Woodchucks essays

Woodchucks essays Woodchucks Maxine Kumins, Woodchucks provides an interesting and creative perspective into the mind state of those influenced by nazi warfare. What begins as a seemingly humorous cat and mouse hunt, reminiscent of such movie classics as Caddyshack, soon develops into an insatiable lust for blood. Kumins descriptive language provides the reader with the insight necessary to understand to the speakers psychology as they are driven beyond the boundaries of pacifism. The poem does indeed have a rhyme scheme, yet doesnt conform to conventional forms of rhyme such as A, B, A, B, etc. Rather, each stanza seems to follow the order of A, B, C, A, C, B, which may not be apparent to the reader at first, but doesnt hinder the poems effectiveness. The first stanza begins with the speaker describing their failed attempt at eliminating the pests. The first attempt was described as merciful: The knockout bomb from the Feed and Grain Exchange was featured as merciful, quick at the bone. However, t he following lines offer a bit of humor to the chase as it seems the woodchuck has outsmarted the speaker as a result of their overconfidence: and the case we had against them was airtight, both exits shoehorned shut with puddingstone, but they had a sub-sub-basement out of range. This first stanza sets the stage for what would appear to be a humorous battle of whits between the speaker and the woodchucks. The following stanza continues in this vein with the cynical statement, Next morning they turned up again, no worse for the cyanide than we for our cigarettes and state-store Scotch, all of us up to scratch. However, those that follow are slowly indicative of the speakers mental deterioration. The statements of the food being eaten by the woodchucks are filled with bitterness as the language begins to resemble that of a killer. They brought down the marigolds as a matter ...

A Womans Choice essays

A Womans Choice essays Twenty-five years after the Supreme Courts infamous Roe v. Wade decision, the majority of the American public still favors the legislation of abortion. The latest New York Times/CBS Poll shows that there have been nearly 30 million abortions preformed in the last two decades. Personally, as a young woman living in the 21st century, I strongly disagree with women using abortion as a major form of birth control. But, I do support the reproductive rights of women, to make their own decisions concerning the issue of abortion. I believe this is a very personal moral issue and that the government should not be involved in our decision-making regarding these rights. According to Carey Goldberg and Janet Elder in the New York Times article dated, January 16, 1998, In a poll that was given in 1989, when people were asked whether a pregnant woman should be able to get a legal abortion if her pregnancy would force her to interrupt her career, 37 percent said yes and 56 percent said no; In 1998, only 25 percent said yes and 70 percent said no. Also, in 1989, 48 percent thought an interrupted education was enough to justify a teenage girls abortion; that dropped to 42 percent in 1998(A 1). Based on these statistics, it appears that the majority of Americans are still in favor of abortion but with limitations. I also believe it is important for a young teenage girl to have the right to continue her education and to make her own decisions regarding an unwanted pregnancy. Whereas, a young woman with a career facing similar circumstances, hopefully, would take a more responsible approach by practicing safe sex, following through the full-term pregnanc y, or giving the child up for adoption. Taking responsibility should be an important expectation for either age group, but especially for those young adult career women who have more life experience, maturity and means of financial support. This is definitely a very diffi...

Luxury goods in China Essay Example | Topics and Well Written Essays - 4000 words

Luxury goods in China - Essay Example The paper tells that possession of the luxury brand has been a trend in market of China especially among the girls of various age groups between 18 years to 30 years old. Girls like to go for shopping and they prefer visiting malls where they get almost everything under one roof. The various characteristics of the luxury brands which have been observed are that it has aesthetic value; it is costly as compared to regular brands. It has also been found that the luxury brands are quite sophisticated to handle as compared to regular brands. They have a classic look which is the reason that people get attracted more towards the luxury brands. The Chinese economy is strengthening day by day as there is an increment in the demand of the luxury goods. Mostly teenagers and unmarried ladies prefer luxury brands. Most of the customers like to pay innumerable number of times for luxury products but there are few customers who pay lesser number of times for luxury products but prefers high value product. The most preferred products for the luxury brand have been perfumes, watches, fashionable clothes, ornaments and laptops and in order to attain these products they would even prefer to go to outside places. They even get these items as gifts from their friends, families and in the similar way they also provide gifts to their friends and families. Eastern brands have been preferred for camera, ornaments which are artificial products. The similarity between the Western and the Eastern brand is that both the brands have high degree of excellence and the technology that is used to manufacture both the product is highly upgraded.

