Jesse Ventura Essays - WWE Hall Of Fame, Jesse Ventura,

Jesse Ventura Jesse Ventura's I Ain't Got Time To Bleed is an autobiography about who he is, where he stands, and where he comes from. Ventura decided to run for governor and was elected in the state of Minnesota November 3rd 1998. He ran against Skip Humprhrey and Norm Coleman. He is the first member of the Reformist party to win an election for Governor in the history of the United States of America. He funded his campaign not by collecting money from special interest groups, but by accepting small donations from Minnesota citizens and repaying them using the Minnesota Political Campaign Refund Program. He knew in order for his campaign to work, everyone had to know that Jesse Ventura was running for governor. Since everybody doesn't listen to the radio or read the paper, he decided to focus his campaign on Television ads. Whenever he engaged in a debate he took only himself, no notes. His opponents were wearing suits and ties, he wore a Minnesota Timberwolves jacket and a pair of jeans. He dressed like the common man because he is the common man. On November third 1998 he won the election. James George Janise was born July 15, 1951, his name was not Jesse Ventura. Not until 25 years later when he changed his name to become "Jesse The Body Ventura". He grew up around local Minneapolis during the 50s and 60s and Graduated in 1969 from Roosevelt High. A few months after he graduated, his brother talked him into coming with to a navy recruiting office. They both walked out with Navy ID cards. The whole reason he joined the Navy was for one thing-the SEALs. Their chance finally came about five weeks into boot camp. After swimming 600 meters, doing as many pushups and sit-ups as they could in two minutes, then running a mile, he passed the screening test. For several more months they were trained as one of the elite. For the next two years he served in the military. In 1973, he finished serving in the Navy and joined a biker club called "The Mongols". After riding around with them for two years, he began to want more out of life, so he enrolled in a community college and hoped to play pro football. He worked out three nights a week with an ex-pro wrestler named Eddie Sharkey, who led him to an agent, and he began training to become a pro wrestler. After he was done training to become a pro-wrestler, he got a call from a Promoter asking him if he wanted to sign a contract- he did. He was then known as Jesse "The Body Ventura" for the rest of his wrestling career. In wrestling he was always the bad guy and it was usually his job to loose. He played until his last match in 1986 against Tony Atlas. During his time as a professional wrestler he was assaulted several times, once by a 70-year-old lady, and then by a crazed fan with a hunting knife. He then received an offer to try out for a role in the newest Schwarznegger movie called Hunter. He got the role and flew down to Mexico the next day to begin filming it. The name of the film was later changed to Predator. During the filming of the movie, he became good friends with Arnold Schwarznegger and still is today. Ventura later went on to do the Running Man another film with Arnold Schwarznegger. Ventura got involved in politics while he lived in Brooklyn Park Minnesota. The city council was being run by a good old boy system and he was fed up. They were only concerned about re-election, and not the needs of the citizens of Brooklyn Park. So he ran for the election for mayor and won and took down the "good old boy network". That's how he got involved with politics, and the victory at Brooklyn Park motivated him to run for Governor of Minnesota later on. But before his election for governor, he had his own radio show at KTSP. Two years later he was fired shortly after signing a contract. Following a large legal battle, the company had to honor the contract for the next two years by paying him without him working there. He then later won the election for Governor of Minnesota. I enjoyed reading I Ain't Got Time To Bleed allot. All in all, it is a great book.

5 Great Careers That Wont Ruin Your Social Life

5 Great Careers That Wont Ruin Your Social Life everyone wants a bit of work-life balance, right? studies show that employees who are able to disconnect from their job and maintain time for themselves are typically more satisfied and productive when they’re at work. so if you’re currently in a job where you feel like things are unbalanced, what are your options? glassdoor has compiled a list of the most work-life-balance-friendly jobs.the top five:1. data scientistdata scientists are very 21st century creatures: they take data from a variety of raw sources and look for patterns, trends, conclusions, etc. it’s a pretty specialized field, with a strong background in analytics, statistics, math, and computer science usually required. once you have the training, though, the pay is high ($114,808) and the number of openings is growing all the time as companies want real-time analytics. data scientists already in the field rated their job as â€Å"very satisfying† in glassdoor’s survey.2. seo managerif you’ve ever noticed the ranking of search results when you google something, you’ve seen the handiwork of an seo manager. these professionals analyze web traffic data and try to architect new ways to push their content to the forefront of people’s web searches. the median salary is $45,720, and this is another tech career that will be growing and evolving for the foreseeable future. current seo managers were in the satisfied to very satisfied range with their work-life balance.3. talent acquisition specialista company is only as good as the people it hires, and that makes talent acquisition a top priority. finding and recruiting top candidates falls to the talent acquisition specialist, who can go out and meet a company’s staffing needs using expertise and extensive outreach to find just the right people. with a median salary of $63,504 and a â€Å"satisfied† rating on the survey, who better to help others find work-life balance than a professiona l who’s found it in their own work?4. social media managerbeing a company’s brand ambassador seems like it would be a round-the-clock job. (am i the only one who imagines someone huddled over twitter in the wee hours of the morning?) however, this is not the case- social media managers fall into the range of satisfied to very satisfied with work-life balance, possibly due to the portability of their work (social media can go wherever you go, after all). the median salary for social media managers is $40,000.5. substitute teacherif you’re interested in a career in education but don’t think that a full-time teaching schedule is for you, becoming a substitute teacher might give you the balanced schedule you need. the salary isn’t as high as some others at the top of the list ($24,380), but the job received high marks on the â€Å"satisfied† spectrum for the flexibility involved.

