Monday, September 30, 2019

The Hunters: Moonsong Chapter Two

Meredith held the tire gauge firmly against the valve of her left back tire while she checked it. The pressure was fine. The pressure on al four tires was fine. The antifreeze, oil, and transmission fluids were al topped off, the car battery was new, and the jack and spare tire were in perfect shape. She should have known. Her parents weren't the kind to stay home from work to see her off to col ege. They knew she didn't need coddling, but they'd show their love by making sure al the preparations were made, that she was safe and perfectly ready for anything that might happen. Of course, they wouldn't tell her that they had checked everything, either; they'd want her to continue protecting herself. There wasn't anything she had to do now except leave. Which was the one thing she didn't want to do. â€Å"Come with me,† she said without looking up, despising the faint quaver she heard in her own voice. â€Å"Just for a couple of weeks.† â€Å"You know I can't,† Alaric said as he brushed his hand lightly over her back. â€Å"I wouldn't want to leave if I came with you. It'l be better this way. You'l get to enjoy the first weeks of col ege like al the other new students, without anyone holding you back. Then I'l come up and visit soon.† Meredith turned to face him and found Alaric gazing back at her. His mouth tensed, just the tiniest tightening, and she could see that parting again, after only a few weeks together, was just as hard for him as it was for her. She leaned in and kissed him softly. â€Å"Better than if I'd gone to Harvard,† she murmured. â€Å"Much closer.† As the summer had ended, she and Matt had realized they couldn't leave their friends and head off to out-of-state col eges as they'd planned. They'd al been through so much together, and they wanted to stay together, to protect one another, more than they wanted to go anywhere else. Their home had been nearly destroyed more than once, and only Elena's blackmail of the Celestial Court had restored it and saved their families. They couldn't leave. Not while they were the only ones standing against the darkness out there, the darkness that would be drawn forever to the Power of the magical ley lines that crossed the area around Fel ‘s Church. Dalcrest was close enough that they'd be able to come back if danger threatened again. They needed to protect their home. So Stefan had gone down to the administrative offices at Dalcrest and used his vampire mojo. Suddenly Matt had the footbal scholarship to Dalcrest he'd turned down in favor of Kent State back in the spring, and Meredith was not only expected as an incoming freshman but was housed in a triple in the best dorm on campus with Bonnie and Elena. The supernatural had worked for them, for a change. Stil , she'd had to give up a couple of dreams to get here. Harvard. Alaric by her side. Meredith shook her head. Those dreams were incompatible, anyway. Alaric couldn't have come to Harvard with her. Alaric was staying here in Fel ‘s Church to research the origins of al the supernatural things that had happened over the town's history. Luckily, Duke was letting him count this toward his dissertation on the paranormal. And he'd be able to monitor the town for danger at the same time. They'd have to be apart for now, no matter where Meredith chose to go, but at least Dalcrest was a manageable drive away. Alaric's skin had a soft tan, and a scattering of golden freckles crossed his cheekbones. Their faces were so close she could feel the warmth of his breath. â€Å"What're you thinking?† His voice was a low murmur. â€Å"Your freckles,† she said. â€Å"They're gorgeous.† Then she took a breath and pul ed away. â€Å"I love you,† Meredith said, and then rushed on before a wave of longing could overwhelm her, â€Å"I have to go.† She picked up one of the suitcases sitting by the car and swung it into the trunk. â€Å"I love you, too,† Alaric said, and caught her hand and held it tightly for a moment, looking into her eyes. Then he let go and put the last suitcase into the trunk and slammed the lid. Meredith kissed him, quick and hard, and hurried herself into the driver's seat. Once she was safely seated, belted in, the engine running, she let herself look at him again. â€Å"Bye,† she said through the open window. â€Å"I'l cal you tonight. Every night.† Alaric nodded. His eyes were sad, but he smiled and held up a hand in fareWell. Meredith backed out of the driveway careful y. Her hands were at ten and two, and she kept her eyes on the road and her breathing steady. Without even looking, she knew Alaric was standing in the driveway, watching her car drive out of sight. She pressed her lips together firmly. She was a Sulez. She was a vampire hunter, a star student, and completely levelheaded in al situations. She didn't need to cry; after al , she would see Alaric again. Soon. In the meantime, she would be a true Sulez: ready for anything. Dalcrest was beautiful, Elena thought. She'd been here before, of course. She, Bonnie, and Meredith had driven al the way up for a frat party junior year, when Meredith had been dating a col ege boy. And she dimly remembered her parents bringing her for an alumni family event, back when she was little. But now that she was part of the school, now that it would be her home for the next four years, everything looked different. â€Å"Pretty swanky,† Damon commented as the car swept between the great gilded gates at the school's entrance and drove on past buildings of faux Georgian brick and neoclassical marble. â€Å"For America, that is.† â€Å"Well, we can't al grow up in Italian palaces,† Elena answered absently, very conscious of the light pressure of his thigh alongside hers. She was sitting in the front of the truck between Stefan and Damon, and there wasn't a lot of room. Having both of them so close was awful y distracting. Damon rol ed his eyes and drawled to Stefan, â€Å"Well, if you have to play human and attend school again, little brother, at least you didn't choose too hideous a spot. And, of course, the company wil make up for every inconvenience,† he added gal antly with a glance at Elena. â€Å"But I stil think that it's a waste of time.† â€Å"And yet, here you are,† Elena said. â€Å"I'm only here to keep you out of trouble,† Damon retorted. â€Å"You'l have to excuse Damon,† Stefan said to Elena lightly. â€Å"He doesn't understand. He was thrown out of university back in the old days.† Damon laughed. â€Å"But I had great fun while I was there,† he said. â€Å"There were al kinds of pleasures a man of means could have at university. I imagine things have changed a bit, though.† They were needling each other, Elena knew, but there wasn't that hard, bitter edge to their sparring that used to be there. Damon was smiling over her head at Stefan with a wry affection, and Stefan's fingers were loose and relaxed on the steering wheel. She put a hand on Stefan's knee and squeezed. Damon tensed next to her, but when she glanced over at him, he was gazing ahead through the windshield, his face neutral. Elena took her hand off Stefan's knee. The last thing she wanted to do was disturb the delicate balance between the three of them. â€Å"Here we are,† Stefan said, pul ing up to an ivy-covered building. â€Å"Pruitt House.† The dorm loomed above them, a tal brick building with a turret on one side, windows glittering in the afternoon sun. â€Å"It's supposed to be the nicest dorm on campus,† Elena said. Damon opened his door and hopped out, then turned to give Stefan a long look. â€Å"The best dorm on campus, is it? Have you been using your powers of persuasion for personal gain, young Stefan?† He shook his head. â€Å"Your morals are disintegrating.† Stefan got out on his own side and turned to give Elena a courteous hand down. â€Å"It's possible you're final y rubbing off on me,† he said to Damon, his lips twitching slightly with amusement. â€Å"I'm in the turret in a single. There's a balcony.† â€Å"How nice for you,† Damon said, his eyes moving quickly between them. â€Å"This is a dormitory for both boys and girls, then? The sins of the modern world.† His face was thoughtful for a moment; then he gave a bril iant smile and began to pul luggage out of the back. He had seemed almost lonely to Elena for that second – which was ridiculous, Damon was never lonely – but that fleeting impression was enough to make her say impetuously, â€Å"You could come to school with us, Damon. It's not too late, not if you used your Power to enrol . You could live on campus with us.† She felt Stefan freeze. Then he took a slow breath and slid up next to Damon, reaching for a stack of boxes. â€Å"You could,† he said casual y. â€Å"It might be more fun than you think to try school again, Damon.† Damon shook his head, scoffing, â€Å"No, thank you. I parted ways with academia several centuries ago. I'l be much happier in my new apartment in town, where I can keep an eye on you without having to slum with students.† He and Stefan smiled at each other with what looked like perfect understanding. Right, Elena thought, with a curious mixture of relief and disappointment. She hadn't seen the new apartment yet, but Stefan had assured her that Damon would be, as usual, living in the lap of luxury, at least so far as the closest town could offer. â€Å"Come along, kiddies,† Damon said, picking up several suitcases effortlessly and heading into the dorm. Stefan hoisted his tower of boxes and fol owed him. Elena grabbed a box of her own and came after them, admiring their natural grace, their elegant strength. As they passed a few open doors, she heard a girl mock wolf-whistle, then giggle breathlessly with her roommate. A box tipped from Stefan's enormous pile as he started up the staircase, and Damon caught it easily despite the suitcases. Stefan gave him a casual nod of thanks. They'd spent centuries as enemies. They'd killed each other, once. Hundreds of years of hating each other, bound together by misery, jealousy, and sorrow. Katherine had done that to them, trying to have them both when they each wanted only her. Everything was different now. They'd come so far. Since Damon had died and come back, since they had battled and defeated the jealousy phantom, they'd come to be partners. There was an unspoken acknowledgment that they would work together to protect a little group of humans. More than that, there was a cautious, but very real, affection between them. They relied on each other; they'd be sorry to lose each other again. They didn't talk about it, but she knew it was true. Elena squeezed her eyes shut for just a second. She knew they both loved her. They both knew that she loved them. Even though, her mind corrected conscientiously, Stefan is my true love. But something else in her, that imaginary panther, stretched and smiled. But Damon, my Damon†¦ She shook her head. She couldn't break them apart, couldn't let them fight over her. She wouldn't do what Katherine had done. If the time came for her to choose, she would choose Stefan. Of course. Would you? the panther purred lazily, and Elena tried to push the thought away. Everything could fal apart so easily. And it was up to her to make sure that never happened again.

