External and Internal Environments Essay Example | Topics and Well Written Essays - 2000 words - 1

External and Internal Environments - Essay Example ..6 i. Competitive Rivalry†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦..6 ii. Power of Suppliers†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦7 Recommendations for the Forces of Competition†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦7 External Threats†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦8 Strengths and Weaknesses†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦9 Resources, capabilities and core competences†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚ ¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.10 Bibliography†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦..13 Background Information Waste Management incorporation is one of the largest waste disposal firms in the United States and the world. This company has many subsidiaries in different countries across the world. Arguably, this company serves more than 2.5 million organizations and 26 million residents in Canada and the United States. This company has segmented its geographic environment into five regions, which include the Southern, Eastern, Western and Midwestern United States and Canada. The company recycles the waste products and also uses it to generate energy (Waste Management, 2012). The company provides waste gathering, transportation, and reprocessing and disposal services. Waste Management incorporation carries on its activities as the world leader in waste man agement that range from medical and solid waste to extremely poisonous chemical waste. This organization has in the past been experiencing growth and increase in stock prices at healthy rates (Waste Management, 2012). The General Environment A firm’s environment consists of aspects that the firm can readily influence as well as aspects that are distant from its influence (Hitt et al, 2011). The general environment relies on the external environment of business. The general environment consists of factors that have dramatic effects on firm strategy. In essence, organizations have little capacity to forecast trends and events in the general environment and even less capacity to control them (Longenecker, 2005). The general environment consists of the demographic segment, technological segment, political and legal segment, environmental segment, and the social factors segment. Waste Management Incorporation operations have been profoundly influenced by the political and legal en vironment and the economic environment (Waste Management, 2012). i. Political and legal Environment The political environment of many nations directly influences the operations of Waste Management Incorporation. Since this company disposes waste that drift from normal consumer refuse to toxic industrial waste, drafting and implementation of new legislations concerning the industry can have a severe economic effect on the organization’s outcome. The United States government has implemented laws and regulations that influence this company (Waste Management, 2012). The United States government has enacted many public, occupational and environmental health and safety associated acts that have impacts on waste disposal industry in the nation. The Solid Waste Disposal Act together with Resource Conservation and Recovery Act of 1976 are acts which transformed the industry of Waste Management Incorporation to the present state. Many organizations had to change and adapt to the new gu idelines (Waste Management, 2012). In addition, the management of perilous waste was stipulated in Comprehensive

Written analysis of Enron Essay Example | Topics and Well Written Essays - 750 words

Written analysis of Enron - Essay Example lves a recent decision by Fair Work Australia (FWA) that the termination of the employment of an employee who has served for long in a firm as a result of breach of the golden safety rules was not harsh, unjust and unreasonable. Karratha Gas Plant site conducted activities in potentially hazardous conditions and had a system to mitigate these risks which require permits as part of the Golden Rules of the company. Mr. Chadwick was employed for 15 years by Woodside Energy Limited at this plant and was working as a maintenance technician. The plant operated with a work permit which formed part of the Golden Safety Rules and Chadwick had been issued with work permit for 7 days to perform hot work which required him to liaise with the control panel before commencing work at any time to ensure that work was done safely. Hours before the expiry of the permit, Mr. Chadwick and another employee arrived at the site before the opening of the permit hut and without consulting the higher management or the panel operator as was the requirement of the permit. They knew the permit hut would open in two hours’ time and thus he obtained a further permit later that day. He claimed that he knew the condition of the relevant permit and he had worked on the same LNG tank on previous occasions and therefore felt that he could meet the conditions without exposing himself or other people to danger. His employment was terminated for breaching the Golden Rule and this action was contested by Chadwick as being harsh, unjust and unreasonable in all contexts. The Deputy President McCarthy held that the Golden Rule had been obtained from standards which had been developed in the oil and gas industry back in 1988 after the Piper Alpha disaster in the North Sea that had led to the death of165 people. This disaster had involved an accumulation of management error and a failure of the permit to work that had not ensured good system of communication. In considering whether the termination was

