English Language Arts 11th grade Flashcard

English Language Arts eleventh grade

The Eruption of Toba

Presentation The biggest volcanic blast in the late Pleistocene happened in Lake Toba, roughly 72,500 (+-3000) years back. The super emission of Toba has pulled in a great deal of logical offensiveness because of different reasons. When seen from space, the caldera is seen as one of the greatest volcanic holes on earth, since it quantifies over 100km.Advertising We will compose a custom research paper test on The Eruption of Toba explicitly for you for just $16.05 $11/page Learn More On the lofty was of the caldera is lake Toba. This lake is said to be the biggest volcanic lake on earth. Different researchers including Gasparotto, Spadaforab, Summac, Tateoc, Spadafora and Summa (567) and Jones, Gregory and Stott (725) sugest that the emission brought about a huge volcanic winter that caused a human populace bottleneck. Super-volcanoes are titanic ejections that are alluded to as super-emissions, and they change from different calamities like tidal waves or tremors since their ecologi cal results compromise worldwide human advancement (Buhring and Sarnthein 277). These super emissions are known to happen once in around 500,000 years, similar to the biggest Yellowstone ejection in the USA, or the Toba emission in Indonesia. Figure 1: Distribution of volcanic debris from the 73 ka Toba super-emission indicating area of marine centers and segments inspected in India According to Ninkovich, Sparks and Ledbetter (5), super-ejections happen in zones of the earth where the structural plates impact. Ambrose, Williams and Chattopadhyaya (167) additionally recommend that super-ejections can happen in regions where hot material wells up from the profound earth inside underneath a continent.Advertising Looking for inquire about paper on geology? How about we check whether we can support you! Get your first paper with 15% OFF Learn More According to Williams and Clarke (633), there are numerous areas on earth that are associated with volcanic movement, similar to Andes and Ja pan. A reason for concern is the area of super-volcanoes inside or close to landmasses, which impies that these vents are arranged in territories that have swarmed populaces (Lang, Leuenberger Schwander 934). This paper takes a gander at the eological setting of Toba, with an end goal to comprehend the super ejection and its plausible impacts. In doing this, this investigation seekd to validat that the ejection brought about the putative bottleneck. Table 1: Particle size dispersion of the YTT debris at the Rehi area, Son valley, India. Topographical Setting of Toba is situated in western Indonesia, in the island of Sumatra, in the north territory. It is found in the Barisan Mountains as appeared in figure 1. Fig. 2: Tectonic setting and area map (inset) of the Toba Caldera. Structural guide altered from Simkin et al. (2006).Advertising We will compose a custom research paper test on The Eruption of Toba explicitly for you for just $16.05 $11/page Learn More These mountains contai n transformative rocks, Quaternary volcanic and Miocene sedimentary rocks (Ambrose 274). De Silva (671) proposes that Indian-Austrlain plate situated underneath the mainland Eurasisn represses a the pace of aproximately 5.5cm.year, towards the Sunda channel, which has brought about the development of a functioning volcanic (Gathorne-Hardy and Harcourt-Smith 228). Sadler and Grattan (186) propose that the covering is around 30 to 39 km thick under Toba, with a noticeable profundity of around 125 km (De Silva 671). This means that a 30 degrees subduction edge, which has caused the development of two equal blames that lie between the channel and vulcanic circular segment. One of the flaws, the vertical Sumatran, denotes the fringe between the Eurasian plate and a large portion of the Volcanic curve and fore circular segment bowl on the north east and south west separately. The other deficiency, Mentawai, structures the division between the fore circular segment bowl and the fore bend a ccretionary sridge complex in the southwest heading (Erwin Vogel 894). As per Westgate, Shane and Pearce there is a dxtral uprooting aong the Sumatran Fault. The relocation reaches out for around 150 km. It is alluded to as the Investogator Ridge Fracture Zon (IFZ), with a subduction that is legitimately nelow Toba. The aftereffects of a geometry assessemt of the subduction section underneath Toba by Chesner et. al. (201) recommend that there is a curve in the piece that agrees with Toba.Advertising Searching for examine paper on topography? We should check whether we can support you! Get your first paper with 15% OFF Find out More The examination additionally indicated high seismicity along the subducted part of the IFZ, which proposes the likelihood of IFZ amassing unpredictable discharge into the mantle wedge underneath Toba (Chesner et. al 201). Figure 3: Bathymetric guide of Lake Toba. Profundity is spoken to by isochromes; 100 m shape lines are plotted for reference. The Toba Super ejection The single occasion of the Toba emission brought about a base magma ejection of 2,800 km. The greatness of the emission was noted as 8.8, which made it probably the biggest ejection in the Quaternary geologic period. The super emission caused an infusion of more than 1015 kg of fine debris into stratosphere, while the pyroclastic streams stretched out for a zone of roughly 105 km2 with magma arriving at both the Malacca waterways and the Indian Ocean. Kelly, Jones and Pengqun (550) recommend that there are layers of tephra in India, at an area that is more than 3000 km away from Toba. The ignimbrite stretched out start ing with one coast then onto the next, making a wide zone of the North Sumatra be suffocated. In addition, there was a vaporized cloud and