Sunday, September 29, 2019

Bilingual Education Argumentive Essay Essay

The United States is a diverse country of many different races and languages. Even though many languages are spoken in the United States, English is the preferred language in the United States. Speaking English in America is the key to success. Without English, acquiring employment is almost impossible. More and more immigrants are attracted to the U.S every year, and the populations of immigrants, which do not know the American culture, continue to rise. This population must be assimilated into the United States in order for the population to find employment and function in the United States. Assimilation is the process by which an outsider becomes part of a new community by adopting its language and customs. Public schools are a vital place where the country’s customs, language, and culture, in general, can be taught. According to Ginsburg, ever since the 1960’s young immigrants and U.S born children, of immigrant parents, were sent to public schools with little to no understanding of the English language. These students were forced to â€Å"sink or swim.† The public school offered no help to LEP students. LEP (limited English proficiency) is term used to describe students whose level English language is low. As a result, many of these students began to drop out, but finally in 1968, the federal government passed the Bilingual Act which paid special attention to students whose native language was not English. This provided special funding to create and maintain bilingual education programs. The goal bilingual education is to teach English more efficiently to students, with low English proficiency, protect students’ self-esteem, increase their academic performance, and lowering dropout rates. In bilingual education, LEP students are taught subjects such as math, history, and science in their native tongue, while the LEP students take classes to learn English, and once a student shows increasing proficiency in English they are put into main-stream â€Å"English-only† (â€Å"Bilingual Education†). There have been many controversies whether or not the bilingual education programs are achieving their goal. Bilingual education programs should not be allowed as a way to teach English to students with low English proficiency because the programs segregate students based on their native language, are too costly, and are poorly  maintained. Bilingual Education programs segregate students based on their native language. These students are isolated away from other cultures and different perspectives for many years. This assimilates students slowly into mainstream English classes. While bilingual classes segregate students by their primary language, English immersion brings them all together to learn a common language, with the common goal of quickly entering mainstream classes. Speaking English is vital for communication and success in the U.S. The sooner a student understands and communicates in English the sooner they will transition into mainstream English, and the more successful the student will become, which will increase their self-esteem According to Ginsburg many students stay up to six years in these programs and still are low in English proficiency once they complete the program (Ginsburg). Bilingual education programs are too costly to maintain. Students are taking too long to learn English in bilingual education programs. According to â€Å"Bilingual Education,† A scientist named Christine Roswell found that there is little evidence that bilingual education is working, and he determined, from 78% of his studies, that student in bilingual education programs only do as well, or even worse, than LEP students in English immersion type programs or no programs at all. Also Roswell determined that English Immersion programs are a more affordabl e way to teach English. Some teachers are delaying the student’s education in order to receive more money. Most bilingual education programs persist because teachers and school districts receive more federal and state money if they maintain those programs and keep high numbers of students enrolled. Spanish speaking teaches can receive up to $5,000 in bonuses a year (â€Å"Bilingual Education†). In bilingual education, students are taking longer to transition to mainstream â€Å"English-only† classes. Bilingual education programs are poorly maintained. English immersion is a better solution to teaching English than bilingual education. Many LEP students often feel stressed out and frustrated in mainstream classes, which causes them to dropout. According to Clouthier, dropout rates among Hispanics, who speak Spanish, have not improved in the past 25 years that bilingual education programs started. Clearly bilingual education has not help students with frustration and stress or decreased dropout rates. Students learn English with less proficiency and more slowly in bilingual ed ucation  programs. Proponents claim that proficiently teaching a students’ native language first and then teaching English as a second language helps students in the long run, but according to Clouthier, The National Academy of Sciences reviewed 30 years of bilingual research and found no negative effects from teaching reading and writing in English, without first teaching proficiency in a students’ primary language. In bilingual education students take five to seven years to assimilate students; because the program believes that teaching the students, whose native language is not English, their culture values, languages, and customs, when the students’ parents should teach them their heritage (Clouthier). On the other hand, supporters of bilingual education believe that effective bilingual education helps students, for whom English is not their native language, to assimilate into main stream America. Supports say that the controversy is actually rooted in the misunderstanding and misapplication of how language is learned and taught. According to Stokely, students must first learn proficiently their first native language and then learn English as their second language. Supporters say that bilingual education programs enable non-English speaking students to learn English without losing learning time in other academic subjects. Supporters say that the reason some bilingual education programs are ineffective is because they are poorly maintained by the federal government and finding a bilingual teacher is very rare (Stokely). To conclude, bilingual education should not be allowed as a way to teach English students, which have a low proficiency in English, because bilingual education programs segregate students, are too costly, and are poorly maintained. Bilingual education segregates students from other peers based on their native language which cause slower assimilation. Since students are learning English at a slower pace which more funding is needed for these programs to run, and some teachers intentionally keep students longer these programs for the money, which makes these programs too costly. Most bilingual education programs are poorly maintained because these programs have not decreased the student dropout rate. English immersion is a better solution to bilingual education because it’s more affordable and joins students to learn one language. Works Cited â€Å"Bilingual Education.† Issues & Controversies On File: n. pag. Issues & Controversies. Facts On File News Services, 15 Feb. 2005. Web. 16 Oct. 2013. . Clouthier, Kris. â€Å"Point: English Immersion: Creating Equal Opportunity For Immigrant Students.† Points Of View: Bilingual Education (2013): 5. Points of View Reference Center. Web. 16 Oct. 2013. Ginsburg, Jill. â€Å"Bilingual Education: An Overview.† Points Of View: Bilingual Education (2013): 1. Points of View Reference Center. Web. 16 Oct. 2013. Stokely, Anne. â€Å"Counterpoint: The Benefits Of Bilingual Education.† Points Of View: Bilingual Education (2013): 6. Points of View Reference Center. Web. 16 Oct. 2013.

Saturday, September 28, 2019

Novel Essay Example | Topics and Well Written Essays - 1500 words - 1

Novel - Essay Example However, some ideas of afterlife are based on the notion of rebirth. Other ideas believe in the existence of an afterlife where dead people reside in a supernatural environment determined by gods or other supernatural beings based on the activities and beliefs of the dead while they were still alive. With reference to the already existing afterlife, this paper aims at presenting a creativity based new afterlife idea. It is a common notion that afterlife always comes in the form of a punishment or reward for the things that people do during their lifetime. This afterlife idea is based on the things that people do during the time when they still live (Sebold 89). The things that people do when they are alive are always a matter of choices. Some people choose to do good while other chooses to do evil or bad. It will seem unfair for those people who choose to do bad things to be treated in the same way that those who always did good are treated. If in any case life would completely end at death, then the two types of human beings would be absolutely the same (Coward and Coward 101). However, this idea of afterlife seeks to reward those people who did good during their lifetime while making sure that those who did wrong would always be denied the benefits that those who do good get. This idea of an afterlife has its basis on social classes and rebirth. Social class is a very influential thing in human life. Therefore, being in a higher social class will definitely make the life of the individual seem better (Zevin 90). On the other hand, when someone’s social class is lowered they will definitely live a lifestyle that is less comfortable when compared with the type of lifestyle that they used to live before. Social class in the idea is used to either reward good deeds during lifetime or punish bad ones during the same period. Social class refers to the hierarchical and the categorical classification of human beings in the society. The most

Friday, September 27, 2019

A research about Moses Paper Example | Topics and Well Written Essays - 2000 words

A about Moses - Research Paper Example Baby Moses was found by Pharaoh’s daughter who brought him and raised him in the palace. She named him Moses saying: â€Å"Because I drew him out of the water.† 1 When he grew up, he started helping his brethren until one day when an Egyptian was killed by his hand as he was beating an innocent Hebrew. Fearing the punishment, he slipped away and lived in desert for forty years until God called upon him. During his stay in the desert, he worked for a man named Jethro, helped him looking after his herd, later, he was married to Jethro’s daughter.2 God Calls Upon Moses. It has been stated in the Bible that God appeared in the form of a burning bush in front of Moses. â€Å"But concerning the dead, that they rise, have you not read in the book of Moses, in the burning bush passage, how God spoke to him, saying, ‘I am the God of Abraham, the God of Isaac, and the God of Jacob’?† 3 God instructed Moses to go to the Pharaoh and convince him to let th e people live in harmony and to let them move to the land of Canaanites and Hittites, which is the land of flowing milk and honey and the land of prosperity and happiness. He then told him that if he does not agree God will strike Egypt with all his wonders. Moses was gifted a few miracles by God which included the following: Miracles bestowed on Moses God tells Moses to grab the rod that he was carrying and drop it to the ground. The rod turned into a snake. Then, He tells Moses to pick it up from his tail, the snake transformed into the rod again. And He said, â€Å"Cast it on the ground.† So he cast it on the ground, and it became a serpent; and Moses fled from it.4 God instructed Moses to put his hand into his bosom which miraculously turned into snow. He then told Moses to place his hand again to his bosom; the hand was back to the original condition. Despite of these miracles Moses questioned God again if he was the right person to be called upon for the people as he fo und himself not fluent enough in speech. â€Å"But Moses said to God, â€Å"Who am I that I should go to Pharaoh, and that I should bring the children of Israel out of Egypt?† 5 Moses was still perplexed if he was the right person for such a great task. God then ordered him to take his brother Aaron with him who will help him in calling upon the people of Egypt. God says: And God said to Moses, â€Å"I AM WHO I AM.† And He said, â€Å"Thus you shall say to the children of Israel, ‘I AM has sent me to you.’† 6 God’s Strike: the ten plagues in Egypt The Bible says Moses was 80 years old when he went into Egypt. When they appeared in front of the Pharaoh and asked him to let the people go and live in tranquility. â€Å"Afterward Moses and Aaron went in and told Pharaoh, â€Å"Thus says the LORD God of Israel: ‘Let My people go, that they may hold a feast to Me in the wilderness.’†7 On refusal, Aaron dropped the rod of Moses in front of the Pharaoh which then turned into a snake. However, the magicians of Pharaoh did the same. God then showed his power by ordering the snake from Moses’ rod to demolish all other snakes formed by the vicious magicians and sorcerers. Pharaoh refused again to let the children of Israel go which resulted in God’s fury and He strike Egypt with ten different plagues.8 1. Water turned into blood 2. Swarming frogs 3.

