The Brady Act; A policy review Case Study Example | Topics and Well Written Essays - 3750 words

The Brady Act; A policy review - Case Study Example The examination of this study will show where there is a specific set of implementations for the crimes as well as changes in the understanding of the act through political and social rejection of the Brady Act. To alter this, there is the need to further examine what the gaps in the act are as well as what can be done to further prevent crimes through types of weaponry. Policies and acts are defined to provide protection and safety among the nation while regulating different actions by citizens in the United States. A policy which has come into effect since 1993 is the Brady Act, which is based on regulating the hand guns that are supplied to individuals in different states. The act was developed specifically to have regulations on criminals who try to purchase hand guns by creating controls and stipulations that are a part of receiving a handgun. The Brady Act has shown several prospects that are helping to regulate the crimes from hand gun purchases; however, there are also several questions in the legitimacy of the act as well as to what extent the act can provide a complete lowering of criminal rates within different states while offering the correct types of restrictions among those who carry firearms. The concepts that are in the study are based on the Brady Act and how it has changed the regulations with firearms. The author shows that the regulations and policies have been implemented over a longer period of time; however, this has not stopped the purchases of handguns by criminals. The author shows how the policies, such as background checks, five day waiting periods and state and federal regulations haven’t been able to alter the purchase in different states. The reinforcement of the act is one which the author shows as limited, specifically which is shown through the statistics of the Brady Act and the amount

