Hiroshima by John Hersey essays

Hiroshima by John Hersey essays In his book, Hiroshima, John Hersey tells the story of six human beings who lived through the greatest single man-made disaster in history the bombing of Hiroshima on August 6, 1945. Brilliant in his straightforward and unambiguous prose, John Hersey explains what these six individuals were doing immediately before and after 8:15 a.m. on that fateful day when the first atomic bomb destroyed Hiroshima. The story in its eloquence weaves a tale of the lives of these six survivors from the time they awoke on that momentous morning until the moment when, with a blinding flash, their lives were irrevocably changed. Hersey's purpose in writing this book is to demonstrate how the dropping of the atomic bomb impacted the lives of its victims in hopes that the horror of this event will never be repeated. Employing everyday language and depicting commonplace occurrences, Hersey enables the reader to experience the daily routines of the people. The author divides each chapter into sections that follow the movements of the six people during specific periods of time that morning. The book begins with their first waking thought, carries the six through the actual bombing of the city, and describes their utter bewilderment as to what had transpired. Hersey goes into minute detail, describing the sounds, the smells, and the sights. Although the citizens of Hiroshima anticipated that their city would be attacked, they did not expect the level of destruction that the atomic bomb produced. Hersey uses quotations from citizens who survived the assault to illustrate the people's inability to comprehend the devastation. Small clues such as the fact that walls had tumbled inward, not outward, the collapse of so many buildings when the people heard no planes, and the fact that not enough bombs h ad fallen to cause such a catastrophe, are but a few of the personal details the book sets forth. ...

International Economics - Outsourcing Research Paper

International Economics - Outsourcing - Research Paper Example The aim of offshore outsourcing is the transfer of services or goods between nations. Across, outsourcing has matured or grown and become an increasingly complex means of carrying out public services. The private sector has not been left behind in the practice of outsourcing. The origin of outsourcing is linked with the crude materialization of the 1980s when majority of the large-scale public segment outsourcing projects started to take place. In the 1980s, outsourcing occurred generally in the form of blue-collar tasks such as waste collection and grounds maintenance. Much emphasis was put on the lowest cost provider, and this is the individual who won the contract. In the United States, the off-shoring trend in the service sector became significantly prominent in the late 1990s. Between the year 1997 and 2000, various public services including the white-collar roles were exposed to serious competition. The notion of competition became dictated by the best value rather than just th e lowest cost. Best value is an equation, which includes both cost and service quality. It is worth noting that outsourcing was initially viewed as a way of reducing cost, passing clerical and low-level consumer contact duties to other businesses or nations. This happened at a time when industries had to go overseas to cater for the IT labor shortage caused by the excessive workload experienced in 2000, and the dot-com economy boom. This was enabled by advances in IT and influenced by the large cost savings, and thus, companies continued to offshore labor demanding IT services like low level coding and legacy software maintenance. At the moment, complex IT tasks such as XML, software management, software design, web applications development, and software architecture are going offshore. Additionally, an increasing number of United States companies are shifting their IT enabled business services (also referred to as Business Process Outsourcing) abroad. Insurance firms, credit card c ompanies, utility providers, airlines, mortgage lenders, and banks are among the companies that offshore outsource business practices such as low level processing, telemarketing, accounting, procurement, help desks, human resources, collections, customer call centers, and data entry. It is worth noting that concerns about job security had grown â€Å"due in part to increased global economic integration since the early 2000s, when off-shoring started spreading from the jobs of blue-collar manufacturing workers to those of white-collar service sector workers†. White-collar workers entail the majority of United States workers and most of them are employed in the service sector, which accounts for a major portion of United States jobs. This indicates that many people believe that their jobs are at a risk of being moved overseas if the organizations that they work for opt to offshore some of their services or activities. The Current Status of Outsourcing Along With Its Trends A ne w trend is emerging in the service industry; the increase in offshore outsourcing. Prior to the previous decade, it was not common for developing nations like India or China to export high-skilled or high-valued services. Researchers have offered several reasons for

Advise to Crumbly Caravans Ltd Coursework Example | Topics and Well Written Essays - 750 words