Thursday, September 26, 2019

Experimental Researrch Design Essay Example | Topics and Well Written Essays - 500 words

Experimental Researrch Design - Essay Example Experimental research designs are the only ones that have the ability to determine if a change in the independent variable actually causes a change in the dependent variable. In carrying out an experimental design a number of questions have to be answered. These questions will determine the type of experimental study design to be adopted. Experimental designs are usually carried out on groups or individuals. Accordingly, the structure of the design changes as group experimental design or single subject experimental design (Srinagesh, 2006). Group experimental designs take different forms. If there is only one independent variable then a single variable design is adopted that has three approaches- pre-experimental designs, true experimental designs and quasi experimental designs. However, if there are two or more then then a factorial design is adopted. The single subject experimental designs are used only when one subject is involved in the study and thus aim at studying behavioral changes of different individuals as a result of some treatment or intervention. There are three main types and these include: A-B-A withdrawal design, multiple baseline design and alternating treatments design (Gravetter & Forzano, 2011). In the study question above, it was only possible to identify one independent variable which was the rate of adoption of the electronic medical records. A number of dependent variables were identified and these include: time, the hospitals surveyed, patient knowledge and efficiency. Therefore, in this case a single variable experimental design will be used. Narrowing down in this category, the quasi-experimental design with the use of time series design will be used. The rate of adoption is seen to change over time. The method will be effective because of the time aspect involved in the study. The design will address internal validity in a number of ways. The study

Wednesday, September 25, 2019

Dental Coverage Essay Example | Topics and Well Written Essays - 1000 words

Dental Coverage - Essay Example These advocates claim that low-income people suffer more from poor oral health than those belonging to higher socioeconomic status, which make their chances of getting hired less likely. But there are opponents to this proposed move to lower dental costs. They believe that dentists are already disadvantaged, monetarily speaking, by dental insurances that do not sufficiently reimburse for dental procedures. Further lowering dental fees will further hurt them. And, critics believe that dentists will be forced to sacrifice the quality of their services to prevent these financial losses, which, in the end, will cause disadvantages to the patients themselves. Arguments opposing the proposal to lower dental costs or making it more affordable for low-income adults place emphasis on its disadvantages to dentists and the quality of dental care. The lowered dental fees have already forced dentists to perform dental services at a monetary loss. A current research by the American Dental Associat ion discovered that some dental health maintenance organizations (HMO) do not sufficiently pay for even the low-cost preventive oral health services (Gordon, 2013). And thus, due to insufficient reimbursements, some dentists providing services to individuals holding HMO insurance usually lower the quality of their services, such as hastening procedures, in order to avoid financial drawbacks. Thereby, critics argue that in the end the people themselves will be the ones to suffer from low quality oral care services. Many dentists refuse to accept Medicaid recipients because the repayments are insufficient. The president of the Florida Dental Association, Cesar Sabates, boldly stated, â€Å"I can’t afford to do Medicaid† (White, 2012, para 18). In essence, people belonging to minority and low-income populations suffer from more dental problems, but they have lesser access to quality oral care. Arguments supporting reduced dental costs focus mainly on the issues of employa bility and productivity. The first argument supporting reduced dental fees claim that affordable oral care services

Tuesday, September 24, 2019

Emergency Plan Analysis Assignment Example | Topics and Well Written Essays - 2000 words

Emergency Plan Analysis - Assignment Example This came about after the realization of the dangers that face them. This was informed by their unique coastal location that leaves them exposed to natural disasters like floods, tropical cyclones, tornados, and wildfires. It is also vulnerable to freezing temperatures, drought, and biological hazards. Technological hazards include vulnerability to prolonged blackouts, leakage from nuclear reactors, spilling of oil in seas and oceans, poisoning of water reservoirs. The man-made disasters may include terrorist attacks and mass migration events because of the closeness to neighboring countries with political instability. The objective of the plan minimizes the impact of the disaster by ensuring no lives are lost and aids the quick recovery from the disaster. The plan is meant to put in place to ways to enable lives to be preserved when a disaster strikes and prevent injuries that may render people crippled or result to permanent damage to important parts of the body. Damage to infrastructure leads to massive losses and if people are able to prevent such it is very helpful. A lot of money is spent on restoring such things and that money could be put to better use to make the quality of life better for the citizens. It is also important that people fall back to their ordinary lives the soonest possible after a disaster ha struck. This is important for it makes people keep up with the rate of growth they planned for and achieve their goals in life easily.

Monday, September 23, 2019

Marketing Plan for Final Flight (Aerial cremation dispersal) Research Proposal

Marketing Plan for Final Flight (Aerial cremation dispersal) - Research Proposal Example Cremation is, therefore, preferred by a large section of the society. However, disposing the remains becomes a major issue and most families are seen to preserve it in urns, which in time becomes taxing to preserve. Final Flight aims to provide an effective alternative for disposing the ashes of deceased loved ones by scattering them in the air by means of an airplane. The current paper will analyze the market opportunities and specify different marketing plans of the company so as to realize whether undertaking such a business venture is deemed profitable. As we know, those who identify with a religion, different faiths have different traditions when it comes to cremation. While many Christians have traditionally chosen burial -- mirroring Jesus entombment and the belief that the body and the spirit are one and must be whole for resurrection -- others have not, particularly some liberal Protestants. The Catholic Church lifted its ban on cremation in 1963. But the No. 1 reason cited for choosing cremation in a national survey was cost. On average, cremation is one-third the cost of burial (not including the burial plot or upkeep), ranging from about $500 to $1,500, according to the Cremation Association of North America. This company will be called Final Flight LLC, which will be an aerial cremation dispersal service offering an alternative to the underground burial or spreading of ashes over the ground on a local, state, national, and eventually a global level. Our goal is to provide personalized aerial cremation dispersal with the highest standards of dignified and ethical service regarding your loved one’s ashes from the air. We are committed to the highest level of integrity to fulfill the requests of the family. Sunsets become everlasting memorials†¦when the remains of your loved one are dispersed by air. The

Sunday, September 22, 2019

Macbeth as tragic hero Essay Example for Free

Macbeth as tragic hero Essay The play Macbeth, by William Shakespeare, is a tragedy about a Scottish lord, Macbeth, who becomes too ambitious. He starts off as a brave, loyal and noble man, but his ambition and thirst for power lead him onto a path of ruthlessness and self-destruction, and ultimately his own death. While Macbeth is manipulated by various people and occurrences, the main ones being the witches, Lady Macbeth and Fate, one theme that remains constant throughout the play is the power of choice. Macbeth does have the ability to choose, and it is this ability that makes him a tragic hero, not a victim. There are certain characteristics that someone must have in order to be considered a full tragic hero. One of the main ones is that the character must have a fatal flaw. In Macbeths case, it is his vaulting ambition (1:VII:27). Ambition can be a good thing, but when in large doses as Macbeths was, it can be dangerous, and, as Macbeth proved, even fatal. Another important characteristic of a tragic hero is the conflict between good and evil, and the choice between these two things. Macbeth consciously chooses evil over good. A victim, on the other hand, has no power over what happens to them. Macbeth did have some control over the situation, which means that he was not a victim. However, Macbeth himself cant be entirely to blame. He was influenced and manipulated, particularly by the witches. If the three Weird Sisters (1:V:7) had not said anything to Macbeth in the first place then none of it would have happened. The Weird Sisters put the idea of becoming king hereafter (1:III:49) into Macbeths head, and, consequently, the idea of murdering King Duncan. The witches knew that this would happen, they wanted it to happen. They also manipulated Macbeth later on in the play, with the three apparitions. They gave him false confidence, and, once again, they knew and wanted this to happen. They created toil and trouble (1:IV:10), and they created it on purpose, to lead Macbeth to his demise. However, Banquo was also present at the first meeting with the Weird Sisters, and they made a prophesy for him, too. But Banquo chooses to ignore what they say. Macbeth could have made this choice as well, but he didnt. Although the witches did manipulate Macbeth, he wanted to believe their prophesies, and he chose to believe them. Another person who was a big influence on Macbeth was his wife, Lady Macbeth. He was going to let chance crown me king (1:III:43), but Lady Macbeth knew that this wouldnt lead to anything. She also knew that Macbeths sense of loyalty and honour could stop him from killing Duncan and therefore becoming king and fulfilling his ambitions. She urges him to look like the innocent flower, but be the serpent undert (1:V:63-64). She also questions Macbeths manliness, another weak spot of his. She knows that he doesnt like her doing this, and she knows that its a good way of persuading Macbeth to do what she wants him to do that its a good way of manipulating him. But Macbeth wanted to be manipulated. He let his wife influence him. If he really didnt want to murder Duncan then he wouldnt have. Even before he spoke to Lady Macbeth he was having horrible imaginings (1:III:37). Even though Lady Macbeth helped turn these into realities, she did not physically force her husband to commit murder. Once again, Macbeth had the freedom, power and ability to choose. Another important role in the Macbeth is the role of Fate and destiny. Being a tragic hero, Macbeth was destined to die from the beginning. It could have even been Fate that Macbeth made the wrong choices. However Fate cant manipulate, Fate just is. Macbeth says that he is going to leave everything up to chance, but he doesnt. He chose not to. Perhaps this was also due to Fate, but what would have happened if Macbeth had chosen not to kill Duncan? This is another thing that makes Macbeth a tragic hero the audience is left feeling sympathetic about what might have been. No matter how manipulated, everybody has the power of free will. The fact is that Macbeth chose his path himself, and although Fate may have played some part in his downfall, the power of choice played and even bigger part. The ability to choose overrides Fate and destiny. The entire play could just be put down to human nature. Greed, power, ambition; greed for power and ambition is a part of human nature. However human nature is a bit like Fate, in that it cannot manipulate, it just is. Nearly everyone would like to believe that they can be great, and if they are told so would want to believe it. Macbeth just takes it one step further  by making it happen. In a way Macbeth is taking Fate into his own hands. His vaulting ambition drives him to do this. It is Macbeths ambition that leads him to murder people, as well as leading to his own death. His ambition ultimately becomes his nemesis, which makes him a full tragic hero. Macbeths ambition and his greed for power is like a fire. The witches, Lady Macbeth and Fate did manipulate him and add fuel to the fire, but the spark had to be there first in order for them to do this. Although Macbeth was influenced and manipulated a great deal, he still had the power and the freedom to choose. It is the choices he made that make Macbeth not a victim, but a full tragic hero.

Saturday, September 21, 2019

Definitions of Beauty Essay Example for Free

Definitions of Beauty Essay What makes a woman beautiful? Today our society has turned beauty into something that is unrealistic. Many are familiar with features that classify a woman as beautiful such as having a pretty face, flawless skin, skinny figure and sparkling eyes. However, each of us has our own perception of beauty. Everyone has different tastes. We have certain features that we like and dislike, which makes it difficult to define what beauty truly is. If we cannot agree on what traits define beauty, then how can a woman discover their own? The problem is that beauty is in the eye of the beholder, and this is never more true than seen over time and between different cultures.   Over time, our concept of beauty seems to fluctuate. Sometimes favoring rather heavy individuals and at other times very skinny ones.The beauty concept on this way are often corresponding to the way looks correlate with wealth. For example, during eras when food was scarce, excess flesh was seen as a sign of wealth and therefore of beauty. However, today, with fattening food cheap and plentiful, being thin is a sign of someone who has the time to eat right and exercise, and therefore is a sign of wealth, with obesity looked upon as a sign of lower economic status. In different cultures, parts of the body may be purposefully exaggerated in the name of beauty, the effects of which might even seem strange to those of another culture. Western Eastern beauty concept†¦ In the West, we have a very fixed idea of what beauty comprises. To have a chance of being considered beautiful, women must be tan, tall, slim, and youthful, have large breasts small waists and have long hair. There is a Western influence felt today by civilizations. The entertainment and media industries in Europe and America have become experts in presenting and promoting a fixed definition of beauty to the world. For the Eastern, in many Southeast Asian countries, the fairness of skin is considered to be a definition of beauty. Unlike their European and American counterparts, who sometimes work hard to develop a tan, girls from these countries work to avoid any extra coloring. To them, dark skin suggests generations of agricultural work under a hot sun, which means a low or common status. Another mark of beauty in some areas of Asia is having large eyes. Because of this, and a desire to stand out, it is not uncommon for Asian women to undergo surgery to make their eyes appear larger and have Caucasian-looking eyelids.