American Education And William A Henry Education Essay

American Education And William A Henry Education Essay In America today we believe that everyone should be educated and seek some form of higher education. We also believe that everyone should be entitled to the same educational opportunities and given every chance to become a productive member of society. Because of these beliefs it has made us the strong democratic country that we are today. In William A. Henry III’s essay â€Å"In Defense of Elitism† he believes that everyone should not be given the same educational opportunities; because he believes that not everyone is competent enough to make it in college. Henry thinks that a college education should only be offered to an elite few. He believes that if America would follow his method then the educational standards would rise and make college more prestigious. Henry believes that too many students in college today are only there to make more money in the future and he believes that this is the wrong reason to seek a college education. Because of this it is creating a tremendous downfall in our education system. Henry is not alone on this belief. Benjamin R. Barber shares this same belief in his essay â€Å"America Skips School.† Barber also agrees with Henry in the belief that there should be a very distinguished line separating vocational and academic education. Even though they share some of the same beliefs, they begin to clash when it comes to their ideas of improving America’s education system. Barber believes that we have failed to educate our youth. We have created a money hungry generation and by not allowing them to go to college will taking away the only opportunity they have to become well educated and a productive member of society. Barbers ideas and beliefs outweigh those of Henry, because he realizes the need and importance to have well educated citizens in order to preserve and strengthen the strong democracy that America has worked so hard to achieve. William A. Henry criticizes America’s views on education. He thinks that having this egalitarian outlook is degrading our educational values and taking away from the hard work and accomplishment of getting a college degree these days. Henry backs up his point by stating that there are too many students enrolled in college and eventually the standards and requirements for college will drop. Henry believes that it’s normal for your average young adult to receive a college degree and the prestige of possessing one is no longer there. Ultimately, he thinks we have allowed too many people who are unqualified to receive a college degree. Henry would like to see elitism brought back to America’s education system. Therefore he proposes that we reduce the number of high school students who go on to college by giving every senior a standardized test and shutdown down schools depending on the students performance. Henry thinks that every student is ultimately responsible for their own future and eventually they have to step up and take responsibility for their own actions. By separating the ones that care about their education from the ones that don’t will restore our education..

Contrasting Frankenstein and Prometheus Essay Example | Topics and Well Written Essays - 1250 words

Contrasting Frankenstein and Prometheus - Essay Example As a matter of fact, the nature of both these characters differed extensively, yet their destiny was same. Nonetheless, the legend of Prometheus was a major influence for Mary Shelley, in the sense that the author tried to convey Prometheus’s pain through her character Victor Frankenstein. Of course while the spotlight was on the monster throughout the majority of the novel, the Promethean theme was essentially introduced to focus on the ambition and ‘aim’ of Victor Frankenstein and highlight the consequences of going against the natural laws. Undoubtedly the book gained popularity because of Mary Shelly’s bold and enterprising concept, but a part of credit also goes to her unorthodox style of writing; as the book starts with a series of letters from Robert Walton, who is the narrator in the first few chapters after handing on the torch to Victor. For years now, Mary Shelly’s reference to the monster as the modern Prometheus has been under scrutiny b y numerous experts; this however is not an account or review of such studies conducted, this essay presents the personal opinion of the author based on own perception of the plot. Furthermore, the similarities as well as differences amongst both these characters will be discussed herein. ... They both kept on following their instincts and were utterly focused on the goal of creating life which they eventually did. Moreover, once they created life, both of them were unsatisfied with the results. As in the case of Victor, it was the repulsiveness of the monster because of which Victor got frightened and quit his life’s work and went into exile; and in case of Prometheus, it was the lack of power and knowledge in humans, and he felt that by giving them some power over one of the nature’s most powerful elements might make them slightly more superior and that they then might share some luxuries and powers that gods have the benefit of. Then there were repercussions to be faced by the characters for their ‘sins’ (taking credit for bestowing humans with life) and monstrosities that had brought wrath upon the gods. Prometheus received the most horrible punishment of being banished and tied to the great rock for eternity [†¦] left there all alone, except for his slayer, an eagle with a bloodlust for Prometheus’ liver, who ruthlessly and frostily devours his meal every morning. And then, because of his remaining godly powers, Prometheus would come back to life again along with a new liver, only to be tortured again in the following morning by the vile bird. Even in the case of Victor Frankenstein the punishment was very similar to Prometheus’ ‘prolonged suffering’, the only difference being that while Prometheus’ pain was mostly physical, Victor’s pain was emotional. Victor had to suffer for his consequences by watching every one he loved becoming the monster’s prey one by one and of course knowing that it was he himself that gave birth to such monstrosity. To assume that Victor somehow felt responsible for the death of his loved ones