residue cloud that secured the globe. The potential impacts of the destructive emission incorporate the absolute demolition of both vegetation in North Sumatra by the ignimbrite, significant consequences for verdure by debris fall in Southeast Asia, just as, the local or worldwide change in temperature and consequences for the earth. The Toba Catastrophist Theory The Toba disaster hypothesis recommends that the super-emission brought about the populace decrease. Researchers recommend that the super-emission is the most noticeably terrible catastrophe that people have ever been confronted. The well of lava ejection in Toba brought about the depletion of a lot of fine debris and vaporizers into the climates. The ejection of these exhaust is contrasted with atomic winter circumstances (Samuel, Harbury, Bakri, Banner Hartono 350), since the worldwide land temperatures fell by 5-15 degrees Celsius, and the outside of the sea, and other low heights, cooled by 2-6 degrees Celsius. This situation is thought to have drawn out for quite a long while. Accordingly, the determination of residue in the air for a long time or so may have brought about a cooling of the atmosphere (Pattan, Shane Banakar 244). This climatic change is however to have stretched out for quite a few years, because of the climatic criticisms, for example, expanded snow spread and ocean ice, bringing about less sun oriented radiation coming to the earth’s surface. Thus, the earth’s temperature stayed low since the ground and environment were not warmed up. Scientists recommend that the human populace confronted a bottleneck during this period, because of the quick decrease in the quantity of females by around 500, in a populace that was idea to have just 4000 people (Hawks, Hunley, Lee Wolpoff 18). Information recommends that the ejection caused a to p in sulfur airborne levels in the GISPs ice center, notwithstanding the worldwide climatic change. As indicated by ice center information, the climate was cooler for a few centuries after the emission of Toba. In view of the evaluations, the Toba ejection brought about the close to eradication of present day people. Ambrose, Williams and Chattopadhyaya recommend that this prompted the human populace, however Oppenheimer (1593) gives an elective theory, contending that the Toba super-ejection didn't significantly affect human presence. Oppenheimer (1593) recommends that people ought not have been the main ones confronting end. As indicated by Rose and Chesner (913), the Toba prompted winter ought to have brought about a natural calamity bringing about a populace crash of progressively particular biological verdure, making them be wiped out, along these lines that it influenced human populace. On the side of this thought, Gates and Ritchie recommend that the Toba super-emission didn' t prompt the eradication of any vertebrate. In adtion to this, concentrates by Gathorne-Hardy and Harcourt-Smith (228), on the impacts of super-emissions on widely varied vegetation propose that they don't bring about mass eliminations, which dislikes the Toba disaster hypothesis. As indicated by Gasparotto, Spadafora and Summa (569), a bottleneck in human populaces would have expected the state of an hour glass, making the human populace crash at 73.5 Ka and afterward extend again later. As per Schulz, Emeis and Erlenkeuser (22), the investigations on human genome that dissect atomic arrangements propose that the Y chromosome and mitochondrial DNA bolster the presence of a bottleneck. Subsequently, Robock, Ammann and Oman (114) bolster the chance of a bottleneck, however they raise worries about when the bottleneck is relied upon to have happened. Some exploration proposes that the wonders happened more than 2 million years prior (Petraglia, Clarkson and Ditchfield 114), while diff erent scientists give proof of an extensive stretch of balance that was trailed by a populace development around 75,000 years back. The various sentiments with respect to the bottleneck contrast on the planning of the occasion, which raises worries regarding whether it was brought about by the super-ejection at Toba. Contrasts likewise emerge dependent on the state of the bottleneck, as far as an hourglass model or a short jug with a long neck. The hourglass model recommends a brief time of human populace decline, trailed by an extension, while the long neck time frame demonstrates a proonged time of winter, and low populace thickness (Rampino and Ambrose 274). Be that as it may, the

Difficulties Facing International Students in the US - 1650 Words

Difficulties Facing International Students in the US (Research Paper Sample) Content: DIFFICULTIES FACING INTERNATIONAL STUDENTS IN THE UNITED STATESStudents NameCourse NameDate Due Chapter Two: Literature Review Cross-cultural adjustment is the procedure in which individuals positively or negatively interact to a new environment. Its a combination of extreme psychological pressure and uncertainty that faces students when studying abroad. It gets to be tense when the country is very different from the place where the student grew up throughout his life. It can be seen in foreign students, immigrants and refugee. Out of all the terms that describe this adjustment the anthropologist Kalervo Oberg in 1954 described it as culture shock: a sense of loss and isolation for those who travel to a new country that have new customs, traditions, law and atmosphere. Prior to these shock students are aware of the new culture and what it is like from media or social networks. This research may mentally prepare them for the shock but it does not prevent them from goin g through the stages of the cultural shock. Whatever can be said about this phenomenon, most agreed that it is a natural phenomenon. It is not a mental disorder or psychological syndrome. It occurs regardless