Friday, September 20, 2019

Eco Friendly Housing

Eco Friendly Housing Eco-Friendly Housing Chapter 1 General Information 1.1 Introduction Environment is being abused by some. Trees are being cut down for their business. The consequence of their actions is affecting the safety of the people in earth. Because of the extreme usage and wasting of our environmental resources our ecosystem has become compromised. This paper involves reasons why there is an increase in eco-friendly housing. It involves the study of the factors as well as the life cycle cost. The paper also includes the beginning of eco friendly houses and the increasing number of eco friendly houses. With stringent measures planned by the government to ensure greater energy efficiency and a reduction in the demand for water and electricity, it seems energy efficient eco houses are the way to the future. (Nini and Mokoena, 2008). The impact we have impaled on our earths environment can no longer be ignored. There have been thousands of acres of woodlands reaped for the use of only a few houses. Leftovers from construction projects and homes demolished to place new homes on land purchased are ending up in our landfills to only sit there for thousands of years, poisoning our earth painfully, a little at a time. This poisoning will affect not only the planet for us but for centuries to come. Many people have found come to believe that our earth is worth more to them as a whole, rather than as a part and have started taken part in recycling projects, even getting into building recycled homes from earth, eco-friendly homes.(Prior, 2005). We will be able to evaluate the importance of eco friendly houses in UK. It is claim by others that houses comprises the biggest demand for wood; therefore they are one of the destroyers of the environment. Enable to prevent such destruction UK government are studying the implementation of the eco-friendly law. Today eco friendly awareness and the understanding of renewable energy are paramount in the future of our planets survival. Many households around the UK are starting to realise that changes in the way we run our homes and the products we use in them need to adapt in order to help prevent further climate change. The reason for promoting eco friendly houses is really quite important. We need to live more lightly on the earth, because the degradation of our environment comprises not only our survival, but the survival of most other living beings on the planet. It is now evident the impact of earths ecosystems. Studies and reaches are increasing to be able to evaluate how bad our environment is. Builders and other construction company are now engaging on the campaign to build eco-friendly houses. Building an eco-friendly house involves proper choice of materials to be used. How we build our homes, both in design and choice of materials, is one of the most significant ways that we can affect our future. What is an eco- friendly house? Eco-friendly houses are those that were designed from the ground up to be energy efficient and environmentally friendly. 1.2 Aims and Objectives As one-third of the UKs carbon emissions come from homes, rules on how our homes are built and maintained have become stricter. Builders have had to make changes in design, materials, building methods and energy efficiency in order to adhere to the new, tougher regulations. Below is an example of eco friendly house. Sample of an eco-friendly house Source: http://www.cleanairgardening.com/houseplan.html This dissertation aims is to investigate the effects of housing upon the environment and the factors that need to be implemented to make the construction ECO friendly within the UK. Also the Life cycle costing will be presented to find the cost difference between general construction and ECO friendly development. As a whole this paper will evaluate the importance of having a sticker standard in building new houses. There are some who may think that this will be very costly, question about the cost will be answered in the later part of the paper. It is also the objective of this paper to enumerate the usefulness of having an eco friendly house. Construction Companies is now joining the team of architects who are now designing eco-friendly houses. 1.3 Research and Methodology This dissertation aims to determine the effects of housing upon the environment. To be able to assess the effects we will be doing qualitative researches why such effects exist. The reason will be analyzed to evaluate how it will affect the building of houses. In order to do this, a research work was done using the internet, journals and books as our resources. It also aims to identify the factors that need to be implemented to make the construction ECO friendly within the UK. Using a qualitative method of research we will try to show the effects and factors by presenting studies and approaches done about Eco- friendly housing. In the literature review the review on the current policy done by the National Housing, planning consultants, and EDAW are discussed. The review of policy has come up with the results to further promote the construction of Eco friendly housing. Also in the literature review are the principles involve in building Eco friendly houses, established by Building Biology and Ecology Institute of New Zealand (BBE). The dissertation also includes design and costing of the eco friendly houses and the conventional style of houses. There is a great difference on the design and materials used. The reason on why these where designed this why will be explained as you go along with the paper. This dissertation will have a clear view of the stand of UK government on encouraging architects and designer to create an eco friendly house. 1.4 Summary of Dissertation Chapter 1 of this paper includes the introduction, aims and objective of the study and the methodology used. In the introduction eco friendly houses are defined including the picture of how eco friendly house looks like. In the article of Joseph Rowentree Foundation, focus was to lessen the impact of housing in the environment. National Housing Week, planning consultants, EDAW, reviewed current policy and practice and convened three working seminars to highlight key trends and initiatives in the UK and in Europe as a whole. The reviewed of the policy was done because of the emerging consensus that a more sustainable approach to our environment is required. The way in which housing is located, built and maintained has a profound impact on the environment. The result of the reviewed are as follows: (www.jrf.org.uk). There is no pressure or requirement in the UK to design houses which minimise the use of non-renewable building materials, conserve energy or reduce water consumption. The UK lags far behind other European countries in finding ways of reducing housings impact on the environment. It is almost impossible for consumers to judge the environmental credentials of individual houses. The building industry is not required to give such information to consumers, nor are they or local authorities making any attempt to do so. The location of new developments and the physical layout of neighbourhoods influence car use. Several initiatives in Europe have made real progress in reducing car travel. Few local authorities in the UK have made much progress on this front. A wide range of effective, but small-scale local initiatives are under way in the UK and in the rest of Europe. However, the combined impact of these initiatives in the UK does not add up to any significant change in practice. The researchers conclude that significant changes are needed in central and local government policies and in the behaviour of developers and consumers if future investment in housing is to become more sustainable. The impact of housing in the environment depends on the way the housing is built, maintained and used. The location of any new development and its relationship to existing developments are important in minimising the effect. Below are the ways on what to do to lessen the effect in the environment Use of non-renewable resources Policies governing the design, construction and renovation of housing do not impose any requirement through legislation, regulation or fiscal incentives to minimise the use of non-renewable resources. There is no pressure to use designs which minimise the use of non-renewable material, re-cycled materials or materials which use less energy to manufacture. Energy consumption Energy consumption in houses accounts for 30 per cent of the UKs total energy consumption each year. UK houses perform poorly by comparison with the rest of Europe. On average UK homes consume more than 10 times the energy consumed by state-of-the-art houses being built elsewhere in Europe. Changes in the building regulations requiring improved standards of energy efficiency in new houses do not match the standards being achieved elsewhere in Europe. No regulation addresses energy-efficiency standards in existing houses. Ninety per cent of the current housing stock will still exist in 2020; significant investment in achieving higher standards of energy conservation in this stock, through insulation and double glazing, would bring major environmental benefits. Water consumption One-third of the water abstracted in England and Wales is consumed by households. Two-thirds of this drinking water is used to flush WCs, wash clothes or dishes and for bathing. Except when there are water shortages there is no expectation that households will conserve or re-cycle water. There is no consumer expectation or commitment from housebuilders to design homes in ways that conserve water. The location of new housing The Department of the Environment forecasts that there will be an increase of 4.4 million households in Britain between 1991 and 2016. The location and characteristics of these houses will have a major impact on Britains progress to achieving a more sustainable environment. There is wide-spread agreement that more houses should be built within existing urban areas, but scepticism that the existing planning system and fiscal policies will achieve the maximum level of development on brownfield land. No mechanism exists to translate national housing requirements into effective land allocations in each local authority area in ways which take into account the impact on the environment. In particular, regional planning mechanisms are weak. There is no effective mechanism in the planning system to ensure that housebuilders and developers first consider sites within the urban area, before seeking permission to develop on greenfield sites. Neighbourhoods All neighbourhoods have an ecological footprint. Neighbourhoods which are most compact and self-contained, with more local shopping, employment and community facilities, have a smaller footprint. One implication of this is a potential reduction in dependence on the private car. Just under a third of all car mileage travelled each year is between home and work. Road transport is responsible for 91 per cent of carbon monoxide and 51 per cent of nitrogen dioxide in the UK. Reducing the need to use the car will make a significant contribution to more sustainable neighbourhoods. Altering car-parking requirements in statutory plans and the development of housing without any provision for cars can have big effects. Initiatives on this are being undertaken in Europe:

Thursday, September 19, 2019

Essays --

Paul Rà ©e, an English psychologist, wrote The Origin of the Moral Sensations in 1877. Through this text, he separated morality from God, in order to find a naturalistic source for things like altruism. He discusses an idea of altruistic emotional motivation, such as pleasure, usefulness (benefits), and the avoidance of pain. Nietzsche argues against Rà ©e’s notions, saying that morals do not come from usefulness, pleasure or the avoidance of pain, but through will to power. His notion of will to power is an instinct for independent freedom. This notion is manifested differently in different people, depending on individual traits and circumstances. In his first essay, Good and Evil, Good and Bad, he explains the manifestations of power and how they are viewed. He differentiates the manifestations of the will to power in two categories: Master Morality and Slave Morality. The master morality is the notion that, â€Å"†¦the noble, powerful, high-stationed and high-minded, who felt and established themselves and their actions as good†. The word â€Å"good† in this sense is not a good represe...

