers who click in and out in an instant. But past the hook? Your first 100 words are important. Write headings that tell what the content is about. People are skimming the internet, so be sure your headings and subheadings are clear. Avoid vague headlines. That way, if someone is skimming, they know what your content is about and whether or not it's worth their time to read. If they determine it isn't worth their time... You have to let some readers go. Not everyone wants to read every piece of content you create. Perhaps a  team blog has a leg up on solo blogs in that having a team of bloggers with different writing styles  and topic ideas  means you'll have a good mix of content. Some content is a hit, some is a miss, and some topics your regular readers don't care about. That's fine. You must make your content fit how people want to use it. You may wish to write 5,000-word blog posts, but your readers may only want cursory coverage. Bend your content to fit how it will be consumed. Not getting comments? Not getting much discussion on content toward the end of a long post? Readers not sharing s from the end of your posts? Then maybe your readers want shorter posts. Stop fixating on clicks, hits, and conversions. What happens after the click is as important. Medium.com understood this from the beginning, and chose to measure how much a piece of content is read versus whether someone clicked through to it. This is your takeaway: readers use your content how they want to, not how you want them to.

The life of Pope Alexander VI (1492-1503) Research Paper

The life of Pope Alexander VI (1492-1503) - Research Paper Example Nicole in Carcere Where he served until 1471 and became cardinal bishop of portal and dean of Sacred College called Eubel Hierachia College. In 1457, he was the vice chancellor of the roman church. He had passion in card playing, he was self disciplined in eating and drinking and worked professionally in his administrative duties. He acted in evil ways whereby towards 1470, he broke the celibacy rule of roman priesthood when he began a relationship which led to bearing children with a roman lady Vanozza Catanei and fathered four children; Juan, Caesar, Lucrezia, and Jofre (Conte 317) He secured a two-thirds majority vote and was declared as pope in the morning of 14th august 1492, and acquired the name Pope Alexander VI. The election however was questionable but there was no evidence that Borgia had paid anyone for his election. The Romance expressed their acceptance and joy in bonfires, torch light processions, flowers and erecting triumphal arches with extravagant inscriptions. His coronation was then on 26th august. The roman city was said to encounter lawlessness at the time when Pope Alexander VI was appointed. This is well evidenced by the many assassinations that had already taken place. Thus after his appointment and coronation he went ahead to justify his good opinion to the people by putting an end to the lawlessness. He ordered for investigation whereby every culprit behind the assassination was to be hanged and his entire family brought down. He made four districts from the then city and put magistrates in charge of justice and order, further he appointed two days weekly when people would personally present their grievances to him (Gwynne 30). The method was within no time seen as efficient for justice restoration. He then turned to defense where he turned Mausoleum of Adrian into a fortress that would sustain a siege, fortified Torre di Nano thus secured the city from naval attacks. He transformed Leonine city to be the

Case Study of NIKE Essay Example | Topics and Well Written Essays - 1000 words

Case Study of NIKE - Essay Example Not only this, it also targets its products mainly to the fashionable and trendy youths of the country with premium life style so as to position its product as a premium one. This might enhance its dominance and power in the market among others and may amplify its reputation as well. Apart from this, Nike Inc tries to develop exclusive products with innovative features after analysing the changing psychology and intention of the customers. It is done to offer the fitness-centric athletes (both male and female) the best possible performance in their sports thereby amplifying its competitiveness in the market. Along with this, such a strategy might enhance the satisfaction rate of the customers as well as customer retention ratio (Mathews, 2002, 467-488). Other than this, Nike Inc always tries to present its target customer, high quality of products at an effective price, in order to enhance its market share and demand. Due to which, inspite of high price or premium brand, the level of loyalty and range of customers is extremely high of Nike Inc among many others such as Adidas, Reebok and Puma. Thus, it might be clearly stated that, the target market of Nike Inc is quite large as maximum extent of the individual or sports lovers crave for its products among others. The entire credit for such an image goes to its internal marketing department that implements innovative technologies and designs within its products (Guillà ©n & Garcà ­a-Canal, 2012, pp. 656-675). In order to position its products in this competitive market among other brands such as Reebok, Puma and Adidas, it offers high concentration over the concepts of geographic, demographic, economic, psychographic and behavioural segmentation (Luo & Tung 2007, pp. 481-496). Demographic segmentation- the products of Nike Inc might be used by energetic and fitness centric sports lovers (both male and female) of varying age groups and income groups. Apart from this,

Business research literary review on action research Essay

Business research literary review on action research - Essay Example The sequence of steps includes â€Å"once scenario is studied: a corrective plan is determined, planned and implemented; results of the action are observed and recorded; and the action is assess as effective or not† (Cooper & Schlinder, 2011). This literature review will take a journey through the foundations of action research, cases using action research and opportunities opened because of action research. Foundations of Action Research: Stephens, J., Barton, J., & Haslett, T. (2009). Action Research: Its History and Relationship to Scientific Methodology. Systemic Practice & Action Research, 22(6), 463-474. doi:10.1007/s11213-009-9147-7 As it has been discussed briefly in the introduction, action research is a method of research that seeks to address practical problems. In such a way, it oftentimes deviates from the standard approach in which the scientific method seeks to identify an issue, theorize with regards to a solution, and/or measure whether or not such a theory is relevant and pertinent. Ultimately, this key level of deviation is one of the core compliments of why action research came to be born out of the already working processes of the scientific method. Stevens et al. ... The authors indicate that these drawbacks are concentric around whether or not the idea is more driven from the researcher’s agenda or more driven from the participants; whether or not individuals are motivated by an instrumental goal of whether or not a narrow level of focus skews the research results with regards to applying it to a larger test group or situation. Naturally, this is not to say that action research is inherently flawed; rather, it merely denotes the fact that it holds a level of benefit as well as a level of difficulties as compared to traditional scientific methodological research. Boog, B. M. (2003). The emancipatory character of action research, its history and the present state of the art. Journal Of Community & Applied Social Psychology, 13(6), 426-438. Many researchers have underscored the fact that from the very beginning action research has been intended to be an emancipatory style. Compared to traditional scientific methodological research, action re search is something of a free-form and evolutionary style that allows participants to engage in a double-sided process of research. Moreover, due to the fact that the relationship between the researcher and the subjects is so critical with regards to developing a key level of inference and/or determinacy, Boog (2003) notes that the evolving character of action research demands a high level of emphasis be placed upon the approach with which the researcher engages the participants. Although Boog argues that this is not a new construct of action research, he also denotes the fact that without a type of constraining influence, the evolutionary history that has thus far been exhibited with regards to action research will ultimately transform it into an unrecognizable entity. As a direct