of location or cultural background. It can have the same intensity and sometimes less when there is similarity between the two places such as United Kingdom and United States. It is known that this phenomenon occurs among people who travel to a distant country for the purpose of work or study, and may occur to those who travel for tourism as well. Some believe that culture shock affects students coming from developing nations this is not true, it also effects native students when they apply for university away from their comfort zone.Hirai, Reiko, Frazier, Patricia Moin Syed (2015) mentioned theorized courses of international student adjustment that follows certain models. One domain model is recuperation model or the U-curve theory. The shock from interacting with certain cul ture aspect psychological recovery follows; this model cares about mental health and well-being. The second model is socio - cultural adjustment model which focuses on learning from behavior and the ongoing social communication on daily basis. Most studies showed that U-curve theory of adjustment is vague and has some flaws. A study applied U-curve pattern of adjustment over 6 months among international students and American students as stated in Hirai et al, (2015), it showed that both students were affected by academic calendar rather than the new cultural encounter. On the other hand, studies showed that international students have the lowest rank when it comes to socio cultural adjustment model especially at the beginning. They intend to isolate themselves from American students, and show interest in international students. Most of their relationships are superficial. This starts to break-off the longer they stay aboard.In foreign countries, the teachers and professors typicall y dress formally and in turn require their students to do the same while they are in class but for American schools some professors are informal in their dressing and even sit on desk, are very creative, interactive and flexible which to may international students is an approach which very uncommon to them (Ladd and Ruby, 1999). Therefore to be successful in American classrooms, international students may be required to change from their more formal cultures and lectures as used in their countries to learn in a more interactive , critical thinking, problem solving and resource skill environment which are often common in the united states. Cross-cultural adjustment is a complex process, and one model is likely insufficient to describe it (Anderson, 1994; Kim, 2001). Indeed, the Wang et al. (2012) study documented heterogeneity in the course of psychological distress in the first year of sojourn. From a practical perspective, both international students and the universities that serve them need information about what to expect regarding how the adjustment process unfolds over time. It is better when studying changes that international students experience to consider these models but not to follow any of these given models. Its limited and it doesnt give accurate and realistic picture of individual differences. It only highlights physiological and social aspects.Students who move to the United States for studies normally have very high abilities but it is interesting that when they reach there, they are sometimes faced with some serious challenges when it comes to sustaining their prior good performances. Some of the difficulties include taking tests, following a given set of curriculum ad registering, reading materials for their courses besides understanding the grading system in America (Leong and Sedlacek, 1989).Language Challenges It is noted that students who chose to take their studies in the United States often are the brightest from their countries origin and they are the most motivated but they may not have the required proficiency in English which is a problem for most international students (Wan, 1999). For instance the type of English in china puts more emphasis on writing that on speaking and as a result several students from china in the United States know more of grammar and vocabulary, having difficult time with conversational type of English. Such students therefore have difficulties with answering questions, answering essays and verbal communication. More difficulty is noted understanding lectures, taking part in their class discussions, taking class notes, writing papers, American accent, and understanding American slangs and jokes. In academic life, such difficulties lead to academic stress in their classrooms especially when they communicate and participation are encouraged by their professors. Non European graduate students also encounter academic problems (Sharma, 1973). Such academic problems include making oral rep orts, taking class notes, involvement in class discussions, understanding lectures, as well as taking appropriate courses for their studies and preparing reports. Besides the academic stress caused by limited conversational skills, several of these students have challenges with regard to instructional methods in American college classrooms. At graduate level of studies in America, class participation is expected and emphasized but it can be very stressful for students who originate from Asia, the Middle East and from Africa who normally sit attentively in class and take notes as they listen to their professors. It is pointed out in Wan (1999) that it is respectful to listen attentively to professors but in America, students are allowed by their teachers to eat and drink in class with student participation in lesson well encouraged and sometimes can be part of grading. International foreign students are also expected to adjust to the accents of their teachers as well as the teaching styles and in the same way they may be hesitant with regard to class participation and discussions when