Wednesday, September 18, 2019

Everyday Use: A Mothers Choice Essay examples -- American Literature

A Mother's Choice In her short story "Everyday Use", author Alice Walker introduces us to a Mother awaiting the visit of her daughter, Dee, who has left her rural upbringing to go away to college. Although we are not told an exact location, the descriptions provided by Miss Walker lead us to believe that the story is set in the very poorest section of the south. Momma narrates this story, and describes to us in her own simple way the dynamics of the family and the conflicts that arise with Dee's homecoming. Momma tells us she is uneducated; "I never had an education. After second grade, the school was closed." She further describes her rough, rural lifestyle. "I can work outside all day, breaking ice to get water for washing...One winter I knocked a bull calf straight in the brain between the eyes with a sledge hammer and had the meat hung up to chill before nightfall." Although seemingly simple and backward, Momma clearly describes the differences between her two daughters, the conflict that comes about with Dee's homecoming and the choices she is forced to make between her two girls. Maggie and Dee are two sisters that are as different as night and day. When Momma talks of Maggie, it is with a sad and gentle reflection of this daughter's lot in life. "Have you ever seen a lame animal, perhaps a dog run over by some careless person rich enough to be kind to him? That is the way my Maggie walks." Momma tells us, however that Dee, "She would always look anyone in the eye. Hesitation was no part of her nature. " Where Dee is pretty and bright, Maggie is scarred and slow. Momma seems more content being in Maggie's presence, having more in common with her than with her daughter Dee. She and Maggie tend the house together, ... ...py and shout." The daughter who has the deeper family values, who understands the true nature of heritage will be getting the quilts. Although Dee tells momma "You just don't understand ... your heritage." it is she who does not understand the significance of what she holds in her hand. By making Momma the narrator, Alice Walker has given us a simple but clear viewpoint. Listening to Momma's voice, we can better understand the background that makes two daughters so opposite. Momma helps us comprehend the confusion and conflict that Dee's arrival back home brings, and how everyone reacts. Through momma's narration, we can follow her thought process as she wrestles with the decision of who should get the quilts. Without Momma, the reader would not feel as intricately involved in the story or identify with the emotions Alice Walker incorporates in "Everyday Use."

Tuesday, September 17, 2019

Banana Floor Wax Research Paper

Pamantasan ng Lungsod ng Marikina Brazil St. Greenheights Subd. Concepcion 1, Marikina City INVESTIGATORY PROJECT â€Å"Peel, da Banana Wax† MEMBERS: Alad, Mary Anne C. Aresgado, Jinky D. Casakit, Lowie L. Ducay, Gilrose T. Eroles, Ronalyn B. Gamboa, Geralyn S. Garcia, Christine O. Inocencio, Jellica C. Lobreo, Danica B. Lorayna, Ellen Grace L. Novelero, Annalyn R. Resuento, April Siena I. Mr. Ryan H. Lim ACKNOWLEDGEMENT The researchers would like to give their warm heart-felt gratitude to the persons who gave their knowledge regarding to this project and helped to conduct this for the success of the researchers. The parents who gave their full support to the researchers through expenses, time and efforts. The classmates and friends of the researchers which are always there for them and also the people who contributed their ideas and thoughts. To the researchers subject teacher, Mr. Ryan Habijan Lim for letting us to do this research. Last but not the least, to our dear God, for guiding and protecting the researcher always and for giving those persons to made this all possible. TABLE OF CONTENTS CHAPTER I: The problem and its settings Statement of the problem Importance and Significance of the study Definition of terms Scope and Delimitation of study Conceptual Framework CHAPTER II: Related Literature Studies CHAPTER III: Methods of Research and Procedure CHAPTER IV: Analysis Presentation and Interpretation of Data CHAPTER V: Summary, Conclusion & Recommendation CHAPTER VI:  Bibliography Chapter I: The problem and its setting The Statement of the problem: a) Can banana be an alternative source in making a floor wax? b) Can Pandan leaves helps to lessen the original odor of a particular products? MISSION: To know if the banana peels can be an alternative source of making floor wax and also to create a floor wax that has a less odor compared to the other floor wax that we had. To inform are target market that they can create floor wax by using banana peels. The purpose of this research is to innovate the reusable banana peels to lessen environmental waste. VISION: In 2015, we tend to educate families that they can make a home made floor ax by themselves. In this case, they can save money as well as they can save mother earth. We also want to extend the knowledge to those in the public schools who mostly used floor wax to make their classroom floor shiny. This will educate them that they can make an alternative floor wax instead of buying commercial floor wax. Importance and Significance of the Study This study can give benefits to the people especially to the poor ones to save money for their other needs. Especially in schools, it will give a benefit to the students as well as their parents to save money. Not only on that, this study help people who really used a floor wax in school or even on their house that their health are not affected because we did this wax to lessen the odor of original floor wax. * Scope and Delimitations of Study This study is only limited for the investigation of banana used as alternative source for floor wax making. We chose this study for further investigation if the banana can be an effective source for floor wax and how we can help our mother earth though we are only a student. Definition of Terms a) Banana Peel – main ingredient in making floor wax. b) Pandan leaf – the beneficial plant gave our product an aroma. c) Crude fiber – * Conceptual Framework INPUT * Banana Peel * Pandan Leaves * Candle * Kerosene * Dye OUTPUT An alternative floor wax which is eco-friendly and not hazardous to children’s health. PROCESSAll the materials should be prepared.Slice the Banana and Pandan.Crush the candles.Use a casserole to boil a 2cups of water.Boil the pandan within 30minutes.Put the banana peel together with the pandan.Put a 1/2cup of kerosene and 3 teaspoon of cooking oil and dye.Observe the color to know if the extract of the Banana Peel change.Strain and squeeze the banana peel with pandan.Put the crushed candles into casserole and until it melts.Combine the melted candles and the extract of banana peel with pandan.Wait until it forms like a wax.Chapter II: Related  Literature Studies BANANA  is the  common name  for a fruit and also the  herbaceous  plants of the  genusMusa  which produce the commonly eaten fruit. They are native to the tropical region of  Southeast Asia  and  Australia. Today, they are cultivated throughout the  tropics. Banana plants are of the  family  Musaceae. They are cultivated primarily for their fruit, and to a lesser extent for the production of fiber and as ornamental plants. As the bananas are mainly tall, upright, and fairly sturdy, they are often mistaken for trees, when the truth is the main or upright stem is called a pseudostem, literally meaning â€Å"fake stem†, which for some species can obtain a height of up to 2–8 m, with  leaves of up to 3. 5 m in length. Each pseudostem would produce a bunch of yellow, green, or even red bananas before dying and being replaced by another pseudostem. Banana leaves are widely used as plates and for lining cooking pits and for wrapping food for cooking or storage. A section of leaf often serves as an eye-shade. In Latin America, it is a common practice during rains to hold a banana leaf by the petiole, upside-down, over one's back as an â€Å"umbrella† or â€Å"raincoat†. The leaves of the ‘Fehi' banana are used for thatching, packing, and cigarette wrappers. Pandan is widely known for the many uses it contributes to us. It is a very beneficial plant that provides many useful things for our day to day life. The aroma of the  pandan leaves  is unique very hard to describe. It is somewhat nutty, similar to fresh hay which is eventually pleasant. You can also found this kind of aroma in some varieties of rice that are grown in South East Asian countries. A good example to that is the Thai Jasmin Rice. The distinct development of the aroma of the said leaves is best when it is wilting because the freshly picked pandan leaf is eventually odourless. But if you dry it, it would surely lose the aroma very quickly. On the other hand, the flavour component of the said plant is still unknown. Some experts suggested that the aroma comes from a volatile product of oxidation degragation of a yellow carotenoid pigment fround on the plant and forms only when the plant is withered. In that aspect, the pandan leaves is also similar to rose and saffron which also has a caratenoid derived aroma compound that makes it smell extra good. Pandan leaves  are a very famous plant in some Asian countries. It contributes a lot in many different ways but most distinctly to enhance the aroma of rice and other rice products, maybe because Pandan leaves has a hay-like odour. There is also other usage of pandan leaves that would contribute a lot to us. The following common usages of  Pandan Leaves  are as follows. The most common use of pandan leaves, especially people in Asia, to add a subtle flavour of pandan in your food. It contributes a very good smell when added in the top of the rice so that, it will produce a good smell. It is very useful since it can add appetite to anyone who will eat the cooked rice. People in Asian countries tend to enjoy eating that kind of rice. It is also best if you add coconut milk together with pandan leaves in the cooked rice. That will result to a very special taste you could ever imagine. You could not compare its taste to anything. It is simply delicious that you can forget it comes from pandan leaves. Another useful thing you can produce through pandan leaves is that you can create a paste out of it. This kind of paste can be use in several kinds of recipes. You just simply cut the leaves, 1 inch each leaves, then place it in a pot at the stove. Add a cup of water to it and place as many leaves as long as it fits the pot. Boil the said mixture. Wait until the leaves are soft. Allow some water to evaporate. Lastly, process the water and the in a food processor to create a paste. By following those simple steps, you will be able to create something useful out of pandan leaves. Floor wax can be made out of used candle by heating the used candles till they melt completely, then we add a little kerosene to the melted candles. This is an excellent polish especially for wooden floors as they keep termites away. Organic matter is the peel's principal constituent. Proteins account for 0. percent by weight of the peel, lipids are 1. 7 percent, carbohydrates are 59. 1 percent and crude fiber is 31. 7 percent. This composition makes the peel a good animal feedstock. Wood flooring brings an old time, rustic elegance to your home that lasts a life time. Unfortunately, many home owners do not know the correct way to clean and care for their wood floors. A common method for cleaning wood floors is with the use of oil soap. Many wood floori ng manufacturers state that using oil soap on your flooring will void the warranty. Oil soap is essentially vegetable oil and vegetable oil leaves a residue behind. For centuries, people have used kerosene to clean their wood flooring. Kerosene will not only keep your floors from looking dull, but it removes heal marks, crayon and lipsticks without causing harm to your floors Chapter III: Methods of Research and Procedure Procedures:All the materials should be prepared.Slice the Banana and Pandan.Crush the candles.Use a casserole to boil a 2cups of water.Boil the pandan within 30minutes.Put the banana peel together with the pandan.Put a 1/2cup of kerosene and 3 teaspoon of cooking oil and dye.Observe the color to know if the extract of the Banana Peel change.Strain and squeeze the banana peel with pandan. 10. Put the crushed candles into casserole and until it melts.Combine the melted candles and the extract of banana peel with pandan.Wait until it form like a wax.Chapter  IV: Analysis Presentation and Interpretation of Data SURVEY QUESTIONNAIRE PART I SURVEY QUESTIONNAIRE PART II Chapter  V: Summary, Conclusion & Recommendation Summary: Floor waxing is essential to maintain the shiny gloss of wooden floors. However, if you find buying ready-made floor wax prohibitively expensive, it's possible to mix raw wax crystals and kerosene with banana peels to create a substance suitable for use polishing your wooden floors. This home-made floor wax will give a comparable shine and smoothness to that of commercial products, and the oil in the kerosene counteracts the banana peel's stickiness to ensure the finished sheen isn't tacky. Conclusion: Banana peel has its many uses. One of these is as an alternative resource in making floorwax. It contains good fiber that makes the wax smoother and shiner. It offers the same quality just like the other common floorwax can offer. Moreover, it is cheaper and has a nicer fragrance than the former. Recommendation: The researcher would highly recommended that we could use banana floor wax instead of busy commercial floor wax in the market because it is cheaper and fits in our budget. The researcher therefore concluded that banana floor wax could be used as an alternative source of commercial one. Chapter VI: Bibliography http://www. hort. purdue. edu/newcrop/morton/banana. html#Other%20Uses http://en. wikipedia. org/wiki/Banana Components of a Banana Peel | eHow. com  http://www. ehow. com/info_10033568_components-banana-peel. html#ixzz2KKGbgW6A How to Clean Wood Floors With Kerosene | eHow. com  http://www. ehow. com/how_6153768_clean-wood-floors-kerosene. html#ixzz2KKVytGce