Advise to Crumbly Caravans Ltd - Coursework Example The Scottish Law of Contract, in regard to the law of agency, defines the relationship between a principal and an agent, as well as that between an agent and a Third Party, and gives clear guidelines on how each party should act towards each other, with clear stipulations of the duties and responsibilities of either the principal to the agent, agent to the principal and agent to the Third Party. The most fundamental duty of an agent towards the principal is that; the agent has a duty to follow the instructions issued by the principal to the agent fully, and perform them as instructed (Macgrego & Davidson, 2008 p17). Further, in addition to this duty, the Scottish Laws of Contract, in regard to agency also provides for the adherence to the commercial agents Regulations of 1993, which is related to the fulfillment of the European directive, requiring that a commercial agent should comply to, and perform reasonable instructions that are given by the principle (White & Willock, 2007 p22) . However, the most fundamental aspect of the duties of the agent to the principal is that; the Scottish law requires that the instructions issued by the principal should be clear and unambiguous, providing that an agent is not liable for any instructions that are not clear, or which the principal may have issued ambiguously.The ‘Crumbly Caravans Ltd.’ case, is a case of a Third Party affected by the relationship between the principal,and the agent,... The law provides that an agent must not disobey the reasonable and material instructions that have been issued by the principal, and in cases where the agent then violates this provision, then the agent becomes liable for any loss that might be suffered by the principal (Mcbryde, 2007 p77). The agent, in addition to the duty of following and performing the instructions issued by the principal, is required to perform the duty of skill and care towards the principal, where the agent must not act in a way that can cause loss to the principal (Macgregor, 1997 p272). Although the duty of skill and care may vary, it expressly requires the adherence and performance of the instructions given to an agent by the principal, in such a way as to avoid causing any loss on the side of the principal (White & Willock, 2007 p9). Nevertheless, the most significant rules applying in the Scottish law of contract in regard to the relationship between an agent and a principal are fiduciary duties, which re quires that the agent should always act in such a way, that his actions benefits the principal (Mcbryde, 2007 p72). Therefore, the agent is required to act in a way consistent with the requirement of the principal, especially regarding the duty of disclosure, where the agent is always required to disclose that he is acting on behalf of the principal (Macqueen & Thomson, 2007 p29). Another of the fiduciary duty of the agent to the principal is the duty to be loyal, and to negotiate appropriately with a Third Party where negotiations are applicable, however with a duty to conclude the deal in accordance with the instructions of the principal. Further, the agent is under duty to communicate all the information available to him to the principal

Microteaching Evaluation Essay Example for Free

Microteaching Evaluation Essay A microteaching lesson can be used to find out what works well in a lesson and what can be improved following feedback. Harvard University states â€Å"Microteaching is organized practice teaching. The goal is to give instructors confidence, support, and feedback by letting them try out among friends and colleagues a short slice of what they plan to do with their students. Ideally, microteaching sessions take place before the first day of class, and are videotaped for review individually with an experienced teaching consultant. Microteaching is a quick, efficient, proven, and fun way to help teachers get off to a strong start.† For my microteaching session, I was observed teaching a group of apprentices using oxy fuel cutting techniques. This session started with safety and finished with practical demonstrations and observations. As my lesson was primarily workshop based, a lot of the teaching was demonstrations observations and oral questions and answers. At the time of my lesson, there were no classrooms available for the safety video I usually use as an introduction so I therefore had to adapt my lesson to suit the learning needs of the apprentices. Firstly, the usual lesson I would carry out would be completed over two days covering every aspect of oxy fuel cutting. As the group I was teaching had already completed manual handling of cylinders, I could remove sections of the lesson. I would also teach up to twelve learners, however during this lesson I only had four learners. This allowed me to shorten the lesson further. This was ideal because two members of the group have a small concentration span and benefitted more from a smaller shorter lesson. One leaner had previous experience of oxy fuel cutting from college so I had to assess his ability, knowledge and understanding along the way. I had to be prepared to offer this learner more work to meet his needs. Partner work was used in which I chose the pairs in relation to their a bility and understanding, and set them small tasks to encourage good working relationships. Instead of watching a video and power point in a classroom, the lesson had to be carried out in a workshop environment. This had both a negative and positive affect on my learners. One learner in particular always struggles to learn in the classroom as he is very easily distracted and is best suited in the workshop. He seemed to learn more from this adaption as he needs to be kept busy and occupied at all times. Another learner in the group bounces off this learner’s behaviour so with all learners occupied and busy, the second learner was also occupied and well behaved which encouraged him to work and learn. There were however, aspects on the video which could not be demonstrated in the workshop and could cause confusion between some learners following and working from the hand outs. The hand outs which I used were also used in the workshop for the learners to follow. These hand outs are usually used with a power point presentation but without a classroom, the lesson had to be adapted. One learner in the group can struggle with the workshop based learning. He has quite a good understanding of the subject and can ask a lot of questions relating to the subject. I adapted the lesson to suit his needs by setting a set of questions for them to research and answer at the end of the lesson using the knowledge and understanding they had and gained, their hand outs and research on the internet. There were also diagrams to label in the hand out which instead of working from the power point presentation, I had them label orally during the lesson to assess their learning. I could expand on the activities completed to embed elements of minimum core easily. Although the research part of the lesson was added due to not having a classroom, I could set research questions in every lesson. Instead of cutting straight lines with the learners, I could set them a task of marking out and cutting out shapes to dimensions in which the learners would have to allow for the kerf or cutting line. This would encourage the use of maths by working from dimensions and working out simple formulas to find circumferences and cutting widths. I could also incorporate the use of the smart boards to encourage learners to take part in presentations or answering questions. Games could be organised for diagram labelling identifying components and parts of equipment. During the lesson, I constantly gave feedback to the learners by asking questions to ensure they knew and understood what they were learning and acknowledging their answers. During the practical work I would assess their ability of cutting and identify faults with them but highlighting the good points to keep them motivated. The learners would identify and try to correct their faults for the next cut. I would ask the learner what they thought of their work and ask them what they thought they were doing wrong working from fault sheets. I encouraged the learners to try and cut in a variety of ways to keep them motivated following the same method in giving them feedback. This was done in order to prolong their motivation and to encourage them to assess their own work and improvement so they could see their own individual progression. The questions for research that I set were checked, but not in a formal manner. I ensured the learners knew they were set as tasks rather than a test. I went through the questions with the group as a whole and they all shared their answers to the group. Each learner had an input in answering the questions and a conclusive answer was met. I could develop my lesson further by expanding the length of the lesson slightly to cover more aspects of oxy fuel cutting. More resources could be used in order to embed minimum core more effectively. Resources such as videos and power points should be used for learners who learn more effectively in a classroom but should also cater for the learners who learn more from demonstrations and observations in the workshop perhaps in the form of more hand outs or other resources such as work or procedure sheets or question and answer sheets. I could also incorporate the use of a smart board as opposed to just using it for power point presentations to include learners in each lesson. Finally, I need to ensure I keep adapting lessons to meet the learning needs of the learners. Adapting lessons is an important part of teaching as Geoff Petty (page 141) noted â€Å"Many teachers develop one or two teaching methods and stick to them. This is a mistake. A variety of methods – as well as increasing student attention and interest – gives you the flexibility to deal with the wide range of challenging and infuriating problems that teachers inevitably encounter. It also helps you deal with the increasing demands of the teacher’s ever-changing role. In modern education, as in evolution, the motto is ‘adapt to survive.† BIBLIOGRAPHY http://isites.harvard.edu/fs/html/icb.topic58474/microteaching.html Accessed 15/08/12 Petty, G (2009) Teaching Today a Practical Guide, Nelson Thornes Ltd, Cheltenham