Effectiveness of Role Play on Attitudes to Mental Illness

Effectiveness of Role Play on Attitudes to Mental Illness EFFECTIVENESS OF ROLE PLAY ON ATTITUDE TOWARDS MENTAL ILLNESS – A PREEXPERIMENTAL STUDY *Mr. G. Balamurugan, Head, Dept. of Mental Health Nursing, M.S. Ramaiah Institute of Nursing Education and Research, Bangalore – 54. Introduction The problem of stigmatization of mental illnesses is one of the reasons for exclusion from the social life of ill people. The lack of substantial knowledge concerning mental disorders is conductive to emerging of stereotypes and discrimination against the mentally ill.(alex) Decades of research have established that the public holds negative beliefs about Persons with mental illnesses, among them that such individuals are dangerous, Unpredictable, unattractive, and unworthy and are unlikely to be productive members of their communities (otto). Moreover, these negative perceptions have been remarkably constant despite advances in scientific understanding of mental illnesses and extensive efforts to improve public understanding. (7,8). It is unlikely that these negative attitudes and misperceptions emerge full blown in adulthood. Rather, they likely have their roots in childhood and develop  gradually through childhood and adolescence. Psychiatrically labelled children, then, may face misunderstandings and negative attitudes by their peers. Ostracism, rejection, teasing, and damage to self-esteem, as well as reluctance to seek or accept mental health treatment, are among the possible consequences (9–12).These consequences may be particularly relevant during adolescence and preadolescence, a period in which onset of a variety of psychiatric disorders peaks and children are acutely attuned to the judgments of their peers. Accordingly, it is important to understand more about the knowledge and attitudes of youths related to mental illnesses and peers who may manifest such illnesses. (Otto) Overall, seemed to indicate that even young children view mental illnesses as somehow less desirable than other kinds of health conditions.(otto)Role of education has been cited as integral to reduce stigma towards mentally ill.tarun .Psycho education is among the most effective of the evidence-based practices that have emerged in both clinical trials and community settings. Because of the à ¯Ã‚ ¬Ã¢â‚¬Å¡exibility of the model, which incorporates both illness-specific information and tools for managing related circumstances, psycho education has broad potential for many forms of illnesses and varied life challenges. Ellen Education is integral to reducing stigma toward the mentally ill. Nurses educators have a key role in delivering education that reduces that stigma.It is well established that experiential methods of teaching are more effective than instructional methods and are preferred by the students. Aspegren K The effect of roleplay simulations with patients and actors has been considered in several studies. Mino We were unable to find any studies that explored whether roleplay had an impact on adolescents of high school. In the light of the importance of stigma with in mental health and the dearth of evidence related to both how educational experiences influence attitudinal; development and the effect of role-play, we decided to explore further the effect that role-play has on attitude of adolescents. The wide spread use of roleplaying for teaching and the fact that these sessions were judged to be memorable to students further indicated that this was an appropriate focus. No previous study has explored the effect of intervention such as role-play on high school student attitudinal development in India. Despite the many studies of public attitudes toward mental illnesses, relatively few have examined the views of the high school children. This study was intended to increase understanding of schoolchildren’ views of mental illness by demonstrating a role play for the high school students toward mental Illnesses. Topic: â€Å"A preexperimental study to assess the effectiveness of Roleplay on attitude towards mental illness among adolescents studying in a selected high school at, Bettahalasoor, Bangalore, Karnataka, India†. Objective: To find the effectiveness of Roleplay on attitude towards mental illness among adolescents. To find relationship between selected socio demographic variables and the quality of attitude. Materials and Methods: Sample: Bettahalasur is small village located around 50 km away from Bangalore. This village has population of 3573 residing in 900 families, in which around 20% were adolescents. Moreover it has higher literacy rate compared to Karnataka. In 2011, literacy rate of Bettahalasur village was 82.80 % compared to 75.36 % of Karnataka(Census, 2011) Census. (2011). The required sample size 30 was estimated by G*Power 3.1.6.2 version based on ÃŽ ± of 0.05, power of 0.95 and with the effect size of 0.7. Random table was used to select 10th standard students studying in selected high school at Betthalsur, Bangalore, and Karnataka. Measures: A Socio Demographic tool was constructed by the investigators, which consists of 11 items. To assess the quality of attitude towards mental illness among adolescents, an attitude scale (likert type) was constructed by the investigators and was validated by the experts. The scale contains ten positive and ten negative items. For the items the responses given were totally disagree, almost disagree, neutral, almost agree and totally agree which was scored as 1, 2, 3, 4, and 5 respectively for the positive