Monday, September 16, 2019

12 Angry Men Essay

In 12 angry men there are many themes that are present one of the major themes that is found was present is, one determined and skilled individual can wield a lot of influence. Juror number eight is a â€Å"quiet, thoughtful, gentle man† he seesall points of the argument and wants to find the truth. On the other hand juror number three is â€Å"a very strong, very forceful, extremely opinionated man† his opinion is all that matters and if other people don’t agree with it they are automatically wrong. All of the characters in this story help develop the theme but in my opinion jurors number three and eight play a very large role in it. Juror three is a very outward with his opinion from the beginning. He lets everyone know what he thinks and that no one will be able to change his mind. In his mind his opinion is the most important thing and no one can say anything against it. When others try to look at all the facts and have a discussion he finds that it is pointl ess and a waste of his time because he will not change his vote from guilty and that means everyone else must be the ones to agree with him. See more: Satirical elements in the adventure of Huckleberry Finn essay This juror is a man who is very â€Å"easily excitable† as the say in the book many times. He will snap at any moment when someone else is trying to share their opinion just because they say something that doesn’t support what he thinks. His anger plays a large part in developing him as a character. There are many jurors that don’t want to deal with him and are scared to speak up to say what they think because there is no telling the next time number three will start to yell at them. The other characters see him as an angry man who is too stubborn to listen to what anyone else has to say. In this book juror three often explodes into extremely loud yelling while everyone else is trying to keep calm and decide on a fair verdict on the case. At one point during the story juror number eight is trying to calmly explain the facts and evidence that proves juror threes opinion wrong and instead of calmly listening like everyone else he tries to attack juror eight; having to be held back by three of the oher men. This shows a lot about his character as a man. He is a loud man set in his ways that has lived with one opinion on the situation nd isnt willing to change it. The boy who is being charged with allegedly killing his father is black and that causes a lot of mixed opinions within the jury room. Juror three doesn’t seem to like anyone who is black or from a certain area of town which is not the best. There is a larhe amount of prejudice in this book not only from juror three,  and it seems to alter a lot of the thoughts of some of the jurors. The way that he tries to influence people to be on his side is not very effective at all, no one wants to listen to him because all he does is yell and scream at them without backing up what hes saying with any facts. Juror number eight also has a set opinion from the beginning of the story but he has a completely different way of approaching things. He is very quiet and keeps his thoughts to himself at the beginning. When it gets to talking about facts and evidence he has a lot to say but doesn’t try and force the other jurors to agree with him. He only wants to fully discuss all of the information that has been presented to try and determine what the fair verdict should be. At first I don’t think he was even 100% sure that he wanted to vote not guilty he did it mostly because a boys life is at atake and he couldn’t let that go without talking about it. Juror eight is a calm man who is very nice and tries his best to state what he thinks is right but not do it in a forceful way. He isnt saying that there is only his opinion on the case but he also doesn’t say that what anyone else thinks is wrong. This man wanted only to try and come to find the truth instead of just saying that the boy is guilty without full examining everything. Juror eight took the time to look at the facts and put personal opinions aside which is the compete opposite of what juror number three did. The way that he stayed very calm even when everyone else was yelling at each other is one thing that I think really helped influence othe r jurors to change their vote. Even after jjuror wight said only a few things they tooka asecond vote and he already had convinced someone to agree with his view on the case. The way he could calmly debate what everyone else was gettinginto large arguments about without changing from the very calm and not outspoken person that he is was a large factor in amking other people change their vote. He brought up very valid points that no one else would have thought twice about without him. By keeping his personal feelings on the boys race etc he was able to come up with a better end result than that of everyone else. He is a very influencial man who was really only looking for the truth in a case that is made up of a lot of lies and exxagerations. Juror eight and juror three might seem like complete opposites who could never be thought of as having some things alike. This though is not completely true. Yes, they have very different personalities and ways of going about explaining their  opinions but there is some similarity. They both have aclear stance on whether or not they think the boy is guilty. Also they both want to convince the rest of the jury that their opinion is right. Even through all the arguments and yelling that was done they do have a couple of things that are similar between them. The way that everyone in this book especially juror eight debated his point shows how someone who is determined and who knows what they are saying can convince many to believe their side. Juror eight in the end got everyone to vote not guilty because of the way he went about explaining his point. He didn’t yell and just say that his opinion was right just because he thought so, there was evidence to back it up that no one else would have seen if it weren’t for him. 12 Angry Men Essay 12 Angry Men (1957) is a gripping and an engrossing examination of 12 jurors who are deciding the fate of a young Puerto Rican boy in a murder trial. It is phenomenal that a movie with a running time of just 96 minutes and shot in just one room could be so impactful and so intellectually stimulating that it could be a source of immense learning for generations to come in the field of psychology, social psychology, Organizational Behavior anddecision making. In this paper, we will be exploring 3 wide dimensions/theories in the field of OB and their application in the movie by citing specific examples from the film. We will start off by exploring the phenomenon of Perception and Individual Decision Making where we would be exploring the decision making process at an individual level, explaining the underlying theories and biases involved in individual decision making and try to map those to specific instances in the film. This will be followed by a discussion on the phenomenon of Group Behavior with particular emphasis on group formation, group decision making and Groupthink. Finally, we will explore how Personality influences the decision making environment. Perception and Individual Decision Making One of the theories that were seen at play was Attribution Theory. Attribution theory is a phenomenon that is characterized by individuals observing behavior followed by an attempt to gauge whether the event was externally or internally caused where internal causes under the person’s control while external causes are not. For example, the architect made more external attributions to the boy’s behavior, citing that the boy had been slapped around all his life and was of the view that external attributions could not provoke something as grave as murder. On the contrary, the angry juror who ran the messenger service and was a distraught father made internal attributions about the boy’s behavior, reflecting that kids these days don’t respect their adults and have lost their sense of morality. Furthermore, the old loud mouthed bigot stubbornly advocated a guilty verdict just because the young boy was from a slum and hence his reasoning that all slum kids are inherently rotten; a classic case of stereotyping whereby judgments are made about the person just because he belongs to a particular group. One of the most startling observations in the film was the manifestation of fundamental attribution error. Fundamental attribution error refers to the tendency to underestimate the influence of external factors and overestimate the influence of internal factors when making judgments about the behavior of others. In simple words, we blame people first, not the situation. For example, the distraught father cited the boy’s shout â€Å"I’m gonna kill ya† as an indication of the boy’s murderous rage. However, when he was enticed by the architect later in a discussion after being called a sadist, he too shouts, â€Å"I’m gonna kill ya† but he does not really mean it. It was just the situation that elicited such a response. Similarly, the stock broker assumed that the boy’s inability to recall the movies he went to meant that he was lying and not that he may have not been able to recall it due to the situation, trauma and mental stress. The realization came, when he himself was not able to recall the movies he went to just a few days back even when he was not under any stress. A confirmation bias in decision making is referred to as selecting and using only facts that support our expectation and ignoring disconcerting facts. Since all but one of the jurors had an expectation of a guiltyverdict, they all confirmed their biases by continuously reiterating those same twisted facts that confirmed their expectations and nobody but one stopped to question. As a result of this bias, they genuinely overlooked certain pieces of information that would have caused confusion and chaos in their minds. For example, they did not realize that the old man was walking with a limp and thus he could not have reached the door in a mere 15 seconds. Secondly, they failed to see the marks on the old woman’s eyes who testified to have seen the killing. Thirdly, that the knife that was used for the killing was not all that unusual and finally, that it would have been impossible for anybody to hear, â€Å"I’m gonna kill ya† at the same time as a noisy L train was passing by. Group Behavior It is interesting to note that the five stages of Group Development Model can be quite clearly captured in this film. In the first stage that is of forming members feel much uncertainty. This uncertainty was evident up until the first vote when all the jurors were trying to get to know each other and trying to ascertain how the others felt about the case. For example, the angry man who ran a messenger service had first interacted with the timid bank clerk and had expressed his frustration over how the lawyers would keep on talking and talking on an â€Å"open and sure case like this†. There was an air of uncertainty even when Mr.  Foreman was ascertaining a seating arrangement and the loud mouthed bigot questioned as to what difference it made. In the second stage that is storming, there are lots of conflicts between group members. This was seen from the first vote which resulted in an 11:1 in favor of guilty to a 10:2 vote after which the other members started to shrug of the environment of forced conformity and genuinely were interested in discussing further. During the storming stage, many conflicts arose such as the argument between the loud mouthed garage owner and the guy from the slum and then Mr.  