Theater Preserving Culture Essay Example | Topics and Well Written Essays - 750 words

Theater Preserving Culture - Essay Example Theater supplies learners with skills that are creative, easily influenced and that easily fit changes and developments that enable them to express themselves, critically examine the world around them and actively engage in the different aspects of human existence (UNESCO p. 5) as audiences compare observations to real life situations. The concepts presented through the theater in a way, when placed side by side with the culture that is currently observed, can result to the creation of new morals and laws that can establish improvements in the practices of certain groups of people. The presentation of cultures on the stage offers enlightening information about peoples, explain what they do, why they do this or that, and in effect, making people aware of the existence of such and such culture. As the world now learns to embrace diversity, there is also a sense coming that cultural differences should be accepted as well. In fact, different cultures seem to spice up the lives of other cultures as they are presented, because in some ways, cultures are observed to be related with each other. This then leads to an even more interesting study of the origin of nations, tribes, clans and families which points to the centuries-old mystery of the origin of man. As cultures are expressed through the theater, people not only learn about them but through the artistic view of the audiences, some relevant improvements may come from them. The artistic abilities of viewers can be activated or improved through the replay of cultures in the stage.

Contingency response plan Essay Example | Topics and Well Written Essays - 2500 words

Contingency response plan - Essay Example He shall likewise be responsible for the onsite coordination of external agents like the local authorities and other emergency personnel. The Medical Officer shall conduct a triage of the victims with triage cards in preparation for the arrival of rescue teams. He shall ensure that the medical response team is well appraise of the situation and is prepared to handle the situation. The Security Officer shall survey and conduct a quick investigation if other explosive devices are still present or could be present within the ship or if there is an imminent danger to rescuers or first responders to be in danger too because of secondary explosions. The Local Authorities (Police/Coast Guard) shall be the final authority that will decide if there are still residual danger, or threat. Imminent or otherwise. They shall provide recommendations on how best to proceed. They or their agents shall be the incident manager with the Captain of the shil and his men following their lead and instructions. 1. At the instant that the Captain is aware of the situation he shall immediately station himself on the deck or at the center of communication of the ship. To coordinate all actions and implementations of all emergency protocol. 3. The Captain shall contact, inform and coordinate with the ships’s owner about the incident and relay all available information about the situation as they come to his attention. He should also give his recommendation with regards to information dissemination to other stakeholders 4. The Captain shall also order the Medical station to standby and prepare for the injured and to activate the Emergency Response Team with focus to smoke inhalation and blast injuries and other information that will protect the responders iii. The Security Officer shall survey and conduct a quick investigation if other explosive devices are still present

Theater Preserving Culture Essay Example | Topics and Well Written Essays - 750 words

Theater Preserving Culture - Essay Example Theater supplies learners with skills that are creative, easily influenced and that easily fit changes and developments that enable them to express themselves, critically examine the world around them and actively engage in the different aspects of human existence (UNESCO p. 5) as audiences compare observations to real life situations. The concepts presented through the theater in a way, when placed side by side with the culture that is currently observed, can result to the creation of new morals and laws that can establish improvements in the practices of certain groups of people. The presentation of cultures on the stage offers enlightening information about peoples, explain what they do, why they do this or that, and in effect, making people aware of the existence of such and such culture. As the world now learns to embrace diversity, there is also a sense coming that cultural differences should be accepted as well. In fact, different cultures seem to spice up the lives of other cultures as they are presented, because in some ways, cultures are observed to be related with each other. This then leads to an even more interesting study of the origin of nations, tribes, clans and families which points to the centuries-old mystery of the origin of man. As cultures are expressed through the theater, people not only learn about them but through the artistic view of the audiences, some relevant improvements may come from them. The artistic abilities of viewers can be activated or improved through the replay of cultures in the stage.

Us Imported Oil case - Revised Action Plan Study

Us Imported Oil - Revised Action Plan - Case Study Example Total level of crude oil production has been volatile, but with a sharp increasing trend, since the year 2009, while domestic production of natural oils has been improving consistently. These observations suggest improving capacity to generate different sources of fuel and identify feasibility of a transition from crude oil usage to reliance on natural gas. Consistent improvement in petroleum processing gain and emergence and growth of renewable fuels and oxygenated production also shows improved capacity to exploit sources of fuel while reducing trend in total fuel imports since the year identifies the nation’s growing ability to rely on internal energy supply. The nation has also been able to reduce its reliance of petroleum products and to reduce its net petroleum exports, a factor that suggest future positive stock exchange from petroleum. The trend in data therefore shows that the United States has the capacity to reduce it importation and consumption of petroleum product s and to generate and use natural gas and renewable fuel. Industrial and domestic use of petroleum products has been identified as a major global environmental concern, identifying significance of the action plan, and the above analysis shows the nation’s ability to implement the plan. The United States Department of Energy. (2014). Strategic plan-2014-2018. The United States Department of Energy. Retrieved from:

University Degree Essay Example for Free

University Degree Essay Rapid development of technologies and current economic crisis make people worry about their future live and professional realization, showing with no doubt the importance of education for further successful living. Knowledge is power and the more you know the easier you will get the desired job, the better you will be paid and the better you will live. Recently, higher education has almost become a must in our society. First of all employers always prefer to hire applicants with a university degree than others with lower education. They know that these candidates have a complete up to date qualification. For example, people with bachelor or master degree have over 90 per cent more chance to be invited to an interview and thus to get the job they applied for. In addition, income plays a major role in everyone’s life. Earning more money makes people live better and happier. University graduates are well paid professionals who are qualified in various fields and industries. They are high valued and sought after in the labour market. So, competing companies attract these professionals by offering them higher salaries, bonuses, company mobile phones, laptops, cars etc. Last but not least, people are often afraid of redundancy and dismissal just, because they turned forty or fifty. But it is a fact that educated individuals are less endangered of unemployment. For instance, no employer will give up his valuable frame, because he or she is getting older and this is so, because important for him is his or her knowledge, experience and skills and not his or her appearance. Therefore, university degree gives its owner a secure life and provides a long career. Taking everything into account, I believe that everyone who wants to have a good life should have a university education. Money is nothing and everything. Even if we have the best family poverty and unemployment will bring trouble and unhappiness in our family. Our future and successful living depends on our education.