Nurses floating to different specialized areas Essay Example for Free

Nurses floating to different specialized areas Essay Abstract: Floating is a staffing strategy that is seen as a solution to the general problem of nursing shortage. Floating involves utilizing nurses to work in different specialized units. Floating has its advantages in that it gives nurses an opportunity for overall professional development and relieves them from additional responsibilities such as delegating and staffing. Float nurses stick to patient care. However, as they have to work in units for which they are not sufficiently educated or trained, they find themselves inadequate in providing quality patient care. Moreover, it affects their overall sense of connectedness with their patients, their peers, and their specialty department. Thus, floating of nurses is considered by many as a threat to both nurses and patients. However, more recently, it has been found that the float nurse can be trained to meet varied needs of specialized units. This is made all the more easier when the float nurse undergoes training for a cluster of closely related specialty units. Resource teams are float pools where specialty of the nurse is recognized and training is provided as per needs by the management. Introduction: Nursing shortage is one of the major issues facing the healthcare sector of the United States. This is attributed mainly due to lack of enthusiasm amongst the youngsters today for pursuing nursing as a career option and secondly due to the rising population. To counter the increasing demands of nursing, the concept of floating has been introduced in many hospitals and clinical settings. Floating is a very recent phenomenon in nursing introduced mainly due to problems such as staffing shortages and fluctuating census (Dziuba-Ellis, 2006). Nurses are in general trained to work in particular specialties. But working in different specialized units requires them to undergo cross-training. This causes stress to the nurses and they lose their efficiency and confidence of attending to critically ill patients in specialized departments. In fact, when nurses are floated to different specialized units, both the nurses and the patients suffer. While the nurses find themselves inadequately trained to work in certain specialized units, patients face the danger of negligent or faulty treatment. Suitable analysis of issues involved in floating of nurses to different specialized units shows that this is highly risky both from the viewpoint of nurses and the viewpoint of patients. This problem is particularly relevant in today’s context as the concept of having a float pool of nurses is touted as a solution to the overwhelming national problem of nursing shortage. This paper focuses on the issue of floating of nurses to various specialized units in the United States – the reasons for floating, impact of such floating on nurses, impact of floating on patients and how to adapt this concept to the situation of nursing shortage. This paper will not cover alternate solutions to nursing shortage. The floating of professional nurses to unfamiliar practice settings should be avoided as it leads to unsafe practice situations and if at all floating is found to be totally essential, it must be ensured that it is allowed only in emergency situations when an increased demand for nurses with general basic skills is expected. Literature Review: The research report titled Nursing Resource Team: An Innovative Approach to Staffing by Baumann et al (June 2005) contrasts the traditional float pools with resource teams and after detailed analysis of the case study of the Nursing Resource Team at Hamilton Health Sciences from September 2002 until June 2004, concludes that resource teams as an innovative staffing strategy creates opportunities for full-time work, and provide nurses with opportunities for professional development. According to Baumann et al, floating is not a new practice. Nursing shortages that existed between 1974 and 1979 lead to innovative staffing solutions and floating was one of them. However, floating came to be known as resource team in 1981 when the term was first used in an article to describe the creation and organization of a float pool (Baumann et al, 2005). Earlier, float pools or resource teams were used across Canada and the US to save expenditure, counter the shortage of nurses, fluctuations in patient census, acuity, volume, and care demands. Baumann et al point out that use of float pools/resource teams is often viewed as a staffing strategy – one that facilitates flexible manipulation of staff. Today, float pools are more of a recruitment and retention strategy and this is proved by a study conducted by Crimlisk (Crimlisk et al, 2002). Contrary to this finding, however, experts in Canada suggest float staff do not serve retention purposes. According to Baumann et al, the NRT approach is different from the float pool in that it recognizes nursing expertise. In the case of float pools, a nurse is regarded as a generic worked who is able to work with different patient groups and utilize many skill sets. Further, the literature indicates that float nurses may be deployed as either assistive or replacement staff. According to a study by organizational development specialist Suzanne C. Luongo, titled â€Å"Connectedness as a Motivator for Nurse Retention at the Bedside† (2004). It has been found that floating is a disruption to connectedness to patients and families, connectedness to peers and connectedness to administration of the institution. This study was based on group interviews of staff nurses who have been at the bedside for a minimum of 5 years and have received high evaluations. While the first study focused on defining the concept of floating and explaining how it is applied in the nursing context, the second study raises the warning that float nurses may not enjoy their job because the job takes away the connection that a nurse needs to develop with the patients, the peers, and to the administration. When nurses are shifted through various specialized units, they cannot follow up on patients continuously; they cannot form stable friendships among other nurses and will not form any attachment to any specialized unit (Luongo, 2004). Crimlisk et al (2002) in their study titled â€Å"New graduate RNs in a float pool: An inner-city hospital experience† focus on the view of nurse managers and nurse educators that fresh graduate RNs cannot be included in a float pool. They prefer to have experienced nurses with multiple skills. However, the authors say that new graduate RNs are highly motivated, ready-to-learn, educationally prepared and intellectually stimulated though they do not have much clinical experience. The authors present a program for training new graduate RNs to practice nursing in a float pool. It has been proved that the program resulted in a 96% retention rate Boston Medical Center Nursing Division (Crimlisk et al, 2002). Moreover, the program offered the medical surgical units a strong clinical support float nurse, nursing managers a staffing solution in times of need, and the new graduate RN a broad range of clinical experiences making them more valuable members of the healthcare team. According to Crimlisk et al, this training model can be replicated in other institutions. Thus, this study gives a positive approach to the inevitable staffing solution of having a float pool of nurses. Crimlisk concludes that fresh graduate nurses who do not have the experience needed to become a float nurse should be trained specially to become more flexible and versatile (Crimlisk et al, 2002). Thus, this study holds that floating of nurses to specialized departments does not necessarily need only experienced nurses. With training, even newly graduated RNs can handle various specialized services in nursing. The article titled Full-Time or Part-Time Work in Nursing: Preferences, Tradeoffs and choices by Jennifer Blythe et al (2005), reviews historical trends in full-time and part time work in the general workforce and among nurses in particular. The study was conducted at three teaching hospitals in Ontario with more than 400 beds and included 10 focus groups of RNs and RPNs. Fourteen additional interviews were conducted with hospital administrators who were knowledgeable about nursing work arrangements. According to this paper human resources managers in all hospitals agreed that investment in full time staff saved â€Å"costs, provided better coverage, higher commitment, lower turnover and more continuity of car and more stable relationships in nursing and multidisciplinary teams† (Blythe et al, 2005). To increase full time jobs, the paper reports that one hospital offered a float pool of full time nurses in critical care, maternal-child and medical surgical areas. This float pool was part of a training strategy to help novice nurses to progress from medical surgical settings to specialist areas with shortages. However, it was found that these floating jobs appealed only to nurses with particular needs. The first study indicated that float nurses could be absorbed as assistive or replacement staff. According to the second study float nurses suffer due to lack of connectedness whereas the third study showed that float nurses could be trained to acquire new skills. But despite such training and absorption, this study takes a neutral stand that only some nurses can enjoy the experiences that come through float jobs depending on their needs. While the lack of connectedness and lack of training are cited to be discouraging factors in floating nurses, this study brings in a third angle – that of needs of nurses. Only nurses with particular needs would like floating to different specialized units. According to the study by Hugonnet et al (2004) titled â€Å"Nursing resources: a major determinant of nosocomial infection? † there is growing concern that changes in nurse workforce and hospital-restructuring interventions negatively impact on patient outcomes. The review focuses on the association between understaffing and health-care-associated infections. Previous studies have shown that overcrowding, understaffing or a misbalance between workload and resources are important determinants of nosocomial infections and cross-transmission of microorganisms. Importantly, not only the number of staff but also the level of their training affects outcomes. The evidence that cost-driven downsizing and changes in staffing patterns causes harm to patients cannot be ignored, and should not be considered as an inevitable outcome (Hugonnet et al, 2004). The fact that ‘level of training’ affects outcomes is a major finding as float nurses often suffer from inadequate skills. In this study it has been found that such inadequacy can lead to nosocomial infections and cross-transmission of microorganisms (Hugonnet, 2004). Thus it is indirectly implied that floating of nurses can lead to such infections and cross transmission of microorganisms. This study brings out a scientific drawback in the floating of nurses – one that could be detrimental physically to both nurses and the patients. This finding is further strengthened by the finding of Stone et al (2004) who point out that nursing shortage is managed by many health care facilities by expanded use of nonpermanent staff, such as float pool and agency nurses. Overwork and fatigue among these nurses have been associated with medication errors and falls, increased deaths, and spread of infection among patients and health care workers (Stone et al, 2004). Issue Analysis: RNs at many health care institutions have traditionally been required to float to other units as a solution to the issue of staffing shortage. Staffing practices, like floating, cross-training and the use of larger float pools are highly debated with focus on quality patient care and less stressful environment at work for nurses. Studies show that nurses naturally want to use the expertise theyve gained over the years on their own specialized units. But if they must work in a different area, or even if they choose to work on different units, they want the appropriate orientation to provide competent, safe care. According to Christine Kane-Urrabazo, MSN, RN, in Said another way: our obligation to float, floating is a viable solution to the issue of nursing shortage. She says that the though floating is opposed on the basis of many arguments, they are not justifiable when weighted against the consequences of not floating (Kane-Urrabazo, 2006). The Joint Commission on Accreditation of Healthcare Organizations (JCAHO), requires all accredited organizations to ensure that â€Å"†¦all staff providing patient care and services on behalf of the organization are properly oriented to their jobs and the work environment before providing care, treatment, and services† (JCAHO, 2004, p. 5). This means, regardless of the settings, it is important for professional nurses to maintain clinical competence. According to the American Nurses Association (ANA, 2005), it is recommended that there should be a systematic plan for the cross-training of staff expected to float to ensure competence (2005). â€Å"The Psychological Stresses of Intensive Care Unit Nursing† by Hay and Oken focuses on floating in the ICU that provides complex nursing care (1972). The float nurse in the ICU is exposed to traumatic events such as death and dying, posing threats