Leader ship Assignment Example | Topics and Well Written Essays - 1500 words - 1

Leader ship - Assignment Example Leadership is the backbone of the organization. Leaders of an organization are given the mandate of seeing into it that all the organizational operations run smoothly to ensure organizational success. Barnard (1938) defines leadership as the capability of the superior to influence the behaviour of subordinates and convince them to follow a particular strategy. Leaders should inspire confidence to their followers. Various theories have been associated with leadership and have been applied to solve difficult management issues arising in organizations. Individuals in leadership positions must posses’ vast knowledge of social behaviour of individuals or teams within the organization (Robins & Judge, 2010, p. 597). Leaders are innovators and change facilitators. Leaders are concerned with the planning, organizing, staffing, directing, coordinating, reporting and budgeting. Leadership Theories/Concepts There are several leadership theories that have been proposed. They include great man theory, trait theory, behavioural theories such as the managerial grid, theory x and y, contingency theory and many others. The various leadership styles include; participative leadership, transformational leadership, situational leadership and many others. Some leaders think more about their employees than themselves. Others are more committed to their work and have excellent communication skills. For every organization to be successful the leader should show commitment to his work, communicate effectively and motivate employees to perform their tasks (Hassan & Shaw, 2012). The trait theory assumes that individuals have natural traits that help them become leaders. They believe that these merits are inheritable. These traits include intelligence, conduct, sociability, commitment, devotion, determination and perseverance and other inherit abilities (Gorman, 2004). Situational theory argues that leaders arise from different situation in individuals’ face in life. The lead ers are expected to adjust and adapt to new circumstances to be able to deal with the new situation. The path goal theory deals employees motivations so as to enable them achieve the set goals and objectives (Gorman, 2004, p.82). According to this theory leaders have the ability to improve employees’ motivation by clarifying the goals and providing the resources necessary to ensure improved employee performance and achievement of the desired goals. The contingency theories are an expansion of the situational theories. They are based on categorizing various components which can be used to foretell of the best and effective management technique to be applied in a given situation (Hassan, 2009). The Fiedler contingency model proposes that for effective group performance the leaders’ approach must match with the situation, which gives leaders some control. Fiedler tried to establish whether a person is task-oriented or rapport oriented using the LPC scores. He further iden tified three dimensions, which could be used to determine effective leadership (Robins, & Judge, 2010, p. 522). These include leader-member relations, which involves individuals levels of confidence, trust and respect individuals had in their leaders, task structure, which involves the structured and the unstructured degree of job assignments position power which measures the degree of influence a leader has in relation to

Internal combustion engine Essay Example for Free

Internal combustion engine Essay From its humble beginnings from in 1885 today the automotive industry is one of the biggest industries today and is one of the world’s most important economic sectors by revenue. Not only does this industry develops and manufacture but it also markets and sells motor vehicles globally. STEEP Analysis onSocio-cultural Socio-cultural variables such as population, social responsibility, cultural differences, and theinfluence of consumer movement affects directly to the automobile industry. Most of the people concerns the price, mileage, brand of the car, design and style, after salesservice when purchasing a vehicle and depends on what other people think about their vehicle. Age distribution is a factor that directly influence when focusing on sales among population,And should be able to develop segments that able to satisfy different needs of age groups. When purchase vehicles the families are more sensible factor which influence car purchasedecision. Space, safety and budget play a major role. Need to focus on corporate customers since they buy the largest amount of vehicles . Technological Technological factors and innovations, Research development plays a most important role asthey improve standards of driving. Fuel consumption is one of a major problem at the moment, hybrid engines has developed toreduce fuel consumption. Ex: Honda, ToyotaOne of a major requirement of the customer is safety. Seat belts, air bags which protect passengers at a collision, ABS brakes to stop the vehicle in short distance even in icy surfaces. By investing for Research and development and innovating new technologies can gain patentedand boost sales. Technological development is support the driver to control the vehicle more comfortable andeasier.

Evaluation of Journal Article Involving Cross Cultural Perception of Eu

Evaluation of Journal Article I. Introduction The essay is about to evaluate the journal written by Coen Heijes and express my personal interpretation of the article. The essay was divided into five sections. First of all, I would briefly outline the topic of the article and introduce the findings made by the author. Secondly, I would analyze the theory and literature review by evaluating the main theoretical framework. Then research design and methods would be discussed, followed by the findings and conclusions given by the author. Finally, personal implications would be delivered. In my opinion, take power dynamics into account while analyzing the perception across-cultural is a beneficial supplement to the dimensional approach which is limited in doing research on international management. Despite lacking of empirical research on relations between cross-cultural perception and power asymmetry in organizations, this paper could be a significant reference on further research. II. Description of the paper being evaluated In this paper, the author delivered a research about cross cultural perception and power dynamic across changing organizational and national contexts in Curacao and the Netherlands. The essay is divided into seven parts. First of all, the author pointed out that more and more researchers found they should go beyond standard cultural dimensions of Hofstede when analyzing the national cultures because culture is not so much fixed, cohesive and systematic concept but more dynamic and co-created. Therefore, the author expanded on the interactions between culture and power and discussed the role of power and power differences in cross-cultural perception. Second, methodological triangulation was used al... ...ice organizations in the IRS and the police in the Netherlands and Curaà §ao. The results of the research findings were just the reflection within the public services organizations and it cannot indicate that similar conclusions would be drawn up in business organizations. Besides, the study lacks some empirical data on the relation between cross-cultural perception and power asymmetry in organizations. Furthermore, this study paper made me think about another case of the UK and HONG KONG, since the impact on the cross-cultural perception would be more complex not just considering the power dynamics and power imbalance due to the western social system background based on Chinese culture. In all, I benefited from the power dynamics influence study on cross-cultural perception and it would be a good learning example for me to carry out research in the future .