The neoclassical model of labour leisure choice

The neoclassical model of labour leisure choice In this society, not many people can afford goods and education without working. Since we are not all wealthy, most of us must work in order to cover our living costs and other expenses (Borjas, 2008). However, our decisions on whether to work or not are based on many factors that motivate or discourage us to enter the labour force, then we need to decide how many hours to work. The first and second part of the essay will discuss about an individuals work-leisure decision regarding to her decision to work or not, and the number of hours to work. In the third part, I will discuss about Clarks report on job satisfaction of men and women. Although women had higher levels of reported stress in their life, they appear to be happier in work than men. Finally, the results which are recently reported by Booth and van Ours (2007) also support Clarks conclusions. The neoclassical model of labour-leisure choice is used to analyse labour supply behaviour and identify the factors in a persons work decision and her decision on how many hours to work (Borjas, 2008). In this model, individuals satisfaction which is obtained from consumption of goods (denoted as C) and leisure (L) is presented by utility function (economists assume that both goods and leisure are normal goods): We want to maximise our well-being by consuming as much goods and leisure as we can. However, there is a trade-off between consumption and leisure (Sparknotes, 2010). If we want to consume more leisure, then we have to give up goods and services because we cannot afford them since we work less (or do not work). In the other hand, if we spend more time to work, then we are wealthy enough to buy those goods and services; though we cannot consume as much leisure as before. In order to understand an individuals work-leisure decision, we use indifference curve analysis to explain their responses. Indifference curve analysis consists of two concepts: indifference curve and budget constraint (bized). A person will make her decision through the combination of the consumption of leisure and goods, in which we can analyse her work-leisure decision through a combination of her budget constraints and her indifference curves. The persons budget constraint can be written as: Where C: the value of expenditures on goods, wh: labour earning, and V: non-labour income (such as property income, lottery prises, medical insurance, disability insurance, dividends, retirements program) The total time allocated to work and leisure must equal the total time available in the period, say T hours per week, so that: Figure 1 illustrates the optimisation in utility of a person by combining her budget constraint and indifference curves. She will choose point P (as this is her optimal consumption of goods and leisure) because she is better off at point P. At point P, she will consume T1 hours of leisure and h1 hours of work per week. Note that in this figure, we assume that the indifference curves are convex to the origin, which is equivalent to assumption of diminishing marginal rate of substitution. It is the amount of consumption a person is willing to give up for an extra hour of leisure time diminishes as leisure time increases (lecture note). We are interested in how many hours of work a person will choose when non-labour income (V) (may be because of higher investments return or inheritance money) or wage (w) increases. There are two types of effects which dominate in this model: the income effect and the substitution effect. When non-labour income increases (holding the wage constant), the income effect reduce hours of work (as people tend to take more leisure as they feel wealthier) The workers opportunity set expands as non-labour income increases, thus leads to a parallel shift in her budget line. An increase in non-labour income also means that when holding the wage constant and the income effect generates, the worker tend to reduce hours of work (assume that leisure is a normal good). When the wage rate increases, its total effect is the sum of the income and substitution effects. A person will reduce her hours of work if the income effect dominates (in this case, a person is effected only if she is working); instead if the substitution effect dominates, she will increase her hours of work. If both effects are equal, then there will be no change on individuals hours of work or hours of leisure. In Figure 3, as the wage rate increase, the income effect generates lead to a decrease in hours of work (movement from point A to B), however, as the substitution effect has equal effect, individual will increase her hours of work (movement from point B to C). As we can see, the hours of work are still the same. A person makes her decision to work or not to work is based on the reservation wage. It is said that when the real wage exceed reservation wage, the workers will enter labour market. Therefore, if there is a high reservation wage, people are less likely to work. However, if we hold the reservation wage constant, high-wage persons are more likely to work. The neoclassical model of labour-leisure choice has some limitations such as: it considers only leisure and goods and ignores home production; it has simple linear budget constraints as in fact, the budget constraints are nonlinear due to taxes, government benefits; labour supply decision may be affected by other members decision of a household; and finally, it is one-period model, whereas lifetime labour supply model is more complex and dynamic (lecture notes). Womens participation rate in labour force has been increasing due to: rise in real wage (encourages women to enter the labour market), decline in birth rate since the costs of having one more child are very expensive, technological advances (which are the convenient products to help women in household activities), social and cultural factors (feminism, religion), expansion of service industries, and low unemployment (lecture notes). Mammen and Paxon (2000) state that education levels, for women themselves and their spouses, is an important factor in womens labour-decision. In a competitive labour market, women will consider the opportunity cost of her time and the income that unearned (non-labour income). A woman will withdraw from labour force if there is an increase in her non-labour income (may be because her husbands income has risen). However, when womens wage rises, it depends on whether substitution or income effect dominates. One interesting finding which made by Andrew Clark (1997) is that womens job satisfaction levels are higher than men. Firstly, he introduced his theory of four possible explanations for womens higher levels of job satisfaction, which are: jobs and gender, work values, sample selection, and expectations. Clark used the individual and job characteristics as control variables in ordered probit regressions to test all the explanations, except for the sample selection explanation, in which he used Heckman sample correction in OLS regressions. His theory is presented as the utility function from working: u = u(y, h, i, j) (1) where y is income, h is hours of work, and i is individuals feature and j is job characteristics. He concluded that gender (i variables) should not enter the equation (1), for example: an identical man and woman in identical jobs should report the same job satisfaction score (Clark, 1997). The data in this paper were collected from the British Household Panel Survey (BHPS) which interviewed 10,000 adults in 550 households in 1991. They were asked to rate their satisfaction levels (by the scale number from one to seven) with eight job aspects: promotion prospects, relations at work, job security, own initiative, total pay, the actual work itself, hours of work and something else. Clark argued that job satisfaction has correlations with the genders differences such as: age, education, health, and different job characteristics: establishment size, union membership and hours of work. He found that good health has large positive effect on job satisfaction while renter, union membership, and hours of work have small negative effects (an increase in hours to 50 per week only reduces the predicted probability of reporting overall job satisfaction of 7 to 38% and 30% for women and men, respectively); moreover, higher levels of educations and longer hours of work are connected with lower satisfied workers. Especially, womens overall job satisfaction is largely determined by renter, union, marital status and managerial status. However, these findings only justify which types of workers are satisfied, not why women are more satisfied than men. The second explanation of this paper is work values (as men and women consider the work aspects differently). Men choose promotion prospects, job security and pay, are the most important jobs aspects; while women rank highly the aspects such as: relations at work and hours of work. Nevertheless, the results show that women who have same jobs, same personal characteristics and same work values, report a higher job satisfaction score than men do. Thus, work values do not explain why women are so happier at work. The third explanation of womens higher job satisfaction (sample selection tests how the individual feel about working) is not effective since it relies on men and womens participation rate. Clark highlighted that men are more likely to be in employment than women; specifically, married women are less likely to be employed. Since the sample sizes are small (mens participation rate is higher than women) Expectations are the last explanation for womens higher job satisfaction. Clark (1997) stated that women are happier at work than men, because they have lower expectations. Education and upbringing form a part of expectations. For the higher-educated workers, younger workers, those whose mothers had a professional job, those in professional positions, and those working at male-dominated workplaces are likely to have higher expectations about their job aspects. Clark suggested that there is only a temporary result in womens higher job satisfaction which is explained by improved position of women in the society and labour market. He predicted that womens expectations and job satisfaction would be the same as men, given that womens pay only rise at the same pay rates of men. (gender) used the pooled ordered probit models to show that in the past decade, womens job satisfaction has indeed declined significantly (nearly by half), while mens job satisfaction has slightly changed. This paper results support the theory that womens higher job satisfaction is only transitory and Clarks prediction of gender differences in job satisfaction. Furthermore, the results found by Booth and van Ours (2009) are indeed supportive to Clarks conclusions. Akerlof and Kranton (2000, cited by Booth and van Ours (2009)) stated that womens improved position in society (such as the female suffragette movement) has made it more tolerable for women to work. This paper examines the relationship between part-time jobs and family well-being by using fixed-effects ordered logit estimation method on the panel data from the Household, Income and Labour Dynamics in Australia (HILDA). Hours satisfaction is considered to be one aspect of both men and womens job satisfaction. Womens job satisfaction is said to be increasing follow their partners health. The results from pooled cross-sectional data indicate that men and womens job satisfaction is higher if their family income and health are high, which is consistent with Clarks findings. While full-time work reduces womens hours satisfaction and job satisfaction, it increases mens hours and job sati sfaction. Booth and van Ours (20009) concluded that the male share of house work is always low even when the female spend enormous hours in marketplace. This finding proposes an explanation why women are happier with part-time work. (developing) In contrast to Booth and van Ours findings, Boo (2010) states that in developing countries (as in Honduras), women do not have higher job satisfaction refer to part-time job. Alternatively, both women and men are more satisfied when they are working full-time. For the fact that working full-time increases individuals income, poorer women seems to value full-time jobs than non-poor women.

Owning and Starting a Business :: Business

For some people, being the boss, and which by boss I mean business owner, would be the greatest thing ever. Most think you get to pick your own hours, make the most money, and make everyone do the things you want done. Of course there is work involved and it takes work to make it but the rewards will be better owning a business that succeeds. The ultimate goal is becoming a millionaire and retiring at the age of forty and just drawing money from business production. However they really don’t understand the work it takes to make it a million dollar company. When these people are finally able to own a business they get a rude awakening. I am in no way trying to offend the typical business owner when I say, owning a business can be a challenging task that can cause many complications in your life and if you’re not careful they can change your life entirely. Over the last eight years I have watched my Aunt and Grandfather start a completely new hospice. My aunt is the main boss of the business, my grandfather just put in money so that she was able to actually start the business. Over those last eight years she has had some of the roughest times in her life. Being a single mother is hard enough, but then to start a business from scratch made it much more difficult to not only raise a family by herself. My aunt has had many problems in the last eight years and her business is now getting to the point of choosing what she does. I see some teenagers saying they want to own a business when they get older, but they only think of the money they can earn, the people they can tell what to do, and the fact that they can work when they want to work and no one can tell them otherwise. My aunt has put in more work to her business in the last eight years than I have done homework assignments in my school career. When one owns a business, they must wo rk constantly because there is always something that needs to be done. Whether there is a problem to sort out, bills to pay, or numbers and accounting paperwork to figure out, there is always something that they must do. I can remember staying the night at her house staying up late and playing video games while right down the hall she was in the office still working on paperwork at one and two in the morning.