of object loss and personal failure. The nurse in the ICU needs to be familiar in handling many kinds of complex technical equipments and make correct measurements. The nurse in the ICU should be capable of making observations about her patients condition, to interpret subtle changes and use judgment to take appropriate action. Moreover, the nurse must maintain detailed records. Because of this and the nature of her tasks, temporarily floating in nurses from elsewhere when staff is short can be dangerous when the specialized unit concerned is the ICU (Hay and Oken, 1972). Kelly Herbig, RN-OCN, Rockford Memorial Hospital, Rockford, in her article titled â€Å"The highs of floating† in Nursing Spectrum says that she enjoys a lot of benefits as a float nurse. She points out that as a float nurse, she needs to focus only on patient care and need not deal with issues of staffing, delegating, and other charge-nurse responsibilities. Kelly Herbig says: â€Å"Floating to different departments and units affords me the chance to meet and work with a wide variety of staff and physicians†¦.. Talking to them about their experiences and viewpoints has helped me broaden my own views and given me a new perspective on nursing† (Herbig, 2004). Best of all she says that as a float staff, she is often viewed positively as â€Å"the help, the relief, the answer to the problem of short staffing†. On the contrary we have the case of Jackie. Badzek et al (1998) in her research article titled Administrative ethics and confidentiality privacy issues cites the case of Jackie. As a float nurse, Jackie found her work very stressful. She had to rotate between many units and patients. Each day she worked on a different unit with different co-workers. She developed few friendships or collegial relationships. She was often dispensing medications and treatments she found unfamiliar. When she attempted to ask questions, she found she approached gruff busy attending doctors and young uninformed house staff. Feeling trapped, Jackie began to divert narcotics (Badzek et al, 1998). This case highlights the plight of the float nurse without specific training and also offers a glimpse to the stress levels of an untrained float nurse. Many states have laws that indicate that it’s considered negligent or unprofessional for a nurse to offer or perform services for which she is not qualified by education, training, or experience. Therefore, accepting floating assignments for which the nurse is not qualified can jeopardize his or her career. There can be lawsuits and also disciplinary action by the state board of nursing. Disciplinary action can include license limitation, suspension, or revocation, and possibly mandatory continuing education (Gobis, 2001). In the study titled â€Å"When terror is routine: how Israeli nurses cope with multi-casualty terror†, authors Riba and Reches report on the case of Israeli nurses working in hospitals and looking after emergency care in times of terror attacks (Riba and Reches, 2002). Based on qualitative analysis of the data collected from focus group discussions involving 60 nurses and analysis of problems faced by them, the authors make a few recommendations in the context of floating. Riba and Riches recommend that post-basic courses in emergency medicine and trauma should be expanded to include emergency room logistics, stress management techniques, and debriefing strategies. Moreover, for nurses floating into emergency care from other departments, they suggest that an annual workshop should be held that includes drills for emergency care. They also suggest that the ER charge nurse should be provided training in leadership and group dynamics. Thus we find that the training that should be insisted for float nurses should be related to the specialized units for which they are chosen to work. This finding is also in accordance with the conclusion of the research report titled Nursing Resource Team: An Innovative Approach to Staffing by Baumann et al (June 2005). Indicators that can be used to measure success of these specially trained staff would be based on measuring retention in clinical settings where such trained float personnel are used. Susan Trossman, RN in her article titled â€Å"Staffing smart: A difficult proposition† says that cross-training to several units will make a nurse end up being an expert at little things and lose in-depth specialty advantage. Kim Armstrong, RNC, has worked at Tacoma General Hospital in Washington for 20 years. She agrees that cross-training gives RNs a greater range of skills. But, she says, It also dilutes skills. She clearly points out that floating nurses to various units and making them accept assignments for which they are educationally unprepared are putting their patients and their livelihood at risk. A nurse at the Elms College hearing illustrates this point. I was recently floated to Hematology/Oncology unit and had 8 patients. Six patients were on research protocols, each with 6 to 10 medications that I had to deliver. I didnt know any of these drugs. Many nurses do not even know their deficits (Nursing Report, 2001). In this context, it must be noted that there is a direct relationship to the skill of nurses and the number of nurses to patient outcomes (Nursing Report, 2001). All the above arguments indicate to only one clear solution. In a country that is facing nursing shortage, it would be unreasonable to say that floating should be totally banned. As numerous studies have shown, what is needed is adequate training of staff for various specialties. This argument is further stressed by Ruth Shumaker, RN, CNOR, and president of the Association of Operating Room Nurses, Inc. : The valuable nurse in the next millennium is the one who can do more who has the knowledge base to function as a specialist but also as a generalist working in multiple areas† (Trossman, 1999). Recommendations: While it is understood that float nurses need special training and education, one should remember that such skills imparted through short term programs tend to be forgotten if not used constantly. Hence they need regular scheduled workshops. Some recommendations to remember while choosing to have a float pool of nurses are (NYSNA, 2005): †¢ Nurses should not be floated to unfamiliar practice settings. †¢ If floating is deemed necessary, it should only be permitted in emergency situations that call for general nursing care. †¢ The RN should be able to self-evaluate and ask for further knowledge or training as her job needs. She should be granted the right to refuse assignments for which she is neither qualified nor trained. †¢ The charge nurse/supervisor should take the responsibility of allotting a particular float nurse to a particular specialized unit. If possible, she should assign a regular staff member of the specialized unit to guide and instruct the new float nurse. †¢ The healthcare facility should be able to perform needs assessment on a continuous process and provide inter department training as per needs. By monitoring trends in nursing indicators such as turnover, satisfaction, work-related illnesses and injury, overtime, etc. , they should also evaluate and maintain the quality of the nurse’s work life. Conclusion: Further research should be conducted as to the type of skills a float nurse is expected to perform in her various specialized units. It has been proved that resource teams that are an improvised float pool are ideal to counter the problem of nursing shortage. In resource teams, nurses work in their area of clinical expertise and preference, developing â€Å"in-depth knowledge of particular clinical populations. † Sometimes, nurses may be assigned as generalists and specialists from the float pool or resource team. It has been found that training is better possible when nurses are assigned to clinical clusters with certain patient populations. Examples of clustered units include critical care and emergency departments, adult medical-surgical, and pediatrics. However, nurses may also be sent to areas such as medical-surgical for which it is assumed only generic skills are required. The following general points should be remembered while implementing float pool nursing as a staffing strategy: Innovations should be introduced in a phased manner; it is important to have consistent leadership during the implementation phase; Orientation and interpretative sessions must be planned and roles of float nurses should be charted in detail; Evaluation should be done on a continual basis. With respect to the float pool of nurses, it must be ensured that their number is large enough so that there is no overtime. Care should be taken to ensure that clinical clusters include relatively narrow and related skill sets and areas of expertise. To make floating of nurses to different specialty units, a viable solution to the problems of nursing shortage and quality care, it is important that the top management, the nurse in charge and the float nurse all work in synchronization towards providing respect and support for development of float nurses as specialists with patient-specific expertise and experience. When individual nurses are deployed only to those areas for which they possess the requisite skills, there is mutual benefit for the nurses as well as for the patients to whom they offer their valuable services. Bibliography: American Nurses Association (2005). Utilization guide for the ANA â€Å"Principles for nurse staffing†. Silver Spring, MD: Author Joint Commission on Accreditation of Healthcare Organizations. (2004). Systems analysis. Ensure that your float staff and contracted staff are providing safe care. Joint Commission Perspectives on Patient Safety, 4(7), 5-6. New York State Nurses Association. (2005). NYSNA position statements, RN staffing effectiveness and nursing shortage. Latham, NY: Author. http://www. nysna. org/programs/nai/practice/positions/floating. htm Kane-Urrabazo, Christine (2006). Said Another Way: Our Obligation to Float. Nursing Forum. Volume 41, Issue 2, Page 95. April 2006. http://www. blackwell-synergy. com/doi/abs/10. 1111/j. 1744-6198. 2006. 00043. x Luongo et al (2004). Connectedness as a Motivator for Nurse Retention at the Bedside. July 24, 2004. Nurse Retention. http://stti. confex. com/stti/inrc15/techprogram/paper_17745. htm Hugonnet et al (2004). Nursing resources: a major determinant of nosocomial infection? Current Opinion in Infectious Diseases. 17(4):329-333, August 2004. Copyright Lippincott Williams Wilkins, Inc. http://www. co-infectiousdiseases. com/pt/re/coinfdis/abstract. 00001432-200408000-00009. htm;jsessionid=FDkbKKGyZ54nPbDSzyJwhhhBs1b8hS866nCYvc8Lxqp2qV1zHRp5! 2082300909! -949856145! 8091! -1 Crimlisk et al (2002). New graduate RNs in a float pool. An inner-city hospital experience. Journal of Nursing Administration. April 2002. 32(4):211-7. http://www. ncbi. nlm. nih. gov/entrez/query. fcgi? db=pubmedcmd=Retrievedopt=AbstractPluslist_uids=11984257itool=iconabstrquery_hl=6itool=pubmed_docsum Crimlisk et al (2002). New Graduate RNs in a Float Pool: An Inner-city Hospital Experience. Journal of Nursing Administration. 32(4):211-217, April 2002. http://www. jonajournal. com/pt/re/jona/abstract. 00005110-200204000-00010. htm;jsessionid=FDmP1gHbHHxZW8Rvmffskj9WcBrHyqH9WYdGTLq0ftDVdJyt8141! 2082300909! -949856145! 8091! -1 Dziuba-Ellis, Jennifer (2006). Float Pools and Resource Teams: A Review of the Literature. Journal of Nursing Care Quality. 21(4):352-359, October/December 2006. http://www. jncqjournal. com/pt/re/jncq/abstract. 00001786-200610000-00013. htm;jsessionid=FDmJkWq3P7J4btG4yWyy9L1CdkfnTw61myy60RB4WYG5RFRJ32wy! 2082300909! -949856145! 8091! -1 Badzek et al (1998). Administrative Ethics and Confidentiality Privacy Issues. Online Journal of Issues in Nursing. December 31, 1998. Available at http://www. nursingworld. org/ojin/topic8/topic8_2. htm Stone et al (2004). Nurses working conditions: Implications for infectious disease. November 2004. Emerging Infectious Diseases 10(11), pp. 1984-1989. http://www. ahrq. gov/RESEARCH/dec04/1204RA4. htm Herbig, Kelly (2004). The Highs of Floating. Nursing Spectrum. http://nsweb. nursingspectrum. com/cfforms/GuestLecture/HighsOfFloating. cfm Gobis, Linda (2001). The Perils of Floating: When nurses are directed to work outside their areas of expertise. The American Journal of Nursing. September 2001. Volume 101, Issue 9. http://www. nursingworld. org/AJN/2001/sept/Wrights. htm Riba and Reches (2002). When terror is routine: how Israeli nurses cope with multi-casualty terror. Online Journal of Issues in Nursing. Vol. #7 No. #3, Manuscript 5. Available: http://www. nursingworld. org/ojin/topic19/tpc19_5. htm Trossman, Susan (1999). Staffing smart: A difficult proposition. American Nurse. Nursing World. 1999. http://nursingworld. org/tan/99janfeb/float. htm. Nursing Report (2001). Report of the Legislative Special Commission on Nursing and Nursing Practice. May 2001. http://www. mass. gov/legis/reports/nursingreport. htm Blythe et al (2005). Full-Time or Part-Time Work in Nursing: Preferences, Tradeoffs and choices. Healthcare Quarterly Vol. 8 No. 3. 2005. Pages 69-77. www. nhsru. com/documents/Full-time%20or%20part-time%20work%20in%20nursing%202005. pdf Hay, Donald and Oken, Donald (1972). The Psychological Stresses of Intensive Care Unit Nursing. Psychosomatic Medicine. Volume 34, No. 2. March/April 1972. www. psychosomaticmedicine. org/cgi/reprint/34/2/109. pdf.