they not clearly understand the lectures (Alias, 2013). The tone of the professor and the appropriateness to responses can also be a difficult for instance a student may not really know how to respond to questions they have not been asked before. It is suggested in Payind study of academic, personal and social problems involving Iranian and afghan students who are found in the United States, several problems like completion of examinations in the same time length like American students, improving English to necessary academic required standard, communication of their thoughts in English language, presentation of oral reports, notes taking, writing reports besides competing for high grades with American students. Therefore Payind (1979) concludes that limited proficiency coupled with limited English language as well differences in the systems of education between home countries an d that of the United States play an inconveniencing role greatly. Pedagogy and Learning Expectations Styles of pedagogy as well as learning expectations are known to differ in America students home countries (Andrade, 2006). For example students from Asian cultures are familiar with lecture instruction method (Harris, 1995) yet in America there is independent, interactions, class discussions, self directed learning, asking questions as well as critical analytical learning. There could be need and desire to adapt to the changes but this could be onerous for international students who are familiar with backgrounds which base on passive learning with respect to authority where challenges and criticisms are not tolerated (Tedman et al., 2011). Therefore international students may have more difficulties than asking questions to understanding questions, knowing what and when to ask and the approach of which (Ellis et al., 2005). This is not to mention the mechanisms of assessment which ma y not only be problematic but discriminative against international students learning styles (Harris, 1995). Institutions therefore may find it important to develop different mechanisms of assessment in order to support international students. Concerns of Curricular Some studies have indicated a cultural bias against international students which almost very visible with western curricular besides the absence of interest displayed by some instructors (Arthur, 2004). Several students indicate course content which in most cases is North American oriented yet class texts are problematic (Chen, 2006). But for humanities, science, social sciences as well as engineering some students are not negative to their courses and the content therein because some of them are universal. Despite all these challenges in American colleges, there are studies which indicate faculty members have not prioritized social, cultural or aca... Difficulties Facing International Students in the US - 1650 Words Difficulties Facing International Students in the US (Research Paper Sample) Content: DIFFICULTIES FACING INTERNATIONAL STUDENTS IN THE UNITED STATESStudents NameCourse NameDate Due Chapter Two: Literature Review Cross-cultural adjustment is the procedure in which individuals positively or negatively interact to a new environment. Its a combination of extreme psychological pressure and uncertainty that faces students when studying abroad. It gets to be tense when the country is very different from the place where the student grew up throughout his life. It can be seen in foreign students, immigrants and refugee. Out of all the terms that describe this adjustment the anthropologist Kalervo Oberg in 1954 described it as culture shock: a sense of loss and isolation for those who travel to a new country that have new customs, traditions, law and atmosphere. Prior to these shock students are aware of the new culture and what it is like from media or social networks. This research may mentally prepare them for the shock but it does not prevent them from goin g through the stages of the cultural shock. Whatever can be said about this phenomenon, most agreed that it is a natural phenomenon. It is not a mental disorder or psychological syndrome. It occurs regardless of location or cultural background. It can have the same intensity and sometimes less when there is similarity between the two places such as United Kingdom and United States. It is known that this phenomenon occurs among people who travel to a distant country for the purpose of work or study, and may occur to those who travel for tourism as well. Some believe that culture shock affects students coming from developing nations this is not true, it also effects native students when they apply for university away from their comfort zone.Hirai, Reiko, Frazier, Patricia Moin Syed (2015) mentioned theorized courses of international student adjustment that follows certain models. One domain model is recuperation model or the U-curve theory. The shock from interacting with certain cul ture aspect psychological recovery follows; this model cares about mental health and well-being. The second model is socio - cultural adjustment model which focuses on learning from behavior and the ongoing social communication on daily basis. Most studies showed that U-curve theory of adjustment is vague and has some flaws. A study applied U-curve pattern of adjustment over 6 months among international students and American students as stated in Hirai et al, (2015), it showed that both students were affected by academic calendar rather than the new cultural encounter. On the other hand, studies showed that international students have the lowest rank when it comes to socio cultural adjustment model especially at the beginning. They intend to isolate themselves from American students, and show interest in international students. Most of their relationships are superficial. This starts to break-off the longer they