Beloved, Water Imagery Essay

We visually see water as a clear, constantly flowing object integrated in many areas such as an ocean, a pool, or even a simple cup. But sometimes we do not see the meaning water can have and it’s relation to society. In the novel Beloved, water is related to and involved in many instances that lead to a positive change. Characters like Sethe have experienced a situation in which she had to once escape sweet home, a former slave home, to go on to live a free life. Instances of rebirth or birth occur with Denver and Beloved being brought into the world. At the time, being a slave was hard and even harder when one was pregnant; one would still receive constant abuse, and for Sethe, it was a difficult life. Beginning a new life with a family could have been the start for so, but they would have to escape their slave homes. Therefore, it is seen that the motif of water serves as a positive concept for the characters and their future. At first, it is seen that Sethe, a black, female, pregnant slave who resides in sweet home, is under the care of a cruel man, schoolteacher, who enforced slave-like behavior. The brutality Sethe suffers gets to the point where she has to run away from sweet home in secure of a peaceful life. Captured, beaten, and under the control of schoolteacher after her attempt to run away, she does so again, despite being caught previously. Upon her arrival at the Ohio River, she sees a white girl by the name of Amy Denver, who aids in the birth of Sethe’s daughter as the canoe is being filled with water; her child is named Denver, after Amy Denver helped her. Later another character named Stamp Paid helps Sethe go across the Ohio River without any problems. The water in these scenes is significant because a new child is born, and without the water, it would be a harder process to deliver. With the help of Stamp Paid, Sethe goes over the Ohio River on the way to Baby Sugg’s house. The water also signifies the first steps to Sethe’s freedom by leaving sweet home and the cruel memories it has to her. Before heading to 124 with Denver and eventually meeting up with Paul D, Sethe makes a stop at Baby Sugg’s home in Cincinnati, OH. Baby Suggs could be viewed as an inspiration to the black community as she is aware of what slaves are going through. â€Å"She led Sethe to the keeping room and, by the light of a spirit lamp, bathed her in sections, starting with her face. Then, while waiting for another pan of heated water, she sat next to her and stitched cotton. Sethe dozed and woke to the washing of her hands and arms. † (Morrison, 109) The implication of Sethe’s face being bathed is that she is starting her life all over. The memories she has of being raped by schoolteacher’s nephews and constant abuse from schoolteacher are cleansed away by the water she is bathed with. The water in this context serves as a make-over for Sethe’s life, allowing her to move on from the past and to the future. In addition to seeing Sethe find her freedom through her escape, Paul D too had to find a way to get to 124 to be with her and Denver. Stuck in the abusive prison camp in Alfred, GA, the prisoners are kept in their cells all day by rain: â€Å"It rained. In the boxes the men heard the water rise in the trench and looked out for cottonmouths. They squatted in muddy water, slept above it, peed in it†¦ it happened so quick he had no time to ponder†¦ one by one, from Hi Man back on down the like, thy dove. Down through the mud under the bars, blind, groping. † (Morrison, 109) The excessive rain that poured down to the ground created a muddy footing which gave the prisoners the opportunity to escape. Paul D took advantage of this situation to escape the prison camp to get to 124 to be with Denver and Sethe. Once again, it is seen that water is an essential positive concept for the characters in Beloved. Without the water’s presence, the muddy ground would not have allowed or helped Paul D and the rest to escape. The impact the water has on this scene is helping to facilitate Paul D after he has been enslaved for a long time. He and Sethe both start new paths because of the concept of water. Within the text, the motif of water is shown to be has an essential object which helps the slaves in different ways. The flatbed filled with water aids in the delivery of Denver. The water that Baby Suggs bathes Sethe with cleanses her past and rejuvenates her life to a brand new future. The torrential downpour Paul D experiences in his prison camp allows the ground to become an easy surface to escape from opening the way to a new future. And finally, the long Ohio River is used by Sethe uses to escape her â€Å"prison† with schoolteacher in Kentucky. All of these examples of water’s are positive leading out causes for these characters. Without water, the characters goes would have ended up much differently.

The Effectiveness of the Standardized Tests

Education has always been an issue in everyday life, and continues today to be very important. The effectiveness of statewide testing has been under much discussion as President Bush has made education a top priority in his administration. In my opinion however, the method used in Texas, TAAS testing, is not effective and should not be implemented nationwide because this method pressures teachers to teach specifically toward the test, specifically encouraging memorization and not learning, cramming knowledge for the TAAS, and rearranging school schedules to have time allotted specifically for TAAS reviews. First of all, school districts in Texas are evaluated on how well their school†s TAAS results are, thus urging teachers to repeatedly go over the same topics so the students are â€Å"assured† of passing TAAS. This results in students not learning the subject, but instead, memorizing. This method is great for short term, but often they review questions that might be asked on the test, then six months later the child forgets. For example, math teachers often teach how to work a specific â€Å"TAAS related† problem, rather than making sure students fully understand the total math concept. This can be very detrimental to the student†s comprehension and to other subjects they may take later in their school career. Furthermore, it seems that teachers have to cram as much knowledge as possible to cover certain test areas. Rather than exploring a wide variety of subjects and gaining as much knowledge as possible, the teachers must cram knowledge of certain subjects, knowing it will be part of the TAAS test. They perhaps have students at different levels and learning abilities, but often the brighter students are held back from learning more, until the slower students catch on and catch up to the entire class. This inhibits the gifted or talented students progress and they tend to be negatively impacted. Finally, the time factor must also be considered. Because so much emphasis is put on the TAAS test, it impacts class schedules. For example, teachers at my school have three days of the week devoted to TAAS preparation. Without having statewide testing, these days could be eliminated and other important topics could be learned. Rather than teaching students new information, often class time is taken up reviewing TAAS test questions. Although this class time may be beneficial to students struggling to pass the TAAS, those who do not need the help are wasting valuable learning time. As the saying goes, â€Å"The mind is a terrible thing to waste,† yet this seems to be what we are doing. We are teaching our students how to test, reviewing subjects redundantly, and teaching in such a way that bores even the average student. When time is spent on TAAS skills that a student has already mastered, it is literally a waste of time and talent. I hope that your state will consider doing the right thing, by not mandating statewide testing. Surely there are other ways we can evaluate our school systems and not put students in jeopardy or being held back from the joys of learning new information and our teachers from exploring new and exciting methods of encouraging students to learn.

Java impact on business Research Paper Example | Topics and Well Written Essays - 1250 words - 1

Java impact on business - Research Paper Example When focusing on technology and business there is need for a deeper understanding of one’s business in order to establish how technology can be applied to transform the particular business an individual runs. In this case the telecommunication equipments need to be ones best allies in business. This paper therefore seeks to explain Twitter as social network and communication App in communication technology through highlighting how the technology is a â€Å"game-changer† in business; and for which particular organization or industry it has lead to transformation; What the organizational benefits from using this particular technology; the downside/cost (monetary and non-monetary) of using this particular technology; and the potential application of using this particular technology in the future Twitter is a social networking free site with micro blogging services where registered members have a platform to share or broadcast their short posts therein referred to as tweets. It also allows the registered members to follow fellow registered members using their technology devices or other multiple platforms. Through posting on Twitter.com which is their domain, one can be able to broadcast their tweets, which may include information about events, their situation, or just personal opinions. Their followers can then reply t such tweets via text messages or through the site via the domain above. Therefore, twitter can become a viral conduit of information sharing where an individual can retweet other tweets making information go viral (Entrrepreneur, 2015). Twitter can be accessed through browsers on PCs or cellular phones. Similarly the communication tool is available as an APP installable on tablets or on cellular phones to enable an individual use it on the go. But how has twitter, a social networking site become a game changer in business? Communication is very important especially external communication that links the customers to the

Unit operation Essay Example | Topics and Well Written Essays - 1000 words

Unit operation - Essay Example The feed plate is the 10th tray from the top of the column. The height of the column is 21m above ground level. The minimum number of trays are required at total reflux is 18. The column diameter in the enriching section is 1.005 m and the column diameter in the stripping section is 1.39 m. The below feed is bigger than above with an average column diameter. The biggest diameter was selected of 1.39 m as an estimation of the overall column diameter. The type of tray used in this distillation design was Sieve trays. It singly passes liquid flow across. The tray is 5 mm thick and spaced 0.45 m apart. Every tray contains 5888 active holes with diameter 5 mm in each at a hole pitch of 13.5 mm. The pressure drop across each tray is approximately 1.22 kPa, resulting to a total pressure drop down the column of 36.6 kPa. This is insignificant and the total column is considered to be operating at the atmospheric pressure. The saturated feed enters at 103ËšC while temperatures at the top and bottom of the column are 100.86ËšC and 117.48ËšC, respectively. The total condenser used is a double pipe heat exchanger with a duty of 2417.85 kW while a horizontal thermosyphon partial re-boiler with a duty of 1495.32 kW was chosen. The method used in designing the distillation column is the McCabe-Thiel Method and design method outlined in Coulson and Richardson. An assumption of constant molar overflow (CMO) is made in this design.However; it was not an accurate assumption to make as it results in a significant error in the calculations. A summary of the key findings of the design is as illustrated in the flow diagram on page 2. 6.2. The reflux calculations are limited by the equilibrium data and on the assumption of CMO. The optimum reflux ratio is selected in correspondence to the lowest operating cost of the column. Hence if either of these assumptions are incorrect or the true optimum reflux ratio deviates

Sexual Predator Prosecution Research Paper Example | Topics and Well Written Essays - 750 words - 2