items whereas reverse scoring was done for the negative items. Total score ranges from 20 – 100 and is categorized into negative, neutral and positive attitude in the range of 20 – 40, 41 – 60 and 61 – 100 respectively. Procedures: After obtaining the formal permission from the concerned school authorities, pre test was conducted followed with 45 min of Roleplay which was conducted by the IVth yr BSc Nursing students regarding the attitude towards mental illness. The post test was conducted after 7 days. Collected data were analysed with appropriate descriptive and inferential statistics. Results: Sociodemographic details Half of the subjects are aged 15 years, and 57% of them are females. Around 90 % of them are belongs to Hindu religion and have nuclear family type. Only two percent of the subject has a family history of mental illness. Effectiveness of Role play Table: 1 – Mean, SD, ‘t’ value of attitude before and after roleplay n = 30 TEST MEAN SD ‘t’ value p Before 66.93 8.765 3.132 0.004 After 73.33 7.545 Table 1 show that the enhancement of mean attitude before the role-play (66.93+8.765) and after the role-play (73.33+7.545) is statistically significant. (t=3.132, p=0.004). Similarly 73% of subject had positive attitude before the role-play and the same was increased to 97% after the role-play (Fig 1). It revealed that the Role-play is an effective method to change the quality of attitude towards mental illness among adolescents. Quality of Attitude before and after roleplay Figure 1: Quality of attitude towards mental illness before and after roleplay DISCUSSION: Figure 1: shows that 73 % of adolescents who had positive attitude in the pre-test similar finding was reported by (Otto et al 2004) wherein he reported results revealed high agreement on many items indicating positive attitudes toward mental illness , also 90% of students agreed that people with mental illness deserve respect, that more should be done to help people with a mental illness get better, and that jokes about mental illness are hurtful and the students also expressed strong acceptance of people with mental illness. After the role-play the percentage of adolescents who has positive was increased from 73% to 97 %, similarly the neutral attitude was decreased from 27% to 3%. This result is contradictory to (Roberts LM 2008) wherein he reported that Single high-intensity routine teaching sessions such as role-play involving metal illness do not influence student attitudes. Relationship between Selected Socio-Demographic Variables and Quality of Attitude Male adolescents (70.69+10.012) are having higher attitude than female (63.94+6.823) counterparts (t=2.197, p=0.036). Remaining other socio demographic variables are not associated with attitude. Summary and Conclusion: The findings of some positive impact on stigma scores from personal experience ,however, supports previous findings that psychiatric rotations and specific education programs can be effective in reducing stigma and suggests that one way in which these rotations work is through delivery of contact and personal experience of individuals with mental illness. Although this findings was limited, it may indicate future avenues educators could explore in the development of programs designed to reduce stigma in high school students. We recommend further research into the use of clinical placements and patient attachment exercises to provide students with these experiences at an early stage in their careers and the use of literature and film to mirror the personal experience. Further work should be undertaken to explore factors that may explain the large variation demonstrated in the student scores. It is likely that it is not experience parse that is implicated in the development of attitude s but the quality and nature of this experience. Other factors such as exposure to media images of illness have previously been implicated in psychiatric stigma, and their effect should be further explored with the high school students. Thus the study conducted in the high school for the adolescents of high school education on the effectiveness of role-play their quality of attitude towards metal illness, reveals that it is an effective method to change the quality of attitude towards mental illness among adolescents. While the study is limited in its single site approach, we believe such teaching undertaken at the high school level is similar to that delivered at other high schools also. We encourage other schools to use this approach in evaluation of novel teaching approaches and the assessment of unintended outcomes. References: Sadock B.J., Sadock V.A., Kaplan sadock’s synopsis of psychiatry. 10th edition. Philadelphia: Lippincott willimams Wilkins 2007, . Townsend M.C. Psychiatric mental health nursing. 4th edition, Philadelphia: F.A.Davis 2003,. Asha K. Human rights and persons with mental illness in India. Frontline Magazine. Volume 18- Issue 17, August.18-31, 2001. URL from: http://www.bpaindia.org/Enewsletterfinal%20Report%20April%20-%20June%2007.pdf Aspegren K. BEME guide no. 2: teaching and learning communication skills in medicine: a review with quality grading of articles. Dundee, Scotland: Association for Medical Education in Europe, 1999. Mino Y, Yasuda N, Tsuda T, Shimodera S. Effects of a one-hour educational program on medical students’ attitudes to mental illness. Psychiatry Clin Neurosci 2001;55:501-7 Census. (2011). Bettahalasur Population Bangalore, Karnataka. Retrieved from http://www.census2011.co.in/data/village/612895-bettahalasur-karnataka.html