How does Shakespeare reveal Richard III’s Essay

      Caliban we already know to be violent in his choice of words â€Å"batter his skull, or paunch him with a stake† but what of the other characters? In plotting to kill his own brother Sebastian is shown to be just as malicious, so too Antonio even if their speech contains some wit, â€Å"and look how well my garments sit upon me†. By this, Antonio is not referring to the clothes he is wearing but to his situation in life, here saying that he Is naturally suited to the role of Duke. Shakespeare uses this figurative imagery show Antonio’s blasphemous character that he would dare to assume a role that is not his. The contrast in speech also applies to the language of the spirits of the Island which are shown to be quite delicate and poetic â€Å"wild waves whist†, Shakespeare uses alliteration of the letter ‘w’ to slows the pace of the speech and produces sounds that makes Ariel seem less human or earth-bound but instead of the air or the waves. In contrast to the way Prospero treats Caliban, Prospero treats Ariel with affection, â€Å"my dainty Ariel†. Shakespeare uses the emphasis on the word â€Å"my† to suggest that Prospero is fonder of the possession of Ariel than Ariel himself. If the Island can be taken as a metaphor for humanity versus nature then the differences in the way Caliban and Ariel are treated by Prospero defines humanity’s ambitions and fears. Prospero treats Ariel with love because he is an asset to him, â€Å"fine apparition, my quant Ariel†, and because of the power that Prospero gains through that control that makes him appear almost God-like. Humans control the elements to gain a level of direction in their lives, to make sense of the meaninglessness of life. It is this direction that leads Prospero to believe and aspire to be like God because it strangles the connection between him and the repulsive beings of nature he has power over, such as Caliban. Equality leads to lack of control and it is Caliban’s adamant rebellion to be seen inferior that sickens Prospero. In the Tempest, Caliban represents people’s natural state and when Prospero oppresses Caliban, Shakespeare is creating an image of civilisation repressing their natural selves and concluding that the tensions between civilisation and nature only exist because of the way civilisation resents it’s natural state. When Gonzalo speaks of his golden age he is explaining a world where nature and civilisation could exist as one without the tensions that are so apparent in the rest of the play. Gonzalo would have â€Å"use of service, none†, â€Å"no occupation† but rather live innocently with nature bringing â€Å"forth of its own kind, all foison†¦ † Shakespeare uses the structure of the speech, interrupted continuously by Antonio and Sebastian, to perhaps mock the idea and highlight its faults. The idea itself comes from a French philosopher who describes how the Europeans corrupted America with its advanced influence. Through Sebastian and Antonio, Shakespeare is undermining his words and this implies that his own opinion could be that nature and civilisation can never both exist without the differences or hostility between the two. I believe Shakespeare presents the tensions between Civilisation and Nature not as to highlight their difference, but rather to highlight the tension that is created by society’s denial in their similarities. Perhaps the repulsion of Caliban is seen as a rejection of each of the more civilised characters untamed selves, their more ‘sophisticated’ selves portrayed as wit, cunning or power. By this, I could say that Shakespeare is presenting Caliban as the only true character in the whole play, though coarse and unrefined he is evidently not a master of politics or scheming, such as the characters of Antonio and Sebastian, which has been learnt through the highest classes of civilised society. In this, Shakespeare is saying that both nature and civilisation are equal, the only difference being that nature is not in a state of self denial. Show preview only The above preview is unformatted text This student written piece of work is one of many that can be found in our GCSE The Tempest section.

B.F. Skinner

Skinner's theories suggest that all human behaviors result from the conditioning stimuli that operate upon them. As such, human nature has little to do with matters spiritual or moral and more to do with what aspects of character are reinforced by positive stimuli and extinguished by negative stimuli.For example, ‘good' people who have lived with ‘high moral fibre' are those who have been reinforced to do so, and ‘bad' people who have lived with little moral or spiritual regard for others are those who have been reinforced to do so (or conversely, have been negatively reinforced to be concerned with others).(Boeree, 1998) Skinner's view of human nature is considered problematic by most rationalists for the simple fact that it reduces it to a series of conditioned behaviors — an empirically sequenced string of if-then actions — that coldly implies the irrelevance of higher reasoning to explain them. (Boeree, 1998) As such, any moral rationalization of h uman behavior is merely post hoc reasoning. Nonetheless, it is difficult to reconcile Skinner's model of human behavior with determinism. While determinism holds that every event creates a fixed result , Skinner holds that every event (i.  e. human behavior) is maintained only by the properties of a reinforcer (Newall, 2005; Boeree, 2006).This creates a small but significant contradiction because the question of how a reinforcer shapes human behavior becomes moot when said reinforcer is also pre-determined. References Boeree, C. George (1998). B. F. Skinner. Retrieved February 29, 2008, from http://webspace. ship. edu/cgboear/skinner. html Newall, P. (2005) Free Will and Determinism. Retrieved February 29, 2008, from http://www. galilean-library. org/int13. html