Sexual Predator Prosecution - Research Paper Example In order to further prevent their predatory activity, the registered sex offenders are prohibited to own or have in their possession a certain type of motor vehicle such as the ones used for the retail sale of frozen desserts which can hide children in it (New York State, 2006). These laws are constantly reviewed. A sexual offender that is registered and under surveillance who refuses to provide the necessary information demanded of him such as any change of address or address of the work location may be charged with class E felony once convicted. This means that he is bound to stay in prison for a period over a year. This also applies to the sexual offender that fails to comply with the laws on telephone use with special numbers or the internet restrictions on certain websites. If the offender commits the same crime twice or is convicted for the second time, then he will be charged with class D felony making him go back to prison for another term of not less than a year. If the sexual offender violates the section of the act on the issue of motor vehicle used, he is charged with class A misdemeanor which means he will go to prison for a term of not more than a year (New York State, 2006). The mandatory conditions given to sexual offenders and which is specified under several of Congress laws such as 18 U.S.C. 3583(d) and U.S.S.G 5D1.3 (a) specify that the defendant should not commit another offense while he is under supervision by the parole officer. He is also to avoid from use of control substances unlawfully and this may necessitate drug testing on an impromptu basis. The defendant is to also try and make restitution with the victim of the offense he committed which will under the supervision of the parole officer or even a police officer depending on the victim’s request but never alone (Brown & Campbell, 2010). The discretionary conditions imposed by the court only take place when there is

How does light and sound travel in water Essay Example | Topics and Well Written Essays - 750 words - 1

How does light and sound travel in water - Essay Example Usually, temperature varies from about 28Â °F around either North and South poles, or 90Â °F or above near the Equator or around the Tropics. Salinity or saltiness of the sea water, differs roughly from 32 to 38 ppt. Its impact on sound waves or sound speed is often minor, but salinity rates by the virtue of its location—for instance, near the land or masses of sea ice—can have remarkable impact. In constant coefficients, change in speed of sound through temperature changes increases by +3 meters per second; while there is approximately +.5 meters per second per change in 30 meters in sea depth; and by change of per ppt. salinity, about +1.2 meters per second; The SSP, or sound speed profile, is used to measure the combined effects of temperature, salinity and depth in relation to sound speeds. It is a vertical column of water consisting of an iso-speed layer (also called the mixed surface layer). Under it, there is a seasonal thermocline which measures down to 250 meters; and below, the larger main thermocline. Due to the changes of the water’s temperature, there exist variations in the SSP. Under the main thermocline, the temperature is usually constant. Also, because of depth, changes in pressure slowly increase and therefore give the dominant impact on the SSP. Absorption occurs when the energy in the sound waves is absorbed by the water itself, as sound moves through a body of water. It is followed by the shrinking of the original sound waves’ magnitude (amplitude). Light also travels in water, as sounds do, since it goes in waves. Water absorbs light and its different wavelengths at different values depending on the depth of the body of water, or the clarity or turbidity of the water. The speed of light depends on the optical density of the water—and light travels more slowly in water than it does in air. As water absorbs light, it reduces the light’s quantity and

Transportation Cost Fluctuation Due to Changing Crude Oil Prices Essay

Transportation Cost Fluctuation Due to Changing Crude Oil Prices - Essay Example Consequently, for an individual to move from the U.S. to the UK, he or she must use either air or ship as a means of transport to reach the destination. Most of the modern modes of transport used usually depend on oil as a source of energy. Oil used in the transport industry comes in the form of petrol, diesel and other forms of petroleum products. Apart from the transport sector, other sectors of the economy such as industries also depend a lot on oil as a source of energy. In fact, over the past decades, there has been a steady increase in global demand for oil due to globalization and industrialization taking place all over the world. Worldwatch Institute (8) notes that a substantial growth in energy demand in the world has began especially with China and India, which has the largest human population. He notes that from 2002 to 2004, world global demand increased by 5.3 percent with that of China alone increasing by 5.8 percent. Oil demand in other Asian countries increased by 5.8 percent combined. The increased demand is mainly attributed to the ever-increasing industrialization. Worldwatch Institute also reports that from 2002 to 2004, the US demand for oil increased by 4.9 percent, 10.2 percent with UK realizing a 6.8 percent increase. Other developed countries like Germany and Japan realized a drop in oil demand by 1 percent and 2.6 percent respectively. This prices are however not stable as they keep fluctuating depending on global demand. For instance, an increase in the oil demand usually leads to an increase in petroleum prices. Worldwatch reports that the increase in global demand for oil between 2004 and 2005 saw an increase in petroleum price from about $30 per barrel to $60 per barrel. Such a price fluctuation in oil price in turn affects the transport fares. The level to which fuel price fluctuations as affected by global demand for oil, which in turn affects transport costs can only be explained using supply and demand theories. This paper will discuss how fuel price fluctuation is affected by global demand for oil, which in turn affects the transportation cost. Surface Transportation Policy Project (1) argues that apart from the latest increase in gasoline prices, transportation cost mostly go unnoticed by an average America. This is despite the fact that an average American household spent close to 19.3 per cent per dollar in transportation in 2001. The report found out that it is the second largest expense category, which is three times more than heath care adding close to $7,633 per household every year just to get around. The survey found out that it is only housing that e xceeds transportation in terms of expenditure. He notes that in recent years, transportation consume a larger share of family budget. As such, the proportion of household expense grew from below 10 percent in 1935 to close to 14 percent by 1960 and a further 20 percent since 1972 to date. It was also observed that the growth of expenditures on transport closely followed the decline in transit use leading to an emergence of sprawl development (Surface Transportation Policy Project 1). This explains the principle of demand, which states that the higher the price of a product, the lower the quantity demanded, and the lower the price, the higher will be the demand for a product or service. In this case, the law of demand plays out in that the increase in household expenditure lead to a decrease in transit use which in turn lead to emergence of sprawl. This shift was due to the fact that it the only next cheapest alternative to the transit as a means of transport. Surface Transpo

Evaluate the renewable energy sector in the Netherlands, using Essay

Evaluate the renewable energy sector in the Netherlands, using Porter's Diamond model - Essay Example The country has one of the most advanced off shore wind industries in the world (Jansen, Ostertag and Waltz, 2011). The renewable energy sector enjoys a top-sector status in the country hence, enjoys exponential and far reaching investment by both government, private sector and even science and technology institutions are encouraged to build capabilities, conduct research and test technologies in the country at subsidized costs (Ibon, Eguino and Anil, 201). For the top-sector, there are top- teams consisting of scientists, senior officials, small and medium enterprise representatives and figureheads in the sector (Matschoss, 2011). These top teams are responsible for identifying necessary adjustments and foreseeable challenges and possible opportunities in the sector and promptly advice the investors, businesses, scientists and the government on the best approach for maximum impact (Lovinfosse, 2008). This pragmatic intervention in the sector has greatly improved innovations in the s ector for the Netherlands. The Netherlands also has an innovation contract in the renewable energy sector which primarily seeks to achieve the realization of European targets with regards to lowering emissions and sourcing at least 14 percent of total national energy consumption from Renewable Energy Sources (RES) that was made available in the year 2012.In the contract are substantive and financial agreements between companies, scientists and the government and its implementation started in 2012 and 2013.Even though not a producer herself, the Netherlands has a strategic locational advantage in terms of pipeline transit for gas for the North-West Europe (Bruekers, 2007). This ambitious measure has been taken by the government ownedcompanies, The Gas Union and EBN (Jeroen and Bruinsma, 2008). Demand Conditions: Renewable energy is extremely popular and enjoys favorable perception among

Taking Middle School Kids Back to the Adventurous World of Literature Essay Example for Free