How One Takes Life for Granted Essay Example | Topics and Well Written Essays - 500 words

How One Takes Life for Granted - Essay Example Both however, exposed an understanding of the truth and what lies beneath the surface. 'Richard Cory' had a universal speaker, using "we" throughout. This helped to set him apart from "we", the ordinary people who looked at him as "a gentleman from head to crown" (l. 3). The tone contains irony, awe and envy: "we thought that he was everything/To make us wish that we were in his place." (l. 11-12). The metaphor and visual imagery in "and he glittered when he walked" (l. 8) create pictures of somebody bedecked in gold and precious jewels, symbols of wealth. The envious tone changed later to bitterness with the words: "So on we worked.And went without the meat and cursed the bread." (l. 13-14), as if this was all life could be for them, the difference between rich and poor. The last line exposed how taking life for granted was a big mistake. This untouchable, aristocratic man who seemed to have it all, "Went home and put a bullet through his head." (l. 16). The poem had a lilting, easy, almost ballad type style, up until the shocking final line that was in stark contras t to how Richard Cory was perceived. The clear message was that people and life should never to be judged by outward appearances, or apparent circumstances. Though similarly like a song, in contrast, 'My Papa's Wa

Nonverbal Communication Essay Example for Free

Nonverbal Communication Essay Abstract The goal of this study was to find out if teachers were teaching nonverbal communication in their classroom, and also if it was important to teach nonverbal communication in the classroom. Teachers have a variety of teaching styles, and techniques. Some teachers using nonverbals and some do not. However, sometimes class size, classification levels, and gender can cause teachers to either use nonverbal communication or not. The participants of this study were asked whether or not their teacher use different types of nonverbal communication in the classroom setting. The study found that students said most teachers in their classes use nonverbal communication to teach. This study also provides support of the importance nonverbal communication has when teaching. Nonverbal communication in the classroom: A research about the importance of teaching nonverbal communication Communication in general is the process of sending and receiving messages that enables humans to share knowledge, attitudes, and skills. Although we usually identify communication with speech, communication is composed of two dimensions, which are verbal and nonverbal. Nonverbal communication has been defined as communication, but just without any words. Communicating is not something we can just do without, nonverbal communication especially considering it can never be shut off, unlike verbal communication we are always communicating nonverbally. One cannot not communicate. Nonverbal communication is always around you and impossible to ignore. Research, in many studies, has indicated that nonverbal communication can serve a wide range of functions in human interaction. Nonverbal communication is an essential part of every day life. No matter if at work, school, or even at home, nonverbal communication plays a huge role in life. As Blatner (2002) says, â€Å"Often people cannot understand the impact of nonverbal communications involved in a situation unless it is replayed and figured out† (pg.3). Teachers need to be practicing and teaching nonverbal communication in the classroom everyday, and that by doing so students will become much better communicators. Nonverbal communication strategies are important to the development of an effective educational system. Nonverbal communication should be practiced in more classes than just communication classes, because no matter what major of study you are in communication is always going to be an essential thing to know. Many social scientists have conducted research in the field of nonverbal communication as it affects students and educators. Ritchie (1977) found that seven percent of communication is nonverbal. Voice inflection accounts for 38% of the message, and facial expression, including body language, communicates 55% of the message. Speer (1972) states that because 90% of the total impact of a message can come from nonverbal elements, sharpening nonverbal communication skills cannot help but make a person a better communicator. So why are not all teachers using this method of teaching in the classroom setting? That is one of the questions I would like to answer in my research. This paper will work to determine if nonverbal communication is essential to be taught in the classroom and the importance of the teaching of nonverbal communication. Literature Review Research has been investigated, by many different scholarly researchers, about nonverbal communication and the importance of why it should be taught to students in their learning career. Nonverbal communication can be defined as signing, symbols, colors, gestures, rhythms, and much more. Those are just a few examples that will be discussed (Ritchie 1977). Speer (1972) believes that it is important to know all the different ways to communicate nonverbally and explains all of those ways in the book. Speer (1972) also emphasizes on the fact that in order to communicate, you must first know what nonverbal communication actually is. Pilner, Alloway, Krames (1974) however compare how humans and animals communicate differently nonverbally and the importance of knowing the different ways, and they also point out how humans and animals can communicate very similarly nonverbally as well. Ethology is the way of studying behavior amongst people. Weitz (1974) refers to ethology as a way to condu ct research, knowing how to study different peoples behavior is essential to know before observing how people act. Visual interactions are also ways of studying nonverbal communication in the classroom, according to Weitz (1974). According to Molcho (1985), nonverbal communication is critical in the classroom setting, especially in interpersonal communication. The most credible messages teachers generate are said to be nonverbal. Duggan (2012) discusses all of the different nonverbal cues and why they are important. For example, he states the importance of facial expressions, gestures, and appearance. Along the same lines Carli (1995), Mayo Henley (1981) and Thompson (2012) have different articles about differences between men and women and the different thoughts they have on nonverbal communication. He also discusses different research scenarios in which research has been conducted to prove the importance of nonverbal communication, and why men and women communicate differently sometimes. Area of Study Nonverbal communication plays a huge role in the classroom, and how teachers should be using nonverbal communication. (Pliner 1974) This paper is a research intended to help understand why nonverbal communication is so important in teaching, and what those importance’s are. Teachers should be using nonverbal communication everyday, in every course no matter what the major of study is. I want to research to see if teachers are using nonverbal communication skills in the classroom environment, and if so how they are using them. My hypothesis is that yes I believe teachers are using nonverbal communication as a way of teaching in their classroom. If the answer is no however, I will research why teachers are not using nonverbal communication in their every day teaching techniques, and if there are reasons behind why they are not using it. I will conduct surveys in class to see if students believe teachers are teaching enough about nonverbal communication, and if they believe it is important to be learning about. I would ask, does nonverbal communication play a role in the classroom? For instance, is nonverbal communication important in the classroom setting, whether it be how the teacher dresses, lectures, stands, etc. I also want to find out if teachers are teaching enough about nonverbal communication to their students. Are students gaining enough knowledge about nonverbal communication while in the classroom setting? Also, I would like to find out, what is the importance of nonverbal communication. Why should we study this and why do we need to learn this study for our whole careers. Finally, what would a classroom setting be like with zero nonverbal communication? This consists of no eye contact, appearance codes, gesture, or any other kind of nonverbal communication behavior. The following research questions and hypotheses guide the current study: H1: Students believe teachers are using nonverbal communication to communicate with them on a daily basis. H2: There is no difference between what males believe teachers use in the classroom and what females believe. H3: All ages believe the same thing when it comes to how often their teachers communicate nonverbally and how they are communicating this way. RQ1: Does nonverbal communication play a role in the classroom? RQ2: Are teachers teaching enough about nonverbal communication to their students? Methodology Instrument I used the convenience type sampling method. (see appendix A) This is a nonrandom type sampling; in which I used volunteers in my class to take my survey. The survey contained nine questions. Participants were asked nine questions about how their teachers use different nonverbal communication skills to communicate with them. The students were asked to mark yes or no depending on if the teacher used those certain styles of nonverbals while teaching, Students were also asked some demographic questions: sex, classification, and age. I used evidence by Wilmont (1995), about research of nonverbal communication to come up with my research questions. I developed my questions very carefully before choosing what the right questions were to ask. I thought about questions that could be useful to my research and that would help me develop the results I needed in order to prove or disprove my topic. I choose questions that wouldn’t be offensive to anyone, so that everyone could participate . I was trying to find out the significance of nonverbal communication being used and taught in the classroom setting. Participants I had twenty-five students in my research communication class participate in my survey. There were fourteen males and eleven females who participated, however gender doesn’t have much of an affect on my research. The ages for my survey ranged from nineteen to twenty-three years old. All of the students who took my survey were in some kind of communication field. I conducted my survey and distributed it during our class hour, along with everyone else. I distributed my surveys on Thursday October 18th, 2012. I distributed my survey to each member in the class in a row order. I simply passed my survey out row by row to each class member, and when everyone received my survey they began taking it. When the class was done taking my survey they proceeded to the front of the classroom and put my surveys in a pile for me to pick up. I then took a look at all of my results later that night. I made an excel document and went through each individual paper and recorded my results in to excel. I recorded the number of females and males, class rank, and also the answers to my yes and no questions. Results The first hypothesis was concerned with if students believed teachers were using nonverbal communication with them to teach on a daily basis. The hypothesis inferred that students did believe teachers were using nonverbal communication on a daily basis to communicate with them. . This hypothesis was supported. All students answered yes to at least some type of nonverbal communication. The second hypothesis looked at the sex of the students. This hypothesis inferred that the sex of the student was not significant for this survey. This hypothesis was supported. Sex was not significant in the research. Males and females answered mostly the same