Affirmative Action in the United States Essay -- Affirmative Action Pr

Affirmative Action in the United States Affirmative Action in the United States consists of the active efforts that take into account race, sex and national origin for the purpose of remedying and preventing discrimination. Under the Civil Rights Act of 1964, the federal government requires certain businesses and educational institutions that receive federal funds to develop affirmative action programs. Such policies are enforced and monitored by both The Office of Federal Contract Compliance and The Equal Employment Opportunity Commission (EEOC) (Lazear 37). The most noteworthy criticism of affirmative action is that of the white male population who insists that such programs are forms of "reverse discrimination". In contrast to their view, the United States Commission on Civil Rights argued until 1983 that only if society were operating fairly would measures that take race, sex, and national origin into account be "preferential treatment." After the commission on civil rights was reorganized in late 1983, however, it took the opposite position. By January of 1984, it approved a statement that "racial preferences merely constitute another form of unjustified discrimination". In recent years, however, affirmative action has continued to grow, and the number of controversies surrounding its existence is consistently augmented. In 1978, in University of California Regents v. Bakke, the U.S. Supreme Court held (5-4) that fixed quotas may not be set for places for minority applicants for medical school if white applicants are denied a chance to compete for those places. The court, however, did say that professional schools may consider race as a factor in making decisions on admissions. More recently than the Regents decision, in United Steelworkers of America V. Weber (1979) and Fullilove v. Klutznick (1980), the court continued to hold for affirmative action. II. An Introduction to the Controversy The transformation of affirmative action over the years is generally considered a negative and socially unfair one. Although the original intention of such programs with regard to minority management was one of an undeniably just nature, my research has clearly indicated that over the years, various legal trends have drastically altered the socio-political implications of affirmative action often creating unfair situations for white males who are not part o... ...ope for in the current system is an augmentation in the number of companies educating their employees on multicultural human relations. Since the eventual long-term goal is to eliminate prejudice, the only way to do so in corporate America is to teach people about acceptance. Executive stereotyping only exists because mainstream stereotyping exists. Minorities can stop feeling like "inferior tokens" when whites stop regarding us as such and stereotyping us out of sheer ignorance. Affirmative action must exist at least as symbolism of this country's commitment to civil rights. The thick blood of prejudice will still continue to run through the veins of U.S. society, despite upbeat talk about the increasingly diversified work force. Government-mandated hiring preferences prod companies into integrating their work force, and in the past twenty-five years of affirmative action, blacks and other minorities have indeed benefitted both socially and economically. Individual businesses and the economy have profited, not lost. Until the United States conceives a better idea, it is most wise to maintain a policy that despite its flaws, is both a moral imperative and an economic necessity.

Manipulative Kate of All My Sons by Arthur Miller Essay examples -- A

Manipulative Kate of All My Sons by Arthur Miller All My Sons is a play about the trials and tribulations of the normal everyday suburbia. The play brings out the reality that not everything is perfect. Holes are created by the fight between good and evil. In this play the evil is the act of lying, and the good is the innocence of ignorance. The play starts with an everyday business man given the age-old fight of man versus himself. He had to decide whether or not to ship defective parts. On the one side if he did not, he would lose his business and his life as he knew it. On the other hand, he could send parts that could kill innocent others. Evil came out of him and he lied and shipped the defective parts. Later on twenty one soldiers died from this, and his business was put on the spot. He lied yet again and had his partner take the blame to spend years in prison. Joe was found not guilty by the court of law and only a few knew of the real happenings. One of those few was his wife, Kate. She was one of the good, innocent few unti l she began to lie to everyone, keeping in her husbands secret. Problems arose when her one son never returned from war. She did not want to assume he was dead; she was only lying to herself. Over time, Kate started to change; she never acknowledged the truth and kept trying to live her own little lie. A sinister outlook started to set in. Certain danger was imminent as Kate’s presence leached into the people of the formerly peaceful suburban t...

Of Mice And Men Report

Although Lennie from â€Å"of mice and Men† and Mrs. Jones from â€Å"Thank You Ma’am†are similar in a way the authors portray them as caring, there are diffrences in theses characters that help readers understand important themes in the two stories. Lennie and Mrs. Jones have little similarties, But yet have many diffrences There are some similarties between Mrs. Jones The main characters in the twon storys. Both characters are sympathetic towards others. Lennie from â€Å"of Mice and Men† showed many sympathetic action towards other charcters and animals. (pg. 58)An rabbits, lennie said eargily; and id take care of them tell how id do that George† this showed that lennie cared for rabbits. Mrs. Jones is Also very sympathetic for another. She show sympathy by helping out a young boy who was in need of food and money. Mrs. Jones bring a boy into her home and fixes him up a hot plate of food. The boy had once had tried stealing from her, so she sees if she can trust the boy by turning her back towards he purse while she was cooking, to see if the boy would runaway with her purse. â€Å"(Pg. 9) Theres nobody home at my house,† said the boy. â€Å"Then we’ll eat said the woman. † â€Å" I believe your hungry- or been hungry-to try to snatch my pocket book. † Mrs. Jones notices that the boy most likely had no one around to buy food or buy him clothes so she shows sympenthy by helping him out. Later on we find out that the boy was stealing to buy some knew blue suaed shoes. Mrs. Jones gives hime ten dallors,and trreaches him a very important life lesson. She shows him that you don’t need to steal to get what you want you ask or either work to get what you want in life. Despite Lennie and Mrs. Jones similarties they have very important diffrences. â€Å"Pg. 90) the woman did watch her purse to see if the boy would runaway, nor did she watch her purse when she left it behind her bed. † This action shows that Mrs. Jones is intellegant Because she left one of her great valuables behind her to test the boy if he would runoff with her purse. In contrast, lennie also had diffrences from Mrs. Jones. A matter of fact Lennie would have some else speak for him for he was mentaly slow. He was of say the wron thing and getting him self into trouble. â€Å"(Pg. 62)What the hell you laughing at? Curly † â€Å"Lennie looked blankly at him, ‘huh? ’† Lennie got him self into trouble and curly began to swing on Lennie and lennie cried for George/ George yelled for lennie to fight back to protect himself and lennie did. This action showed that Lennie wasn’t very intellegant to keep his mouth shut and be quite to himself. Also it shows how slow he is by having Gorege telling him What to do.