Action plan for optimum health and wellness Essay

There are several elements of health and wellness, which include physical, social, environmental, emotional, spiritual, and intellectual. However, the top three elements of health and wellness that need more advocacy in society are physical, emotional, and environmental. Health is a good physical condition, the condition of the body and mind, and the presence of illness (Donatelle, 2011). Physical health is extremely important because exercise, for one, means the ability to have a strong, healthy heart, and good recuperating abilities. Incorporating different kinds of exercise into one’s daily routine will help not only relieve stress but also a variety of other health factors. Emotional health is a serious issue in our society today. Keeping a positive attitude and self- esteem is extremely essential for good health. When one lets certain situations fall to a low, it results in hurt, anger, and even depression, which are key factors of an unhealthy lifestyle. Possessing low emotional health could interfere with motivation to exercise, healthy eating habits, and good communication skills. Environmental health is also priority. Society can do certainly more to improve environmental conditions. This includes not littering, recycling properly, and less air pollution. These key elements ensure a positive clean way to healthy living. Understanding the important roles that nutrition and fitness have as active parts in our lives is a topic that requires additional advocacy. Nutrition and fitness are two key factors that work alongside each other and are critical elements that help maintain optimum health. Concentrations in good nutrition can deliver effective results in preventing the body from acquiring a chronic disease and obesity. Obtaining a chronic disease can have major impacts on a person’s life and requires extreme lifestyle changes. A chronic disease developed from poor nutrition is vital and can lead to many complications, inclu ding death. According to the CDC (2009), nearly one hundred and thirty-three million people live with at least one chronic disease. Consistency with daily exercise and good nutrition will ensure a healthy balance needed for good health and wellness. Without the right nutrition, fitness will not improve the body, and without fitness, nutrition will not have any additional benefits. Fitness is important because it helps fight infections in the body and improves the immune system to help fight infection at a more effective and rapid rate. Fitness is also important because it may give a person a sense of self-confidence. Self-confidence allows a person motivation and pride in who they are. Fitness will help primarily to live a better life in the way he or she thinks, sleeps, and in daily activity performances. It is mandatory to be consistent with eating healthy and staying fit. Great fitness and nutrition are necessities in obtaining optimum health and is achievable by incorporating daily physical activity. Without nutrition and fitness, a person will expose their body to a chronic disease that may eventually cause one’s life. Some of the environmental effects on health that people may be exposed to and be unaware of are in places such as the home and workplace, which can be fatal. Air pollution is one of the most common problems we encounter daily. Mold is another cause of concern with symptoms that range from something as harmless as a cough to a serious condition such as respiratory illness. Lead is one of the most significant and widespread environmental hazards for children. According to the CDC (2013), about 24 million homes in the United States contain deteriorated lead-based paint and elevated levels of lead-contaminated house dust. It is critical to know what environmental health hazards people can be in contact with in order to prevent any damage to our health. Other environmental issues people need awareness on is water contamination and toxic chemicals stored undernea th kitchen cabinets. The drinking water quality has a major influence on public health. Significant attention is required on all chemicals used in the home daily, which can be very harmful to one’s health if people use it inappropriately. It is particularly important to store toxic cleaning supplies appropriately when children are present in the home. In addition, smoking is an environmental health concern that can lead to very serious health problems, which includes the inhalation of secondhand smoke. Awareness of the resources and prevention  tips available is vital for all of these environmental health hazards. Making positive changes to the way the environment is today will ensure a healthier lifestyle. There are different strategies available for preventing chronic diseases such as cancer, diabetes, and cardio-vascular disease. First, one strategy for preventing cancer is maintaining yearly examinations at the physician’s office. It is also important to follow steps in checking oneself, more so, if cancer is hereditary. Proper nutrition is an import ant factor; however, there are specific items that can be included in daily eating habits, which will help in prevention. These items are green leafy vegetables and tomatoes. One should also avoid excessive sunlight and unnecessary x-rays for prevention of skin cancer. Exercising as often as possible to avoid stress is also a key factor for cancer prevention. Eliminating smoking habits and secondhand smoke are vital for prevention of lung cancer. According to the American Lung Association (2013), cigarette smoking is the number one cause of preventable disease and death worldwide. â€Å"Smoking-related diseases claim over 393,000 American lives each year† (American Lung Association, 2013). Diabetes best practices are staying away from drinking liquids that contain high levels of sugar. Walking, running or any type of physical activity at least twice a week is essential for keeping diabetes controlled. Cardiovascular disease is another chronic disease that is responsible for several heart attacks and deaths. Some helpful tips for prevention of cardiovascular disease are exercises such as walking o r running. The heart is a muscle; therefore, it requires physical activity to be healthy. Avoiding some red meats and incorporating healthy breakfast meals like oatmeal are also very helpful. There are several tips one can follow for prevention of cancer, diabetes, and cardiovascular disease. Staying proactive and aware of these issues is necessary to live a healthy life. â€Å"On the whole, the immune system does a remarkable job of defending you against disease-causing microorganisms† (How to boost your immune system, 2013). However, there are different factors that play a role that help attack the immune system, causing defenses to weaken. When germs invade the immune system, this causes one to get sick. Certain illnesses, such as diabetes, and AIDS can cause the immune system to not perform at an optimum level and allow sickness to invade the body more quickly. There are several ways to boost one’s immune system to achieve strong fighting  defenses. Good nutrition, proper vitamins and good exercise are some examples to boost the immune system. â€Å"To function well, it requires balance and harmony† (How to boost your immune system, 2013). Adopting healthy-living strategies is necessary to ensure good health, which means a strong immune system with strong defense fighting capabilities. â€Å"There is still much that researchers do not know about the intricacies and interconnectedness of the immune response† (How to boost your immune system, 2013). According to How to Boost Your Immune System (2013), â€Å"for now there are no scientifically proven direct links between lifestyle and enhanced immune function†. REFERENCES Centers for Disease Control and Prevention. (2009) Chronic Disease Prevention and Health Promotion. The power to prevent, The Call to Control: At a Glance 2009. Retrieved October 28, 2013, from http://www.cdc.gov/chronicdisease/resources/publications/aag/chronic.htm Centers for Disease Control and Prevention. (2013). Get the Lead Out: National Lead Poisoning Prevention Week 2013. Retrieved October 28, 2013, from http://blogs.cdc.gov/yourhealthyourenvironment/2013/10/23/get-the-lead-out-national-lead-poisoning-prevention-week-2013/ Donatelle, R. J. (2011). Health. The Basics, Green Edition. Retrieved from The University ofPhoenix eBook Collection database. How to boost your immune system. (2013). Retrieved October 29, 2013 from http://www.health.harvard.edu/flu resource-center/how-to-boost-your-immune-system.htm Smoking. (2013). Retrieved October 31, 2013 from http://www.lung.org/stop-smoking/about smoking/health-effects/smoking.html