for every question in the survey. The third hypothesis looked at age of the students. This hypothesis stated that age was not significant in the survey. This hypothesis was supported. After recording all the results, age was not a factor. All of the students came up with mostly the same answers no matter their age. Research question one asked if nonverbal communication played a role in the classroom setting. From my survey, students believed that yes, nonverbal communication does in fact play a role in the classroom, and the survey also showed that numerous amounts of different types of nonverbal communication are being used every day in the classroom setting. Research question number two asked, are teachers teaching enough about nonverbal communication to their students? The question was answered yes by every single student. Students believe that yes there is enough nonverbal communication being taught in the classroom. Discussion The goal of this study was to see if nonverbal communication was being taught in the classroom and if it was important to be taught. Teachers have many different ways of teaching, and many different techniques but the overall outcome was that yes, nonverbal communication is very important in the classroom and that many teachers do use nonverbal communication on a daily basis to teach. Class size, gender, and classification did not really matter in this study. Previous research has also found that nonverbal communication is a very important factor in teaching as well. My study supported previous research, and agreed that nonverbal communication is being taught in the classrooms, and it is important for teachers to teach and use nonverbal communication. Another interesting find was that gender did not play a big part in the overall outcomes. I figured since females tend to notice things more, like proximity, gestures, posture, etc., that females would answer a lot differently than males but that was not true in this case. All students believed pretty much the same things. I was not surprised that students believed nonverbal communication was important because I agree, it is.   After conducting my survey I learned a lot of things from classmates. Some of the things I discovered were, body posture is a very important nonverbal in the classroom. Body posture can tell when students understand the content presented or when they have trouble grasping the major concepts. A student who is slouching in his seat sends a very different message than the student who learns forward or sits erect. I also learned that eye contact plays a very important role in teaching. Teachers often use eye contact in the classroom to decide who is prepared to answer a question, or who has completed a homework assignment. If a student does not want to be called on they will try and have no eye contact with the teacher, and that indicates to the teacher they do not know the answer or wish to not speak. Students also responded that distance is used on a daily basis in the classroom. The teachers are supposed to stand in the front, and the students sit in desks in the middle and back. I also discovered that students would interact more comfortably with a teacher when they are in same vertical plane. Dress being a form of nonverbal communication, I discovered plays a role in every classroom. Teachers dress appropriately for class everyday, as in dress pants, dresses, nice shirts, etc. Effective teaching depends on successful communication. By definition of non-verbal communication without uttering a single word, teachers and students constantly send messages to each other (Thompson, 2012). Limits and Future Study Although my study found a lot of reliable information, there were some limitations. When conducting my survey, although it turned out very helpful, I would have changed the questions and been a little more descriptive with them. For example, I would have not only asked if the certain nonverbals were used in the classroom, I would have also asked when and how these forms of communication were used. Another limitation was class classification. There were a wide variety of grade levels that took my survey, and all teachers in every grade level have a different way of teaching, so I would have tried to get maybe all Juniors or all Seniors to take my survey. I would have tried to have all people who take the same classes with the same teachers to take the survey. Future researchers could look more in to how students use nonverbal [communication to communicate rather than just teachers. I think students use just as much nonverbal communication as teachers do and that would be an interesting research to conduct also. This research was conducted to show the importance of nonverbal communication while teaching in the classroom. Nonverbal communication plays an essential role in the classroom so I believe more studies should be done concerning nonverbal communication. References Carli, L. (1995). Nonverbal behavior, gender, and influence. Journal Of Personality And Social Psychology, 68(6), 1030-1041. Duggan, T. (2012). Nonverbal cues between men and women in the workplace. Hearst Newspapers. Retrieved from http://smallbusiness.chron.com/nonverbal-cues-men-women-workplace- 11424.html. Key, Mary Ritchie. (1977) Nonverbal communication: a research guide bibliography. Metuchen, N.J.: Scarecrow Press Mayo, C., Henley, N. (1981). Gender and nonverbal behavior. New York : Springer-Verlag. Molcho, S. (1985). Body speech. New York, NY: St. Martins Press. Pliner, P., Alloway, T.,Krames, L. (1974). Nonverbal communication: Advances in the study of communication and affect. New York: Plenum Press. Speer, D. C. (1972). NonVerbal Communication. Beverly Hills, Sage Publications. Thompson, J. (2012). The science and fun of nonverbal communication [Electronic Version]. Are man and woman equals in nonverbal communication? Weitz, S. (1974) Nonverbal communication: Readings with commentary. New York: Oxford University Press. Wilmont, W. (1995). Relational Communication. New York: McGraw-Hill.