Linear Programming Essay Example

Linear Programming Essay Example Linear Programming Essay Linear Programming Essay Linear Programming After completing this chapter you should be able to: identify a product which maximises the contribution per unit of scarce resource when there is only one scarce resource, and determine the optimum solution. formulate an LP model to solve for the optimal product mix which maximises profits, or for cost minimisation problems to minimise costs. solve 2 variable problems graphically. use a spreadsheet to solve LP problems with any number of variables. interpret the sensitivity reports of spreadsheet solutions to LP problems to test objective function coefficient sensitivity, determine shadow prices and RHS ranging. rform throughput accounting and solve problems using the concept of the Theory of Constraints. Introduction In this chapter we continue with our profit planning, or product mix, decisions. We extend CVP analysis in the last chapter by introducing the notion of scarce resources. Although CVP analysis does not provide answers regarding optimum product mixes (mixes which maximise profits or minimise costs) one advantage of CVP analysis is that it focuses attention on products with high contribution margins. Managers and salespeople can often direct their efforts to increasing output and sales of high ontribution margin products and thereby maximise the contribution towards fixed costs and profits. Unfortunately, it is not always desirable to attempt to maximise the sales of high contribution margin products, at the expense of those with lower margins. Most firms have constraintsl (in the short run) on production constraints which limit the volume of output. In such cases it is preferable sometimes not to emphasise the sales of high contribution margin products. Rather, attention should be directed to the contribution margin per unit of scarce resources required to produce the products. Thus, sometimes products with low contribution margins also have low resource requirements, and can be highly profitable. We shall now focus on this type of analysis. Multi 9 9-1 A firms two products are both produced on a single machine. Product 1 requires 2 hours of machine time per unit of product while Product 2 requires 4 hours per unit. There is a maximum of 20 000 hours of machine time available per time period. Product 1 has a contribution margin of $4 per unit, Product 2 a margin of $5 per unit. profitable, generating $5 per unit as against Product 1 s $4 per unit. But let us check this out. If all machine time were devoted to Product 2, which requires 4 hours per unit, it would be possible to produce 20 000/4 = 5000 units per period. These 5000 units would each generate $5 contribution margin, providing a total contribution (variable profit) of 5000($5) = $25 000. If, instead, we concentrated on Product 1, which requires 2 hours of machine time per unit, it would be possible to produce 20 000/2 = 0 000 units, each earning $4 contribution margin, giving a variable profit of 10 000($4) = $40 000. This is $15 000 more than it is possible to earn from Product 2. It may seem surprising that the product with the lower contribution margin is the more profitable to produce. What is important, however, is not the contribution margin per unit of product, but the contribution margin per unit of the limiting resource. As Table 9-1 demonstrates, Product 1 earns the higher contribution margin per machine hour, $2. 00 per MH versus only $1. 25 per MH for Product 2. Contribution Margin per unit Machine Hours per unit Contribution Margin per Machine Hour Product 1 $4 2 $4/2=$2. oo Product 2 $5 4 $5/4=$1. 25 Table 9-1 : Contribution margin per unit of limiting resource Thus, with one limiting resource, we should produce only one product, the one with the highest contribution margin per unit of that limiting resource. In example 9-1 we should maximise the production of Product 1 which has the higher contribution margin per machine hour. It would not pay to produce a mix of the two, that is, some of each product. The reason is that for every unit of Product 2 which is produced a ontribution of $5 would be earned but an opportunity cost of $8 is incurred. That is, in the time that it takes to produce one unit of Product 2 (4 hours of machine time) two units of Product 1 could be made earning a contribution margin of 2x$4 = $8, leaving the firm $3 worse off. Two Limiting Resources production, because it may not be possible to obtain the same profitability rankings on different scarce resources. Consider example 9-2. Example 9 9-1, both products have to proceed through a labour-intensive finishing process. Both products require hour of finishing labour, but there is a maximum of 8000 hours of skilled finishing labour available per time period. Having learned our lesson about calculating contribution margin per unit of scarce resource, we now proceed to calculate the contribution margin per hour of finishing labour for each product, as shown in Table 9-2. Finishing Labour Hours per Finishing Hour $411-$4. 00 $511-$5. 0 Table 9-2: Contribution margin per unit of limiting resource Product 1 generates $4 per finishing hour, while Product 2 generates $5 per finishing hour. Thus Product 2 is more profitable in terms of contribution per hour of finishing abour. We are now faced with a problem of conflicting profitability rankings. There are two scarce resources, machine time and finishing time. Product 1 is more profitable in terms of machine resources consumed but Product 2 is more profitable in terms of finishing resources. Since these profitability rankings conflict, we cannot determine the optimum action using this type of analysis. We have to use a technique known as linear programming. In general, when there are multiple constraining resources there are usually conflicting profitability rankings, and linear programming must be used to determine the optimum product mix. Linear Programming achieve some objective such as profit maximisation or cost minimisation. It is assumed that there are constraining resources (such as limited production or distribution facilities) or market factors (demand etc. ) which prevent a firm from producing and selling unlimited quantities of individual products, and hence the aim is to optimise the use of these constraining resources. The word linear indicates that linearity is an assumption behind this technique. It is assumed that cost and revenue functions are linear, and that there is a linear relationship between inputs and outputs. If the output of a product is doubled, resource requirements are doubled. Care is needed when using this analysis that linearity is a reasonable assumption, and that the data are reasonably accurate. A convenient way of introducing LP is by means of the graphical method, but this restricts us to somewhat trivial examples involving two variables. For problems with more than two variables we need to use the simplex method. There are many specialised LP computer programs employing the simplex method. Also, these problems can be solved using most popular spreadsheets. Spreadsheet solutions will lso be illustrated. Maximisation Problems Example 9 9-2, where we have two products and two constraints (machine hours and finishing hours). In addition, period fixed costs are $18 000. We are required to formulate an LP model for this example and solve it to determine the product mix which will maximise the firms period net profit. A linear programming model consists of two parts, an objective function and a set of constraints. First, we formulate the objective function. Let xl represent the number of units of Product 1 to be produced, and x2 the number f units of Product 2. The objective is to maximise period net profit, which could be expressed in the form Maxtrntse P = 41+52 18 OOO (9-1) where the coefficients of xl and x2 are 4 and 5, which are the respective contribution margins of products 1 and 2, and 18 000 represents the period fixed costs. We can, however, simplify the analysis by ignoring fixed costs at this stage, and simply maximise variable profit (total contribution margin): Maximise P = 41 +52 (9-2) Fixed costs can then be subtracted from the optimum variable profit to give optimum net profit. Now we turn to the constraint set. First, there is a machine constraint: Product 1 there is a maximum of 20 000 machine hours available per period. Then, 2X1+4X2 = 20 ooo (9-3) is one of several ways of stating this information. This expression states that the machine time is to be fully used (i. e. to capacity). Graphically, Equation (9-3) would appear as shown in Figure 9-1 . Figure 9-1 The graph of Equation (9-3) is obtained by finding the two points 10 000 and 5000 on the xl and x2 axes respectively, and Joining them with a straight line. If no units of product 2 are made, then x2 = O, and we have 21 + 20000, e 21 = 20000, and hus xl = 10 000. Similarly; if no units of product 1 are made, then xl = O, and we have 2(0) + 42 = 20 000 and hence x2 = 5000. Strictly, the line should extend further at each end, but since on either of these extensions one of the variables would be negative, indicating negative production, interest is focused only in the positive quadrant. The line segment in Figure 9-1 represents combinations of xl and x2 which fully utilise the machine capacity of 20 000 hours. There are many possible solutions, some being integer values of xl and x2 while others are non-integer solutions. In eneral, LP solutions may be non-integral, and if only integers are acceptable one should use Integer Programming. Some possible solutions which represent combinations of whole units of production of xl and x2 are: (0,5000), ie xl † O, 12 (2000,4000), 2 000, (4000000), 4 000, 6 000, 2000 (8000,1000), 8 000, 1 ooo (10000,0), 10000, If the assumption of fully utilising machine capacity is relaxed, so that although 20 000 hours represents maximum machine time, less than 20 000 hours may be consumed if desirable, Equation (9-3) is converted to the inequality (which is graphed in Figure 9-2): 2X1+4X2 20 ooo Figure 9-2 Graphically, possible solutions are now extended to encompass not only points along the line segment, but also all of the area below the line, anywhere in the shaded portion of Figure 9-2. In addition to the solutions possible in (9-3), further possibilities exist in (9-4), such as Xl = 3000, = 1000, or Xl = 2000, 12 = 2000. It may be noted that in general, equations are tighter than inequalities, and restrict the number of alternative solutions. The second constraint, finishing labour, must also be considered. Given that both products require 1 hour of finishing time, and a maximum availability of 8000 hours, his constraint may be expressed in the form IXI+1X2 8000, or Simply Xl+ 12 08000 (9-5) Considered on its own, this constraint is shown in Figure 9-3. But this second constraint cannot be considered alone. It must be considered simultaneously with the first constraint. That is, the two inequalities must be considered together: Xl+X20 8000 (9-6) Both of these constraints should be drawn on one graph (superimposed on each other) to form the area of feasible solutions, illustrated as the shaded portion of Figure 9-4. Only the shaded area satisfies both constraints, being the area common to both constraints. This shaded area is a polygon containing the solution set. The set of points described by the polygon is convex. Figure 9-4 It will be noticed that once the second constraint was added the area of feasible solutions was reduced. Whenever another constraint having no new variables is added, the area of feasible solutions is less than or equal to the prior situation. We have already mentioned that we ignore negative values for xl and x2, because negative production values are not economically meaningful. Nevertheless, such a restriction is made explicit in an LP model, so that to (9-6) we should add the non- egativity constraints xl ,x200: That is, xl or x2 may be greater than zero, or equal to zero, but not less than zero (e, not negative). Although the constraints in (9-7) limit the available alternatives, they do not provide a unique answer to the decision problem of how much of each product to produce. The objective function in (9-2) which indicates the aim of maximising variable profit, is used to appraise the various possible solutions, and must be added to (9-7) to present a full statement of the problem: subject to 21+42 20 OOO so-profit Line Solution Method (machine constraint) finishing constraint) (9-8) can be added to the graph depicted in Figure 9-4. The objective function can take an infinite number of positions on the graph, each position being an so-profit line. If we examine the objective function P = 41+52 we note that it is the equation of a straight line with a negative slope of -4/5 (which can be read straight from the coefficients if xl is plotted on the horizontal axis). Formally, we can show that this is correct. The equation of a straight line is usually of the form y = mx+b where y is plotted on the vertical axis, m is the gradient and b is the y-intercept. We have placed x2 on the vertical axis, so let us convert the objective function to a form which corresponds with y = mx+b: 41+52 is converted to 52 = -4xl 12 = +P/5 So in (9-9) we verify that the slope (m) is equal to -4/5. The x2 intercept (not of great interest to us) is P/5. Thus the objective function has a slope of -4/5, and can take on many parallel positions each of which gives a different value for P. So, if one position is plotted, other positions are merely parallel shifts of this line. The further from the origin the objective function line is, the higher is the profit level. Therefore the optimum solution occurs when the objective function is as far from the origin as possible, but is Just touching the solution set. At its highest point it may touch a vertex on either axis, such as xl=8000 or x2=5000, or at the point of intersection of the two constraints, in all three cases there being a unique solution. In some cases it may lie along a constraint, indicating multiple optima. To make an initial plot of this objective function which has a slope of -4/5, we Join the points 4 on the vertical axis and 5 on the horizontal, or some multiple of them; for xample, 4000 on the vertical (x2) axis and 5000 on the horizontal (xl) axis, shown as a broken line in Figure 9-5. We then use a ruler and move it parallel to and up from the initial plot until we get a line Just touching the solution set. In this case there is a unique solution because the objective function (broken line) is Just touching a vertex at the point (6000,2000) meaning a production of 6000 units of Product 1 and 2000 units of Product 2. We either read these values directly from the graph, or else we determine them by solving simultaneously the equations of the two straight lines hich intersect at the desired point. Figure 9-5 Solving simultaneously: 8 ooo so 12=2000 and by substitution Xl = 6000 Note that the optimum solution, given two constraints, calls for production of both products. In fact, there can never be more products than the number of constraints, but there may be fewer. The solution (6000,2000) is the point of maximum profit. We calculate the variable profit by substituting 6000 for xl and 2000 for x2 into the objective function: p = 4xl +512 = $34 000. Finally, we can subtract the period fixed costs to obtain net profit: Net profit = $34 000-$18 OOO = $16 000. Relative Gradient Solution Method Instead of actually plotting the objective function to determine the optimum product mix we could simply compare the gradients of the objective function and the constraints. Reading from (9-8) we have the following gradients: Objective function -4/5 = -0. Machine constraint -2/4 = -1/2=-0. 5 Finishing constraint -1/1 † We note that the gradient of the objective function (-0. 8) lies between the gradients of the two constraints (-0. 5 and -1. 0). Therefore the optimum solution will be at the intersection of the two constraints. If the objective function were flatter than either onstraint (for example, a gradient of -0. 4) the optimum solution would be on the x2 axis at (0,5000); if it were steeper than either constraint (say -2) the optimum solution would be on the xl axis at (8000,0). Check these out by altering the angle of your ruler and pushing it away from the origin. Corner Point Solution Method A third method for determining the optimum solution is to evaluate the objective function at each corner point of the feasible set. This is the way the simplex method works, starting from the point (0,0) and working around from vertex to vertex until the largest objective function value is found. So we simply substitute the co-ordinates for each extreme vertex (corner point) in the feasible set into the objective function to find the maximum value. In Figures 9 9 9-3, plus the additional information that no ore than 3000 units of Product 2 can be sold per time period. Determine the optimum mix and period net profit. The new LP model will be simply the previous one in (9-8) augmented by the inclusion of the additional market constraint: Maximise 41+52 Subject to 21+42 0 20 000 (machine constraint) xl+ x2 0 8 000 (finishing constraint) 12 C] 3000 (market constraint) (9-10) Observation of Figure 9-6 reveals that the previous solution still holds: xl=6000, x2=2000, net profit = $16 000. Although the new constraint has reduced the size of the solution set, it has had no impact on the optimum solution. Spreadsheet