Bollywood and Gender

Research Proposal Aim: To study and compare the role of women in some of the women centric Hindi films released between 1980 to 1990 and 2000 and 2010. Objective: To study the issues of gender, caste, development that were perceived in Indian cinema then and now in women centric films. A comparative study about the representation of women in Indian cinema then and now in women centric films. Scope: There are a numerous women centric films that are created in diverse languages around the world. When we focus even on one specific type, we get to know about the culture and thought process of that specific region. Also, a strong statement emerges out of the analysis which is a reflection of the prevailing ideologies in the society. This paper will be mark a statement on the thought process, beliefs of the people especially for the women. These beliefs systems and ideologies will be compared through women centric Bollywood movies that were released between 1980’s to 1990’s and 2000 to 2010. The scope can be extended to many women centric movies made in various languages other than Hindi. One can also include the earliest of the eras for a detailed comparison and in-depth study. Not only a comparison on the issues like gender and caste but also a comparison on other issues like lifestyle, costumes, movie posters etc can be done. Limitations: This paper is limited only to Bollywood films because of the language constraints. Also, only two decades have been chosen since the comparison and study would be possible with a limited number of films to study. Also, from each decade four women centric films are chosen and then studied thoroughly. Followed by is a detailed analysis of the movie based on the issues of Gender, caste, development, ideologies. Research Question: What is the difference in the representation of women portrayed earlier (1980-1990) and that which is shown now (2000-2010)? †¢ What are the factors that have affected the change in the representation of women in Hindi cinema esp. between the 1980- 1990 and 2000-2010? And how is the transition identified? †¢ Was the image of women shown in the movies of 1980-1990 stronger, bolder than tho se shown now (2000-2010)? Introduction: Confirming Aristotle’s view of art as an imitation of life, gender discrimination in the Hindi film industry does indeed reflect the bias that exists in Indian society. The gender ratio in India is heavily skewed in the favor of males (1. 08 male(s)/female) (from CIA’s publication). Thus, Indian moviegoers are presumed to be mostly men—roughly between the age of 15 to 34 years. These moviegoers, according to an all-India survey by a research organization, enjoy mindless comedies. Such thinking dominates cinematic expression in one of the world’s largest centers of film production. The Indian entertainment industry stands at $10 billion today and is expected to grow at 18 percent per annum compounded annually over the next two years (Economic Times). An average Indian spends approximately 4. 6 percent of disposable income on movie watching in theaters. And because issue-based films are not a favorite with the masses, a producer opts for subjects with more appeal so that he or she can recuperate the huge investments involved in film production. Even female filmmakers do not risk funding for their films by focusing on women-centric subjects. At New York’s iView Film Festival held in 2009, which explored gender and sexuality issues, filmmakers and actors on the panel were asked to comment on the presentation of social issues through Indian films. Zoya Akhtar, the filmmaker of  Luck By Chance (2009), and a panel member commented on the female protagonist in her film saying that, â€Å"The character could have been any; the fact that she is a woman is a coincidence. † But because the film ends up centering on the story of a woman, the director struggled for six years to make the film—apparently because numerous male actors turned down the costarring role. She had a difficult time despite her insider status in the industry as the daughter of renowned Indian scriptwriters, Javed Akhtar and the sister of an accomplished film director, actor, producer and singer, Farhan Akhtar. The absence of female centric scripts in main stream Hindi cinema is partially to be blamed because of its commercial viability. Also, commercially super-hit films like Jab We Met(2007) and Paa(2009) are termed as female centric films, but on observing closely, we realize that both the female characters in the end need their male counterpart to overcome their grief or are heavily relied on them to ensure a happy ending to their story. Hindi cinema is divided into ‘trends’ or ‘eras’. Starting from the silent ra in 1920s, Hindi cinema has evolved tremendously in terms of technique, story telling and the stories that were told. The period from late 1940s till 1960s is considered as the ‘Golden era’ of Indian cinema. Bollywood witnessed a new wave in form of content, where earlier movies focused mainly on mythological stories, after independence, their focus shifted on development issues (Do Bigha Zameen- in 1953), gender (Bandini-in 1963), caste di scrimination (Sujata-in 1959), etc. In the early years of Indian cinema, it was Bimal Roy who made a host of films in which his heroines had the lead part to play. Commercial cinema then had female centric scripts and Nutan, Meenakumari, Madhubala and Waheeda Rehman have portrayed some of the most powerful female characters in Hindi cinema and delivered super-hit films. The role played by Zeenat Amaan in the movie (Qurbani-in 1980) was much ahead of its time. It was bold and headstrong unlike of the characters that we seen in the movies of late 90’s. One of the outstabding commercial hits Seeta aur Geeta concentrated more on the heroines rather than the two heroes. Besides such mirrored plots, some movis have focused exclusively on the heroine and woven the script around a central female character. In such films, the woman has no prototype. Jaya Bhaduri’s Guddi was one of the early hits where the innocent girl next door image of a star struck teenager became representative of each school going girl for years to come. In other films like Aandhi, an educated wife changes course midway from a happily married woman to a leading politician. When we compare those films with the films produced during 1990s and later, we can see stark contrast in the way female leads were being portrayed. Not only in their portrayal of the character, but also in the way the content of the movie that was generated. At times or rather most of the times, they were meant to accomplishments to their male counterparts. Shridevi in Lamhe(1991), Madhuri Dixit in Hum Aapke Hain Koun-(1994), Karishma Kapoor in Dil to Paagal Hain-(1997), Fiza-(2000) ,Kajol in Dushman-(1998) and Aishwarya Rai in Hum Dil De Chuke Sanam-(1999), Taal-(1999) and Guzaarish-(2010) were some of the most popular leading ladies during this era. Though they were brilliant performers, they hardly were part of a movie where they were not shown adhered to the wishes of the male lead, society and family. It becomes mandatory to ultimately create an image of an ‘ideal’ girl/woman for the audience (here consumers) because that’s how our society works and secondly it becomes easy for that the idea to sell; hence increase in numbers and popularity. Films like â€Å"Dor† (2006), â€Å"Silsilay† (2005), â€Å"Tehzeeb† (2003), â€Å"Pinjar† (2003), â€Å"Chameli† (2003), â€Å"Satta† (2003), â€Å"Filhaal† (2002), â€Å"Zubeidaa† (2001) â€Å"Lajja† (2001), â€Å"Chandni Bar† (2001) and â€Å"Fiza† (2000) brought the woman into the spotlight – all these films got critical acclaim, but they didn't turn out to be a commercial hit. Surprisingly, in recent times, No One Killed Jessica was the only ‘women centric film’ that sort of worked at the box office. All said and done, it shows that we lack on ideas. We as audience are treading backward as we choose to accept only a specific image of woman being shown. Hence, I would focus on a comparative study of two different bollywood era. This will not only comment on the techniques and style of film making, but it will also comment on the kind of cinema accepted by the masses then and now. It will clearly showcase the image of a girl or a woman being shown by the film makers and its acceptance by the audience. It will talk about how issues of gender, caste, development were perceived in Indian cinema then and now. Hence, it will become a cultural comparative study of two different decades from Indian history and will help us understand that how the term ‘Indian Culture’ has evolved over a period of time. A Tentative Bibliography: †¢ Criticisicm and Truth by Roland Barthes |   | |Television commercials and rural women as audience in India by Ila Patel | | | | | |Ways of Seeing by John Berger | | | | | |About Looking by John Berger | | | | | |Women and Art contested Territory by ChicagoJudy | | | | | |Bollywood in Posters by Ausaja. S. M. M. | | | | | |A Thinking Eye by Paul Klee | | Reference Links: www. indianetzone. com www. indianlink. com www. altlawforum. org www. expressindia. com www. semionaut. com www. sebsteph. com www. slideshare. net Heta Vyas MAJ 0310