Loss and Healing in The River Warren :: River

Loss and Healing in The River Warren   Ã‚  Ã‚  Ã‚   Each of us, in time, will experience a heart-stopping reality - the death or loss of someone or something we love. Maybe it will be of a family member or just a pet we dearly cherished, but the feelings we have are all too real and all too painful. This loss is probably by far the greatest and most severe emotional trauma we can encounter, and the sense of loss and grief that follows is a healthy, natural, and important part of healing ("Death"). In The River Warren by Kent Meyers Jeff Gruber learns to deal with the grief associated with the loss of his younger brother, Chris. This grief is perhaps the strongest of all emotions that bind families together, but it can also be the hardest to overcome. We never really get over these feelings; we just absorb them into our lives and move on. According to Dr. Elizabeth Kubler-Ross, there are five basic stages of grief. They are denial and isolation, anger, bargaining, depression, and finally acceptance. It is n ot unusual for people to be lost in one of the first four stages, and until they move on to acceptance    their lives may be difficult and even painful ("Stages"). In The River Warren Jeff Gruber deals with these five stages of grief and finds peace in his life and with his father. The first stage of grief is denial and isolation. After Chris's death, life went on, but it went on in silence when it came to picking up rocks. Chris had loved to hear about the glacier that brought the rocks up, and it was difficult for Jeff and Leo to speak of it. Despite wanting to scream at Leo for working and pretending Chris was dead, Jeff could not. Instead he confides in his wife saying, "He never really stopped working, Becca. Just kept on working. Things kept on growing, and he kept on working." When Becca asked him, "What should he have done, though? The world didn't end." his reply was, "Didn't it?" (Meyers 76)    His father's capacity for work bothered Jeff. To him it seemed as though nothing had