Technological catastrophe Essay Example

Technological catastrophe Essay Example Technological catastrophe Paper Technological catastrophe Paper An environmental disaster is a natural disaster that few people will experience in their lifetime. These are relatively infrequent natural events that are the product of natural physical forces governing the earth and atmosphere. A technological catastrophe is a human made disaster, the result of some human error or miscalculation. These events are usually called disasters when there is a substantial degree of destruction and disruption and the events are uncontrollable either because they are natural disasters or because they represent the occasional loss of control over something which humans normally control very well. Psychologists have studied disasters and catastrophes in an attempt to ascertain what characterises a disaster and what the psychological effects of disaster and catastrophe.  It has been found that the characteristics of a disaster effect how people react. One important characteristic is the amount of warning available. Fritz Marks (1954) found that a lack of warning about a disaster can make the consequences worse, however Drabek Stephenson (1971) found that the effectiveness of repeated warnings of flash floods was undermined by factors such as families being separated at the time of warnings they showed more concern for locating each other than evacuating, and the method used to deliver warnings the news media reached the most people but was least effective in producing appropriate responses. Psychologists have also studied peoples awareness and perception of the risks they face from natural disaster. One field study by Simms Baumann (1972) suggests that personality determines perception of risk. They found that residents of Alabama were more external in their locus of control, believing in the forces of fate rather than personal responsibility. These residents were less likely to take precautions such as listening to radio reports of weather and preparing for storms, than residents in Illinois, who had internal locus of control. Death rates from Tornadoes were higher in the southern areas (Alabaman) than in the mid west (Illinois) this suggests that personality factors affect peoples perceived risk from natural disaster. There have been many studies of the psychological effects of disaster. Bowman (1964) observed the responses of psychiatric patients to a massive earthquake in Alaska and found that initial responses were very positive, people wanted to help and there was an increased feeling of unity. This suggests that social cohesiveness may increase in response to disasters.  However many other negative effects have been found. Wood (1992) found earthquake survivors experienced twice as many nightmares as a control group of Ps from the university of Arizona who did not live near the earthquake. In a case study of survivors from the Herald of Free Enterprise disaster Joseph et al (1993) found increased levels of alcohol, cigarettes, sleeping pills, anti depressants and tranquilliser consumption, and these effects were still evident 30 months after the disaster.  This suggests that psychological effects of disasters may be widespread and long lasting.  In contrast to environmental disasters, evidence suggest that technological catastrophes do not increase social cohesion. Cuthbertson Nigg (1987) found people exposed to toxins (asbestos and pesticides) in two separate incidents in America, were divided into victims who were worried about the effects and those who were unconcerned. The difference in opinion was a basis for conflict and resentment, and no evidence was found of the development of supportive and cohesive groups. This was field experiment using interviews questionnaires and observations. However some research has found similarities in the effects of technological catastrophes and natural disasters, particularly in stress related problems. Davidson Baum (1986) studied people living near Three Mile Island at the time of a nuclear disaster and radiation leak. They found effects of stress 6 years after the event these included physiological measurements such as adrenalin levels and self-report measures such as sleep disturbance questionnaires. This research suggests people may suffer from the effects of catastrophes long after the event is over.  b) Evaluate what psychologists have learned about environmental disaster and/or technological catastrophe  The first evaluation issue is Methodology, and the fact that most of the research into disasters and catastrophes i   carried out after the event and therefore it is impossible to make comparisons of responses before the disaster. For example Woods (1992) findings of earthquake survivors suffering twice as many nightmares after the disaster than a control group, however there is no information on these people before the earthquake. IN COMPARISON Davidsons (1986) study of stress levels people living near Three Mile Island also could not compare these responses with pre disaster information. In CONTRAST Bowman (1964) was able to observe responses of psychiatric patients during and immediately after an event and made comparisons to their behaviour prior to the event. However in most cases research cannot make such comparisons.  The second evaluation issue is measurement, which is how psychologists actually measure the variables they are interested in. In disaster situations measurement is often difficult due to the chaotic conditions in which research is carried out. Cuthbertson Nigg (1987) used interviews, questionnaires and observations to try to measure social cohesiveness in two communities where technological catastrophes had occurred. These measurements may lack validity, which is being sure that a measurement actually does measure the variable it claims to measure, and reliability, which means the measurement being reliable over time, since the methods used may suffer from problems of social desirability responses and observer bias. In COMPARISON the measurements used by Simms Baumann were personality based questionnaires and interviews, and these may also lack validity and reliability, as these researchers used these measurements as an indication of perceived risk from natural disaster. In CONTRAST Davidson Baum (1986) used a range of both physiological and self-report measures of stress, and these measurements were high in validity and reliability.  The third evaluation issue is ethnocentrism, which means applying the norms found in one culture to the whole of the world. A great deal of research in disasters and catastrophes has been carried out in America and Europe, western cultures. For example Simms Baumanns research was carried out in Illinois and Alabama, but these researchers used their results to make generalisations about personality and perception of risk from disaster. In COMPARISON Bowmans research with psychiatric patients was carried out in Alaska, however Bowman also made generalisations about social cohesiveness in responses to disasters. It could be argued that in some cultures collectivism is already much greater than in western cultures that tend to be more individualistic, and therefore this research may be of little use in predicting responses to disaster globally. In further COMPARISON research in technological disasters and social cohesion by Cuthbertson Nigg (1987) was also carried out in America and again may be of little use in predicting how people may respond in other cultures. The fourth evaluation issue is sampling methods, that is the way in which psychologists have obtained a sample from their chosen population. The best sampling method to use is a random sample, where each member of a population has an equal chance of being selected. However in research carried out in the aftermath of some disaster or catastrophe this is rarely possible. Measurement must often be done quickly and therefore samples may be non-representative and can limit the extent to which generalisations can be made. In research carried out by Bowman an opportunity sample was used of psychiatric patients, and therefore generalisations from these individuals to other populations cannot really be made. In COMPARISON Wood (1992) also used an opportunity sample of earthquake survivors therefore it is not safe to generalise from these findings. In CONTRAST the study carried out by Simms Baumann was not conducted in the immediate aftermath of a disaster and could therefore have used random sampling methods such as the electoral role in order to select participants from the two areas compared.

Baseballs Legend - Jackie Robinson essays

Baseball's Legend - Jackie Robinson essays Imagine yourself in the stands of a baseball game on a spring day. The crowd cheering and the smell of popcorn in the air. The year is 1947 in the city of Brooklyn, New York and youre about to see history in the making. For the first time in history a black man takes the plate. By this doing he is about to break the social status of the black man. But not all are happy about this event. There are some that want things to stay the way it was. Every man is searching for some kind of acceptance in his life. Weather itll be trying to be accepted by his peers or by just himself. In life many just want to be accepted, one person who wanted to be an equal with his peers is Jackie Robinson. Some to consider him to be one of the best baseball players of all time and some just think of him as another Negro thats trying to play a white mans game. Jackie Robinson is the first black man to join the NBL (national baseball league). He joined the Brooklyn Dodgers and not all people are pleased about it. In Time Magazine one man writes, The answer for the Negro is to be found, not in segregation or separation, but by his insistence upon moving into his rightful place, the same place as that of any other American within our society. (White 3) White shows how blacks should be accepted. Jackie Robinson took the field for the very first time on April 12, 1947. At that game the fans ands fellow athletes taunted him. Even though he was taunted he still played very well. He married a beautiful, and white women named Rachel. He became the first black person in the Baseball hall of fame and he retired in 1957. The very first time Jackie Robinson took the plate, he was changing the way of life for all races and inspiring many at the same time. Joe Bostic, from the New York Amsterdam News, said, The most significant sports story of the century was written into the record books today as baseball to ...

Leisure & Tourism Essay Example | Topics and Well Written Essays - 1750 words

Leisure & Tourism - Essay Example Researchers have identified several motivations, from which leisure is founded upon. According to Daniel (2006, p 166), motivation could be intrinsic, extrinsic, and amotivation. Intrinsic motivation originates internally from an individual due to the benefits accrued from leisure, such as pleasure and enjoyment. Extrinsic factors motivate people to engage in leisure to attain other goals besides pleasure and fun. This paper is a critical analysis of findings by a number of researchers, on various factors, which motivate leisure based activities in a family. According to Alex and Song (2004, p 57), a family can either be extended or nuclear, with varying ages of parents and children. However, the basic motivation of each and every family member for leisure is driven mainly by the psychological results, which in turn determines their behavior in day to day activities (Alex, and Song 2004, p 57). In this respect, an individual decision or choice to engage in a particular leisure activity is a result of ones belief, on how well he will do the activity and what the activity means to him (Alex, and Song 2004, p 58). From this argument, people in a family set up engage in engage in leisure to reap particular psychological desires. Researchers have found out several psychological desires that motivate people in a family set up to engage in leisure. These motivations include: achievement, stimulation, independence, leadership, risk taking, mastery of equipment or machine, family togetherness and adventure (Alex, and Song 2004, p 59). According to Kivel, (2007, p 86), enhancing family unity is the main motivation for leisure in a family. Presently due to ever increasing demands at work, most parents do not have time to catch up with their children and other extended family members. In this regard, time specifically to bond with family members is increasingly being set

A Good Man is Hard to Find Research Paper Example | Topics and Well Written Essays - 1000 words

A Good Man is Hard to Find - Research Paper Example The short story, A Good Man is Hard to Find, is written by Flannery O’Connor. The book was written in 1953. The story, A Good Man is Hard to Find is found in the compilation of short stories, A Good Man is Hard to Find. Other individuals perceive all these occurring at once. This paper will look at how both the theme appears in the short story and how the theme appears in society. This is a short story that mainly makes people think about the probability of dramatic change in a person’s life. The old grandmother in the tale is seen as going through a miraculous and sudden change of heart after losing all members of her family and death herself. The old grandmother is tempted to kill the person who eliminated all her family members. Her actions raise a lot of questions; it is difficult to understand such an action  (Bandy 113). One is not able to explain if the grandmother’s action can be understood religiously or otherwise. This also raises questions on how an extreme event can cause such a situation. It raises questions on whether such a situation can occur at all. A Good Man is Hard to Find begins with the old grandmother protesting to her son, Bailey that she wants to go to Tennessee and not Florida, for the family holiday. Nevertheless, the family has its holiday in Florida. The old grandmother shows her family members malice by having an early day and waiting for them in the car. The old grandmother has worn her best clothes for the trip. She is dressed in her Sunday best so that in case of an accident occurs and she becomes a casualty, she will be identified as a lady. The old grandmother talks about her young days and also comments on whatever they see on the way, during the trip to Florida (O'Connor 23). The old grandmother claims that, during her early days, young people showed more respect to their parents and their homes and individuals only indulged in respectable activities. She also comments on a little pickaninny gesturing from a shack’s door. She claims that the Pickaninny almost certainly does not possess any britches. The old grandmother has a conversation with the owner of an old diner in which they were having lunch. The two were talking about a murderer and escaped convict called The Misfit. Both the grandmother and Red Sammy, the owner of the diner agree that it is difficult to find a decent man (Connie 75). Later on, when the family is back on the road, the old grandmother tries to derail the family members from their Florida trip. She tells the children tales of a nearby home she had stayed at as a young person. The grandmother intrigues the children with her stories of the home until they demand to visit the place. The children persuade their father until he accepts to take them to grandmother’s destination. The old grandmother realizes the home she had visited is not in Georgia but Tennessee. This is after they have covered some distance towards the wrong direction. She become s anxious, disturbs the cat, which is terrified, making the father lose control of the car and land in a trench below the road. After the accident, the old grandmother falsifies an internal harm to get sympathy from the family members. In contrast, the children are thrilled and perceive the accident as a quest. As the father, grandmother, and children are waiting for help, a car with three men, all with guns, approach the scene. One of the three men has glasses. He directs his accomplices to examine the car and engages the father, Bailey in courteous discussion. This is until the old grandmother recognizes him as The Misfit, the escaped convict and murderer. The Misfit directs his fellow criminals to kill the family