Graduation Speech: A Graduation Poem :: Graduation Speech, Commencement Address

Some of us may think we've reached the end of our learning but the truth is, we have not; And as we prepare to move on we should remember the lessons we've already been taught. In elementary school we learned how to share and how to color in the lines; We learned how to spell our names and count and had naps and storytime. We had reading groups to share ideas, we learned to add, subtract and round up. We discovered we had to sit in time-out for biting or saying shut up. We learned to multiply and were exposed to culture by writing to pen-pals far away; and we honed our competitive skills by playing four square every day. We eventually put away our dolls and picked up responsibilities. Then we were separated boys from girls and taught about the birds and the bees. In middle school we woke at the crack of dawn and hung out in the locker bay. We learned about Characters of Consequence and got detention for PDAs. Social division and Cultural Fair taught us that we're all different, and yet the same. We thought that we knew everything and we were never the ones to blame. In high school everything was different and we learned we weren't always right after all. We started longing for back in the day when we could take naps and play tetherball. But no, we had to study and get jobs and brace ourselves for standardized tests; We stayed up late writing essays and learned what it means to be stressed. Then our final year came upon us and we filled out many a college application; We learned the feeling of accomplishment through disappointment and determination. Now the real world beckons us and we must learn to survive on our own.

Plant Transpiration Lab Report

Lab 4: Plant Transpiration Project By Shelby Hyde Lab 030 Date Due: March 12, 2013 The Effect of Wind on the Rate of Transpiration Introduction: Transpiration is the process through which water is evaporated from plants. This serves many purposes, including thermoregulation and the diffusion of CO2, but most importantly creates a water potential difference which causes the mass flow of water and nutrients from the roots to the leaves of the plant. Transpiration is accomplished through structures on the surface of the leaf called stomata, which are guarded by a pair of guard cells.Guard cells control the opening and closing of the stomata as well as the size of the opening; they open in order to obtain O2 and CO2 in the process they allow the escape of H2O. This experiment was conducted to learn more about this process, and how certain common environmental factors affect it. Plant transpiration increases with the presence of wind due to increased evaporation from leaves. Results: The transpiration rate of the sunflower in the presence of wind was consistently greater than that without wind, also causing the mean to be higher, shown in Table 1.Also included in Table 1, the variability was less in the sunflower with wind along with standard deviation. Table 1: Rate of Transpiration in sunflower plant with and without wind. Discussion: Although the rate of transpiration was consistently, noticeably greater while wind was present than it was in the absence of wind, there were some limitations to this study. One of the limitations of the experiment is that was performed in a college lab setting with various activities simultaneously going on, which could’ve affected the speed of the wind between all of the runs.The main shortcoming is that, because only one plant of one species was used, this cannot be used to generalize that this is true for all plants. In general, the results support the hypothesis that the rate of transpiration is higher in plants while win d is present. Transpiration increases in the presence of wind for two main reasons. When the stomata open, the wind would increase evaporation and the amount of H2O that escapes from the open pores.Also, when water is transpired it remains around the plant, causing area within the vicinity to become humid. Wind pushes that saturated air and replaces it with drier air, which is easier for water to evaporate into. Further studies could include not only other variables affecting transpiration, such as relative humidity of the atmosphere, temperature, pH of water and amount of available water, but also how much each of those individual variables contribute to the rate of transpiration in relation to each other.Literature Cited: George Burba,  Michael Pidwirny  (Lead Author);Debbie Swarthout  (Contributing Author);Sidney Draggan Ph. D. ,  Daniel Robert Taub  (Topic Editor) â€Å"Transpiration†. In: Encyclopedia of Earth. Eds. Cutler J. Cleveland (Washington, D. C. : Envi ronmental Information Coalition, National Council for Science and the Environment). [First published in the Encyclopedia of Earth August 3, 2010; Last revised Date December 16, 2010; Retrieved March 13, 2013