Taking Middle School Kids Back to the Adventurous World of Literature Essay The problem is that middle school students in Texas do not practice leisure reading creating a deficit in their reading skills as measured by the National Center for Education Statistics. Texas students showed an upsetting lack of improvement in reading on the Nation’s Report Card. In 2011, the average score of eighth-grade students in Texas was 261. This was lower than the average score of 264 for public school students in the nation (National Center for Education Statistics, 2011). The purpose of this review of literature was to examine reading interventions to promote positive attitudes towards leisure reading. The need is to improve reading skills as reflected reading scores on the Nation’s Report Card. Students who do not take time to read tend to have poor reading skills and sadly many students in middle school choose not to read. The transition from elementary to middle school makes an impact to the student’s interests and pastimes. Middle school students read less due to time spent with peers, participation in sports activities and other after-school activities, and to a growing lack of interest in textual materials (Johnson, Mckenzie, Miranda Williams-Rossi, 2011). Once the students stop practicing leisure reading, they start struggling with reading. Studies confirm a decline in reading scores on standardized tests, a decline in attitudes towards reading and a growing number of students who have good reading abilities, but choose not to read (Rodriguez Lira, 1998). When students stop practicing leisure reading they stop exercising their vocabulary affecting their reading comprehension. â€Å"The goal of comprehending text is not easily attainable for many adolescents, who demonstrate consistent and persistent difficulties with reading for understanding. † (Vaughn, Klingner, Swanson, Boardman, Roberts, Mohammed, Stillman Spisak, 2011). According to rate and accuracy scores, middle school students have shown a tendency in declining grades. One of the reasons might be because decoding to reading comprehension drops in adolescence and older students have more highly developed strategies that reduce their confidence on word identification skills (Reed, 2010). Middle school students in Texas struggle with their reading skills because most of them do not practice leisure reading. Both qualitative and quantitative studies demonstrate a connection between success in school and the amount of leisure reading students do (Allington McGill-Franzen, 2003; Krashen, 1993, as cited in Hughes- TAKING KIDS BACK TO THE WORLD OF LITERATURE 2 Hassell Pradnya Rodge, 2007). The purpose of this literature review is to recognize the problem of students who choose not to read and find a possible solution to motivate them in devoting leisure reading time. There are a numerous of experimental, quantitative, qualitative, descriptive, correlational, and causal-comparative research studies done in the State of Texas and outside of Texas that have identified this problem and gathered data, important information, and suggested interventions to create possible solutions. According to Knulst Kraaykamp (1998), leisure reading is the reading students choose to do for pleasure; is the reading done for a hubby or fun, it is a non-school recreational activity. Students in elementary schools do practice leisure reading, but once students get to middle school this practice declines. For some reason many students who are good readers simply choose not to read (Beers, 1998). Students Do Not Comprehend What They Read One of the reasons students choose not to read it is due to the lack of reading comprehension making them lose interest in literature. In the article â€Å"Understanding the Cause of Intermediate and Middle School Comprehension Problems†, the authors were able to conduct a qualitative study by conducting a causal-comparative research. They determined the reasons of middle school students who struggle with reading is due to the lack of comprehension in specific vocabulary knowledge, background knowledge, or an understanding of subjects’ metaphors. They stressed students do not necessarily understand the meaning of words they are able to pronounce (Palumbo Loiacono, 2009). After analyzing their findings they describe data where it shows students in kinder garden were more exposed to narrative reading than to comprehension skills. They indicate that once the students get to middle school, it is now the teacher’s task to teach reading skills, comprehension strategies, vocabulary, and the multifaceted problems of subject matter text by using a variety of activities, supports, and scaffolds (Palumbo Loiacono, 2009). As a possible solution, they suggest using a strategy that has being used in the past since 1980 called Instructional Cloze (a story summary where every fifth word is deleted to be filled in the blank so students can be engaged in subject matter knowledge) to improve subject matter comprehension (Palumbo Loiacono, 2009). TAKING KIDS BACK TO THE WORLD OF LITERATURE 3 Many students don’t understand what they read, but comprehension is not the only reason they choose not to read for pleasure. Skills Alone Do Not Produce Readers On the other hand, Beers, the author of the article â€Å"Choosing Not to Read: Understanding Why Some Middle Schoolers Just Say No†, conducted a qualitative research and found out that skills alone do not produce readers. Reading experts recognize that some students leave school with the ability to read, but without the desire (Beers, 1998). Competency tests force many teachers to think they should focus more on reading skills than on reading pleasure (Maracek ,1978, as cited in Beers, 1998). According to Beers, reading can become a desired activity or an undesirable one. One of the great disasters of present-day education is not so much that many students leave school unable to read and to write, but that others graduate disliking reading even with the abilities they might have. Some of the reasons that indicates as to why students dislike reading is too much television, too little parental modeling, and too much emphasis on a skills approach to reading (Beers, 1998). In order to identify the different kind of readers in middle school, Beers gathered data by conducting interviews to reluctant reading students with openended questions on attitudes towards reading. After this, she provided descriptive data that displays characteristics of uncommitted, unmotivated and unskilled readers. With this data, she was able to see patterns of responses and understood students choose not to read for great number of reasons. Those patterns helped her to categorize types of aliteracy (Beers, 1998). In the Merriam-Webster dictionary, aliteracy is stated as the quality or state of being able to read but uninterested in doing so (hacker, 2012). Beers was able to observed devoted and inactive readers want to choose their own books, have teachers read aloud a few pages, meet the author, buy books at a book fair, keep a reading journal, go to the library, participate in panel debates, small group discussions or share books with friends. While uncommitted and unmotivated readers do want to choose their own books from a narrowed choice, have teacher read aloud entire book, compare movie to book, read illustrated books, do art activities based on books, read nonfiction material such as comic, sports, drawing, cars, fashion, make-up magazines (Beers, 1998). Beers TAKING KIDS BACK TO THE WORLD OF LITERATURE 4 did not give treatments to students in order to determine which reasons causes the distaste in reading, instead she conducted a survey to students about their feelings towards reading to gather qualitative data. Parents Modeling Leisure Reading According to the survey Beers conducted, parental modeling takes a big role in encouraging adolescents to literature practice. Devoted and inactive readers talked about their childhood where they remember seeing their parents reading to them at all times of the days and also remember their parents reading books in front of them, everywhere they were. On the other hand, many of the unmotivated students said their parents don’t read and they explain their parents used to read to them when they were kids but only before going to bed, it was an activity meant to keep them quiet and make them go to sleep. So they would see reading as a boring activity (Beers, 1998). This statement was also observed by researchers Hamston and Love, who conducted a quantitative and qualitative study at a private school. Their article is titled: â€Å"Voicing Resistance: Adolescent Boys and the Cultural Practice of Leisure Reading†. In this research the authors decided to focus on boys, leisure reading, and family reading dispositions due to the concerns raised in the literature regarding boys and literacy (Hamston Love, 2005). The study was conducted in a three year period at a private boy’s school. There were two stages in this research. In the first stage, Hamston and Love focused on 91 boys identified as good and committed leisure time readers. In the second stage, the researchers focused on 75 boys identified as mostly able readers who choose not to read. In both stages of the research, quantitative and qualitative data was gathered from each student through questionnaires about their reading practices, their parents, and the ways their parents share reading with their sons (Hamston Love, 2005). After observing and analyzing the questionnaires, researchers gathered quantitative and qualitative data where they were able to identify a similar culture for committed readers in the study; their parents guided them and facilitated them with leisure time reading. While reluctant readers show several acts of resistance and they lack enthusiasm to engage in the reading practices due to communication and relationships between these boys and their parents (Hamston Love, 2005). The TAKING KIDS BACK TO THE WORLD OF LITERATURE 5  research shows reluctant readers resist to reading novels since they are not highly motivated, they consider these privileged text. However, they are engaging in reading and interacting with multi-media, electronic and complex visual texts that relate to their lives as adolescents, but they still lack the passion in engagement to textual practice. (Hamston Love, 2005). The Leisure Reading Habits In a quantitative and descriptive research done at an urban middle school, Hughes-Hassell and Rodge (2007) found an interesting fact about the leisure reading habits. In this particular school, a study was conducted to collect data by administering a 5-page, 20-item questionnaire. It was focused on factors related to reading by choice. For example, whether or not adolescents read in their leisure time; if so, what, when and why do they read? The questionnaire contained multiple-choice and open-ended questions (Hughes-Hassell, Rodge, 2007). Seventy-two percent of the students indicated that they engaged in reading as a leisure activity, a finding that is consistent with other studies of adolescent reading. Twenty-two percent said they read â€Å"constantly†, and 50% indicated they â€Å"read when they get a chance. † Six percent of the adolescents indicated that they do not read; the other 22% said they read only for school (Hughes-Hassell, Rodge, 2007, p. 23-24). These descriptive data exposes good percentage of students who are engaged in leisure reading. However it also raises a question: Why do these adolescents’ reading scores at this particular school remain low when they reported that they engage in leisure reading? (Hughes-Hassell, Rodge, 2007). It has been proven that â€Å"students who read in their spare time become better readers, score higher on achievement tests in all subject areas, and have more content knowledge that those who do not† (Cunningham Stanovich, 1991; Krashen, 1993, as cited in Hughes-Hassell, Rodge, 2007). But why is the survey showing otherwise? Hughes-Hassell and Rodge suggest a possible explanation that it involves the type of reading they are doing. In their survey it displays that â€Å"books† are not the preferred leisure reading material for both male and female students. In the data gathered it shows 72% read magazines about sports, video games, and music. Forty four TAKING KIDS BACK TO THE WORLD OF LITERATURE 6 percent of the students liked reading comic books, 37% choose internet reading material and only 30% of the students read books for pleasure (Hughes-Hassell, Rodge, 2007). Reading magazines, comic books and internet material is considered light reading and according to Hafner, Palmer and Tullos (1986), light reading does not automatically result in an ability to read advanced material, it only provides motivation for more reading (Hughes-Hassell, Rodge, 2007). After the research was conducted and observations were made, the authors provided these are following suggestions for teachers and librarians. 1. Teachers and librarian should provide the types of materials students prefer, including magazines, comic books, and the Internet. 2. Students’ culture and heritage need to be respected by providing multicultural resources that are relevant to students’ lives, as well as resources in their first language. 3. It is important to talk to students to find out what they are passionate about. of them don’t have time to read after school. 5. Adequate fund must be provided for school and classroom libraries in low-income urban communities. 6. Summer reading must be encouraged because it is critical to summer learning. for â€Å"parents play a significant role in developing and sustaining the leisure reading habits of children and adolescents† (Kim, 2004; Strommen Mates, 2004, as cited in Hughes-Hassell, Rodge, 2007). 8. Teachers and librarians have to be passionate about the love of reading and display the books currently reading by the teacher or librarian. (Hughes-Hassell, Rodge, 2007). 