Aircraft Carriers Essay

Aircraft Carriers became an essential part of Military History. They act as a mobile Sea base for Aircrafts to maintain a powerful Military wherever possible. Presence, influence, and options. These are three words that can describe and define a United States Naval Aircraft Carrier. They are floating cities with crews of thousands. They are the key player of any military strategy, they provide what has become the key to every battle fought since World War I. They present a presence in a region that is an automatic display of strength that no potential enemy can ignore. A 15-carrier force is required today to provide a full-time presence in three key regions where the Department of Defense considers a naval presence to be important: the Mediterranean, the Western Pacific and the Indian Ocean/Persian Gulf. The primary mission of an Aircraft Carrier is to deploy and to recover aircrafts. Aircraft Carriers were the essential role in making the United Navy the strongest in the world. The Aircraft Carrier has had issues of controversy from early on and this is due to budgeting. So the Aircraft Carrier is a huge importance in the military alone, besides from the United States Navy. Updates, additions and improvements are always being made. I would like to explore these questions and others from the history of the Aircraft Carriers to what the future hold for this billion-dollar ship. The history of the aircraft carrier began on Jul. 11, 1919 the Naval Appropriations Act for Fiscal Year 1920 provided for the conversion of the collier Jupiter into a ship specifically designed to launch and recover airplanes at sea — an aircraft carrier — later to be named Langley. The engineering plans for this conversion were modified in November and included catapults to be fitted on both the forward and after ends of the â€Å"flying-off† deck. Mar. 20, 1922 – USS Langley (CV 1), converted from the collier USS Jupiter (AC 3), was placed in commission at Norfolk, Va., as the Navy’s first aircraft carrier. The ship’s executive officer, Cmdr. Kenneth Whiting, was in command. Apr. 1, 1922 – The specifications of arresting gear of the type later installed in early aircraft carriers were sent to various design engineers. â€Å"The arresting gear will consist of two or more transverse wires stretched across the fore and aft wires †¦ [and which] lead around sheaves placed outboard to hydraulic brakes. The plane, after engaging the transverse wire, is guided down the deck by the fore and aft wires and is brought to rest by the action of the transverse wire working with the hydraulic brake.†Jul. 1, 1922 – Congress authorized the conversion of the unfinished battle cruisers Lexington and Saratoga as aircraft carriers and as permitted under the terms of the Washington Treaty. Nov. 16, 1927 – USS Saratoga (CV 3) commissioned at Camden, N.J., Capt. Harry E. Yarnell, commanding. Dec. 14, 1927 – USS Lexington (CV 2) commissioned at Quincy, Mass., Capt. Albert W. Marshall, commanding. Jan. 11, 1928 – The first take off and landing aboard on the USS Saratoga (CV 3) was made by the ship’s Air Officer Cmdr. Marc A. Mitscher in a UO-1.Jan. 23-27, 1929 – The carriers Lexington and Saratoga took part in fleet exercises, attached to opposing forces. Saratoga was detached from the main force, and with an escorting cruiser, was sent on a wide southward sweep before turning north to approach within striking distance of her target, the Panama Canal. On the morning of the 26th, while it was still dark, she launched a strike group of 69 aircraft which arrived over the target undetected shortly after dawn and completed the theoretical destruction of the Miraflores and Pedro Miguel locks without opposition. This demonstration made a profound impression on naval tacticians. Apr. 9, 1929 – Operations aboard Langley and Saratoga confirmed that the fore-and-aft wires of the arresting gear were not needed. The Secretary of the Navy authorized their removal in September. All carrier aircraft, based on these tests, were equipped with brakes and wheel type tailskids. During the 1930 – USS Lexington (CV 2) completed a 30-day period in which she furnished electricity to the city of Tacoma, Wash., in an emergency arising from a failure of the city’s power supply. The electricity from the carrier totaled more than 4.25 million kilowatt-hours. Sept. 26, 1931 – The keel for USS Ranger (CV 4), the first ship of the U.S. Navy to be designed and constructed as an aircraft carrier, was laid at the Newport News Shipbuilding and Dry-dock Company in Newport News, VA. The ship was launched on 25 Feb. 1933, and commissioned 4 Jun. 1934 at the Norfolk Navy Yard, Capt. Arthur L. Bristol, commanding. Nov. 1, 1934 – The Naval Aircraft Factory was authorized to manufacture and test a flush-deck hydraulic catapult, Type H Mark I. This catapult was designed to launch land planes from aircraft carriers and was the Navy’s initial development of a hydraulic catapult, a type which was to be the primary means of launching land planes from carriers. Apr. 21, 1937 – Following a four-month conversion period, the Navy’s first carrier USS Langley was converted to a seaplane tender and reclassified as AV-3. Sept. 30, 1937 – USS Yorktown (CV 5) was placed in commission at the Norfolk Naval Operating Base Norfolk, Va., with Capt. Ernest D. McWhorter in command. The ship’s keel was laid on 21 May 1934 and it was launched on 4 April 1936. May 12, 1938 – USS Enterprise (CV 6) was placed in commission at the Newport News Shipbuilding and Dry-dock Company, Newport News, Va., Capt. N. H. White commanding. The ship was launched 3 Oct. 1936. Jun. 11-13, 1939 – USS Saratoga (CV 3) and the tanker USS Kanawha (AO 1) conducted underway-refueling tests off the coast of southern California, demonstrating the feasibility of refueling carriers at sea. Apr. 25, 1940 – USS Wasp (CV 7) was placed in commission at the Army Quartermaster Base, Boston, Mass., Capt. John W. Reeves, Jr., commanding. The ship’s keel was laid 1 Apr. 1936, at Quincy, Mass., by the Bethlehem Shipbuilding Co., and the ship was launched 4 Apr. 1939. Jun. 2, 1941 – USS Long Island (AVG 1), the Navy’s first escort carrier, commissioned at Newport News, Va., Cmdr. Donald B. Duncan in command. The ship was originally built as Mormacmail, a cargo ship, by Sun Shipbuilding and Dry-dock Company, Chester, Pa., and converted in 67 days to a flush-deck carrier. She was reclassified as CVE-1 on 15 Jul. 