PSY201 r5 Self Reflection Worksheet Essay

PSY201 r5 Self Reflection Worksheet Essay PSY201 r5 Self Reflection Worksheet Essay University of Phoenix Material Self-Reflection Worksheet Respond to the following in 200-300 words each. 1. While considering the different theories of motivation, describe your personal motivation for attending college. How much of your motivation is extrinsic, intrinsic, and neutral? From what you have read, how might you change your motivation? Which motivational theory applies most to your situation? Explain why. My personal motivation for attending college is to further my education so that I would always have another profession to fall back on. In today’s times we are never sure when the job we are working no longer be viable. Jobs today are eliminated as quickly as money. We have worked on some jobs for over 40 years to come in and they tell you it is gone. With society like this I feel that I must educate myself with other skills. I can be more employable with multiple skills and higher education. Most of my motivation is neutral. My motivation should be more intrinsic at this stage of my life. I am basically at the intrinsic stage of my motivation. I want to find a career that I enjoy. A job is a job because you need it to exist. A career is fun because you enjoy what you do. I no longer fill that I have to work to survive or to enjoy life. I want to work in a field that I will find rewarding and it will not seem like a job. I enjoy working and meeting people. As st ated in my Big Five I enjoy accommodating others. This is the reason that I have changed my career aspects so I can help others. 2. Describe two specific emotions you have experienced, one pleasant and one unpleasant. Select two theories of emotion and evaluate these emotions based on those theories. Which emotion best accounts for your emotional experiences? Why? Two specific emotions that I have experienced was sadness and the other was joy. The two theories of emotions are the James-Lange theory of emotion – he suggest that a stimulus initiates a reaction physiological and a behavior reaction this leads to the emotion that is at hand. The other theory of emotion is: Cannon-Bard theory of emotions suggest that emotions are not tied into feelings but rather through experience my emotions are best described by the James-Lange theory. A physiological and a behavior reaction lead to the emotions that I was feeling in the sadness and the joy. My mind trigger the experience and my behavioral reaction was the emotion that I would display at that moment in time. Sadness and joy both deal with the physiological part of the brain that triggers the behavior part to react a certain way. In Cannon-Bard theory my emotions would be based on my experience of how to react on the feelings that I have had before during similar situations to be co nsidered acute then we would have to learn how to react to certain situations from childhood through adulthood from dealing with other people in society. This is basically the only way that you could prove it to be in this theory. 3. Select two theories of personality and describe your