4. Students must be provided with time during the school day to read, because some 7. It is imperative to partner with parents to promote and encourage leisure reading Struggling Readers and Silent Reading In the experimental research: â€Å"Silent Reading Manifestations of Adolescent Struggling Readers† conducted by the researchers Gilliam, Dykis, Gerla, and Wright, vital facts were found about the importance of adolescents practicing silent reading. TAKING KIDS BACK TO THE WORLD OF LITERATURE 7. Many struggling adolescents’ readers have not fully developed the skill to read silently, discouraging them from finding a passion for reading (Gilliam, Dykis, Gerla Wright, 2011). According to Miller (1972), efficient silent reading implies a strong correlation between a rapid reading rate and a high level of comprehension (Gilliam, Dykis, Gerla Wright, 2011). Reading silently is developmental; students start first grade by reading out loud, but at the end of the school year 50% of these students read silently with correct understanding. Students who could not read silently either vocalized or moved their lips as they read to themselves, slowing down their reading rate (Gilliam, Dykis, Gerla Wright, 2011). The purpose of this case study was to discover the connection between speech and reading to oneself among struggling readers in secondary schools. Ninety-five struggling readers in the middle and high school students were chosen as the target population in which they received a treatment for an individual administration of a norm-referenced measure of reading along with direct observations (Gilliam, Dykis, Gerla Wright, 2011). During the test administrations, examiners observed the students in order to determine whether they read silently or whether they moved their lips, mumbled, or whispered as they read, or whether they read aloud. The exam had reading comprehension passages to observe the recorded student’s reading comprehension (Gilliam, Dykis, Gerla Wright, 2011). After making observations, the researchers found that less than half of the secondary struggling readers read silently when reading to themselves. In other words, the majority of struggling readers do not practice silent reading which is a fundamental aspect of comprehension and rate of comprehension. The authors propose silent reading to be taught to struggling readers, the study demonstrated that it will improve their reading rate and comprehension; this might also encourage them to practice leisure reading. (Gilliam, Dykis, Gerla Wright, 2011). Reading Interventions in the Middle Grades In the qualitative article titled: â€Å"Reading Intervention in the Middle Grades†, Allington offers five principles to help middle school struggling readers to succeed. After comparing and contrasting different interventions used in the past without success, TAKING KIDS BACK TO THE WORLD OF LITERATURE 8 his first principle suggests all students need high-quality instruction all day long. He proposes teachers to find appropriate lesson materials, because students need books they can actually read (Allington, 2011). It has been confirmed students cannot learn much from books they cannot read accurately, fluently, and with understanding (Allington, 2007). The second principle is to expand the volume of reading that struggling readers do every day, but do it with a book that they can both read and enjoy. With reading practice matters, struggling readers need to dramatically expand their reading activity (Allington, 2011). It may take years of remediation in which the struggling reader will get better than the achieving peers (Torgeson, 2005). If expanding reading activity among struggling readers is the goal, then the third principle is to provide students with books they can read and books they are interested in reading (Allington, 2011). In the fourth principle, Allington advices not to use decoding instruction for middle school struggling readers because this instruction is rarely useful for older struggling readers. Even when decoding lessons bring struggling older readers’ word recognition up to grade level, there is usually no improvement in their reading comprehension (Torgeson Hudson, 2006). In the fifth and last principle, Allington points out that it is teachers who present the problem that needs to be solved, more than the students do. In other words, it becomes clearer that many of the struggling readers’ problems are caused by teachers, especially when they don’t take action in providing appropriate instruction. In order to help struggling readers, teacher must provide reading material that is to the student’s interest, books they can read and understand to expand their reading time along with reading comprehension (Allington, 2011). Substantial supportive facts with Allington’s fourth principle are found in the article, â€Å"Efficacy of a Reading Intervention for Middle School Students with Learning Disabilities†. Wanzek, Vaughn, Roberts and Fletcher (2011) conducted a one year experimental study which included sixth to eighth grade students with learning disabilities from seven middle schools. In this study, researchers conducted a reading intervention by providing 50 minutes of phonemic decoding instruction to middle school students compared with similar students who did not receive the intervention. No significant differences were found for phonemic decoding fluency and passage comprehension (Wanzek, Vaughn, Roberts, Fletcher, 2011). Since no major effect TAKING KIDS BACK TO THE WORLD OF LITERATURE. 9 was encountered in this experimental study, Allington’s suggestion is correct, teachers should focus more on training struggling readers with reading comprehension by providing time and students’ centered interest reading materials which at the same time it promotes leisure reading (Allington, 2011). Efficacy of Collaborative Strategic Reading Collaborative strategic reading (CSR) is one of the effective solutions found in reading comprehension for struggling readers. Collaborative strategic reading is defined as follows: Collaborative Strategic Reading (CSR) is a set of four strategies. CSR integrates word identification, reciprocal reading, and cooperative learning. CSR teaches students how to monitor their comprehension and also how to use procedures for clarifying understanding when difficulties arise. Students also learn main idea and questioning practices that assist them on text while reading and guiding group responses to text after reading (Vaughn, Klingner, Swanson, Boardman, Roberts, Mohammed Stillman-Spisak, 2011, p. 940). The authors Mohammed, Swanson, Roberts, Vaughn, Klingner, Boardman, SREEA (2010) conducted experimental studies to test the CSR effectiveness for struggling readers. In their article, â€Å"The Effects of Collaborative Strategic Reading Instruction on the Reading Comprehension of Middle School Students: Year 1†, they explained the experimental study conducted to diverse students who were identified as struggling readers. After their study analysis and the positive impact made on the intervened students, they concluded CSR is an effective practice that should be used as a reading intervention (Mohammed, Swanson, Roberts, Vaughn, Klingner, Boardman, SREEA, 2010). A year later, another experimental study was conducted by the authors: Vaughn, Klingner, Swanson, Boardman, Roberts, Mohammed and Stillman-Spisak (2011), to examine the effects of collaborative strategic reading and metacognitive strategic learning on the reading comprehension of students. The title of the article is â€Å"Efficacy of Collaborative Strategic Reading with Middle School Students†. In this study, students were selected from three school districts from seventh and eighth grade. After they were TAKING KIDS BACK TO THE WORLD OF LITERATURE 10 randomly assigned to class, there were 27 comparison classes and 34 treatment classes. Students in the treatment classes received the intervention and students in the comparison classes received typical instruction (Vaughn, Klingner, Swanson, Boardman, Roberts, Mohammed Stillman-Spisak, 2011). Students in the treatment classes outperformed students in the comparison classes on a standardized reading comprehension exam. After the study findings, authors reassure CSR is an achievable and effective practice that can be integrated into reading and language arts instruction to make a positive impact (Vaughn, Klingner, Swanson, Boardman, Roberts, Mohammed Stillman-Spisak, 2011). Even though these two experimental studies about CSR effectiveness were completed in the same states, Texas and Colorado, the researchers had different designs and questions with diversity students. In the first study: â€Å"The Effects of Collaborative Strategic Reading Instruction on the Reading Comprehension of Middle School Students: Year 1†, the authors targeted identified struggling students and used CSR as a reading intervention to experiment reading comprehension (Mohammed, Swanson, Roberts, Vaughn, Klingner, Boardman, SREEA, 2010). In the second study: â€Å"Efficacy of Collaborative Strategic Reading With Middle School Students†, the researchers focused on the effectiveness of CSR with adolescent readers when applied by well trained and supported CSR teachers (Vaughn, Klingner, Swanson, Boardman, Roberts, Mohammed Stillman-Spisak, 2011). Reading Time Provided for self-selected books In order to promote leisure reading, one of the many suggestions made by researchers is to provide reading material that will target the adolescents’ interest and give them time during school to read. To test these recommendations and see students’ attitudes towards reading, Rodriguez and Lira (1998) conducted an experimental study at a middle school in South Texas. The study consisted of providing 30-minute periods five times a week for eight months to 41 eighth grade students. The students’ assignment was to read from self-selected books (books which did not have more than five unknown words on any given page), keep a reading log, take home their books and participate in the reading club (Rodriguez Lira, 1998). This experimental design was combined with TAKING KIDS BACK TO THE WORLD OF LITERATURE 11 a descriptive and a group pretest-posttest to determine if there was a significant difference with students’ scores before and after the experiment. Rodriguez and Lira (1998) also made observations on students who participated in this study observing for positive attitudes towards reading. The results point out that most of the students enjoyed the required reading and felt they had improved with their reading skills, specifically their vocabulary and fluency. Even though the study did not reveal significant improvements in reading achievement for the 41 students, however, the study showed greater gains in reading achievement for students with low to average reading abilities than it did with students with better reading abilities (Rodriguez Lira, 1998). In other words, struggling readers improved their reading abilities, and this fact proves a statement mentioned earlier; it may take years of remediation in which the struggling reader will get better than the achieving peers (Torgeson, 2005). Successful Engagement with Text Using the E-reader Making technology part of a motivational reading tool can encourage reluctant students to engage in literature. Johnson, Mckenzie, Miranda Williams-Rossi (2011) conducted an experimental study in a middle school where 199 students were given 1525 minutes to read high interest chapter books and stories on the Amazon Kindle ® reader. This was done to study the attitudes and response to reading using e-books by reluctant students. After making qualitative observations, the authors found reluctant readers demonstrated motivation in reading, engagement and expressed high levels of satisfaction with the e-readers. Researchers were very satisfied with the reluctant attitudes towards reading after this study, that they recommend e-readers to be used in reading improvement classes as another choice for reading material (Johnson, Mckenzie, Miranda Williams-Rossi, 2011). Conclusion The problem is that middle school students in Texas do not practice leisure reading creating a deficit in their reading skills as measured by the National Center for TAKING KIDS BACK TO THE WORLD OF LITERATURE 12 Education Statistics. Texas students showed an upsetting lack of improvement in reading on the Nation’s Report Card. In 2011, the average score of eighth-grade students in Texas was 261. This was lower than the average score of 264 for public school students in the nation (National Center for Education Statistics, 2011). The purpose of this review of literature was to examine reading interventions to promote positive attitudes towards leisure reading. The need is to improve reading skills as reflected reading scores on the Nation’s Report Card. It has been demonstrated that students who practice leisure reading perform better in many subject areas (Hughes-Hassell Pradnya Rodge, 2007). Leisure reading is the key to help students improve the standardized test scores. After examining experimental and nonexperimental studies conducted in and out of the state of Texas, it is alarming to know students in the middle schools choose not to read for numerous reasons. In schools, students are not being motivated to read for pleasure, instead teachers focus more on reading skills to pass standardized tests so teenagers are being forced to read lacking the passion to literature (Beers, 1998). Many reading materials offered to students are out of their interest and most of the time these books are filled with unknown vocabulary words causing the student to struggle by not comprehending the reading (Palumbo Loiacono, 2009). There have been several reading interventions done to help students with vocabulary decoding and reading skills, but researches show the most important of all is reading comprehension; and this can only be obtained when teenagers self-select the reading material (Rodriguez and Lira, 1998). Researches show silent reading is a great way for students to better comprehend text and it helps read at a faster rate, but most of them have not developed this skill (Gilliam, Dykis, Gerla Wright, 2011). When students enter middle school, their reading habits start declining because they start getting involved in after school activities or just hang out with friends. Time must be provided during school hours for them to dedicate leisure time (Allington, 2011). Parents take a big role in influencing their kids in leisure reading by practicing reading themselves and motivating their kids to practice reading at home (Hamston Love, 2005). A research study shows teenagers are fascinated with technology and using electronic devices such as e-readers has made a positive impact on reluctant readers with their attitudes towards reading (Miranda Williams-Rossi, 2011). Both qualitative and TAKING KIDS BACK TO THE WORLD OF LITERATURE 13 quantitative studies demonstrate a connection between success in school and the amount of leisure reading students do (Allington McGill-Franzen, 2003; Krashen, 1993, as cited in Hughes-Hassell Pradnya Rodge, 2007). TAKING KIDS BACK TO THE WORLD OF LITERATURE 14 References Cited Allington, R. L. (2007). Effective teachers, effective instruction. In K. Beers, R, E. Probst, Reif (Eds. ), Adolescent literacy: Turning promise into practice (pp. 273288). Portsmouth, NH: Heinemann. Allington, R. L. (2011). Reading intervention in the middle grades. Voices From The Middle, 19(2), 10-16. Beers, K. (1998) Choosing not to read: Understanding why some middle schoolers just say no. Into Focus: Understanding and Creating Middle School Readers, 1-27. Gilliam, B. K. , Dykes, F. , Gerla, J. K. , Wright, G. L. (2011). Silent reading manifestations of adolescent struggling Readers. Reading Improvement, 48(3), 118-127. Hacker. (2012). In Merriam-Webster. com. Retrieved April 30, 2012, from http://www. merriam-webster. com/dictionary/hacker Hafner, L. , Palmer, B. , Tullos, S. (1986). The differential reading interests of good and poor readers in the ninth grade. Reading Improvement, 23, 39-42. Hughes-Hassell, S. Rodge, P. (2007). The leisure reading habits of urban adolescents. Journal of Adolescent Adult Literacy, 51(1), 22-33. TAKING KIDS BACK TO THE WORLD OF LITERATURE 15 Hamston, J. Love, K. (2005). Voicing resistance: Adolescent boys and the cultural practice of leisure reading. Discourses: studies in the cultural politics of education, 26(2), 183-202. Johnson, K. A., Mckenzie, N. , Miranda, T. , Williams-Rossi, D. (2011). Reluctant readers in middle school: successful engagement with text using the e-reader. International Journal of Applied Science and Technology, 1(6), 81-91. Knulst, W. Kraaykamp, G. (1998) â€Å"Trends in leisure reading: forty years of research on reading in the Netherlands. † Poetics, 26:1 (September), 21-41. Mohammed, S. S. , Swanson, E. , Roberts, G. , Vaughn, S. , Klingner, J. K. , Boardman, A. , Society for Research on Educational Effectiveness. (2010). The effects of collaborative strategic reading instruction on the reading comprehension of middle school students: Year 1. Society For Research On Educational Effectiveness. National Center for Education Statistics. (2011). The nations report card reading 2011 state snapshot report. Texas. Grade 8, Public Schools. National Center For Education Statistics, ERIC. Web. 24 Mar. 2012. TAKING KIDS BACK TO THE WORLD OF LITERATURE 16 Palumbo, A. Loiacono, V. (2009). Understanding the causes of intermediate and middle school comprehension problems. International Journal of Special Education, 24(1), 75-81. Reed, D. (2010). The contribution of retell to the identification of struggling adolescent readers. Request LLC, 1-226. Rodriguez, C., Lira, J. R. (1998). A study of eighth grade students from a south Texas middle school who participated in 30-minute required reading periods of selfselected books. Torgeson, J. K. , Hudson, R. F (2006). Reading fluency: Critical issues for struggling readers. In S. J. Samuels A. E. Farstrup (Eds. ), What research has to say about fluency instruction (pp. 130-158). Newark, DE: International Reading Association. Torgeson, J. K. (2005). Recent discoveries on remedial interventions for children with dyslexia. In M. Snowling C. Hulme (Eds. ), The Science of reading: A handbook (pp. 521-537). Malden, MA: Blackwe