1943. Oct. 20, 1941 – USS Hornet (CV 8) was placed in commission in Norfolk, Va., Capt. Marc A. Mitscher in command. The ship was launched 14 Dec. 1940 at the Newport News Shipbuilding and Dry-dock Company. Dec. 7, 1941 – Carrier aircraft of the Japanese Imperial Navy launched a devastating attack on Pearl Harbor and on the military and air installations in the area. The three aircraft carriers of the Pacific Fleet were not present. USS Saratoga (CV 3), just out of overhaul, was moored at San Diego. USS Lexington (CV 2) was at sea about 425 miles southeast of Midway toward which she was headed to deliver a Marine Scout Bombing Squadron. USS Enterprise (CV 6) was also at sea, about 200 miles west of Pearl Harbor, returning from Wake Island where she had delivered a Marine Fighter Squadron. These were some of the early experiences of Aircraft Carriers and we could determine how to divide carriers up from their makeup and function. U.S. aircraft carriers were named traditionally for older American warships and battles except for the first carrier the Langley, which was named after aviation pioneer Samuel P. Langley. Your first class of Aircraft Carriers began with the Essex class. These were 24 ships of World War II and these carriers were the backbone of the US carrier strength from 1943 through the Korean War. They operated alongside the larger Midway and Forrestal class ships through the Cold War and the Vietnam War. The Lexington was the last active ship, serving as a trained carrier until decommissioned in November 1991. After World War II, carriers were being modified to being designated as the Hancock class carriers. The Antietam was the first carrier in the US modified to an angled-deck configuration. Out of 32 ships 24 were completed during 1940 -1942. They were all originally designed to be CV and then later changed to CVA in 1952. Your list of carriers in the Essex’s class were from (CV 9) – (CV 40); Essex (CV 9), Yorktown (CV 10), Intrepid (CV 11), Hornet (CV 12), Franklin (CV13), Ticonderoga (CV 14), Randolph (CV 15), Lexington (CV 16), Bunker Hill (CV 17), and the Wasp (CV 18). (CV 40) Hancock (CV 19), Bennington (CV 20), Boxer (CV 21). List of light carriers that was from (CVL 22) – (CVL 30 Independence – class light carriers (CVL 22) – (CVL 30) and then continue back to your Essex class from (CV 31) – (CV 40); Bon Homme Richard (CV 31), Leyte (CV 32), Kearsarge (CV 33), Oriskany (CV 34), Reprisal (CV 35), Antietam (CV 36), Princeton (CV 37), Shangri-La (CV 38), Lake Champlain (CV 39) and Tarawa (CV 40). The next class of carriers was the Midway class large carriers (CVB 41) – (CVB44), and (CVB 56-57). The Midway (CV 41) was the last World War II era warship in commission in the Navy. She was decommissioned in 1992. The Midways were the largest warships designed by the US Navy during World War II. They were larger than the Essex class. They had a larger aircraft capacity and heavier gun battery and they were the first US carriers with an armored flight deck. Each ship was built had two haudralic catapults and aircraft capacity of 137. They were the first US warships constructed with a beam too great to permit passage through the Panama Canal. The Midway hangar deck is 692 feet long, 85 feet wide and 17  ½ feet high. Her flight deck is canted 13 degrees to port and is 682 feet long. The Midway carried Carrier Air Wing which operated three F/A Hornet squadrons, two A-6E Intruder Squadrons and an SH-3H Sea King squadron and plus combat support aircraft. Six Ships of this class were authorized in 1942- 1945: CVB 41-44, 56 and 57. The CVB 44 was cancelled on 1 Nov. 1943; the CVB 56 and CV 57 were cancelled on 28 March 1945. None had been laid down. The Roosevelt (CVB 42) was commissioned in 1945 and remained active her entire career. The Coral Sea (CVB 43) was commissioned in 1947 and pretty much active until decommissioned in 1990. Your next class was the Ticonderoga class the Valley Forge (CV-45). The Iwo Jima (CV 46) was cancelled in 1945. Then back to the Essex class Philippine Sea (CV 47) and (CV 50-55) were also Essex class were cancelled in 1945. Saipan class light carriers (CVL 48-49); Saipan (CVL 48) and the Wright (CVL 49). Then picking up after your Midway large class carriers was the United States heavy carriers. There were fours ships of this class and they were intended to primarily operate nuclear strike aircraft and the lead ship, the United States (CVA 58), was authorized in 1948 but canceled in 1949. Even though she was never completed she served as a design to the Forrestal and large US aircraft carriers. The United States design provided for a flush-deck configuration that could launch two heavy attack aircraft and two fighters from a pair of forward catapults and a pair of waist catapults simultaneously. Your next class was the Forrestal and modified Forrestal classes (CV 59-64), and (CV 66-67). Forrestal (CV 59), Saratoga (CV 60), Ranger (CV 61), Independence (CV 62), Kitty Hawk (CV 63), and the Constellation (CV 64). Modified Forrestal class America (CV 66) and the John F. Kennedy (CV 67). The Forrestal class was the world’s first aircraft carrier design to be constructed from the keel up after World War II. The ships were intended to operate heavy and high-performance turbojet attack aircraft. Four ships originally were to be completed from 1955 -1959. The classification taken from the Independence was that this class of ship was built as an attack aircraft carrier, and then changed to a multi-mission aircraft when modified to operate S-3A Viking ASW aircraft and SH-3 Sea King ASW helicopters. The Forrestal was modified during construction to incorporate the British developed angled flight deck. The hangar deck is 740 feet, 101 wide and 25 feet high. These were the last aircraft carriers built with a minor gun armament. The USS Enterprise (CV 65) was the world’s second nuclear-propelled surface warship, and at the time of construction she was the world’s largest and most expensive. The estimated cost was 444 million dollars. The Enterprise is classified as an attack aircraft carrier and was later changed to a multi-mission carrier. She was built to modify the Kitty Hawk but in her original configuration she had an island structure because of the arrangement of radar antennas. Her hangar deck is 860 feet long, 107 feet wide and 25 feet high. The Enterprise was involved in the Pacific Fleet in 1965 which she conducted air strikes over North Vietnam