stay aboard.In foreign countries, the teachers and professors typicall y dress formally and in turn require their students to do the same while they are in class but for American schools some professors are informal in their dressing and even sit on desk, are very creative, interactive and flexible which to may international students is an approach which very uncommon to them (Ladd and Ruby, 1999). Therefore to be successful in American classrooms, international students may be required to change from their more formal cultures and lectures as used in their countries to learn in a more interactive , critical thinking, problem solving and resource skill environment which are often common in the united states. Cross-cultural adjustment is a complex process, and one model is likely insufficient to describe it (Anderson, 1994; Kim, 2001). Indeed, the Wang et al. (2012) study documented heterogeneity in the course of psychological distress in the first year of sojourn. From a practical perspective, both international students and the universities that serve them need information about what to expect regarding how the adjustment process unfolds over time. It is better when studying changes that international students experience to consider these models but not to follow any of these given models. Its limited and it doesnt give accurate and realistic picture of individual differences. It only highlights physiological and social aspects.Students who move to the United States for studies normally have very high abilities but it is interesting that when they reach there, they are sometimes faced with some serious challenges when it comes to sustaining their prior good performances. Some of the difficulties include taking tests, following a given set of curriculum ad registering, reading materials for their courses besides understanding the grading system in America (Leong and Sedlacek, 1989).Language Challenges It is noted that students who chose to take their studies in the United States often are the brightest from their countries origin and they are the most motivated but they may not have the required proficiency in English which is a problem for most international students (Wan, 1999). For instance the type of English in china puts more emphasis on writing that on speaking and as a result several students from china in the United States know more of grammar and vocabulary, having difficult time with conversational type of English. Such students therefore have difficulties with answering questions, answering essays and verbal communication. More difficulty is noted understanding lectures, taking part in their class discussions, taking class notes, writing papers, American accent, and understanding American slangs and jokes. In academic life, such difficulties lead to academic stress in their classrooms especially when they communicate and participation are encouraged by their professors. Non European graduate students also encounter academic problems (Sharma, 1973). Such academic problems include making oral rep orts, taking class notes, involvement in class discussions, understanding lectures, as well as taking appropriate courses for their studies and preparing reports. Besides the academic stress caused by limited conversational skills, several of these students have challenges with regard to instructional methods in American college classrooms. At graduate level of studies in America, class participation is expected and emphasized but it can be very stressful for students who originate from Asia, the Middle East and from Africa who normally sit attentively in class and take notes as they listen to their professors. It is pointed out in Wan (1999) that it is respectful to listen attentively to professors but in America, students are allowed by their teachers to eat and drink in class with student participation in lesson well encouraged and sometimes can be part of grading. International foreign students are also expected to adjust to the accents of their teachers as well as the teaching styles and in the same way they may be hesitant with regard to class participation and discussions when they not clearly understand the lectures (Alias, 2013). The tone of the professor and the appropriateness to responses can also be a difficult for instance a student may not really know how to respond to questions they have not been asked before. It is suggested in Payind study of academic, personal and social problems involving Iranian and afghan students who are found in the United States, several problems like completion of examinations in the same time length like American students, improving English to necessary academic required standard, communication of their thoughts in English language, presentation of oral reports, notes taking, writing reports besides competing for high grades with American students. Therefore Payind (1979) concludes that limited proficiency coupled with limited English language as well differences in the systems of education between home countries an d that of the United States play an inconveniencing role greatly. Pedagogy and Learning Expectations Styles of pedagogy as well as learning expectations are known to differ in America students home countries (Andrade, 2006). For example students from Asian cultures are familiar with lecture instruction method (Harris, 1995) yet in America there is independent, interactions, class discussions, self directed learning, asking questions as well as critical analytical learning. There could be need and desire to adapt to the changes but this could be onerous for international students who are familiar with backgrounds which base on passive learning with respect to authority where challenges and criticisms are not tolerated (Tedman et al., 2011). Therefore international students may have more difficulties than