Graphic Design Essay Example for Free

Graphic Design Essay Everyone knows the feeling of walking around and seeing something on the floor that catches their eye, usually it is nothing but trash with creative designs and coloring, but why are people so curious to see what it is anyway? Because the graphic designers for that company did their job correctly. Graphic design is the art of getting a message out to a targeted audience through various forms of artwork. Everyone worldwide, businesses and the average person use graphic designing skills every day. Every shirt with a design, logo or message was the work of graphic designers. Another example of graphic design is Myspace.com, a social network. Users on Myspace.com can edit profiles such as adding designs, changing color schemes, and several applications such as games, and music applications. That is one way people use graphic design from day to day. Graphic designers are a key component in any business or company worldwide. A company or business can only do so well without advertising and innovation. For example, you would not go into a store and view three different boxes of televisions and all it said on every single one was television on it without any designs or color. Companies hire innovative graphic designers to get a specific message across to an audience. Graphic designers consider cognitive, cultural, physical and social factors in planning and executing designs for the targeted audience. (U.S.) Graphic designers are very valuable to companies and can make or break a company. A products message to the targeted audience might be very weak and vague with poor graphic design. A product can be great with the right color schemes and attractive designs. Graphic designers generate unique images for their company or client which will be seen on their products as a logo, design, or advertisement. They also design company billboards, product labels, with not only by using images, but also using creative writing as well. Designers make the company because they have to make a design or logo that will compete with dozens of competitors selling the same product or service (Stone). The advertising industry benefits the most from graphic designers by making sure the product or service is understandable and clear. Graphic design is nothing new it has been around forever. Historians believe the earliest manuscripts were created anywhere from four hundred A.D. to six hundred A.D. Illuminated manuscripts are manuscripts that has text which is complemented by decorated boarders and images or illustrations. Graphic design is the combination of computer animations and graphics mixed with drawings to create art, logos, advertising (Graphic). Graphic design focuses on visual communication and presentation of products, businesses, website, or projects. Graphic design enhances transfer of knowledge and makes everything a lot easier to comprehend and understand the purpose or message the company or client are trying to convey back to the consumer or audience. It is a form of visual communication through a combination of art and technology (Bean). Graphic design did not become as popular until the twenty-first century where it became digital and where computers became accessible. With the internet becoming such a great tool to communicate with others visually and through writing worldwide, advertising became a lot easier and graphic designers were in demand. Graphic design is one of the most flexible jobs in the market place. Twenty-five hundred jobs are created each year nearly sixty percent are self-employed. There is also a good job outlook through 2014 (Graphic). Every company, business, or general public use some sort of graphic design in their everyday life. As new technology arises the demand for graphic designers is rapidly increasing. Graphic design is expected to grow faster than average jobs, thirteen percent over ten years spanning from 2008 to 2015. This definitely makes competition fierce but also a promising future. According to the Bureau of Labor and statistics, about 261,000 graphic designers were employed in the year 2000 (U.S). By 2008 there were two-hundred and eighty-six thousand graphic designers (College). Graphic designers that want to have the best chance to land a job should have experience in website design and animation. Of twenty-five thousand graphic designers who try to enter the workforce, only sixty percent last the first two years, and only thirty percent remain in the field for five years (Everything). The graphic design job market will keep growing as long as advertising and computers play an important role in everyday life. Graphic design is a trait you must learn and have a talent or desire to be creative. The majorities of graphic designers have a four year degree in art design and have an understanding of the business world and production. Seventy percent of graphic designers go to college. Many artists turn to graphic design during their younger part of their life and then after go back to art. Professional graphic designers must be able to assemble a working portfolio to approach companies (Everything). A graphic design portfolio is a representation of the owner and all their skills in graphic design. This is similar to a rà ©sumà © except this is specifically to see the designers art work. Graphic designers should have a bachelors degree in design and take various liberal arts courses that focus on history, writing, psychology, sociology, foreign language and cultural studies. Graphic designers should also get a good understanding of how marketing, business and production affect their field of work. Designers should have experience using programs such as InDesign, Quark Express, Photoshop and Adobe Illustrator. Now there are also over one hundred accredited schools with graphic design programs to further your studies. The accredited schools also help designers deal with the lifestyle that comes with being a graphic designer. The salaries of graphic designers differ between small and large businesses.With all the schooling, graphic designers must accomplish their income ranges from twenty-three thousand to one hundred thousand a year, nearly sixty percent of designers are self-employed (College). According to statistics shown by occupational employment statistics, the least salary a graphic designer receives is twenty-four thousand, the average salary is forty-seven thousand and highest salaries top off at one hundred thousand or more (Graphic). With a small business, it makes making money harder because only local customers know of it. By using the designing skills, small businesses are able to expand and use their talents and abilities to advertise on the internet and throughout the street. Salaries all depend on how well the company does. A dedicated and talented designer could make millions and a designer who does not care could make nothing. Graphic designers must be able to work with a variety of media restrictions such as font size, specific colors and designs. Graphic designers are also met with financial restrictions as well (Everything). Graphic designers must be innovative from the start to impress their clients or company that they are doing business for. Graphic designers start off by preparing sketches of what their perspective is of the owners’ message to a targeted audience. Graphic designers use various forms of art designs, fonts, color schemes, and it even comes down to the type of paper they use as the layout. Graphic designers also use the aid of computer software for animation, sound, lighting and three-dimensional designs. Graphic designers also use various graphs in their projects and of course get approval for any information or artwork that isnt theirs. After they have a rough draft of what they think the owner or businesss message is trying convey they submit it to the art or creative director for review. Graphic designers that work for large advertising, publishing, or design firms usually work a regular forty hour week. Graphic designers that are self-employed or work for small firms have an unstable working environment. Self-employed graphic designers adjust their schedules to accommodate their clients’ schedules and deadlines. Graphic designers that get paid by the project are under a lot pressure because they have to try to keep current clients as well as finding new ones to keep a steady flow of income. Graphic designers’ style of art might be wanted one season and the next season no one might want it. Graphic design affects every single person every day. Today we see graphic design out in the world through billboards, clothing, logos, labels, and products (Bean). The take out menus, car covers, programs, and websites are the basic examples of how graphic design affects peoples everyday life. That is what will usually make or break a deal at a store. The way the product is presented, advertised, even if the actual product is not that great the way its presented will determine if a consumer will purchase it or not. Consumers also dress and present themselves in a way that will make them distinct or stand out from others. Everyone uses some sort of art to design a certain style that they like or appreciate. People also dress with caution to give the right message to the targeted audience. For example, wearing a Raiders jersey gives the message that the owner of the jersey likes the Raiders or the players name that is printed on the jersey. Italso gives the message that they like football. By using graphic designing on clothing, it gives people personality and style. Without the different logos or graphics on a clothing, everyone would look boring and the same every day. The variety of all the graphic designers’ talents and ideas make the clothing styles unique. Unique styles are what brings in the consumers with similar interests. Some styles are so unique that they are worth a lot of money and some are just basic styles that are not as expensive. An important aspect to creating clothing is to know what type of consumers the company is trying to reach out too. Making sure that there is a large amount of people or if the design is popular at time is key to making money. In conclusion, graphic designing is important to society because everything made or seen is made from graphic design. It adds personality to products and people. Dedicating your time and talent into projects makes the job of graphic designing worthwhile. Making advertisements for companies is an important job because it helps the company gain business and it reflects the artwork. Advertising has been around for a long time and it keeps improving with the new technology. Graphic designing is used to communicate the message that the producers want to go out. There could be as many designers as there are businesses. Designers seem to have the easy job, but in reality they have pressure and deadlines to meet. Not anyone off the street can make millions, but a dedicated designer that goes through the education requirements will be successful in life. That person will most likely be able to own their own small or large business. Owning a business will have the greatest incoming salary and the best outlook. Graphic designing in the best because it makes everything have a unique part of it. All products are unique with their own logo, label or artwork. The more unique the product is, the more people want to know more about it. Graphic designing creates style which can speak for itself. The better the graphic is, the more popularity it gets. As the main component to a company, graphic designing is the most important role. Without it, the world would be dull and there would be no competition for the best products or the best artwork. Next time a product is looked at, people should comment on the graphic design that mostly persuades them to purchasing the item.