Abolitionism – Summary

Abolitionism Abolitionism in the United States was essential to causing the Civil War during the nineteenth century. Many abolitionists in the North, such as Frederick Douglass and William Lloyd Garrison, felt that slavery was a sin against God and published newspapers and pamphlets to share their views. Other abolitionists, such as John Brown, felt that the only way to abolish slavery was to forcefully free the slaves. However, people in the South did not see what was so wrong about owning a person as property and felt that these newspapers and pamphlets were an attack on their way of life.Sectionalism began to form as tension between the Northern and Southern states grew. Soon enough, war broke out between the states and the Civil War had begun. Abolitionists such as John Brown, Frederick Douglass, and William Lloyd Garrison were major contributors to the movement to abolish slavery. John Brown’s raid on Harper’s Ferry opened many people’s eyes to the issue of slavery. Frederick Douglass’s autobiography, A Narrative of the Life of Frederick Douglass, An American Slave spoke of his life as a slave and showed how bad slavery really was.He also published his own newspaper called the North Star which informed the public of slavery. Also, William Lloyd Garrison published the famous abolitionist paper, the Liberator which demoted slavery and promoted African American rights. He also began the American Anti-Slavery Society which was the first organization to demand an immediate end to slavery. Other publications such as Uncle Tom’s Cabin by Harriet Beecher Stowe also contributed to the rise of abolitionism. By contributing to the rise of abolitionism, these abolitionists also contributed to the start of the Civil War.Tension between the Northern states and the Southern states grew as the rise of abolitionism increased. The more the Northern abolitionists protested, the more the Southerners felt their way of life was being attacked. There were many pamphlets and newspapers being published, as well as speeches being given by abolitionists which demoted slavery. The Southern citizens were outraged and responded in violence. The tension grew between the Northern states and the Southern states and sectionalism began to form. This tension soon exploded and the Civil War started.The protests led by abolitionists along with their newspapers and pamphlets resulted with numerous violent outbreaks between the Northern and Southern States. These outbreaks then lead to the beginning of the Civil War. The United States Congress also greatly contributed to the Civil War. When the American Anti-Slavery Society sent petitions to Congress which called for an end to slavery, they ignored it. Instead of addressing the issue at hand, Congress imposed the gag rule. The gag rule stated that Congress would not accept any petitions from the American people that dealt with slavery.When Congress deliberately avoided addressing the issu e of slavery, the problem was never solved. So abolitionists kept protesting and the tension between the Northern and Southern states grew until finally civil war between the states broke out. The cause of the Civil War was clearly abolitionism. The movement to end slavery in the United St1ates caused violent uprisings, the formation of sectionalism, and tension between the Northern and Southern states. These actions were further aggravated by Congresses ignorance towards petitions, John Brown’s raid on Harper’s Ferry, and the many publications of the North Star and the Liberator.The abolition movement caused many issues which were essential to starting the Civil War. Images: †¢ â€Å"Influence of Prominent Abolitionists: The African-American Mosaic (Library of Congress Exhibition). † Library of Congress Home. Web. 03 Jan. 2010. http://www. loc. gov/exhibits/african/afam006. html. †¢ â€Å"Africans in America/Part 4/Portrait of Frederick Douglass Clos e-up. † PBS. Web. 03 Jan. 2010. http://www. pbs. org/wgbh/aia/part4/4h2962b. html. †¢ â€Å"A Bio. of America: The Coming of the Civil War – Maps. † Teacher Professional Development and Teacher Resources by Annenberg Media. Web. 03 Jan. 2010. ttp://www. learner. org/biographyofamerica/prog10/maps/. †¢ â€Å"John Brown Picture. † Google Images. Web. 03 Jan. 2010. http://images. google. com/imgres? imgurl=http://www. steveisler. com/Civil%2520War/files/images/129. jpg&imgrefurl=http://www. steveisler. com/Civil%2520War/files/civilians. htm&usg=__psTkgJR9weRvEVOmWzIHozbJMH0=&h=1348&w=1138&sz=254&hl=en&start=6&tbnid=3YEu_IfLWnkvzM:&tbnh=150&tbnw=127&prev=/images%3Fq%3DJohn%2BBrown%26gbv%3D2%26hl%3Den%26sa%3DG. †¢ â€Å"Anti-Abolitionist Cartoon. † The Liberator Files. Web. 03 Jan. 2010. http://www. theliberatorfiles. com/liberator-photo-gallery/. â€Å"Remembering Black Loyalists – Gordon, an American Slave. † Nova Scotia Mu seum. Web. 03 Jan. 2010. http://museum. gov. ns. ca/blackloyalists/18001900/people1800/gordon_lg. htm. Information: †¢ â€Å"American Anti-Slavery Society – Ohio History Central – A product of the Ohio Historical Society. † Ohio History Central – An Online Encyclopedia of Ohio History – Ohio Historical Society. Web. 03 Jan. 2010. http://www. ohiohistorycentral. org/entry. php? rec=832. †¢ â€Å"The American Experience | John Brown's Holy War | People & Events | The Secret Six. † PBS. Web. 03 Jan. 2010. http://www. pbs. org/wgbh/amex/brown/peopleevents/pande06. tml †¢ â€Å"William Lloyd Garrison. † PBS. Web. 03 Jan. 2010. http://www. pbs. org/wgbh/aia/part4/4p1561. html. †¢ â€Å"William Lloyd Garrison and The Liberator []. † Ushistory. org. Web. 03 Jan. 2010. http://www. ushistory. org/us/28a. asp. †¢ Abolition. The McGraw-Hill Companies Glencoe. Print. †¢ â€Å"Harpers Ferry. † PBS. Web. 0 3 Jan. 2010. http://www. pbs. org/wgbh/aia/part4/4p2940. html. †¢ â€Å"John Brown, Abolitionist, Harpers Ferry. † Civil War, American Civil War, Reconstruction. Web. 03 Jan. 2010. http://www. civilwaracademy. com/john-brown. html. †¢ â€Å"Frederick Douglass. † PBS. Web. 03 Jan. 2010. http://www. pbs. rg/wgbh/aia/part4/4p1539. html. †¢ â€Å"The American Experience | John Brown's Holy War | Timeline (1884 – 1910). † PBS. Web. 03 Jan. 2010. http://www. pbs. org/wgbh/amex/brown/timeline/index. html. †¢ The Liberator Files. Web. 03 Jan. 2010. http://www. theliberatorfiles. com/. †¢ â€Å"Biography of Frederick Douglass-Champion of Civil and Women's Rights. † Frederick Douglass Speeches-Seminars on Race Relations and Gender Equity. Web. 03 Jan. 2010. http://www. frederickdouglass. org/douglass_bio. html. †¢ Abolition – Camp Followers. Vol. 1. Milestone Documents in American History. Print. †¢ The McGraw Hill C ompany: Glencoe. Print.Primary Source Documents: †¢ â€Å"America Singing: Nineteenth-Century Song Sheets. † American Memory from the Library of Congress – Home Page. Web. 03 Jan. 2010. http://memory. loc. gov/cgi-bin/ampage? collId=amss&fileName=as1/as113410/amsspage. db&recNum=0&itemLink=D? amss:3:. /temp/~ammem_xpav::@@@mdb=mcc,gottscho,detr,nfor,wpa,aap,cwar,bbpix,cowellbib,calbkbib,consrvbib,bdsbib,dag,fsaall,gmd,pan,vv,presp,varstg,suffrg,nawbib,horyd,wtc,toddbib,mgw,ncr,ngp,musdibib,hlaw,papr,lhbumbib,rbpebib,lbcoll,alad,hh,aaodyssey,magbell,bbc,dcm,raelbib,runyon,dukesm,lomaxbib,mtj,gottlieb,aep,qlt,coolbib,fpnas,aasm,denn,relpet,a