Foreman getting upset how irreverent the garage owner was in his effort to try and keep things organized. In the norming stage, members have developed close relationships and cohesiveness. This was seen from the 10:2 vote to a 6:6 vote when members chose to identify themselves closely with the members who were supporting their decision. It started when the architect gambled for support by calling for a vote through secret ballot. In the performing stage, the group becomes fully functional. This was seen from a 6:6 vote all the way till a unanimous â€Å"not guilty† verdict. This period was characterized by clear argumentation from both sides, save a few instances such as the unreasonable change of vote by the baseball fan and the ridiculous shouting by the garage owner. The architect was making clear and consistent arguments and casting a clear doubt in the testimonies of each of the witnesses and being supported by others who favored a â€Å"not guilty† verdict such as the old man who very astutely identified the marks on the woman’s nose who testified to have seen the actual killing. One of the most important aspects of group behavior that is depicted in this film is the idea of Groupthink and Groupshift. Groupthink is depicted in situations where group pressures for conformity deter the group from critically appraising unusual, minority and unpopular views. When the initial vote was taken public, several jurors, who later expressed the uncertainty over a guilty verdict, chose to comply with the group in an effort to confirm to the majority and the architect was the lone man standing. For example, it seemed as if the guy from the slum was unsure and he did not say much but just went with the majority at the beginning. Furthermore, the old man also initially confirmed with the group but switched when the vote was private and finally the baseball fan very blatantly went along with the majority or the dominating group which was seen when he changed his vote to â€Å"not guilty† just to break the deadlock and because the â€Å"not guilty† group was gradually getting stronger. Groupshiftoccurs when discussing a given set of alternatives and arriving at a solution, group members tend to exaggerate the initial positions that they hold. This causes a shift to a more conservative or a more risky behavior. This was seen when the angry, distraught father brought in his prejudices about teenagers in general which was followed by seemingly vindicating facts highlighted by the astute stock broker further pushed the group towards a risky â€Å"guilty† verdict. Even the architect came under pressure and agreed to comply if everyone voted â€Å"guilty† by a secret ballot. Personality The personality of the architect is particularly of interest. One of the attributes that he demonstrated was consistency which encompasses loyalty to a particular idea. Throughout the film, he always remained consistent in his opposition to the majority which essentially made other question their judgment. For example, the old man changed his vote simply because he felt that if someone is defending his vote with such conviction, then he may have some important points to make. He also scored high on agreeableness because he was good-natured, cooperative and trusting and did not appear rigid. For example, he pointed that he didn’t necessarily think that the majority was wrong. He just wanted to talk more about it which showed that he was consistent, yet open minded. He also scored high in emotional stability because he was calm, self-confident and secure under stress. It is difficult to remain calm and cool under a stress offered by personalities like the astute stock broker, the loud mouthed garage owner and the angry man who ran a messenger service. His counterpart and the antagonist scored relatively low on emotional stability simply because he lost his temper on a lot of occasions which swayed the group against him. For example, in his emotionally unstable state, he wrongly accused the guy from the slum for hanging after a â€Å"golden voice starts preaching†. Moreover, he started to bring his own downfall when he said things in an emotional burst such as when he himself concedes that the witness was an old man and couldn’t have been positive about anything. And then when he was enticed by the architect himself, he shouted, â€Å"I’m gonna kill ya† and hence disproved his own arguments about how this very statement could actually lead to murder. The architect also scored high on conscientiousness because he was responsible, dependent, persistent and organized. He would look at each testimony and very make a conscious effort to investigate the little details for any evidence of inconsistency that would lead others to have a reasonable doubt in their minds. For example, he ordered the blueprint of the old man’s house and emulated his limping walk to the door the exact distance so see if the old man could really reach the front door in 15 seconds. The application of the following three areas of organizational behavior helps us to give an academic bent to the film and helps us appreciate the true genius behind a 1957 drama film. 12 Angry Men Essay In the movie, 12 Angry Men, an 18 year old boy from a slum is charged with murder. He is put on trial for being accused of stabbing his father in the chest with a knife. Some of the first ten amendments of the Bill of Rights are shown in this movie such as the fifth and sixth amendments. According to the Fifth Amendment when there is a jury trial all 12 jurors must make a unanimous vote on whether or not the defendant is innocent or guilty. 12 Angry men shows how one man votes the 18 year old boy is innocent while all the others are hung up on believing he is guilty. The one innocent voting man then does his best and gradually over a few hours begins convincing more and more of the 12 men that he is innocent. Also in the Fifth Amendment it states that people have the right to be a witness or to not be a witness against themselves. In the movie a lady and an old man are on stand as witnesses to try and prove the defendant is guilty. The lady who lives across the street claims to have seen through the window and a passing train in the middle of the night that the boy stabbed his father. The old man claims to have heard the boy yell â€Å"I’m going to kill you†. Both witnesses’ stories have some faults to them. For instance, the lady wears glasses and in order for her to see the whole incident she would have had to wear her glasses to bed the night it happened. The old man lives by the lady and it would be hard to hear the boy shout â€Å"I’m going to kill you† over the roar of a passing train. The Sixth amendment allows a speedy and public trial to take place. A speedy trial doesn’t mean that it the trial only takes an hour until it’s solved. Time depends on how long due process takes or how many people are ahead waiting for trial. Also a speedy trial says the defendant is innocent until proven guilty. The 18 year old boy is said to be innocent for the accusations of murdering his father. Impartial jury plays an important role while on trial. The term impartial jury means that the people that make up the jury have no prior knowledge of the defendant’s guilt or innocence. This allows the defendant to get a fair trial. The men on the jury do not know the boy personally. In the movie one man claims that he was also from a slum so he can understand a little more about the boy’s life. This could help the juror to think more about the guilt or innocence. Also a juror has seen a knife fight before and knows that most people do not stab downwards into the chest area if they are shorter than the person being stabbed. This also breaks down the facts to help determine if the defendant in the movie is innocent or guilty. Without the first ten amendments of the Bill Of Rights there would be chaos. 12 Angry men demonstrate how the Fifth and Sixth Amendments help a lot when it comes to trial. If there were none of these important Amendments people would get accused and have an unfair trial leaving a bad result for the person and others around them. 12 angry men Essay 12 Angry Men Submitted by: Pam McDonald E-mail: Pam_McDonald@nifc.blm.gov Phone: 208-387-5318 Audience Rating: Not Rated Released: 1957 Studio: United Artists/MGM Genre: Drama Runtime: 95 minutes Materials: VCR or DVD, television or projection system, Wildland Fire Leadership Values and Principles handouts (single-sided), notepad, writing utensil Objective: Students will identify Wildland Fire Leadership Values and Principles illustrated within 12 Angry Men and discuss leadership lessons learned with group members or mentors. Basic Plot: The jury of twelve ‘angry men,’ entrusted with the power to send an uneducated, teenaged Puerto Rican, tenement-dwelling boy to the electric chair for killing his father with a switchblade knife, are literally locked into a small, claustrophobic rectangular room on a stifling hot summer day until they come up with a unanimous decision – either guilty or not guilty. The compelling, provocative film examines the twelve men’s deep-seated personal prejudices, perceptual biases and weaknesses, indifference, anger, personalities, unreliable judgments, cultural differences, ignorance and fears, that threaten to taint their decision-making abilities, cause them to ignore the real issues in the case, and potentially lead them to a miscarriage of justice. (http://www.filmsite.org/twelve.html) Cast of Main Characters: Martin BalsamJuror 1 (Foreman; coach) John FiedlerJuror 2 (Bank clerk; inexperienced juror) Lee J. CobbJuror 3 (Angry gentleman with photo of son) E. G. MarshallJuror 4 (Stock Broker) Jack KlugmanJuror 5 (Grew up in the slums) Edward BinnsJuror 6 (Painter) Jack WardenJuror 7 (Sports fan) Henry FondaJuror 8 (Architect; Man who doesn’t know) Joseph SweeneyJuror 9 (Nice older gentleman) Ed BegleyJuror 10 (Prejudiced older gentleman with cold) George VoskovecJuror 11 (Foreign watchmaker) Robert WebberJuror 12 (Advertising Executive; doodler) Facilitation Options: 12 Angry Men illustrates an abundance of leadership values and principles—especially an emphasis on teamwork, the decision making process, and Socratic leadership. Students should have few problems identifying those that correspond to the Wildland Fire Leadership Values and Principles. The objective is not to identify every leadership principle but to promote thought and discussion. Students should be less concerned with how many principles they view within the film and more concerned with how the principles they do recognize can be used to develop themselves as a leader. Obtain copies of the Crew Cohesion Assessment Tool, developed by Mission-Centered Solutions, from the Wildland Fire Leadership Development website (http://www.fireleadership.gov/toolbox/documents/Crew_Cohesion_Assessment.pdf) for use with Guided Discussion, #1. If you have not used this tool, this might be an excellent opportunity to do so. The film can be viewed in its entirety or by clip selection, depending on facilitator intent and time schedules. Another method is to have the employee(s) view the film on his/her own and then hold the discussion session. Full-film Facilitation Suggestion: When opting for the full-film method, the facilitator should determine a good breaking point near the middle of the film. 1.Review the Wildland Fire Leadership Values and Principles with students. 2.Advise students to document instances within the film that illustrate/violate the Wildland Fire Leadership Values and Principles on the handout provided. 3.Break students into small discussion groups. 4.Show students 12 Angry Men. 5.Break. (Suggestion: When the jury takes their break.) 6.Begin the guided discussion. 7.Provide a short synopsis with some â€Å"ticklers† to pay attention before beginning the rest of the film. 8.Resume the film. 9.Have students discuss their findings and how they will apply leadership lessons learned to their role in wildland fire suppression. Facilitate discussion in groups that have difficulty. 10.Wrap up the session and encourage students to apply leadership lessons learned in their personal and work lives. Clip Facilitation Suggestion: 1.Review the Wildland Fire Leadership Value or Principle targeted for discussion. (May be given or ask students to identify the value or principle being illustrated after viewing the clip.) 2.Show the clip. 3.Facilitate discussion regarding the selected clip and corresponding value and/or principle. 4.Break students into small discussion groups. 5.Have students discuss their findings and how they will apply leadership lessons learned to their role in wildland fire suppression. Facilitate discussion in groups that may have difficulty. 6.Wrap up the session and encourage students to apply leadership lessons learned in their personal and work lives. Mentor Suggestion: Use either method presented above. The mentor should be available to the student to discuss lessons learned from the film as well as incorporating them to the student’s leadership self-development plan. Encouraging individuals to keep a leadership journal is an excellent way to document leadership values and principles that are practiced. Suggest other wildland fire leadership toolbox items that will contribute to the overall leadership development of the student. Other References: Advanced Knowledge. Twelve Angry Men: Teams That Don’t Quit. Facilitator Guide. 1998. (Goes with the Targeted Learning Corporation reference below.) http://advancedknowledge.com/twelve.pdf Clemens, John K. and Wolff, Melora. Movies to Manage By. Chapter 6 – â€Å"Socratic Leadership—12 Angry Men,† pp. 117-137. 