in November. That made her the first nuclear ship to enter combat. The next class of aircraft carriers is the Nimitz class from (CV 68-77). Nimitz (CV 68), Eisenhower (CV 69), Vinson (CV 70), Roosevelt (CV 71), Lincoln (CV 72), Washington (CV 73), Stennis (CV 74), Truman (CV 75), Reagan (CV 76) and George H. Bush (CV 77). These are the largest warships ever built. A program to construct the first three CVNs of this class was approved by Secretary of Defense Robert S. McNamara during the Vietnam War as replacements for the three Midway class carriers to provide a force of 12 large carriers. The Nimitz and the Eisenhower were to ordered as attack carriers and then changed to multi-mission aircraft carriers in 1975. These ships are similar to the Kitty Hawk class in regards to the flight deck. The hangar deck is 684 feet long, 108 feet wide and 26  ½ feet high. This class has been in production longer than any other carrier design in history. These were also the first aircraft carrier combatant ships to have women assigned to them. The Eisenhower was the first to deploy with women in 1994 with 367 women aboard for a six-month deployment. All of these ships are still active in the fleet. A future aircraft carrier as of right now is The Gerald R. Ford class is the future aircraft carrier replacement class for USS Enterprise and CVN 68, or Nimitz class aircraft carriers. Gerald R. Ford (CVN 78) and the John F. Kennedy (CVN 70) was ordered from Newport News Shipbuilding on Sept. 10, 2008, and is scheduled to be delivered in 2015. The Gerald R. Ford class will be the premier forward asset for crisis response and early decisive striking power in a major combat operation. Gerald R. Ford class aircraft carriers and carrier strike groups will provide the core capabilities of forward presence, deterrence, sea control, power projection, maritime security and humanitarian assistance. The structure of the future aircraft carriers as of right now is to consist of the Nimitz class flight deck. But the deck has been re-arranged to increase sortie rates and improve weapons movement. In order for this to happen the island has been designed differently and there is to be three instead of four aircraft lifts. Other features include electromagnetic aircraft launching system, new integrated warfare system and an advanced nuclear power plant. The electrical generating capacity is to be at least 2  ½ times that of the Nimitz class to support new fighting technologies such as energy weapons and also to support high communications. With discussing the future carriers many have suggested going away from the highly expensive and vulnerable super carriers toward smaller, light carriers. The new super carrier is going to expensive to maintain with the high sortie technology and electromagnetic aircraft launch system. This is an idea for future aircraft carriers because of budgeting and vulnerability. Aircraft carriers will remain the cornerstone of the United States Navy regardless of their change. Aircraft carriers and their embarked air wings are the most important weapons systems in the Navy. These large ships never operate alone but as core of a carrier battle group that consists of cruisers, destroyers, frigates and submarines, which safeguard the carrier. At its most basic level, an aircraft carrier is simply a ship outfitted with a flight deck and a runway area for launching and landing airplanes. This concept dates back almost as far as airplanes themselves. The new carriers allowed military forces to transport short-range aircrafts all over the world. Today super aircraft carriers are a crucial part of almost all major U.S. military operations. While the ship itself isn’t especially useful as a weapon, the air power it transports can make the difference between victory and defeat. One of the major obstacles of using air power in war is getting the planes to their destination. To maintain an air base in a foreign region, the United States has to make special arrangements with a host country, and then has to abide by that country’s rules, which may change over time. No matter if aircraft carriers change for technology or for budgeting they will remain. They carry a huge punch and presence wherever they go. Their range, power and weaponry create a powerful image to the enemy that cannot be ignored. Without the creation of the aircraft carrier in the United States Navy we would not be the most powerful Naval force in the World today. We have seen over time from the very beginning aircraft carrier, the evolving technology, design and configuration change. But the main purpose for the aircraft carrier is being able to deploy aircrafts at anytime and to maintain the aircrafts. Each aircraft carrier is a self-sustained floating airport that’s sovereign U.S. territory. When deployed, they operate with their own ZIP code, post office, hospital, dental clinic, barbershops, athletic facilities and chapels. More than 18,000 meals are prepared daily and each of the crew has e-mail access. That is why they are seen, as a floating city and it is essential to maintain their protection. The carrier’s mobility allows them to be deployed wherever needed to support ongoing or sudden conflicts. The ships are routinely sent to international waters, and the air wing teams that travel with each carrier are available to perform a variety of missions ranging from surveillance to strikes. So again aircraft carriers will remain an essential value to the United States military. Throughout military history they have played a major role especially since World War I and causing major conflictions on the enemy. So we will continue to enhance our technology to aircraft carriers and the air wings to remain the strongest in the world. We will do so to maintain air superiority and superiority of the United States. Regardless of controversy or budgeting the United States will continue to make aircraft carriers or make modifications to existing aircraft carriers in the fleet. The United States Navy has shown it power and force through aircraft carriers. The ability to execute at anytime or anywhere with it powerful mobilization of aircrafts. But behind the aircraft carrier is the crew who operates it and maintain. Thank you United States Navy! Works Cited Morris, James. Readings in American Military History. Pearson, ISBN-13: 978-0-13-182516-1 Millett, Allan, and Peter Maslowski. 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