asking questions to understanding questions, knowing what and when to ask and the approach of which (Ellis et al., 2005). This is not to mention the mechanisms of assessment which ma y not only be problematic but discriminative against international students learning styles (Harris, 1995). Institutions therefore may find it important to develop different mechanisms of assessment in order to support international students. Concerns of Curricular Some studies have indicated a cultural bias against international students which almost very visible with western curricular besides the absence of interest displayed by some instructors (Arthur, 2004). Several students indicate course content which in most cases is North American oriented yet class texts are problematic (Chen, 2006). But for humanities, science, social sciences as well as engineering some students are not negative to their courses and the content therein because some of them are universal. Despite all these challenges in American colleges, there are studies which indicate faculty members have not prioritized social, cultural or aca...

The Way of the Warrior Bushido - 1198 Words

Introduction The term ‘Bushido’ has over the years developed from the traditional translation of ‘the Way of the Warrior’ towards the more modern notion of a â€Å"national spirit of Japan, especially the military spirit.† This paper will analyse the impacts that various religious traditions such as Shintoism, Buddhism and Confucianism have had on shaping the classical ideals of the bushido code and the influences that the bushido code played on the actions of the kamikaze fighter pilots during World War II. Impacts of Confucianism on Bushido Confucianism’s major impacts on the bushido code have come from its ethical teachings, primarily those from the Five Relations. Historians suggest that Confucianism was introduced into Japan via merchants who travelled across the East China Sea from neighbouring Korea and China as early as the 4th century AD. If this view is accepted it would make Confucianism one of the earliest foreign religions introduced into Japan thus playing an imperative role in shaping Japanese ideology. The Five Relations sets out the appropriate behaviour one must show to his superiors. This includes: that a vassal must show his master loyalty, a child must show his parent respect, a wife must show her husband affection, a younger sibling must show his older sibling precedence and friends should treat each other with honesty. The teachings of the Five Relations can be witnessed in many aspects of the bushido code. One example is the Lord-Vassal andShow MoreRelated The Samurai and the Bushido Code Essay1016 Words   |  5 Pages The samurai were à ©lite warriors in Japan during the 1200’s to the early 1700’s. Fifth century Japan saw conflicts with Korea and China, but Japan had a very untrained army, with a clumsy Calvary, and poor infantry men (Blumberg 1). The reason was that horses were seen as a burden and were never bred to be strong, fast, and large for war purposes (Blumberg 2). In the 6th and 9th centuries, a series of rebellions in Japan began from the Emis hi people of the northern home islands; these country peopleRead More The Samurai: Warrior and Ruler of Ancient Japan Essay1289 Words   |  6 Pages The Samurai: Warrior and Ruler of Ancient Japan Few countries have a warrior tradition as long and exciting as Japan. It is a tradition found in the Samurai, the loyal and self-sacrificing knight of ancient Japan. The Samurai is a valiant warrior who can both appreciate the beauty of nature in that of a rose blossom but will also kill or die for his master in an instant. This well-rounded warrior was the ruling class of Japan for almost seven hundred years. He fought for control of his countryRead MoreInfluence of the Samurai on Modern Japanese Society Essay1730 Words   |  7 Pages Groups of people such as the Indians or Vikings are popular groups which are referenced constantly in today’s society. However, none of these groups is more known or referenced than the Japanese Samurai. Originating in 646 AD, these Japanese warriors developed from a loose organization of farmers to the dominant social class in Feudal Japan. Along with their dominant military and political standing, the samurai brought with them a unique co de or moral belief that became the core of Samurai cultureRead More##arison Of Japanese Characterism In Yuukio Mishimas The Sound Of Waves1463 Words   |  6 Pagesreflection of Japanese ideologies and characteristics that are infused in characters to portray a singular Japanese identity. 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The film summarizes and demonstrates two huge Asian philosophies, Confucianism and Bushido but not just through the eyes of Master IP. In the transition scene between the talk with General Miura and IP man, we see him summarize as to why he will not teach the Japanese Wing Chun. IP man states that although martial arts involve armed forcesRead More Social Change In Japan Essay1582 Words   |  7 Pagesshared by the new technology driven younger generation is putting pressure on the old Japanese status quo. The transformation is happening very slow, but as the population ages and the old conservatives are being replaced by the new liberals, the old way of thinking is also being replaced by the new. The establishment of the caste system during their feudal development insured unity and lack of diversity would be a theme through the rest of their history. 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These virtues include Rectitude, courage, benevolence, politeness, honesty, honor, loyalty, and character. Any failure to follow these virtues resulted in the need to commit seppuku or Hara-kiri, which was honorable

The Professional Baseball Association Selected Victoria...