1999. Kouzes, James and Posner, Barry. The Leadership Challenge. Third Edition. 2002. www.theleadershipchallenge.com Patnode, Major Norman H (USAF). Program Management and Leadership. The Socratic Method – Leveraging Questions to Increase Performance. November-December 2002. Targeted Learning Corporation. Twelve Angry Men – Teams That Don’t Quit http://www.targetlearn.com/documentation/TWEL000.pdf University of Chicago Graduate School of Business, Managerial Psychology. Summary of Class Discussion on â€Å"Twelve Angry Men,† with connections toâ€Å"Six Principles of Group Decision Making.† 2005. http://gsbwww.uchicago.edu/fac/joshua.klayman/teaching/ManagerialPsych-05B/3-12%20angry%20handout-2005B.doc. Hyperlinks have been included to facilitate the use of the Wildland Fire Leadership Development Program website. Encourage students of leadership to visit the website at http://www.fireleadership.gov. Wildland Fire Leadership Values and Principles Duty Be proficient in your job, both technically and as a leader. Take charge when in charge. Adhere to professional standard operating procedures. Develop a plan to accomplish given objectives. Make sound and timely decisions. Maintain situation awareness in order to anticipate needed actions. Develop contingencies and consider consequences. Improvise within the commander’s intent to handle a rapidly changing environment. Ensure that tasks are understood, supervised and accomplished. Issue clear instructions. Observe and assess actions in progress without micro-managing. Use positive feedback to modify duties, tasks and assignments when appropriate. Develop your subordinates for the future. Clearly state expectations. Delegate those tasks that you are not required to do personally. Consider individual skill levels and development needs when assigning tasks. Respect  Know your subordinates and look out for their well being. Put the safety of your subordinates above all other objectives. Take care of your subordinate’s needs. Resolve conflicts between individuals on the team. Keep your subordinates informed. Provide accurate and timely briefings. Give the reason (intent) for assignments and tasks. Make yourself available to answer questions at appropriate times. Build the team. Conduct frequent debriefings with the team to identify lessons learned. Recognize individual and team accomplishments and reward them appropriately. Apply disciplinary measures equally. Employ your subordinates in accordance with their capabilities. Observe human behavior as well as fire behavior. Provide early warning to subordinates of tasks they will be responsible for. Consider team experience, fatigue and physical limitations when accepting assignments. Integrity  Know yourself and seek improvement. Know the strengths/weaknesses in your character and skill level. Ask questions of peers and superiors. Actively listen to feedback from subordinates. Seek responsibility and accept responsibility for your actions. Accept full responsibility for and correct poor team performance. Credit subordinates for good performance. Keep your superiors informed of your actions. Set the example. Share the hazards and hardships with your subordinates. Don’t show discouragement when facing set backs. Choose the difficult right over the easy wrong. 12 Angry Men 1.Document film clips illustrating the Wildland Fire Leadership Values and Principles. 2.Discuss leadership lessons learned from the film with group members or mentor. Duty Be proficient in your job, both technically and as a leader. Make sound and timely decisions. Ensure that tasks are understood, supervised and accomplished. Develop your subordinates for the future. Respect Know your subordinates and look out for their well being. Keep your subordinates informed. Build the team. Employ your subordinates in accordance with their capabilities. Integrity Know yourself and seek improvement. Seek responsibility and accept responsibility for your actions. Set the example. 12 Angry Men Guided Discussion 1.Using the Mission-Centered Solutions Crew Cohesion Assessment that your facilitator has provided, identify scenes in the movie that relate to the behaviors listed on the assessment. 2.Identify at least three positive behaviors or actions that you saw in the movie that can make your team more effective? 3.Which of the characters in the movie appear to be leaders? How effective are they? 4.One of the promotional posters for the movie stated â€Å"Life is in their hands – Death is on their minds. It explodes like 12 sticks of dynamite!† What does this statement imply about the situation and how does this relate to life on the fireline? 5.How does the decision-making environment of the movie parallel that of the wildland fire service? What lessons will you take from the movie to make your team stronger? 6.Juror #3 has sat on many cases and has a negative view of lawyers. He seemed to have determined guilt even prior to hearing the case. How does complacency affect decision-making and team effectiveness within the wildland fire community? Discuss instances of complacency that you have experienced. How did you handle those situations? 7.Juror #10 questions the Foreman’s ability to lead stating the Foreman is a â€Å"kid.† This in turn leads to the Foreman questioning his leadership skills. Discuss instances when you witnessed a supervisor disregarding suggestions from a subordinate because the supervisor felt the subordinate lacked the knowledge/experience to make such a suggestion. Was the supervisor’s concern warranted? How did you handle the situation? 8.Juror #7 changes his vote from guilty to not guilty in order to bring about consensus even though he believes the defendant is guilty. What Wildland Fire Leadership Values and Principles does the character compromise? 9.Individual jurors allowed personal feelings (age, ethnicity, class, prior relationships, etc.) to play a major role in determining their verdict of the defendant. How would you handle a crew/team member who allowed his/her personal feelings to compromise the group’s mission? 12 Angry Men The following clips illustrate the Wildland Leadership Values and Principles. These are only guidelines and may be interpreted differently by other views; they are presented as a guide for facilitation. Duty The judge gives the jury final instructions. (Issue clear instructions and clearly state expectations.) Juror #4 explains that is customary to take a preliminary vote. (Adhere to professional operating procedures.) Juror #8 does not intend to change anyone’s verdict; he just wants to talk. (Clearly state expectations.) A time limit is set on how long the jury will deliberate before declaring themselves a hung jury. (Develop a plan to accomplish objectives.) The Foreman of the jury had a responsibility to lead the group; he gives up. (Be proficient in your jub, both technically and as a leader.) Respect Juror #8 asks the right questions to invoke responses and action from Juror #3. (Observe human behavior as well as fire behavior.) Juror #6 defends Juror #9 when Juror #3 attacks the older gentleman. (Put the safety of your subordinates above all other objectives.) Each juror gives his reasoning for verdict. (Give the reason for assignments and tasks.) The Foreman gets Juror #8 the exhibits he wants even though he pretty much gives up his leadership role. (Take care of your subordinate’s needs.) Juror #8 agrees to give his reasoning although the goal of the group was to change his verdict. (Make yourself available to answer questions at appropriate times.) Integrity Juror #8 declares a non-guilty verdict. (Choose the difficult right over the easy wrong.) Juror #8 doesn’t know if the defendant is guilty or innocent; just wants to talk. (Ask questions of peers and superiors.) The foreman loses his composure as a leader. (Don’t show discouragement when facing set backs.) Jurors change their verdicts after listening to others. (Actively listen to feedback from superiors.) Jurors #3 and 10 realize personal issues have clouded their judgment. (Accept full responsibility for and correct poor team performance) 12 Angry Men Guided Discussion – Possible Answers 1.Using the Mission-Centered Solutions Crew Cohesion Assessment that your facilitator has provided, identify scenes in the movie that relate to the behaviors listed on the assessment. Answers will vary, but may include: Judge debriefs the jury and provides final instructions—commander’s intent. (Learning and Communication) Conflict occurs many times between jury members—some are addressed. (Conflict) Jury members begin to feel the  environment change and trust is built. (Trust) Juror #8 discusses the need to uphold the U.S. Constitution—historic implications. (Teamwork) The jury is able to transition between high-stress and low-stress conditions. (Effectiveness) The jury comes to consensus. (Leadership) 2.Identify at least three positive behaviors or actions that you saw in the movie that can make your team more effective? Answers will vary, but may include: Not rushing to conclusions. Taking time to discuss a situation or topic. Talk openly and honestly. Promote team member equality. Learn more about one another—address diversity. 3.Which of the characters in the movie appear to be leaders? How effective are they? Answers will vary. Students should identify two prominent leaders—Jurors #1 and #8. Many instances exist when individuals assume a leadership role. 4.One of the promotional posters for the movie stated â€Å"Life is in their hands – Death is on their minds. It explodes like 12 sticks of dynamite!† What does this statement imply about the situation and how does this relate to life on the fireline? Viewers notice a very explosive environment—hot and humid day, lock down, diversity and age differences—even before deliberations begin. A control for leadership is waged at the beginning when members attack and overrule the foreman’s idea of a secret ballot. Once the vote is taken, an all-out war is waged against the one dissenter. These same situations are found in the wildland fire community. Firefighters are faced with explosive situations daily. Being able to handle decision-making under stress is critical to completing the mission in a safe and efficient manner. 5.How does the decision-making environment of the movie parallel that of the wildland fire service? What lessons will you take from the movie to make your team stronger? Answers will vary, but may include: Wildland firefighters must make decisions that can ultimately affect the lives of others. Rushes to judgment/action can result in the loss of life. Individuals may not let their concerns be known for various reasons—not tough enough, administrative concerns, politics. Wildland firefighters owe a duty to one another to talk about questions and concerns they have. 6.Juror #3 has sat on many juries and has a negative view of lawyers. He seemed to have determined guilt even prior to hearing the case. How does complacency affect decision-making and team effectiveness within the wildland fire community? Discuss instances of complacency that you have experienced. How did you handle those situations? Answers will vary, but may include: A rush to judgment. Increased safety risks. Breakdown in crew cohesion. 7.Juror #10 questions the Foreman’s ability to lead stating the Foreman is a â€Å"kid.† This in turn leads to the Foreman questioning his leadership skills. Discuss instances when you witnessed a supervisor disregarding suggestions because he/she felt a subordinate lacked the knowledge/experience to make such a suggestion. Was the supervisor’s concern warranted? How did you handle the situation? Answers will vary. 8.Juror #7 changes his vote from guilty to not guilty in order to bring about consensus even though he believes the defendant is guilty. What Wildland Fire Leadership Values and Principles does the character compromise? Answers will vary, but may include: All three values are compromised in some manner. He has a duty to the defendant to obtain a fair trial and to address reasonable doubt issues. The other jurors deserve respect from him. He should be putting the needs of the defendant and the other jurors in front of his own needs to see the baseball game. He lacks the integrity to accept the responsibility of being a juror and upholding the structure of the U.S. Constitution and the legal process. Numerous principles with the values are also compromised. 9.Individual jurors allowed personal feelings (age, ethnicity, class, prior relationships, etc.) to play a major role in determining their verdict of the defendant. How would you handle a crew/team member who allowed his/her personal feelings to compromise the group’s mission? Answers will vary.