Antony And Cleopatra Wuthering Heights And Atonement English Literature Essay

Antony And Cleopatra Wuthering Heights And Atonement English Literature Essay Duty is a social force that binds a person to a course of action through a legal or moral obligation. Duty can be represented in a variety of ways throughout literature: patriotic duty, duty to your family, partner and yourself. All three authors present this theme to have destructive qualities for the relationships of the characters. Whilst Shakespeare argues that Antonys lacking sense of duty lead to his demise, Bronte and McEwen show that the characters strong sense of duty leads to their ultimate separation. In Shakespeares Antony and Cleopatra the main demonstration of destructive duty is shown in the character of Antony who is caught in a conflict between his duty to Rome as a soldier and his love and passion for Cleopatra. Whereas Cathy in Wuthering Heights is caught between her desire for social class and her desire for Heath cliff. On the other hand McEwens Atonement shows how Robbies patriotic duty separates him from his love Cecelia causing the destruction of Cecelia as a person. In his opening lines to Demetrius, Philo complains that The triple pillar of the world has transformed into a strumpets fool when Antony abandons Rome. This foreshadows future events when Antony leaves Rome to be with Cleopatra and engages in war with Rome choosing to fight by sea rather than land. Philos criticism of Antonys dotage, introduces a tension between reason and emotion that runs throughout the play. The theme of duty in Antony and Cleopatra puts a strain on their relationship as Antony has a duty to Rome and Caesar. Sophie Williams argues She has a lack of confidence in Antonys love for her and that She experiences irrational jealousy and reveals great insecurity because even though some critics may view her jealousy as being the actions of a controlling and manipulative woman and find it difficult to interpret aspects of her behaviour as those of a woman in love. Sophie Williams argues that she experiences the volatile and powerful emotions more characteristic of a young woman in love for the first time suggesting Cleopatra to be innocent, a contradiction of the common view taken by many audiences. This causes conflict between Antony and Cleopatra heightens as she becomes increasingly jealous along with their distance apart shown through her conversation with Charmain when she says That I might sleep out this great gap of time My Antony is away this suggests to the audience that she cannot bare to be apart from him. However this could also be perceived by other audiences as Cleopatras desperation in having a lack of control over Antony now that she is parted from him. Overall, this shows how although it appears as if Antony has chosen his duty to Rome above Cleopatra as on the sudden a roman thought hath struck him they are still deeply in love. Shakespeare uses this to demonstrate the destructive qualities of duty as Antony and Cleopatras relationship leads to there ultimate destruction through their deaths. Similarly to Antony and Cleopatra, McEwen uses the physical distance between Cecelia and Robbie created by the war to show the destructive qualities of duty. Whereas Jonathon cape argues The twists and turns of Ian McEwans fiction are built on a knack for sustained illusion. Tom Shone from the New York Times criticises that the young lovers follow the suit that English novelists stopped writing more than 30 years ago. McEwen shows this through the introduction of Bryonys cunning plot to get Robbie arrested, although he presents Cecilia and Robbies love affair as ongoing, ill wait for you was eternal. It was the reason he had survived. It was the ordinary way of saying she would refuse all other men. Only you. Come back. This suggests to the audience the strength of Cecilias love for Robbie is unconditional as no amount of bad art or bad faith can ever quite cheapen it. This could be perceived by some audiences as showing how duty is not a destructive force on characters relationship s as the destruction was caused by bryonys lie. However similarly to Shakespeares Antony and Cleopatra McEwen represents Cecelias and Robbies love affair as ongoing through messages representing their feelings in letters which could be viewed by some audiences as a modern take on the messengers in Antony and Cleopatra. This shows how duty can lead to the destruction of characters as the introduction of bryonys lie causes them to be separated from each other and bryonys lie ultimately leads to Robbies death in the war. Meaning that if it was not for her lie the sequence of events prior to his death may not have happened and his duty to war would not have stopped their relationship from developing. Similarly to Antony in Antony and Cleopatra, in Wuthering Heights duty is also a theme that leads to the destruction of characters. Bronte introduces this through the character of Cathy as she experiences a conflict of emotions just like Antony, as Cathy marries Linton for his social status rather than love but her loyalty and her devoted passion is directed almost entirely towards Heathcliff. This is shown through desperation in trying to keep Heathcliff in her life as she announces well, if I cannot keep Heathcliff for my friend-if Edgar will be mean and jealous, ill try to break their hearts by breaking my own. That will be a prompt way of finishing all, when I am pushed to extremity this suggests to the audience the level of desperation she experiences in trying to keep Heathcliff in her life causes her to act irrationally. On the other hand some audiences many view her as trying to punish both men because she cannot obtain what she desires most. It can be argued that Instead of being compassionate and heroic, Heathcliff and Catherine are selfish and petty. This shows the destructive nature of duty as Cathys duty as her duty to Linton as his wife ensures that she cannot peruse a life with Heathcliff. Furthermore, when Antony marries Octavia to prove to Caesar that he is still loyal to Rome he is once again showing that at this point in the play his sense of duty out weighs his love and devotion towards Cleopatra. Shakespeare shows Antonys duty to Rome through their final conversation before he leaves her, quarrel no more, but be prepared to know the purpose I bare suggesting that Antony knows his duty presenting him as the strong leader and authoritive figure as he is known to be in leaving Cleopatra because his duty to Rome was much greater. It is also evident that his marriage to Octavia was a decision influenced heavily by duty rather than love which Shakespeare shows in the way they communicate with each other using through the use of Octavia in using formal language to refer to Antony as my lord and sir. Which Contrasts highly to the ways in which Antony and Cleopatra communicate in verse and use powerful and emotive language in referring to each other as Antony describes ho w age cannot wither her, nor custom stale Her infinite variety and when Cleopatra says o happy horse, to bear the weight of Antony!. This suggests that they do not have the level of comfort and familiarity that Shakespeare presents Antony and Cleopatra to have. Implying that even though Antony is physically parted by from Cleopatra because of his duty to Rome, it has not diminished their love. It also shows how duty compels people to do things which they would not choose to if they had a choice as Antony would not have gone to Rome and married Octavia. This shows the destruction duty has on characters because Antonys betrayal of Caesar ultimately leads to his destruction as it sparks a war between Rome and Antony where he makes the fatal mistake to fight by sea as he is heavy influenced by Cleopatra famous for her fleet of ships as even the winds are love-sick with her sails. However, as the play progresses Antonys loyalty and duty becomes greater for Cleopatra as he leaves Rome and Octavia behind to join Cleopatra in Egypt as Caesar describes him as being an obstruct between his lust and him this suggests that Antony has let his feelings towards Cleopatra effect his judgment and leads him to disregarding his duty as a soldier to Rome. Shakespeare presents this as an unusual act for Antony to do due to Caesars outrage as he believes he hath given his empire up to a whore this use of strong language shows Caesars level of disgust in Antonys actions showing how this was unusual to roman culture. Shakespeare shows Antonys shift in priorities through his disregard for Rome and the reactions of Caesar. This shows how duty is destructive as this event is a representation of a turning point in the play where Antony looses the respect of his soldiers, resulting in the abdication of Enobarbus. Similarly to Antony and Cleopatra Cathays marriage to Linton reflects the feeling of obligation rather than love. It has been suggested that Instead of being blissfully in love, Catherine marries someone else and breaks Heathcliffs heart. Too proud to tell each other their true feelings, they fight, storm and rage against each other, destroying themselves in the process. Bronte displays this through the imagery of nature where she describes her love for Linton is like the foliage in the woods and that Time will change it as she was well aware, as winter changes the trees my love for Heath cliff resembles the eternal rocks beneath a source of little visible delight, but necessary. Suggesting that her love for Heathcliff is the foundation of her relationship with Linton. Bronte uses this to suggest the destructive qualities of duty as Cathys duty to Linton as his wife means that she is separated by an oath from her true love, Heathcliff. Also the fact it would be heavily frowned upon for a woman of her social status to converse with Heathcliff. The minor characters such as the messengers in Antony and Cleopatra also have an important duty as they are the main form of communication between the characters especially from Rome to Egypt and are used by Shakespeare to create suspense and introduce changes to the plot. The messengers are often used to introduce bad news as the nature of bad news infects the teller to Cleopatra and Antony such as when Antonys wife died and when Cleopatra learns of Antonys marriage to Octavia. The messengers often find themselves in the middle of a conflict as communicating this bad news results in them getting caught in the crossfire, leading them to a defensive outlook and constantly having to remind the emotional characters that I have done my duty. This shows how Shakespeare uses the messengers to show how the major characters conflict between duty and passion leads them to displaying outrageous act of emotions. Shakespeares presentation of duty shows a continuous conflict with love and passion which he uses essentially to create suspense and intrigue in the audiences mind as to the ongoing battle between the head and the heart which is used by many literary authors to this day. It can be argued that Antonys duty to Rome is a perfect demonstration of a persons moral obligation in conjunction with their wants and desires. Shakespeare shows in the play Antony and Cleopatra that Antonys heart; his love for Cleopatra clouded his judgment when it came to making decisions on how best to defeat Caesar. This was shown by Shakespeare through the use of minor characters such as Antonys fleet advising him that it would be more advantageous for Antony to fight by land. However, Antony allowed himself to be persuaded by his passion for Cleopatra which Shakespeare used to present the destructive nature of duty though his defeat in battle. Shakespeare shows Antonys increasing lack of duty towards Rome thro ugh the famous quote let Rome in tyber melt, and the wide arch of the ranged empire fall suggesting that Antonys prioritys have shifted from Rome to Egypt. However this dwindles in the next act when he worries about loosing himself in dotage. McEwen uses the repetition of physical windows to understand how confusion came to be a key theme within the novel as McEwens uses multi-narrative witch allows the reader to grasp the full extent of the story. McEwen uses this narration to show how duty can be destructive to characters because it allows the audience to see how bryonys mistake effects different characters from the individuals point of view in the novel through her lie she causes the newly in love Cecelia and Robbie to be separated. It also leads to the destruction of bryony herself as she is constantly trying to atone for her mistakes throughout her life and can never get the forgiveness she wanted from Robbie and Cecelia. Similarly to Antony and Cleopatra repetition is another tactic Bronte employs in organizing Wuthering Heights. However unlike Antony and Cleopatra, in Wuthering Heights, it seems that nothing ends in the world of this novel. Bronte creates the illusion of time running in cycles which she achieves through repetitive story lines, and the events of the past reoccurring in the present. Bronte introduces this through the use of the younger characters in the ways that the names of the characters are recycled organizing the novel into recurring parallels allowing the reader to make connections between the different generations. On the other hand, Shakespeare uses symbolism in referring to Antony as a cloud that changes shape as it tumbles across the sky, which reflects how Antony changes through the different acts of the play. Shakespeare shows Antonys changes through the changing shape of the clouds as sometimes we see a cloud as dragonish showing how he turns from a bear or lion, to a towered citadel, a pendent rock, suggesting that Antony can mock our eyes with air as Antony seems to change from the reputable conqueror into a debased victim. As he says to Eros, his uncharacteristic defeat, both on the battlefield and in matters of love, makes it difficult for him to hold this visible shape. In addition Antonys two attempts at battle with Caesar at sea, result in his navy being betrayed by the queens retreat which shows how Antony does not learn from his mistakes. It could be argued that if Cleopatra really loved Antony, she would not have accompanied him in the first place or she would have stood by him and realized the concequences of turning back. This demonstrates to the reader the destructive qualities of duty as although Antony has given up so much for Cleopatra; she still puts Egypt first when she realizes that Antony cannot win. this ultimately leads to the deaths of the two characters because in Antonys outrage he exclaims this foul Egyptian hath betrayed me calling her a triple-turned whore! which leads to her ordering Charmain to go tell him I have slain myself causing him to order Eros to draw his sword and kill him ultimately resulting in his own destruction. In addition, Shakespeare uses social status to demonstrate how powerful the conflict between duty and passion can be as the characters in Antony and Cleopatra are of a high status in society which Shakespeare displays through Enobarbus extravagant descriptions of the barge she sat in as being like a burnished throne that burned on the water with purple sales that were so perfumed that the winds were love-sick with them and yet they still allow themselves to be diminished though their lack of awareness when passion outweighs reason. The character of Antony appears, at first glance to be a powerful man as a leading member of the triumvirate as he was the triple pillar of the word. Shakespeare demonstrates the destructive quality of passion in contrast with duty as Antony was once a feared and respected solder with an air of authority which was diminished through his love affair with Cleopatra as a result of a combination of clouded decisions. In contrast to Antony and Cleopatra where there separation is a culmination of their mutual social status in both Wuthering Heights and Atonement it is the male characters lack of social status that results in the separation from the people they love. Bronte introduces this in Wuthering heights through Cathys considerable advance in social status over Heathcliff as she says that it would be degrading to me to marry Heathcliff now suggesting to the audience that at this time a persons social status was considerably more important than a persons happiness this was particularly prevalent in people of a higher social status as marrying as Cathys marriage to Heathcliff would simply never happen. Bronte uses this to show the destructive nature of duty as social status is used as a barrier. Similarly to Antony and Cleopatra Bronte uses the locations of thrush cross grange to represent Linton and Wuthering heights to represent heath cliff .The parallels of two warring houses, Wuthering Heights and Thrush cross Grange, represent opposing rfhth, worlds and values which further suggests to the audience the difficulty of Cathys choice due to the enormous differences between the two lifestyles. Bronte shows Cathys decision through the motif of a conflict between nature and culture shown in the descriptions of the two locations. Bronte organizes her novel by arranging its elements of characters, places, and themes into there corresponding pairs. Catherine and Heath cliff are closely matched in many ways, and see themselves as identical Hes more I than I am. Whatever our souls are made of, his and mine are the same, and Lintons is as different as a moonbeam from lightning, or frost from fire. As she proclaims to Nelly that I am Heathcliff! hes always, always in my mind: not as a pleasure, anymore than I am always a pleasure to myself but as my own being This suggests to the audience that Cathy and Heathcliff are in effect made for each other which show the audience the destructive attributes of duty because she is unable to be with him which may describe as a tragedy. The way Catherines character is divided into two warring sides creates intrigue in the novel and shows the obligation of traditional values in restraining love as Cathy says if all else perished, and he remained, should still continue to be and if all else remained, and he were annihilated, the universe would turn to a mighty stranger; I should not seem a part of it. This is shown through the side of Cathy that wants Edgar and the side that wants Heathcliff. As some critics argue that The entire drama is a destruction of a human soul; how love can save and damn one man. This shows the destructive nature of duty because Cathy is constantly caught between her duty to her family in marrying a man of a high social status and her desire to be with her true love, Heathcliff. In conclusion, all three writers show the destructive nature of duty through the characters fight between their head and there heart which is continuously represented in Wuthering heights and Antony and Cleopatra through the use of two locations and the limitations of their choices. Additionally all three writers show the destructive nature of duty through the physical separation of the characters from the people they love due to circumstance. In Wuthering heights this is represented through Cathy having to remain in thrush cross grange due to her marriage to Linton causing her to be separated from Heathcliff. This is also represented in atonement through Robbie being separated from Cecelia through his duty as a soldier and in Antony and Cleopatra Anthonys duty to Rome where each writer presents the failure of the characters who are in love in saving each other.