Tattoos on the Heart: Success

Gregory Boyle begins chapter eight: â€Å"Success with a few questions that seem so simplistic at first glance. What is success and what is failure? What is good and what is bad? Setback or progress? † (Boyle 167). Taking a few moments to process these questions, one realizes that the question is quite complex and difficult. Success has such a subjective definition that it can only be defined by the one who answers the question of â€Å"what is success to you? † and has no universal definition. Specifically with gang members, success in the context of their lives is about personal growth and less about tangible results. Do not be conformed to this world, but be transformed by the renewal of your mind, that by testing you may discern what is the will of God, what is good and acceptable and perfect†(Biblegateway). Their lives have endured much turmoil and through experiences they find what is good and acceptable and perfect to themselves. Individuals may have their own views on success and failures, and these views may be similar or vastly different. Success for anyone, particularly the gang members, is doing the best one can in any given situation. This may be forgiving the killer of your son or deciding to discontinue participation in gang activities. Although defining success proves to be elusive there are many forms of success that should be embraced with open arms. From personal experiences my definition of success has differed greatly from time to time. This is similar to how success of a gang member is dependent on where they currently happen to be in their lives. On one day success was defined as getting out of bed and staying awake for me, just as how a gang member thinking about changing his life. Getting out of bed is quite an insignificant act on its own, but in that period of my life I was not able to function and this was considered to be quite successful. A gang member simply thinking about his life may not be a significant act on its own, but when he has dwelled in chaos all of his life, this thought is like a shining light piercing the clouds that hinder him. All of a sudden these insignificant acts take on the form of complete success. On another day success was thriving and excelling in college. Getting out of bed and staying awake was success for me when I was in the midst of a depressive episode, and now success is fully applying myself in college courses. Simply getting up out of bed compared to excelling in college, one can recognize that these actions differ greatly, but given the circumstances, are both successes. This same philosophy can and ought to be applied to former and current gang members. Consider Stan, he is the co-founder of the Crips street gang and is on death-row for past crimes he has been convicted of. Stan is also the epitome of success. Father Gregory Boyle has said that Stan is â€Å"not the person he was 27 years ago, and if he is granted clemency, his impact on kids, who plan their funerals and not their futures, will continue† (Allen). He has transcended from his previous life and become a resource against his original foundation of gang life. When we acknowledge the past decisions Stan has made and compare those decisions to where he is now, the amount of success found in that comparison is absolutely immense. In any circumstance speaking out against the negative consequences of gang banging is a feat on its own, but in the context of Stan’s life he lived and breathed gang life. Now he is speaking out against gang violence and this is what makes Stan the epitome of success. From where he was to where he is, he is a changed man. Success is like the silver lining of every cloud. Even in the case of a grieving mother screaming and wailing out of agony when hearing her son has died, success can be found. â€Å"All the homies gathered together plotting vengeance†¦ I lean over and whisper to her that Victor is dead. And this time the homies are there to hear†¦ Screams that curdle your insides. The homies didn’t do anything that night† (Boyle 170). No parent should need to bury their children and this enunciation of pain along with proximity to the homies was enough to alter their planned vengeance. Just like the questions Boyle proposed at the beginning of the chapter; there was difficulty in making a connection between the death of a child and the idea of success. With further evaluation it became evident that success was not in what happened, but what did not happen. It is safe to assume that the majority of people would consider the death of a child a failure, but the majority of people fail to look past this isolated event. The gang members were ready to claim vengeance as theirs and continue the cycle of pain, death, and violence. But because of a tragedy stricken mother the cycle was broken right then and there. The breaking of this negative downward spiral is a success in its own right. Another mother would not need to receive the news of her son being shot, another confused gang member would not end up in the penitentiary system, and another child would not be left fatherless. Just as every cloud has its silver lining; unfathomable sadness has positive aspects within itself. Mark Torres, S. J. , beloved spiritual guide at Homeboy Industries, says, â€Å"We see in the homies what they don’t see in themselves, until they do† (Boyle 178). The gang members hold within themselves a poisonous shame that corrupts their sense of self. Without a sense of self it is tremendously difficult to move forward and people tend to stay stuck in what they know. Homeboy Industries nurtures these members and provides them with the support and stability to shed that poisonous shame, which allows them to find their sense of self and succeed. Albert Ortega was recently released from prison and says, â€Å"I wanted a new way of life. †(Jordan) This statement alone is success. Here is a man wanting to change his life for the better and taking actions to acquire that change. In the context of Albert’s life he was a past criminal and the fact that he wanted better for himself is a major step and major success. Not only did he want more, but he took the initiative and seized the opportunity Homeboy Industries offered him. Just as clay can take many forms, so can success. Whether Albert takes the steps to improve his life through education or a grieving mother’s scream sways gang members from pursuing vengeance; these are both successes in differing forms. As much as how success can be displayed differently through actions; our own views of these actions influence what form of success we may come to the conclusion of. Homeboy Industries is consistently looking for funders to provide resources and help the nonprofit flourish, but funders tend to fund success that can be measured in quantitative values. What have you done and why should we, the funders, pool our resources into your organization? This is one way to view success, but this view is narrow sighted and fails to see so much more of the bigger picture. This perspective fails to see all the men and women deciding enough is enough and taking steps to better themselves, or the former gang member who wants to better his community. These successes may not be able to be tallied up on paper, but are successes in their own respective form. These people are doing the best they can and bettering themselves given the hand dealt to them. Success has no universal definition and cannot be limited to measurable values. Particularly funders, but everyone should not limit their field of vision by only observing this miniscule idea of success. On Friday $60,000 to $70,000 worth of equipment was stolen from Homeboy Industries storage, but will not cripple the 3-year-old program. All this burglary did is reverted it back to an older form of graffiti removal–buckets and rollers (Mccartney). The homies working in a graffiti removal unit were utterly disrespected by others and they simply decide to continue doing their job—graffiti removal. â€Å"The first step toward success is taken when you refuse to be a captive of the environment in which you first find yourself† (Mark Caine). These former gang members were not affected or provoked by these acts. They were not held captive of their environment, accepted what had happened, and moved forward. Similarly to how success can be displayed and viewed differently, sometimes the simplest acts are the most significant. A typical person losing $70,000 worth of equipment would go on an absolute rampage, but these former gang members faced adversity with resilience and simply picked up where they had to. There is a sense of awe in how such a simple act portrays so much success. The act of continuing to move forward and denying oneself of ruminating is simplistic, but powerful. Especially given the background of these men and women, this act of continuing just shows how successful they are and how successful they will continue to be. Although success takes on many forms and depends on our own personal views of what is considered successful, the real success is ones acceptance of each other’s actions. From my experiences of getting off of the couch to a crew of former gang members facing adversity with resilience; the idea of success shrouds itself within our own perceptions and prejudices. Just like the saying, â€Å"beauty is in the eye of the beholder,† so is success. Living in this world we ought to strive for the same level of objectivity that God projects when looking upon us. We cast aside our own perceptions and inherit the perception of God where we can see the whole picture, not just the portion we prefer. After taking a moment to analyze the questions posed at the beginning of chapter eight, it is clear that these questions demonstrate and stress the subjective aspects of success. When Gregory Boyle included the chapter based on success, he wanted us to get a sample of the different forms that success may present itself in. Regardless of the act that has occurred, we ought to welcome success in its many forms. Success may present itself in the form of a baby taking her first steps or a gang member acknowledging she has a problem. These scenarios may seem different at a first glance, but in the end, all successes are welcomed and celebrated in their own forms.