The Columbine Massacre School Shooting April 20, 1999

The Columbine Massacre School Shooting April 20, 1999 On April 20, 1999, in the small, suburban town of Littleton, Colorado, two high-school seniors, Dylan Klebold and Eric Harris, enacted an all-out assault on Columbine High School during the middle of the school day. The boys plan was to kill hundreds of their peers. With guns, knives, and a multitude of bombs, the two boys walked the hallways and killed. When the day was done, twelve students, one teacher, and the two murderers were dead; plus 21 more were injured. The haunting question remains: why did they do it? The Boys: Dylan Klebold and Eric Harris Dylan Klebold and Eric Harris were both intelligent, came from solid homes with two parents, and had older brothers who were three years their senior. In elementary school, Klebold and Harris had both played in sports such as baseball and soccer. Both enjoyed working with computers. The boys met each other while attending Ken Caryl Middle School in 1993. Though Klebold had been born and raised in the Denver area, Harris father had been in the U.S. Air Force and had moved the family several times before he retired and moved his family to Littleton, Colorado in July 1993. When the two boys entered high school, they found it difficult to fit into any of the cliques. As is too common in high school, the boys found themselves frequently picked on by athletes and other students. (Though some claimed they were part of the Trench Coat Mafia, in truth, they were only friends with some of the groups members. The boys didnt usually wear trench coats to school; they did so only on April 20 to hide the weapons they were carrying as they walked across the parking lot.) However, Klebold and Harris seemed to spend their time doing normal teenager activities. They worked together in a local pizza parlor, liked to play Doom (a computer game) in the afternoons, and worried about finding a date to the prom. For all outward appearances, the boys looked like normal teenagers. Looking back, Dylan Klebold and Eric Harris obviously werent your average teenagers. Problems According to journals, notes, and videos that Klebold and Harris left to be discovered, Klebold had been thinking of committing suicide as early as 1997 and they both had begun thinking about a large massacre as early as April 1998- a full year before the actual event. By then, the two had already run into some trouble. On January 30, 1998, Klebold and Harris were arrested for breaking into a van. As part of their plea agreement, the two began a juvenile diversion program in April 1998. Since they were first-time offenders, this program allowed them to purge the event from their record if they could successfully complete the program. So, for eleven months, the two attended workshops, spoke to counselors, worked on volunteer projects, and convinced everyone that they were sincerely sorry about the break-in. However, during the entire time, Klebold and Harris were making plans for a large-scale massacre at their high school. Hate Klebold and Harris were angry teenagers. They were not only angry at athletes that made fun of them, or Christians, or blacks, as some people have reported; they basically hated everyone except for a handful of people. On the front page of Harriss journal, he wrote: I hate the f*cking world. Harris also wrote that he hates racists, martial arts experts, and people who brag about their cars. He stated: You know what I hate? Star Wars fans: get a friggin life, you boring geeks. You know what I hate? People who mispronounce words, like acrost, and pacific for specific, and expresso instead of espresso. You know what I hate? People who drive slow in the fast lane, God these people do not know how to drive. You know what I hate? The WB network!!!! Oh Jesus, Mary Mother of God Almighty, I hate that channel with all my heart and soul. Both Kiebold and Harris were serious about acting out on this hate. As early as spring 1998, they wrote about killing and retaliation in each others yearbooks, including an image of a man standing with a gun, surrounded by dead bodies, with the caption, The only reason your [sic] still alive is because someone has decided to let you live. Preparations Klebold and Harris used the Internet to find recipes for pipe bombs and other explosives. They amassed an arsenal, which eventually included guns, knives, and 99 explosive devices. Klebold and Harris wanted to kill as many people as possible, so they studied the influx of students in the cafeteria, noting that there would be over 500 students after 11:15 a.m. when the first lunch period began. They planned to plant propane bombs in the cafeteria timed to explode at 11:17 a.m. and then shoot any survivors as they came running out. There is some discrepancy whether the original date planned for the massacre was to be April 19 or 20. April 19 was the anniversary of the Oklahoma City Bombing and April 20 was the 110th anniversary of Adolf Hitlers birthday. For whatever reason, April 20 was the date finally chosen. Setting the Bombs in the Cafeteria At 11:10 a.m. on Tuesday, April 20, 1999, Dylan Klebold and Eric Harris arrived at Columbine High School. Each drove separately and parked in spots in the junior and senior parking lots, flanking the cafeteria. Around 11:14, the boys carried two 20-pound propane bombs (with timers set for 11:17 a.m.) in duffel bags and placed them near tables in the cafeteria. No one noticed them place the bags; the bags blended in with the hundreds of school bags that the other students had brought with them to lunch. The boys then went back to their cars to wait for the explosion. Nothing happened. (It is believed that if the bombs had exploded, it is probable that all 488 students in the cafeteria would have been killed.) The boys waited a few extra minutes for the cafeteria bombs to explode, but still, nothing happened. They realized that something must have gone wrong with the timers. Their original plan had failed, but the boys decided to go into the school anyway. Klebold and Harris Head Into Columbine High School Klebold, wearing cargo pants and a black T-shirt with Wrath on the front, was armed with a 9-mm semi-automatic handgun and a 12-gauge double-barrel sawed-off shotgun. Harris, wearing dark-colored pants and a white T-shirt that said Natural Selection, was armed with a 9-mm carbine rifle and a 12-gauge pump sawed-off shotgun. Both