Getting a Job with a Physics Degree :: physics employment jobs employee

So you finally did it! You graduated college. By this time not even your grandparents thought you would ever finish college. But somehow you managed to get a bachelors degree in physics and it only took you nine years. Pretty impressive. So what do you do now you ask? Well you could party. Partying is always a good idea, and after nine years of college you have partying down to a science. But your funds are lackinig and after 18 semesters of student loans, you have accumulated a substantial amount of debt.You need a job! You spent so much time worrying about graduating college you weren't prepared to enter the work place. You now have many questions you must ask yourself so that you may get into a feild that is best suited to your needs. First of all it's good practice to make a list of career's that you might already have in mind and that you are interrested in before job seeking. This will help narrow your job search. But keep in mind that it's not always possible to get the ideal job sometimes we must take just about any job offered to us so that we may get enough work experience under our belts. When you start job searching, your first priority should be to prepare a resume. This is a very important aspect in job seeking. If you haven't had a lot of experience in making a resume a great place to get started is on the internet, where you can go to sites such as Jobstar.com and Resumetutor.com. Web sites such as these give you useful tips on how to best manage your resume by using selected resume resources and using resume samples. Before you start handing out your resume it is a good idea to do some research on your feild of interest. It is important to know what you are worth to employees so that you don't get the short end of the stick when it comes to salary, benefits and such. For instance it might be in your best interest to stay in shool a few more years and obtain a masters degree and or a PhD because this would dramatically increase your chances of being hired and dramatically increase your salary. According to the American Institute of Physics when they surveyed a sample of U.

Martin Luther Essay -- essays research papers fc

Martin Luther lived from 1483-1546. Luther was born on November 10, 1483 in Eisleben in the province of Saxony. His protestant view of Christianity started what was called the Protestant Reformation in Germany. Luther's intentions were to reform the medieval Roman Catholic Church. But firm resistance from the church towards Luther's challenge made way to a permanent division in the structure of Western Christianity.Luther lived in Mansfield and was the son of a miner. He later went on to study at Eisenbach and Magdeburg. After studying at these institutions he moved on to study at the University of Erfurt. Luther started out studying law, but then went on to enter the religious life. He went into the religious life due to the fact that he felt that he would never earn his eternal salvation. He didn't feel that all of the prayer, studying and sacraments were enough. Therefore, Luther felt that he would never be able to satisfy such a judging God. Not being able to satisfy this God meant eternal damnation. After entering the religious life he later became an Augustinian monk and entered the Augustinian monastery at Erfurt in July of 1505. While in this monastery Luther became a well known theologian and Biblical scholar. In 1512 Luther earned his doctorate in theology and became a professor of Biblical literature at Wittenberg University.Luther took his religious vocation very serious. This led him into a severe crisis in dealing with his religion. He wondered, "is it possible to reconcile the demands of God's law with human inability to live up to the law." Luther then turned to the New Testament book of Romans for answers. He had found, "God had, in the obedience of Jesus Christ, reconciled humanity to himself." "What was required of mankind, therefore, was not strict adherence to law or the fulfillment of religious obligations, but a response of faith that accepted what God had done." In other words he realized that religion is based on love and not fear. Basically, he realized that everyone is burdened by sin because it happens as a result of our weaknesses. He concluded that man could never earn his salvation by leading a blameless life or by performing holy acts. Instead, man's salvation was a divine gift from God resulting from faith in Jesus, especially the saving power of his death and resurrection. This was known ... ...accuracy and true meaning of the Word. He felt that the Roman Catholic Church preferred the Papal authority of the Church above God's Word. How did Luther define faith? Luther defines faith as the absence of all good works. What were Luther's objections to the Pope and other church officials? He felt that the Pope and other officials of the Catholic Church had no knowledge or comprehension of the Bible or had ever even read it. They were wicked people who were preoccupied with wealth and power, but who never considered accomplishing God's will. What political and social implications came as a result of Luther's teachings? His teachings caused a revolt among the German peasants. They also caused separation within the Catholic Church. How did Protestantism encourage people to view religion on an individual basis? Protestantism encouraged people individually to decide what they needed to do to be saved. This caused people to stray away from traditional beliefs. Bibliography.(Martin Luther). Compton's. 1998 Vol. 4(Martin Luther). The World Book of Knowledge. 1996 Vol. 9Andrea, Alfred J., & Overfeild, James H. (1998). The Human Record (3rd ed.). New York: Houghton Miffin Co.