The Beginnings of Anorexia :: Health, Eating Disorder

Suicide is not the answer. Although, many people might think that a statement as simple as â€Å"suicide is the answer† is the core or the main point of the poem â€Å"Anorexic† by Eavan Boland. But, those that might think the suicide is the central point of the poem are extremely wrong, there is more about that poem than must people can understand, recognize, or want to accept. Boland wrote this poem in 1980 and until today still being one the most extraordinary poem in its simplicity but also very deep in its complicity. Consequently, if a person read the poem once without any background knowledge he or she will understand what the basic idea behind the poem is; however, if the same person read the poem one more time with more information about different topics. Background knowledge about what is Anorexia and the Christian Bible would help to clarify the speaker situations, feelings and decision of commit suicide. â€Å"Flesh is heretic† (line 1) the very first grammar structure of the poem lead us to the conclusion of a war. When the speaker says these words, she was sending a subliminal message saying that her flesh what is the same as her skin is heretic, which means one who rejects. So, it is safe to assume that she thinks her that her body contradicts her. Her body is her enemy. Furthermore, she hates her body. Instantly, she supports her theory with the second sentence in which she claim, â€Å"My body is a witch.† (2) In this sentence she compares her body to a witch. A witch is an evil been, a creature that wants to hurt, a scary creature that cast spells. In this comparison speaker imply that her own body wants to hurt her and when the speaker says â€Å"How she meshed my head in the half-truths† (7 - 8) is very important because in this particular part of the poem is when the speaker actually describe that the witch is casting spells on her, making her think that she is fat when it is not the actual truth. Now the speaker claims a contra attack when she claims, â€Å"Now the bitch is burning.† (15) She also refers to the way her body is reacting to the fight, â€Å"Yes I am torching - her curves and paps and wiles.† (4 - 5) this is the way of the speaker to say I am winning this fight, I am not eating and my hips, waist, and breast are just â€Å"skin and bone† (17).

Causes and Consequences of the Montgomery Bus Boycott Essay

The leader of the Bus Boycott was a local preacher called Martin Luther King who formed the ‘Montgomery Improvement Association’ to orgnaise the boycott – and the protest made him the leader of the Black Civil Rights Movement until his assassination. SO – no Montgomery Bus Boycott, no non-violent direct action, no ‘I have a Dream’ speech, no Million-Men march etc. 5. During the Boycott, the Ku Klux Klan attacked the homes of Black leaders – this turned public opinion against the Whites. From then on public opinion, specially in the north, PLUS the Federal Government – openly supported Black Civil Rights. 6. Rosa Parkes became ‘the mother of the Civil Rights movement’: a role model, not only for Blacks, but also for women. In particular, the bus boycott showed ordinary Black men-and-women-in-the-street that – little as they could do individually – nevetheless, if they stood together and each did their little bit, that ‘we shall overcome one day’.

What Did Dinosaurs Eat