Monopoly Market and Monopolistic Competitive Market Essay

Monopoly Market and Monopolistic Competitive Market - Essay Example Each potato chip market type has its own benefits and peculiarities. Monopoly A monopoly, including the Wonks monopoly, occurs if there are no competitors. There is only one seller of a certain product type or brand in the community. Likewise, monopoly occurs when there is only one product that serves a specific need or want. Monopoly crops up when new entrants are prohibited or cannot topple the obstacles to entering a market occupied by only one seller. For example, the school allows only the school’s own bookstore to sell the students’ required textbooks. The community’s only electric power company is a monopoly. States normally admit only one tap water entity to supply the community’s water needs (King, 2011, p. 355). Under a monopoly, there are significant hindrances to entrants to the monopoly market, especially with the potato chip industry monopoly. For example, legal barriers prevent competitors from entering the monopoly market. For example, the government only allows one company the license to operate within the community, city, or state. Some states offer a monopoly license to one company to serve the water, sewer, natural gas, and electric power needs of the constituents. In other states, the government operates monopoly liquor stores and lotteries. Likewise, the United States Postal Services has a monopoly license to deliver first class mail. ... The government can ensure more accurate collection of taxes. The government has to monitor only one company supplying the water, electricity, gas, mail, and other needs of the community. The government’s tax collection efforts will be easier. The businesses have to transact with only one company in a specific market segments. The business entity has to only contact one water supply company, one mail delivery agency, or one electricity provider, for their water, mail, and electricity needs. The consumers can easily locate the only entity responsible for the supply of water, electricity, and mail services. The stakeholders will have lesser time and difficulty finding and transacting with the monopoly company serving the needs and wants of the community. Pricing under the monopoly differs from the monopolized competitive market. The monopoly company can raise its selling prices without losing its current customer base. The customers have no other alternative but to pay the higher prices. The government can step in and set limits to the monopoly company’s price increases. The government can interfere when the monopoly company’s price increases borders on abuse of the customers. Government interference is required when the price increase does not equate to the improvement of the company’s current unfavorable service (Dudey, 1996). In terms of production, the monopoly enjoys exclusive rights to sell its products and services to the current and prospective customers. Microsoft is the exclusive seller of Microsoft computer software products (Gisser, 2001, p. 211). Microsoft is the sole seller of Windows XP, Windows Vista, and Windows NT software. The company’s monopoly of the Microsoft office software forces all computer users to buy

Diversity in our law agencies Essay Example | Topics and Well Written Essays - 1250 words

Diversity in our law agencies - Essay Example However, the gender bias that exists in police department begins right at the hiring stage where applicants are required to perform a Physical Abilities test where they have to scale a 6 foot wall and other physical acts that call for strength in the upper body, where women are weeded out. Moreover, the smaller number of women police officers creates an environment that predisposes towards sexual harassment and discrimination at the workplace. Women are subjected to sexual innuendos and unwanted advances from their superiors and find it difficult to help female victims of domestic violence in the environment of male bias that exists in the police force. Since most police officers work in teams with one â€Å"rookie† officer assigned to work with an older, more experienced officer, the mentor-student approach sometimes tends to create personal conflicts and instances of sexual harassment. The tough nature of the job itself is exacerbated by personal tensions that creep up betwe en a female rookie and a tough, male officer-mentor. In an occupation that has been a traditionally male dominated bastion, there also exists an unspoken â€Å"brotherhood† that tends to promote and favor male officers over females, based upon the false perception that women are inherently weaker and incapable of the harsh realities of police work.(Shusta et al, 1995). The existence of the stereotypes about the physical or psychological characteristics makes it even harder for women to break into the tough world of policing. The common perception is that women are less effective on the field and are better relegated to purely administrative positions within the department. While one standard is applied to assess the ability and skill of men for higher positions within the department, a different standard is applied for women, often requiring them to

Canada's Immigration Policy Essay Example | Topics and Well Written Essays - 2000 words

Canada's Immigration Policy - Essay Example There is also apparent shift in the profile of immigrant source countries in the past several years. Added to this is the fact that more and more people are moving from one place to another worldwide and the perceptible competition in the international economy to attract skilled workers. Movement of people across continents has been a global trend during the advent of long distance travel. Reasons behind this phenomenon are various. These include escaping political, economic, environmental persecution and problems. For some families, the more pressing reasons can be search for better opportunities and safer, more secure living conditions. Given the availability of manpower resources in the different parts of the world and the surplus of families applying immigrant status in Canada, the problem of sustaining the country's economy seems to be solved. However, the process of immigration is not as simple. There must be appropriate and efficient governmental and provincial policies to facilitate this process. This is the function of the Citizenship and Immigration Canada: to draft a structural framework and policies for handling immigration issues of the country. This paper aims to assess these immigration policies and their i... Section 7 (2) of Canada's Immigration Act of 1978 provides an estimate of the total number of immigrants, refugees and other non-immigrants status who will be given permission to settle in Canada. The responsibility of selecting immigrants and refugees and their number for every province, except for Quebec which has the only selection powers, lies on this annual immigration plan (CIC "Laws and Policies"). The proposed Immigration and Refugee Protection Act called Bill C-11 will provide the Citizenship and Immigration Canada the needed implements to ensure public safety and security in relation to the admission of immigrants in the country. This can be achieved by setting new admission criteria and delegating authority to arrest law-breakers and security threats (CIC "The Immigration System"). The other side of the above provisions is the important delivery of the following commitments of facilitating entry to legitimate immigrants and refugees. First is the change of selection priority using the assessment of skills and experience of workers over their current occupations. Second is the focus on reunification of families and protection of refugees. Third is the improved Temporary Foreign Worker Program for the simplification and efficiency of processing of skilled workers and permission of spouses to work. Last is efficient transition of qualified temporary workers from temporary to permanent residents (CIC "Laws and Policies"). The Immigration and Refugee Protection Act of Canada or IRPA was established in 2001. The act has a provision for a consultation between the Minister of Citizenship and Immigration and the provincial governments regarding refugee protection policies and programs to include the determination of the number of foreign nationals

Diversity in our law agencies Essay Example | Topics and Well Written Essays - 1250 words

Diversity in our law agencies - Essay Example However, the gender bias that exists in police department begins right at the hiring stage where applicants are required to perform a Physical Abilities test where they have to scale a 6 foot wall and other physical acts that call for strength in the upper body, where women are weeded out. Moreover, the smaller number of women police officers creates an environment that predisposes towards sexual harassment and discrimination at the workplace. Women are subjected to sexual innuendos and unwanted advances from their superiors and find it difficult to help female victims of domestic violence in the environment of male bias that exists in the police force. Since most police officers work in teams with one â€Å"rookie† officer assigned to work with an older, more experienced officer, the mentor-student approach sometimes tends to create personal conflicts and instances of sexual harassment. The tough nature of the job itself is exacerbated by personal tensions that creep up betwe en a female rookie and a tough, male officer-mentor. In an occupation that has been a traditionally male dominated bastion, there also exists an unspoken â€Å"brotherhood† that tends to promote and favor male officers over females, based upon the false perception that women are inherently weaker and incapable of the harsh realities of police work.(Shusta et al, 1995). The existence of the stereotypes about the physical or psychological characteristics makes it even harder for women to break into the tough world of policing. The common perception is that women are less effective on the field and are better relegated to purely administrative positions within the department. While one standard is applied to assess the ability and skill of men for higher positions within the department, a different standard is applied for women, often requiring them to

Comparison between da vinci and Michelangelo Essay

Comparison between da vinci and Michelangelo - Essay Example He did not have the benefit of an early education and around 1483, he was sent to Milan to work as an apprentice of various artists. Leonardo showed mastery of so many fields including being a sculptor, an architect, painting and engineering. Even though Da Vinci is mainly considered an artist due to the popularity of his surviving masterpiece paintings, he was as well a pioneering scientist as evident in his numerous writings on various subjects including geology and anatomy. These writings that were done with brilliance reveal the genius of an eclectic and innovative mind that crossed so many disciplines. The natural genius exemplified a true ‘Renaissance man’ due to the humanist prominence in his works. Leonardo observed the world from a scientific perspective and always endeavored to find reason in how the world worked and why things appeared as they did, observations that were manifest in his paintings. It would be wrong to define da Vinci as an idealist since most of his work depicted realism for instance he made his look as lifelike as possible. The subjects in his early paintings had personal attributes and facial characteristics that elevated him above all others. Michelangelo on the other hand was born on 6 March 1975 in Florence, Italy to a magistrate Italy and just like Leonardo, he was apprenticed at an early age to various artists including painters and sculptors. Another similarity the two artists share in their childhood is the hard lives they lived and absence of motherly upbringing; Leonardo because of the illegitimacy of his birth while Michelangelo because of the death of his mother when he was still very young. Michelangelo, just like da Vinci, was equally exceptional in several subjects including sculptor, painting, poetry and poetry. Artworks Both artists depicted exceptional brilliance in their works that were mainly drawn from religious history, for example, Leonardo’s painting ‘The Last Supper’ and Mich elangelo’s ‘The Last Judgment’ which are depictions of events from passages of the bible. One the most distinctive features of Leonardo’s masterpiece are the portrayal of the subjects with distinct emotive facial expressions and body language, a clear indication of humanist character. Da Vinci portrayed a brilliant mastery of human anatomy when he painted his pictures realistically in terms of anatomy and posture, a subject of interest during the renaissance

Basic Computer Memory Types Essay Example for Free

Basic Computer Memory Types Essay Random Access Memory (RAM) RAM is a location within the computer system which is responsible for stacking away data on a temporary basis, so that it can be promptly accessed by the processor. The information stored in RAM is typically loaded from the computers hard disk, and includes data related to the operating system and certain applications. When the system is switched off, RAM loses all the stored information. The data remains stored and can be retained only when the system is running. When the RAM gets full, the computer system is more likely to operate at a slow peed. The data can be retrieved in any random order. Generally, there are two types of RAM; namely Static RAM (SRAM) and Dynamic RAM (DRAM). When many programs are running on the computer simultaneously, the virtual memory allows the computer to search in RAM for memory portions which havent been utilized lately and copy them onto the hard drive. This action frees up RAM space and enables the system to load different programs. Read Only Memory (ROM) This type of memory is active, regardless of whether the system is turned on or is switched off. It is a kind of permanent non-volatile storage memory. As the name read only suggests, the contents in it cannot be changed or modified. It is an integrated circuit which is pre-programmed with important data that should necessarily be present for the computer to carry out its normal functionalities. Cache Cache is a kind of RAM which a computer system can access more responsively than it can in regular RAM. The central processing unit looks up in the cache memory before searching in the central memory storage area to determine the information it requires. This rules out the need for the system to search for information in larger and bigger memory storage areas, which in turn leads to a faster extraction of data. Computer Hard Drive These devices are important data storage components that are installed in the CPL]. Their memory ranges widely, and a user may choose the memory depending on the data needed to be stored and accessed. Nowadays, hard drives having a memory capacity of 120 gigabytes to 500 gigabytes are normally used. Flash Memory This is a non-volatile kind of memory which is intended to contribute to portable torage and a convenient transfer of data from one computer to another. The data in it can be erased and re-programmed as per the users requirements. It only has a specific number of erase and write cycles that it can withstand, after which it creates a tendency to lose out on the stored information. Memory cards and USB flash drives These are Just the common and main computer memory types which facilitate memory and data storage. However, there are many subtypes which are sorted out according to the memory-related functionalities they perform and the requirements they serve.