Virtue Ethics

Virtue Ethics Ethics 5Running Head: VIRTUE ETHICSVirtue Ethics[Writer Name][Institute Name][Date] ¢Ã‚€ÂÆ' ¢Ã‚€ÂÆ'Virtue EthicsIntroductionVirtue ethics has been originated many years ago in different societies that conform on safety and well being of other individuals in the society. The ethics focus on what a person able to do rather than what the person is unable to do. The character of an individual throughout his life is shaped by factors such as beliefs, values and attitudes. Virtue ethics focus on the effective side of individual actions. This paper seeks to establish the application of virtue ethics in my social as well as business life.Virtue EthicsVirtue ethics is a body of knowledge within philosophy that seeks to describe in full details the character traits or virtue that constitutes a good human life. Hartman, Desjardins and McDonald (2013, p. 123) notes that the concept or ethics of virtue moves from what should be done by an individual to who the responsible individual is. Portrait of Aristoteles. Pentelic marble, copy of ...The recognition of the individual is constituted by the beliefs, values and the attitudes people have. These aspects vary from one individual to another individual.The application of virtue ethics changes the nature of justification in ethics. For example in some ethical cases justification of some actions could be tied to self interest (Hartman, Desjardins and MacDonald, 2013, p. 124). However, for such justification I likely to fail given that ethical controversies involve the conflict arising between self-interest and existing ethical values. For example individuals could prefer self-interest to ethical value in some cases where they are required to sacrifice their personal interests. For example: an individual required to pursue ethical value that required giving up large sum of money is unlikely to prefer ethical values. In this context the self interest of such...

BASEL Essay Example | Topics and Well Written Essays - 750 words

BASEL - Essay Example The Accord outlines a set of standards for establishing minimum capital requirements for banking organizations. It encouraged banks to classify their experiences into broad categories reflecting similar types of borrowers. As an example, all exposures to corporate borrowers are subject to all capital requirements. However, with the advances in risk management practices, technology and banking markets, the 1998 Accord’s approach to measuring capital requirements has become less meaningful. This is why the BASEL have been updated into BASEL II, a consultative document that is believed to provide improved sensitivity to the risks that banks actually face and accommodate improvements in internal processes, more advanced risk measurement techniques and increasing use of sophisticated risk management practices. (Saidenberg, M. and Schuermann, 2005) More accommodating as it appears, the New Accord still has factors which have been pointed out by organizations such as the JCIF (2006) and the BIS (2001) itself that must be considered for determining requirements for market risks and capital standards. The most prominent issue is the improvements of the credit rating process. According to BASEL II, banks are encouraged to implement the internal ratings approach to determine credit capital requirements by using probability of default for borrower rating and loss given default for facility rating. This becomes problematic considering that banks have historically attributed ratings to transactions without separating the two risk factors. Compounding the problem is that banks have tended to rate customers using one or two ratings alone but the Accord specifies that borrowers should be evenly distributed across a minimum number of grades. Banks will find it necessary to re-engineer their internal credit rating system. The Internal Ratings Based approach specifies that credit risk measurement involves

Role of communication within an organisation Essay

Role of communication within an organisation - Essay Example Derived from the Greek terminology organon, an organization can be defined as a social body which arranges one or two or more persons to pursue collective goals. Organization can be created with one or more than one person and the communication within the organization helps everyone to achieve its goal in a systematic manner. It should be remembered that proper communication implies the same meaning of a matter to everyone which is being evaluated collectively. It has been examined that almost nine-tenth of a manager’s work time is dedicated towards communicating in the organization (Kushal and Ahuja, 2009, p. 19). Different types of communication models are used in various organizational contexts. Broadly communication in an organizational context can be classified into two parts, namely, one way communication and two way communication. In one way communication the communication flows downward or upward. In most of the organization the one way communication is used for sending notice, policies etc., whereas, two way communication is basically used in most of the organization for sharing ideas, thought etc. As we know organization is nothing but aggregate of many entities, those can be structured in different forms, keeping in accordance with requirement of an organization so that the organizational purposes can be served through that particular method of communication in the best way possible. In complex matrix organization delayering is recommended. Most of the multinationals have adopted the delayeing method to cut the cost of reporting layers as well as to build effective communication among the organization within small groups which bridge the whole organization. Delayring also speeds up the communication as the decision is being taken by the lower level managers respect to their strata, which improves the communication in both upward and downward hierarchy it also increase the