Industrial Security Plan Essay

Roles and Responsibilities of Industrial Safety and Security Officers Safety and security in the industrial setting are elements that are required for the safety of the plant, its staff, and the public in the surrounding area. As a constantly evolving process, the use of safety and security officers is also paramount in the enforcement of policies and procedures to decrease or eliminate injury or loss. Safety and security personnel are â€Å"responsible for enforcing organization rules and regulations concerning security and safety,† (Fisher & Green, 2004). Each organization has its own rules, regulations, policies, and code of conduct to protect the staff from hazards such as fire, accidents, product tampering, and possible terrorist attacks. Local, state and federal regulations are also included in these policies to increase and maintain the safety of the staff and public. Another role of safety and security personnel involves â€Å"developing measures and action plans for the preventing and responding to cases related to fires, industrial accidents, natural disasters, theft, vandalism and medical emergencies,† (Fisher & Green, 2004). The safety and security staff are responsible for consulting a company’s best policies and procedures to create and enact standards to prevent the above mentioned threats. Safety and security personnel are also expected to, â€Å"gather intelligence information that would assist in anticipating the occurrence of any threat to organizational safety and security,† (International Foundation for Protection Officers, 2003). This would allow the security and safety staff to adequately respond to industrial accidents such as fire or breach of security and ensure the proper emergency services are notified. Maintaining OSHA and EPA Regulations A compliance assistant who works for OSHA states, â€Å"the most cited violations are fall protection, hazard communication, respiratory protection, control of hazardous energy, powered industrial trucks, ladders, electrical wiring, industrial machines and improperly guarded floors and wall openings,† (Spencer ,2013). Before OSHA was created in 1970, work related accidents accounted for more than 14,000 deaths of employees and staff. Nearly two and a half million workers were disabled and new cases of occupational diseases totaled three hundred thousand. With the creation of OSHA pressure on most organizations increased to provide a safer workplace for employees except some self employed individuals, farmers, and government employees. Management is obligated to provide the needed resources and funding for OSHA and EPA program implementation. This allows the personnel chosen by management the authority to maintain and enforce all needed safety regulations in the workplace. Normally a safety officer, this individual finds, prevents, or controls hazards as well as training and educating employees in OSHA and EPA regulations and policies. The easiest way to enforce regulations and policies in any organization is to enact and enforce them in the beginning of operations. Safety officers must then maintain an open line of communication with OSHA and EPA inspectors to maintain standards and note changes in regulations and provisions. Allowing an open door policy with employees is also beneficial as violations can be noted and employees can be trained and informed of changes. According to Spencer (2013), â€Å"That for every one dollar spent on safety and health, businesses get at least four dollars back – and sometimes as much as a ten dollar return on investment.† While the task of enforcing OSHA and EPA regulations and provisions may seem impossible, properly maintaining reports and record keeping can make passing inspections easier and less daunting. In order to meet or exceed the minimum requirements of OSHA and the EPA, following the set order of compliance allows the ability to keep employees safe. â€Å"By January 1, 1991, and by the beginning of each succeeding fiscal year, EPA and OSHA will develop an annual work plan to identify and define the priorities to be addressed during the year. This work plan will include an identification of specific types of facilities to be jointly addressed during the year,† (EPA/OSHA, 1991). Emergency Response When dealing with incidents that threaten the plant or employees such as fire, chemical release, or natural disasters unique challenges are created. These normally require the assistance of local, state, and federal government agencies that demand a centralized command structure. Founded in 2003 as a response to errors in the â€Å"Katrina† disaster, the National Incident Management System (NIMS) is a system that provides the ability for local, state, and federal agencies the ability to work together regardless of the size or complexity of a disaster, (Kirkwood,2011). Using the Incident Command System (ICS), the working characteristics, interactive managing and mechanisms, and construction of occurrence management and disaster response associations engaged throughout the life cycle of an incident are defined. Initially, the first step of the response is to evaluate the total scope of the incident by continually determining the type of hazard as well as estimates of possible damage to the environment, critical systems, life, and property. After these questions are answered the next step, an action plan, is created. The second step requires local, state, and federal agencies to create an action plan that is based on the response plans of the independent agencies and each agency takes responsibility for a different part of the action plan. The plan is then deployed after it is developed with each agency providing their assets to the task at hand and is guided by the unified chain of command through the ICS and the Incident Commander. The Incident Commanders main responsibility is to ensure the incident is handled safely, efficiently, and effectively to minimize injury, death, and so a favorable outcome can be achieved. In the occurrence of a disaster, the incident commander has activated five functional areas of the incident command system: 1. Command 2. Operations 3. Planning 4. Logistics 5. Finance/Administration Each of these functional areas performs specific duties working together as required by the National Incident Management System and report to the incident commander. Operations take the responsibility of managing the  tactical operations of the incident and they direct their activities towards reducing the hazard, saving lives and property, establishing control of the situation, and restoring normal conditions. Agencies such as â€Å"fire, police, public health, public works, and emergency services all working together,† (Homeland security, 2004), comprise this section. Planning is responsible for the collecting, evaluating, and disseminating tactical information pertaining to the incident. This section maintains control of the personnel, facilities, supplies and equipment used during the incident and keeps track of all resources available as well as knowing where all groups are assigned. All arriving personnel check in with this department so that they may be properly assigned and accounted for. Logistics receives all requests for resources needed for the incident and orders the needed equipment such as supplies, food services, communications, transportation, and medical services as required. The facilities unit â€Å"sets up and maintains all facilities needed during the incident such as places to sleep, food and water service, showers and sanitation. Portable toilets, lighting units and shower facilities are included in the facilities units’ responsibilities during the incident,† (Homeland security, 2004). The communications units duties are to make the â€Å"most effective use of the communications equipment and facilities assigned to the incident, installs and tests all communications equipment,† (Homeland security, 2004). Communications is responsible for issuing and recovering any communication equipment assigned to the personnel working the incident as well as maintaining and repairing the equipment as needed. The need for communications during any incident is of paramount importance when dealing with any hazard or incident response. Food services are responsible for controlling the feeding of all incident response personnel and arrange services to do so. The medical units’ responsibility is to control any medical care that must be performed when incident personnel are injured or harmed in their duties. The finance/administration department is responsible for controlling costs and also for the administration of the different departments during an incident response. Disaster Response and Continuity Plan In the event of an incident or disaster and the possible impact to employees and the public’s health and safety, external agencies may be required to assist in lessening the effect of injuries or death. Using the National Incident Management System and the Incident Command System to successfully integrate external organizations into the plan or process is paramount depending on the incidents severity. Event integration of the incident command system begins at notification and, once outside agencies are notified, getting the authority that has jurisdiction to a specific location is the first requirement. This requires providing clear specific information about the event and then developing the incident command structure with clearly defined roles and responsibilities for each responding agency whether local, state, or federal. Depending on the incident and the possible impact to employees and the public, the organization needs to integrate the National Incident Management System into their disaster response plans in a systematic and proactive approach. NIMS provides organizations with assistance agreements and mutual aid agreement templates when incidents occur as well to assist in recovery. Following NIMS guidelines before an incident occurs also assists in preparing and organizing for vulnerabilities the organization may face. The main aspect of any business continuity plan is to effectively allow the organization to survive and mitigate any losses and should be the number one priority. The second should be the collection and security of all business related data and materials. This can be achieved through preparing hard copies of the data, having data stored on offsite devices, and storing data on devices protected from outside environments. Materials and orders also need to be tracked effectively so that in the event of an incident, the organization does not suffer further loss. It is also advisable to have secondary locations to use in the event of an incident or natural disaster. This would allow the organization to maintain operations or to regain operations quicker with lower loss of income. References Fisher R. & Green G (2004). Introduction to Security. Butterworth- Heinemann Publisher Homeland security. (2004, March 1). National incident management system [PDF ]. Retrieved from http://www.au.af.mil/au/awc/awcgate/dhs/nims.pdf International Foundation for Protection Officers (2003). Protection Officer Training Manual. USA, Butterworth Publishers Kirkwood S. (2011). NIMs and ICS: From Compliance to Competence. Retrieved from http://www.emsworld.com/print/EMS-World/NIMS-and-ICS–From-Compliance-to- Competence/1$7052 Spencer, J.R. (2013). OSHA inspection prep: Have a plan ready when inspectors come knocking. New York, NY: Headline News. MEMORANDUM OF UNDERSTANDING BETWEEN THE U.S. DEPARTMENT OF LABOR OCCUPATIONAL SAFETY AND HEALTH ADMINISTRATION AND THE U.S. ENVIRONMENTAL PROTECTION AGENCY OFFICE OF ENFORCEMENT (02/13/1991, EPA/OSHA) Section III Article A Paragraph 2 https://www.osha.gov/pls/oshaweb/owadisp.show_document?p_id=238&p_table=mou