wore black trench coats to hide the weapons they were carrying and utility belts filled with ammunition. Klebold wore a black glove on his left hand; Harris wore a black glove on his right hand. They also carried knives and had a backpack and a duffel bag full of bombs. At 11:19 a.m., the two pipe bombs that Klebold and Harris had set up in an open field several blocks away exploded; they timed the explosion so that it would be a distraction for police officers. At the same time, Klebold and Harris started firing their first shots at students sitting outside the cafeteria. Almost immediately, 17-year old Rachel Scott was killed and Richard Castaldo was injured. Harris took off his trench coat and both boys kept firing. Not a Senior Prank Unfortunately, many of the other students didnt realize yet what was happening. It was only a few weeks until graduation for the seniors and as is a tradition among many U.S. schools, seniors often pull a senior prank before they leave. Many of the students believed that the shootings were just a joke- part of a senior prank- so they didnt immediately flee the area. Students Sean Graves, Lance Kirklin, and Daniel Rohrbough were just leaving the cafeteria when they saw Klebold and Harris with guns. Unfortunately, they thought the guns were paintball guns and part of the senior prank. So the three kept walking, heading toward Klebold and Harris. All three are wounded. Klebold and Harris swiveled their guns to the right and then shot at five students who were eating lunch in the grass. At least two were hit- one was able to run to safety while the other was too debilitated to leave the area. As Klebold and Harris walked, they nearly continually threw small bombs into the area. Klebold then walked down the stairs, toward the injured Graves, Kirklin, and Rohrbough. At close range, Klebold shot Rohrbough and then Kirklin. Rohrbough died instantly; Kirklin survived his wounds. Graves had managed to crawl back down to the cafeteria, but lost strength in the doorway. He pretended to be dead and Klebold walked over him to peer into the cafeteria. The students in the cafeteria started looking out the windows once they heard gunfire and explosions, but they too thought it was either a senior prank or a film being made. A teacher, William Dave Sanders, and two custodians realized that this was not just a senior prank and that there was a real danger. They tried to get all the students away from the windows and to get down on the floor. Many of the students evacuated the room by going up the stairs to the second level of the school. Thus, when Klebold peered into the cafeteria, it looked empty. While Klebold was looking into the cafeteria, Harris continued shooting outside. He hit Anne Marie Hochhalter as she was getting up to flee. When Harris and Klebold were back together, they turned to enter the school through the west doors, firing as they went. A policeman arrived on the scene and exchanged fire with Harris, but neither Harris nor the policeman was injured. At 11:25 a.m., Harris and Klebold entered the school. Inside the School Harris and Klebold walked down the north hallway, shooting and laughing as they went. Most of the students not at lunch were still in class and didnt know what was going on. Stephanie Munson, one of several students walking down the hall, saw Harris and Klebold and tried to run out of the building. She was hit in the ankle but managed to make it to safety. Klebold and Harris then turned around and headed back down the hallway (toward the entrance they had gone through to enter the school). Teacher Dave Sanders Shot Dave Sanders, the teacher who had directed students to safety in the cafeteria and elsewhere, was coming up the stairs and rounding a corner when he saw Klebold and Harris with guns raised. He quickly turned around and was about to turn a corner to safety when he was shot. Sanders managed to crawl to the corner and another teacher dragged Sanders into a classroom, where a group of students was already hiding. The students and the teacher spent the next few hours trying to keep Sanders alive. Klebold and Harris spent the next three minutes indiscriminately shooting and throwing bombs in the hallway outside the library, where Sanders was shot. They threw two pipe bombs down the stairs into the cafeteria. Fifty-two students and four staff were hiding in the cafeteria and could hear the gunshots and explosions. At 11:29 a.m., Klebold and Harris entered the library. Massacre in the Library Klebold and Harris entered the library and shouted: Get up! Then they asked for anyone wearing a white cap (jocks) to stand up. No one did. Klebold and Harris started firing; one student was injured from flying wood debris. Walking through the library to the windows, Klebold shot and killed Kyle Velasquez, who was sitting at a computer desk rather than hiding under a table. Klebold and Harris set down their bags and started shooting out the windows toward policemen and escaping students. Klebold then took off his trench coat. One of the gunmen yelled Yahoo! Klebold then turned and shot at three students hiding under a table, injuring all three. Harris turned and shot Steven Curnow and Kacey Ruegsegger, killing Curnow. Harris then walked over to a table near him where two girls were hiding underneath. He banged two times on the top of the table and said, Peek-a-boo! Then he shot under the table, killing Cassie Bernall. The kick from the shot broke his nose. Harris then asked Bree Pasquale, a student sitting on the floor, if she wanted to die. While pleading for her life, Harris was distracted when Klebold called him to another table because one of the students hiding underneath was black. Klebold grabbed Isaiah Shoels and started dragging him from under the table when Harris shot and killed Shoels. Then Klebold shot under the table and killed Michael Kechter. Harris disappeared into the book stacks for a minute while Klebold went to the front of the library (near the entrance) and shot out a display cabinet. Then the two of them went on a shooting rampage in the library. They walked by table after table, shooting non-stop. Injuring many, Klebold and Harris killed Lauren Townsend, John Tomlin, and Kelly Fleming. Stopping to reload, Harris recognized someone hiding under the table. The student was an acquaintance of Klebolds. The student asked Klebold what he was doing. Klebold answered, Oh, just killing people.  