Learning English Through Videogames

Learning English Through Videogames This paper presents a study of the viewpoints on video game playing toward second/foreign language learning among ESL/EFL students in Xalapa, Veracruz. The results showed that students insights on playing video games aimed at foreign language learning were positive. This paper also made a comparison with factors such as gender and years of playing that support these insights. The results indicated that types of games and English proficiency have strong influences on students perceptions. This papers purpose is to present several of the latest theories in videogame studies and new media literacies, in addition to theories of language learning. Several examples are shown of how computer video games and web applications such as The Sims 2, Grim Fandango, jumpcut, Apple imovie, Windows movie maker and others could radically change the way in which we approach language learning and instruction. Introduction The role of technology as an alternative tool for instruction of English foreign language learners increases as educators recognize its possibilities to create both independent and collaborative learning environments in which students can acquire, immerse and practice a new language (Butler-Pascoe, 1997). Through the use of the Internet, word processors, video games multimedia, and practice programs, students can engage in individualized instruction designed to meet their specific needs and participate in cooperative projects that will foster communication with peers in their classrooms and throughout the global community. This research focuses on the potential of video games as a powerful tool for foreign language instruction and acquisition. This is a very important topic for many reasons, the least of which is that so many people do not really understand this medium and regard it in the worst possible manner. What many outsiders of the video game culture do not understand is that video games can be an expressive and interesting medium that can easily compete with the best that other mediums have to offer, and, like any type of expressive medium before them, video games have gone through a harsh trial by those who are bigoted, uninformed and prejudiced against this medium. This paper provides a great opportunity to explain why computers and video games can take an important part in language learning, and why therein we have an extraordinary opportunity to educate, not only our children but the population at large through video games. Video games can provide the ability to shape events, environments and positions in a way which is not feasible through any other medium. According to Larson (1999) and Li (1999), the transactional nature and the pedagogical relevance of some state-of-the-art videogame-based interactive technologies make videogames a viable vehicle for foreign language learning. This thesis aims to reach the following objectives: 1. to make the reader aware of new learning strategies and possibilities for all types of learners; 2. to discover students views on the feasibility of videogames for language learning and instruction; 3. to suggest a new range of activities that can be performed in a classroom using videogames. This thesis firstly discusses findings from various research studies, as well as current language teaching methodologies, in order to explain how video games can contribute to language acquisition by evaluating several video game genres and emphasizing that virtual pet, simulation and RPG (Role playing games) are beneficial for language acquisition. It also provides various sample activities that can be performed in the ESL classroom using video games in their own right. Secondly, the context and participants are presented as well as a research instrument, after which the data is analyzed and given an interpretation and finally pedagogical implications are presented. Chapter 1: Literature review This chapter firstly attempts to explain why videogames can be suitable for learning a language based on several studies that are described next. Secondly, it also outlines how videogames are slowly being incorporated into the field of education. Thirdly, it provides the readers with an overview on videogames and modding and finally how teachers can benefit their lessons from modding and how it can be used in the ESL/EFL classroom. 1. Videogames and Research Using video games to educate has long been a much thought-of goal, yet rarely an achieved one. Although video games may not yet be able to educate users in a content area effectively, language learners may benefit from video games. Educational software developers have struggled to present a substantial amount of content and context without sacrificing the degree of control game players expect. Very little research has specifically targeted language acquisition through video games; however, various studies carried out over the years in several universities of the U.S, England and Sweden with students of different majors, as well as current language teaching methodologies support the use of video games to learn language. Interestingly, in one study Hulstijn Laufer (2001) found that language acquisition may hinge on the level of involvement in a task, and video game players are often quite immersed in game play, a trait that may enable them to acquire language, since video games often contain simultaneously presented aural and textual language. Another study done by Prensky (2006) suggests that videogames allow learners to analyze and decode language at their own pace. During game play learners may use one input channel to decode the other because videogame players have a great deal of control over the game play (various in-game choices can be made, games can be paused, actions can be repeated, and conversations can sometimes be initiated at the players own beck and call. Dornyei Clement (2001, p.399) claimed that one of the main premises for using video games to educate has been to harness learners motivation. Although, motivation is a crucial element in language learning, motivation alone does not guarantee the acquisition of a language. This was stated in another study performed by Prensky (2004) who found out that one of the most difficult things teachers had to do was to aim for a balance between video game interaction and learning its language which may result too strenuous for some players cognitive abilities. Nevertheless, Brett (2001) emphasizes in his research that the natural repetition which is present in video games, such as the constant set-up of mini-battles in role-playing games and the frequent use of interactive menus in virtual pet and simulation games, allows a language learner to be continuously exposed to the target language and creates more opportunities for acquisition to occur as opposed to other media, such as movies or books, which often do not reuse the same vocabulary or grammar, making acquisition more difficult and slow-paced. Interestingly enough, the repetition in video games allows a language learner to use their own initiative to use known language (semantic context, vocabulary or grammar) to decode unknown elements through constant exposure. Furthermore, Crawford (2003, p.261) made a stunning discovery in his research when he stated that a videogame provides players with a useful kinesthetic link to its language resulting in players having to give a total physical response to actions prompted. Total Physical Response (TPR) activities are used in order to connect the language item whether, vocabulary or grammar, to a physical action, hopefully making the language easier to grasp, which is quite similar in videogames where players perform on-screen actions that may serve to link the language they learn to their native language. 2. Video Games and Education Video games evoke different emotions in people. Some might perceive them as nothing more than a tool of entertainment, while others might consider them useless and tools of bad influence. Academics, such as Gee (2005, p.13), will say that video games are a new form of interactive media worthy of academic multidisciplinary study regardless of what videogames may be, it is a well-known fact that they are a distinct yet entertaining way for youngsters to spend their time. It comes as no surprise that many educators and teachers are trying to add video games to their lessons and curricula design both to catch and retain the attention of students, not to mention to enhance the course content and likability. Many business, medicine, and law schools in northern Europe are implementing video games such as Kristens Cookies, Dexter and Objection as part of their curricula, whilst other schools introduce more commercially known titles, for example Brain Age and Trauma Center to their science and math courses. According to Hoggs research (2006) carried out in some European universities, students motivation and therefore grades, have soared exponentially as opposed to slump since the implementation of video games in their curricula. Video games have become increasingly widespread in their use, both as a hobby and as an educational tool. ESL teachers should be no exception and be able to make use of this technology to help students in teaching grammar points as much as in developing students speaking ability. 3. Video Games and Modding For over twenty years there have been many attempts at designing educational software with all of them resulting in failure and thus a sense of hopelessness prevailed through much of the educational software community. Fortunately, the emergence of new models have made education and entertainment games stop competing with one another. If we look at todays entertainment video games, many will be nothing like the games prevalent in the late 90s when educators and game developers first teamed up in an attempt to insert artificial learning moments inside games. Back then, in-game worlds were relatively fixed and did not have much depth whatsoever, enabling the player only to play out the action of a pre-programmed story. Today, nonetheless, according to Hansson (2005) games are presumably more open-ended, with many of them encouraging players to take an active role in the construction of the game itself through the use of various mod tools. The term mod means modification, in videogame terms mod refers to a user made add-on to an already existing game. For example, one of 2007s best selling video games, The Sims 2 does not determine any explicit goal or winning outcome. Rather, the game presents itself as an open-ended virtual doll house in which users play out and share stories with one another should they choose to. As a result of the enormous flexibility of this game, thousands of players created content add-ons or game modifications now available for free on the web. Surprisingly enough, so far, little has been attempted by educators to use the extensive mod tools available for The Sims 2 to implement learning content in a way that naturally integrates with the in-game experience (Goldfayn, 2006). However, mod tools provide full access to all the language data used in all the different international versions of a game. This allows curriculum designers to easily manipulate popular video games to create opportunities for foreign language learning. Johnson,( 2005, p.191) claims that for most educational disciplines, the main rule when choosing a video game to be modded is that the closer the original contents of the game are to the educational discipline involved, the smoother the process will be. Most people play video games nowadays and everyone seems to work on a computer, so learning a foreign language through video games can be as viable as learning it through traditional classroom instruction. For example, in order to make a game like Civilization III relevant to a history classroom, one simply needs to edit a few maps, scenarios and variables; while a game like The Sims 2 actually does have a distinct similarity between the contents of the game and the contents of an introductory language textbook (parts of the body, furnishing the house, finding a job/professions, emotions, etc), the fact that almost all games use language in one way or another allows a far wider range of games to be modded for usage in foreign language learning than other educational disciplines. 4. Modding in ESL There has been a recent increase in the number of game environments or engines that allow users to customize their gaming experiences by building and expanding game behavior. What is described here is the use of modifying, or modding, existing games as a means to learn English. A case of game modding in classroom settings is described to illustrate skills learned by students as a result of modding existing games, in this case the game which was modded is The Sims 2. Below are some examples of how you can mod a videogame to suit your needs as a teacher as well as your students. These are two sample activities that have been put into practice by teachers such as Mylene Catel, (http://www.mylenejcatel.com/) who have put an enormous amount of effort into this. Simply by playing the modded version of the game (The Sims 2), students are gradually exposed to heavy amounts of reading practice in the foreign language. However, designing specific reading comprehension tasks helps the teacher assess learning better. Next, I describe an activity which can be performed using the previously mentioned game: Step 1. Students write a description of their favorite imaginary landscape in the foreign language including any number of specific details (There is a pristine water creek, there are many leafy trees in which birds gather to chirp, There is a family having a picnic nestled under the trees , etc). Step 1.5. The teacher helps correct any mistakes in the students descriptions. Step 2. Students randomly exchange their descriptions with one another via the game. Step 3. Use the cheat mode to give students unlimited money. Step 4. Students avail themselves of a mod tool given by the teacher and create the landscape outlined in their description. Step 4.5. The teacher assesses how many of the specific details students correctly incorporated into their creations. Step 5. Students once again exchange their finished descriptions. Step 6. Students verbally describe to one another their creation. Students try to discern which landscape is the one they originally designed. Chapter 2: Methodology This research was conducted in order to determine whether playing videogames plays a significant role in the personal development and learning of a second language. It weighs the pros and cons of using this medium for learning and expresses what videogames are suitable for learning English and what videogames can enhance students reading, listening and speaking skills. I opted to obtain the view of language students from different schools. Specifically, students aged 18-25 from 2 schools within Xalapa were selected for this task, 10th semester students of the teaching area from the English B.A of the Universidad Veracruzana and advanced level students from Bristol Institute as informants from December 2007 to April 2008. Selected participants answered a questionnaire about the role of videogames in ESL/EFL learning. In order to determine whether videogames play an important role in learning English more efficiently, a total of 20 respondents were asked to participate, 10 of them were from the Universidad Veracruzana and the other 10 were Bristol students. Instrument. A questionnaire was administered to collect as much data as possible. The questionnaire consisted of 10 open-ended questions of which five questions had to do with the participants learning English through videogames and the other five questions had to do with the participants views on whether or not videogames have enhanced their learning and comprehension of a foreign language. To achieve pertinent information, certain inclusion criteria were imposed. The participants chosen had to be students who had been studying English for at least 4 years. This qualification ensured the participants understanding the nature of this questionnaire and its use for teaching English, making the questionnaire items easy for them to understand. My questionnaire which was administered to both populations was based on the following criteria: How much English and how well these students had learnt it by using videogames. The types of games they preferred in their learning process and how such games had helped acquiring their skills in English. Procedure. The administration of the questionnaire to the U.V student population was done when I was studying 10th semester of the English B.A. Therefore, the questionnaire was administered to my classmates at that time. However, to administer my questionnaire to the Bristol student population I had to ask for permission to the school principal, and after granting such, I was able to administer it, all in all both populations seemed to have no problems or questions at the time they answered it. Chapter 3: Results and Discussion In this chapter, I will present all data gathered from the questionnaire related to my research questions I administered to several students as well as charts representing the analysis of what was said in each question. The questions will be divided in two sections according to my research questions How do students learn English through videogames? What type of games do students play in their learning process and how they help? Analysis of questions 1, 2,3,4,5 of the questionnaire refer to section one. 1. Is vocabulary, rather than syntax, more easily and consistently acquired from video games? Out of the 20 students who answered this question 16 students said that vocabulary was best learned through this medium while 4 thought that syntax was the one best acquired. From these answers it can be inferred that these students mostly learn vocabulary, and syntactical patterns from games. Nonetheless, the focus of what is to be learned will fall into what the students needs are. From my perspective students also benefit from learning pronunciation subconsciously because speech is present in most games. 2. What grammatical patterns or chunks of language do you usually learn from videogames? Out of the twenty students who answered this question, eleven answered that they usually learn phrasal verbs and idioms from videogames while the other nine students said they revise through videogames grammatical patterns such as reported speech and conditionals. From these answers it can be inferred that for these students videogames help best as an aid to learn phrasal verbs and fixed expressions while others use them as revising materials. 3. Do video games help language learners actually acquire language, or do they serve more as a linguistic priming or practicing device? Out of the twenty students who answered this question twelve believed that videogames help language acquisition whereas the remaining eight believed they just serve as a practicing device From these answers it can be assumed that videogames can serve as both a learning tool and a practicing device for these students. However, as a teacher you should have in mind the reason why you will employ them. 4. Can language be acquired more effectively (more quickly and be retained longer) through video games than through other media? From twenty students who answered this question seventeen agreed on their learning being quicker, more effective and easier to retain through videogames. However, another three said videogames had no benefit for them. From these answers it can be assumed that for these students videogames are the perfect medium that can enable them to learn faster by learning the language subconsciously through something they might find entertaining because videogames lower their affective filter. 5. Do students retain lexical or syntactic language studied through video games longer than identical language studied through traditional classroom and self-study activities? Out of the 20 students who were asked this question, 14 answered that they thought retention was easier and lasted longer for them through videogames whilst other 6 claimed they benefitted more from traditional classroom instruction. From these answers it can be inferred that even though for these students retention is generally easier through videogames due to their interaction capabilities with players, how well students retain language patterns through either way will depend on what type of memory they possess. Analysis of questions 6, 7, 8,9,10 of the questionnaire refer to section two 6. Which genres of games are the most useful for language learners? The answer to this question was a bit variant since out of the twenty students fourteen considered themselves to be advanced learners while six considered themselves to be upper-intermediate learners. Therefore the advanced students claimed that the most useful game genres for them were Role playing games (RPGs) and action/adventure games as they can employ various decoding strategies. While the remaining six said that in their view the most useful game genres were sports videogames because they can benefit from the repetition patterns present in these games From these answers it can be inferred that videogames can cater for every mood and personality and can certainly aid these students in their learning process. However, which game genre is most useful to them depends on their language level. Bristol students often resort to playing RPGs because of their language level while some teaching area students of the English B.A in the Universidad Veracruzana opted for sports games as their games of choice because they feel they benefit more from the language patterns present in such games. 7. Does the learners language level make a difference? Out of the 20 students who answered this question 19 believed that the language level of a learner made a difference in understanding while just 1 student believed that the level did not matter From these answers it can be assumed that the level of a learner will play a crucial part in taking full advantage of the videogame approach toward language learning. For example advanced students are always eager to play RPGs which are more complicated than other game genres while intermediate or basic students try to look for games in which actions can be describe more than once. 8. Do voice recognition games force native and non-native speakers to modify their pronunciation in unnatural ways? From twenty students who answered the question thirteen said that voice recognition games were a valuable tool to help their pronunciation subconsciously while the remaining seven said their pronunciation could only be improved through direct interaction with an English native environment which leads to demonstrate that these few students have a conservative way of thinking. From the answers of these students it can be inferred that voice recognition games are just as good as interacting within an English speaking environment since the pronunciation used in such games is usually done by native English speakers. 9. Do language learners benefit from having their actions described by a sports video game? All twenty students who answered this question said they did benefit from this approach because it was quite practical. From these answers it can be assumed that videogames can come as a new refreshing approach toward language instruction that students would really appreciate since both males and females showed much interest in sports videogames 10. How long would it take a learner to acquire a language through a video game rather than through classroom instruction or self-study textbook? All students had different views on this particular question. Eleven believed you could learn English through this medium in one year while another four believed you could learn it in six months time, two more students said in a few weeks and yet another three claimed the time you learn it was entirely up to the learner. From the answers given by these students it can be inferred that theres no agreement on a learning curve. According to these students how fast students learn the language depends on other factors such as motivation and what kind of learners they are. Conclusion: In these data most of these students claim that they can learn a language using videogame classroom instruction. According to them not only is it a refreshing new approach but it is also quite beneficial for vocabulary acquisition and the subconscious learning of pronunciation. However, a teacher should always keep in mind the objective as to why they will use videogames. Chapter 4: Pedagogical Implications In this chapter, I provide some examples of how videogames can be exploited to design many immersion activities for the ESL/EFL classroom. This chapter is organized into the following sections: RPGs, RPGs and the ESL classroom, elements of literature, debates on cultures, portfolios, character analysis, oral presentations, quizzes/tests and suggested games for classroom use. 1. Role Playing Games Not all video games can be considered classroom-safe. Many video games, while being visually stunning games in their own right, may either be too violent or too devoid of content to be used in an ESL classroom. There is, however, one genre of video games that is ideal for the ESL classroom: Role Playing Games (RPGs) (Goldfayn, 2006). Traditionally, role plays are associated with a person pretending to be someone else. This is exactly what a RPG is. In RPGs, players take control of a character and embark on chilling journeys similar to those told in Edgar Allan Poes horror novels or heart-pounding adventures like those told in Jules Verne stories. According to Din (2002) students become exposed to long hours of in-game dialogue, as well as substantial amounts of written text while being immersed in a quest, perhaps one to save a kingdom, slay a demon or vampire, or save the world. As players retrieve information by interacting with other characters, they advance through the game with the purpose of reaching a final goal and objective just like in any lesson plan. 2. RPGs in the ESL Classroom If there were to be any kind of video games in an ESL classroom, it would be RPGs. In a video game ESL classroom session, the students will play through the game. During this play time the students become exposed to English language dialogue with various accents, which undoubtedly helps students develop their aural skills. RPGs also help them develop their reading skills, as the game will not continue unless the players, in this case students, meet certain requirements which are communicated to them through either spoken communication or written dialogue. Truly, exposure to a language or text does not create bilingual students; it is just not enough. That is why the teacher should plan certain activities to encourage students to share the experiences they just had playing the game and some other complementary activities to reinforce what they learned in the game. 3. Elements of Literature (writing activity) Every story, just like every game, has an introduction, action development, a climax, descending action, and an ending. Many stories, just like many games, have flashbacks, foreshadowing, and personification. It is always advisable to give students a brief introduction regarding these elements, so that they may be familiar with them when they run into them while playing through a game. 4. Cultural Debates (oral activity) The majority of RPGs have good stories, and all good stories have a setting. Before students get round to playing a game, the teacher should survey students knowledge of other cultures. Getting the students to start a debate on the similarities and differences in their culture or on different cultures in general is always a good way to start. You may begin the class by asking the students what they know about other cultures, a discussion on the Mayan culture, Feudal Japan or the American civil war usually get the students in a talkative and lively mood, as they can bring forth experiences they have had throughout their lives whether these be by watching movies, reading books or personal experiences. After the discussion, the teacher explains to students they are about to play a video game that has elements of different cultures in its world. The teacher should then provide a little information on the game and its characters, so that the students do not feel completely lost when they begin. 5. The Portfolios A portfolio is a collection of evidence that represents achievement and learning within a module/course or programme of study. The portfolio is a tool that can be used once a week, after playing the game. The student would have to write a short summary of what happened in the game as well as comment on the events from the game that they liked or disliked most. If students are at an advanced level they could be asked to comment on some of the more abstract concepts that appear in the game, such as love, friendship, and parenthood. Once the students have finished the game, they could be asked to write an entry regarding the elements of literature in the video game they played. Their writings would have to include short summaries of the events that happened in the game, so they would sort those events into the introduction, the rising action, the climax, the descending action, and the resolution of the game. Some games have open endings and require the players to fill in the gaps with t heir imagination. In case of such games, a good entry to ask the students for would be one in which they will have to account for what they think happened after the game ended. 6. Character Analysis (oral activity) Students can be asked to analyze their favorite character from the game. Starting with a drawing of the character, intermediate or beginner students could discuss how the character looks, speaks, and acts, while higher level students could discuss their characters behavior, thoughts, and purposes. The student should always say what their chosen characters stand for (for example, Alex from Lunar: the Silver Star for the Playstation could be seen as someone who represents friendship, love, and heroism). This would be a great opportunity to teach students to empathize by asking them questions like how would you have felt during this specific event in the game, had you been the character? 7. Oral Presentations Another course of action is having students make short oral presentations on characters, themes, or plot segments of the game. If there is enough time and resources, the whole class could put together a play about an event or events from the game. 8. Quizzes / Tests A quiz or a test about a video game would be conducted in the same way a quiz or test about a short story or novel would be done.