STATEMENT OF THE CASE In March 2013, the Professional Baseball Association selected Victoria City, Victoria (â€Å"Victoria City†) to host the league’s 2015 All-Star Game (â€Å"All-Star Game†). R. 2. The Victoria City Board of Supervisors (â€Å"Board†) and the Association agreed that the game would be held on July 14, 2015. R. 2. The game would be held at Cadbury Park, a stadium in the Starwood Park neighborhood in the downtown area of Victoria City. R. 2. Public Outcry Gang activity is a prevalent problem in the Starwood Park area. R. 2. The area is controlled by two rival gangs: Starwood Homeboyz and 707 Hermanos. R. 2. These gangs engage in a variety of illegal activities but their most profitable venture is human trafficking. R. 2. Gangs in the area are estimated to control up to 1,500 conscripted sex workers, many of which are likely children. R. 2. Gangs have found that they can make more from pimping while taking on less risk. R. 2. These groups use hard to monitor webpages like backpage.com to advertise, which police have a difficult time tracking. R. 2. City officials expected the All-Star Game would draw tens of thousands of visitors to Starwood Park. R. 2. Citizen groups quickly raised concerns that the game would cause more human trafficking activity in the neighborhood. R. 2. They argued that other cities experienced large increases in sex trafficking when large sporting events were hosted in their cities. R. 2. Public Ordinance 1923 In response toShow MoreRelatedtransformational leaders in sports9224 Words   |  37 Pagesof Minnesota, Pittsburgh Steelers, Kansas City Chiefs, and Minnesota Vikings. Before becoming a coach, Dungy played three seasons in the NFL. Dungy has been involved in a wide variety of charitable organizations, including the Fellowship of Christian Athletes, Athletes in Action, Mentors for Life, Big Brothers Big Sisters, Boys Girls Clubs, the Prison Crusade Ministry, and All Pro Dad. 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What Are the Risks of an Extended Supply Chain free essay sample

What are the risks of an extended supply chain? In order to remain competitive, a company must offer superior quality goods or services at the lowest prices possible. Supply chain enables a company to reduce the cost while increasing the efficiency. However, there are risks that are associated with such benefits. These issues should be properly addressed when a company is trying to rely heavily on supply chain management in order to stay competitive within its industry. A company is exposed to risk by sharing confidential information to its vendors. For example, Apple recently reported that arts and specs for both the iPhone 5 and the iPad mini leaked out well before their release dates. Apple accused its vendors for information leak. â€Å"Apple’s security practices are targeted marking sure US employees don’t leak stuff, but everything comes out from China now. † A company is held accountable for its vendors being socially responsible. We will write a custom essay sample on What Are the Risks of an Extended Supply Chain? or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page This includes making sure that vendors do not employ minors. For example, Nestle’s cocoa supplier, Ivory Coast, failed to pass the Fair Labor Association’s inspection because it employed children to process cocoa. Nestle’s held accountable for Ivory Coast’s violation of FLA, it will seriously damage the company’s image as well as its profits. While a proper supply chain management produces cost effective products, there is a setback as it is difficult to quality control products that a vendor produces from oversea. For example, in 2007, Toys R Us vendor Mattel produced 83 products containing lead based paint, which is hazardous to health. Consequently, Toys R Us had to recall 967,000 affected toys from reaching consumers. A natural disaster or political instability of a vendor’s country could affect a company’s operation. For example, Dallas-based Texas Instruments said late Monday that it had suffered substantial damage to its production plant in Miho, Japan and slight damage to its Aizu-wakamatsu plant. Both facilities are located north of Tokyo in the areas most affected by the disaster. The company makes silicon wafers at its Miho plant, which are the thin pieces of silicon glass used to manufacture microchips. In conclusion, for those companies that rely heavily on extended supply chain management to remain lucrative should consider the following strategies to avoid the risks mentioned above. First, a company should have more flexibility. Flexibility, in this context, means that a company should incorporate a vendor-auditing program to make sure that it is meeting your standard. Second, a company should only share non-confidential information to its vendors to prevent them from compromising vital information. Lastly, a company should have multiple vendors to run a project in case one vendor fails to complete the project on timely manner. These are the key preventive strategy to avoid or mitigate the risks of a supply chain management.