Wondering if he, too, was going to be shot, the student asked Klebold if he was going to be killed. Klebold told the student to leave the library, which the student did. Harris again shot under a table, injuring several and killing Daniel Mauser and Corey DePooter. After randomly shooting off a couple more rounds, throwing a Molotov cocktail, taunting a few students, and throwing a chair, Klebold and Harris left the library. In the seven and a half minutes they were in the library, they killed 10 people and injured 12 others. Thirty-four students escaped uninjured. Back Into the Hall Klebold and Harris spent about eight minutes walking down the halls, looking into the science classrooms and making eye contact with some of the students, but they didnt try very hard to get into any of the rooms. Students stay huddled and hidden in many of the classrooms with the doors locked. But locks wouldnt have been much protection if the gunmen had really wanted to get in. At 11:44 a.m., Klebold, and Harris headed back downstairs and entered the cafeteria. Harris shot at one of the duffel bags they had placed earlier, trying to get the 20-pound propane bomb to explode, but it didnt. Klebold then went over to the same bag and began fiddling with it. Still, there was no explosion. Klebold then stepped back and threw a bomb at the propane bomb. Only the thrown bomb exploded and it started a fire, which triggered the sprinkler system. Klebold and Harris wandered around the school throwing bombs. They eventually went back to the cafeteria only to see that the propane bombs had not exploded and the sprinkler system had put out the fire. At exactly noon, the two went back upstairs. Suicide in the Library They headed back to the library, where nearly all the uninjured students had escaped. Several of the staff remained hidden in cabinets and side rooms. From 12:02 to 12:05, Klebold and Harris shot out the windows toward the policemen and paramedics that were outside. Sometime between 12:05 and 12:08, Klebold and Harris went to the south side of the library and shot themselves in the head, ending the Columbine massacre. The Students Who Escaped To the policemen, paramedics, family and friends waiting outside, the horror of what was happening unfolded slowly. With 2,000 students attending Columbine High School, no one saw the whole event clearly. Thus, reports from witnesses escaping the school were skewed and fragmentary. Law enforcement personnel tried to rescue those who were injured outside but Klebold and Harris shot at them from the library. No one saw the two gunmen commit suicide so no one was sure it was over until police were able to clear the building. Students that had escaped were sent via school bus over to Leawood Elementary School where they were interviewed by police and then put on a stage for parents to claim. As the day wore on, the parents that remained were those of the victims. Confirmation of those that had been killed did not come until a day later. Rescuing Those Still Inside Because of the large number of bombs and explosives thrown by the gunmen, the SWAT and police could not immediately enter the building to evacuate the remaining students and faculty that were hiding inside. Some had to wait for hours to be rescued. Patrick Ireland, who had been shot two times in the head by the gunmen in the library, attempted to escape at 2:38 p.m. out the library window- two stories up. He fell into the waiting arms of SWAT while T.V. cameras showed the scene across the country. (Miraculously, Ireland survived the ordeal.) Dave Sanders, the teacher who had helped hundreds of students escape and who had been shot around 11:26 a.m., lay dying in the science room. The students in the room tried to provide first aid, were given instructions over the phone to give emergency aid, and placed signs in the windows to get an emergency crew inside quickly, but no one arrived. It wasnt until 2:47 p.m. when he was  taking his last breaths that SWAT reached his room. In all, Klebold and Harris  killed 13 people  (twelve students and one teacher). Between the two of them, they fired 188 rounds of ammunition (67 by Klebold and 121 by Harris). Of the 76 bombs that Klebold and Harris threw during their 47-minute siege on Columbine, 30 exploded and 46 did not explode.​ In addition, they had planted 13 bombs in their cars (12 in Klebolds and one  in Harris) that did not explode and eight bombs at home. Plus, of course, the two propane bombs they planted in the cafeteria that did not explode. Who Is to Blame? No one can say for sure why Klebold and Harris committed such a horrific crime. Many people have come up with theories including being picked on in school, violent video games (Doom), violent movies (Natural Born Killers), music, racism,  Goth, problematic parents, depression, and more. It is hard to pinpoint one trigger that started these two boys on a murderous rampage. They worked hard to fool all those around them for over a year. Surprisingly, about a month before the event, the Klebold family took a four-day road trip to the  University of Arizona, where Dylan had been accepted for the following year. During the trip, the Klebolds didnt notice anything strange or unusual about Dylan. Counselors and others also didnt notice anything unusual. Looking back, there were  telltale hints and clues  that something was seriously wrong. Videotapes, journals, guns, and bombs in their rooms would have been easily found if the parents had looked. Harris had made a website with hateful epithets that could have been followed up on. The Columbine Massacre changed the way society looked at children and at schools. Violence was no longer just an after-school,  inner-city  occurrence. It could happen anywhere. Sources Bai, Matt. Anatomy of a Massacre.  Newsweek. 3 May 1999: 25-31.Columbine Report. Jefferson Countys Sheriffs Office. 15 May 2000.Columbine: Hope From Heartbreak.  Rocky Mountain News.Cullen, Dave. Columbine Report Released.  Salon.com. 16 May 2000.Cullen, Dave. Inside the Columbine High Investigation.  Salon.com. 23 Sept. 1999.Cullen, Dave. Kill Mankind. No one should survive.  Salon.com. 23 Sept. 1999.Dickenson, Amy. Where Were the Parents?  Time. 3 May 1999.Gibbs, Nancy. The Next Door: A Special Report on the Colorado School Massacre.  Time. 3 May 1999: 25-36.Levy, Steven. Loitering on the Dark Side.  Newsweek. 3 May 1999: 39.

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