Autobiographical Writing

Buzz. That's the alarm. I guess it must be 7.30 I reached from my warm quilt to activate the snooze button to grab an extra six minutes kip. Just turning over and getting comfy. Buzz. There it goes again. At this point I've also got my mom shouting up the stairs â€Å"Ian you're going to be late for school if you miss the bus I'm not taking you† I kicked off the covers and dragged myself onto my feet. Half an hour later I was out the door jogging for the bus as it came up the hill. â€Å"Ian put your shoes on before you come to class, Ian take your coat off and sit down, make it look like your staying.† What a way to start the day nag nag nag. First lesson maths, â€Å"Ian take your coat off and sit down, Ian stop talking and pay attention.† The usual crowd in math's just telling my mate about the weekend then all I hear â€Å"Ian get out.† So its 9.40 and here I am outside the door I Know more about this corridor than the cleaners. Oh no here comes the teacher think of a good excuse â€Å"Miss I was asking him the answer to a question.† Ring. Thank God for that. Its break time. Grabbed a can of coke from the machine and straight down the football pitch for a quick fifteen minute kick around before I was back in French and being nagged. Well least I thought I would be back in French in fifteen minutes. The game was in full swing we were playing the year 11. We were all over them I went in for a sly tackle and before you knew it I went down hit the floor, heard a snap, and I was nursing a funny shaped arm that looked like the u-bend of a sink. â€Å"Ian are you alright?† all the lads were shouting to me as I walked up the hill to Mr. Roycroft â€Å"Ian follow me mate I will take you to the office, that looks nasty I think you'll have to go to the hospital.† Before you know it I was in the office with a crowd of spectators outside the door. If I had charged I would of made a fortune! In comes my sister â€Å"Oh my God. Oh my God, Ian are you alright? Does mom know yet?† Lying on the hospital bed with my shoes off everything started to sink in. Now the shock had passed the pain started to kick in I wasn't even aloud pain killers until my parents arrived WHERE ARE THEY! First on the scene dad calm as ever â€Å"Oh dear you've made a mess of that haven't you son what's happening has anyone seen you yet.† So here I am lying in agony in a bed that more than a thousand people have been in with a dad as calm as ever and no doctors coming to sort me out although my arm is hanging off, I am obviously not very important. At least I didn't have to go back to French and it looks like there wont be any school for a while I wonder if they'll miss me? Eventually the doctors arrive like a pack of wolves gathering round me humming and arring talking about me like I was invisible. Ten minutes later they decide I needed to go to theatre to be put back to normal. They gave me some pain killers of some sort, which did the trick because the rest was a blur. â€Å"Ian it's all over now you might feel some discomfort but the worst is over.† â€Å"Ian are you alright do you want me to prop up your pillows.† So in 24 hours I have got my arm in plaster to the shoulder I am lying in the same place as before, and I am in more pain now than when I did it. Next day nothing has changed not been out of bed and now I know these four walls just as well as the corridor outside the math's room. â€Å"Ian I have some good news for you its time to go home and you will have to have six weeks off school.† That was the best news I had heard all year six weeks off school. Well I have had a really good rest without anybody nagging at me how long will that last I wonder? â€Å"Ian your teas ready. Are you listening to me? I hope you have been doing some of your school work. Ian answer me! Didn't last very long I think I am going to change my name to Paul! Autobiographical Writing I still remember my visit to Oostende, a small town in Belgium, with school staff and students in Year 8. We went there to play in a football tournament against teams from all over Europe. To me, this trip is unforgettable because I had such a great time and I felt free from the troubles of school and life in general. Oostende was a pleasant town on the coast of Belgium. Unfortunately, the sea was deemed hazardous so we weren't allowed on the sandy beach. But that didn't seem to affect the holiday. The nightlife was fantastic. The staff that came with us were Mr Fletcher, Mr Fuller and Mr Curry and they let us stay out until midnight. I think they let us stay out late so that they could get drunk! Every night after dinner I would go out and buy chips and coke. I hated the food in the hotel, infact I hated the entire hotel. When I told this to Mr Curry he said, ‘what do you expect for two hundred pounds'? We often went to the arcades and played games. Once we went to play pool in a club and I proved too good for my friends. In the end we got chucked out of the club for being too noisy. The teachers often fined us. We got fined for things like swearing or forgetting something. Thankfully I didn't get fined too much but my friend Andrew got fined the most because he kept on farting! The football tournament was held in a leisure centre and it was held over three days. There were nineteen teams in the tournament and we were drawn in Group A with the stronger teams. We played well and after intense competition, ended the group in third place. This was a remarkable achievement for us as we were expecting to lose hopelessly to every team. I think we did this well because the holiday also allowed the team to bond with each other and great team spirit was created. By finishing in third, we had given ourselves an outside chance of making it to the final. The next day was the playoffs. We had to win four matches to make it into the final. We won the first three matches 3-0, with me getting a hat trick in the second match, and managed to scrape through to the final with a narrow victory over Chiswick United in the final game. We were ecstatic and jubilant about making it to the final but out coaches told us not to get arrogant and boastful. The final kicked off at three o'clock and proved to be a close encounter. The match was like a chess match; every move or pass had to be precise- there was no room for mistakes. Our star striker, Sanjay, had given us the lead thanks to an exquisite volley but a blunder by Sid, our keeper, meant we went to half time with the scores level. The scores stayed the same until the ninetieth minute. I collected a pass from Sanjay and he made a run towards the goal. I played a through ball into his path. The defenders didn't move, as they were appealing for offside but the decision wasn't given. He was onside. My heart was in my mouth. He was on his own with only the goalkeeper to beat. He deceived the keeper by pretending to shoot. All he had to do was to go around him. He did but just as he was about to shoot the keeper brought him down. The referee blew his whistle. He had given us a penalty in the final minute. Sanjay was our regular penalty taker but he got injured when the keeper brought him down. The team gathered near the penalty spot to discuss who should take it. The team was panicking and, as captain, I decided that I was the only person suitable to take the penalty. I was quietly confident of scoring because I enjoyed being in pressure situations. I placed the ball on the spot and stepped backwards measuring my run up. I looked up at the keeper and he snarled at me. He said a few words to put me off. It worked. Suddenly I wasn't so confident anymore. My heart was beating like a drum and my legs felt like jelly. The goal was shrinking every time I looked at it. I tried to pull myself together. I picked a part of the goal to aim for and said a prayer. After putting my head down I started my run up and kicked the ball with the toe of my lucky Nike boots. The ball spent an eternity in the air. ‘Yeesssss' the crowd shouted. The ball went in. The keeper dived the wrong way. I had won the tournament for the team. In a moment of sheer jubilation, I took off my shirt and ran around the pitch. As I reel back the memories in my head I still remember how I felt that Sunday afternoon. It was one of my proudest ever moments but there was an another moment that I was equally as proud of. On the final night of the holiday, the teachers called us to the hotel for a meeting. They told us they had really enjoyed this holiday and were really impressed by the way we had played. Furthermore they said that they used the money they collected for fines to buy trophies for us. There were four trophies to acquire, and I won the player's player award. This was an immense honour for me as I was voted for by my fellow counterparts. I had a really valuable experience on this trip. I got to know people that I didn't really know well and became more responsible for myself. I became more independent and gained maturity as the holiday went on.