The Color Purple Essays (1818 words) - Literature, Film, Fiction

The Color Purple Wilson, 1 Katie Wilson Ms. Allen English 11, 3 10 June 2000 The Color Purple Change over time was a theory that was first realized by the Greeks and, only thousands of years later, accepted as fact. As time goes by, things change. And this change is never more evident than in human growth and development. But what is it that causes human metamorphosis to occur? Oftentimes, the change comes from within, simply the innate desire to improve oneself. Other times, the transformation is directly the result of outside influences; such as a significant event or inspiration from respected individuals and role models. The latter is the case in Alice Walker's The Color Purple. In this novel, Walker uses the influence of other strong female characters to act as catalysts on Celie's journey of self-discovery. Inspired by Sophia, Celie is able to establish her independence from her abusive husband. Celie knows she is controlled by Mr.___ and acknowledges this when she think ?bout how every time (she) jump when Mr.___ call (her)? (Purple, 38). Celie's weakness is justified, considering that male domination is a constant in her life. Passed from one chauvinistic man to another, women in subordinate roles is all she knows and can relate to. As put by critic Donna Wilson, 2 Winchell, ?At first fighting back does not even seem an option, survival seems the best she can hope for, in this world at least? (86). However, witnessing the relationship between her son-in-law Harpo and his wife Sophia brings Celie to the realization that such abuse is not necessary and instills in her the desire to stand up for herself. This is evident in Celie's envy of Sophia's strength towards Harpo; ?I say it because I'm jealous of you. I say it because you do what I can't? (Purple, 42). Celie longs for the courage she finds in Sophia. Years of abuse has made her feel that she cannot assert her own independence, and that she is powerless against her husband's controlling ways. This desire to improve, coupled with the encouragement of Sophia, moves Celie to assert herself. Sophia persuades Celie to stand up for herself; ?You ought to bash Mr.___ head open, she say. Think about heaven later? (Purple, 44). She emphasizes to Celie that she needs to start caring about the life she is presently living. Sophia tries to make her realize that she doesn't have to put up with the way Mr.___ treats her. And, finally, Celie is able to find it within herself to leave Mr.___; ?You a lowdown dog is what is wrong, I say. It's time to leave you and enter creation. And your dead body is just the welcome mat I need? (Purple, 207). The opposition Celie exhibits is the first time she directly stands up for herself. Her defiance shows that she realizes that Mr.___'s treatment of her is inappropriate, and she is no longer willing to put up with such abuse. She finally Wilson, 3 finds the confidence and power to take the first step to break away from the restraints of her old life and start over on her own. Celie's ability eventually to stand up and leave Mr.___ is also due in part to her ?discovering a definition of God that is large enough to encompass even the poor, ugly black woman that she feels herself to be? (Winchell, 86). This growth is initiated by ?the arrival of Shug, (which) is the final turning point in Celie's search for identity? (Barret). Love is noticeably absent from much of Celie's life. The men in her life have never lost an opportunity to remind her that she is worthless; ?But what you got? You ugly. You skinny. You shape funny. You too scared to open your mouth to people?You not that good a cook either? (Purple, 89). This kind of verbal abuse, attacks, not only on her physical appearance but also on her person, is an everyday part of Celie's life, leaving her with a minimal sense of self-worth. In addition, the only people that Celie has ever loved, her sister Nettie and her two children, are taken away from her. She is left only with her husband, who she feels little for except fear. Sex, usually