Storm Hurricane and the help of the NOAA essays

Storm Hurricane and the help of the NOAA essays STORMS HURRICANES AND THE HELP OF THE NATIONAL OCEANIC AND ATMOSPHERIC ADMINISTRATION (NOAA) RESEARCH DIVSION My original viewing of the movie A Perfect Storm was for the dramatic entertainment, all the information about the storm was of little or no interest. Now that my knowledge of the world includes some understanding of the ocean and the role it plays, I have more appreciation for the film and the complexity of a hurricane. A storm is no longer just a mixture of strong wind and rain and the ocean serves far greater purposes than fishing and picnicking. 71% of the planet is water and contains four major oceans (Pacific, Atlantic, Indian and Artic); these oceans play an important part in Earths weather, atmospheric conditions, take carbon dioxide out of the atmosphere and are studied for better forecasting. What is a storm? According to the textbook, storms are atmospheric disturbances characterized by strong winds, precipitation, and often thunder and lighting and are caused by the seasonal change of pressure systems over continents. Storms are classified by their wind speed. Winds less than 38 miles per hour are tropical depression, winds less than 74 miles per hour are tropical storms, winds greater than 74 miles per hour are tropical cyclone hurricanes. It take three main conditions for a hurricane to form (warm ocean water - provides water vapor to the atmosphere, warm moist air - latent heat fuel and the carioles effect - causes hurricane to spin counter clockwise in the northern hemisphere and clockwise in the southern hemisphere. Storms are form when ocean water gets warm and it starts to evaporate and become water vapor or clouds of warm wet air that move upward. As the warm clouds moves up, it is replaced by hot air rushing in from all sides. In the middle of the rising air a column of sinking air forms, wind begins to swirl, a storm is formed, with a center that is called the eye. ...

Gwen Harwood- Father and Child Essay Example

Gwen Harwood Gwen Harwood- Father and Child Essay Gwen Harwood- Father and Child Essay Gwen Harwood- Father and Child The ability of a text to be universally accepted in a range of contexts ultimately determines its textual integrity and appreciation. Gwen Harwood’s work draws from the inspiration of her context, her lifelong influences, primarily music, her childhood and religious beliefs. This can be identified through study of Gwen Harwoods poem, Father and Child that is able to be appreciated in a multitude of different contexts due to its universality and textual integrity. Gwen Harwood’s coherent use of form and language to produce an integrated whole in terms of meaning and value affirm the textual integrity of her work â€Å"Father and Child†. The poem delicately integrates a host of re-iterated universal motifs to produce the poem as a collective whole and confirms Gwen Harwood’s ability to transcend time in her poetry so that it can be accepted in a great deal of contexts. Perhaps the pivotal idea presented in the poem is time. Harwood has clearly articulated the concern for time passing by, and the loss of innocence that comes as a child gains experience, also reflecting the trademark interwoven Romantic style of her poetry. The structure of the poem further delves into this idea of the concern for time. The two symmetrical linked poems place emphasis on how time has moved on and separate childhood from adulthood. The constant use of enjambments reflect the passing of time and the ambiguity of where time disappears to in our vast existence. : Harwood’s use of structure and language affirm her ability to transcend time throughout her work, further enhancing its capability to be accepted in different contexts and upholding its textual integrity. A prominent aspect of the poem is the amalgamation of religions and biblical allusions ranging through multiple belief systems. Harwood’s integrated insinuations â€Å"horny fiend†, â€Å"times long promised land† that relate both to the Christian and Jewish religions, present all responders the opportunity to find their own personal interpretation and acceptance in her work. It is through her constant allowance of subjective understanding such as the religious undertones that the capacity of Gwen Harwood’s work continues to be appreciated in different contexts. This notion is additionally developed through the profundity of the inter-textual relationship of Shakespeare’s ‘King Lear’. There is a lateral connection between Harwoods Father and Child, and William Shakespeares King Lear that can be appreciated through the inclusion of direct quotes such as â€Å"be your tears wet†. The ambiguity of the gender of the child is another important aspect of Harwood’s work that is linked to King Lear. It is through the extended allusions that the responder can fully understand the connection of the poem to the play and the link between the father/daughter relationship in both compositions. Through this integration it is evident that Harwood’s work can be appreciated in a multitude of contexts through its unified whole that maintains its textual integrity. Harwood develops a distinct motif of eyes and blindness echoed repeatedly through the story told in the poem. The repetition of the imagery of eyes is used to emphasise the importance of sight that becomes significant as the owl is unable to see in the day time. â€Å"Those eyes that did not see mirror my cruelty†. This powerful imagery used by Harwood exemplify how the child can see herself reflected in the dying eyes of the owl and expresses how the poem reveals the magic and consequences of childish acts and how experiences and discoveries during childhood delicately reshape the mind and character of a person, which can be noted through the change in Nightfall. The reflection she is mirrored by articulates her loss of innocence occasioned through this experience. The universal notion in the poem and a trait of Harwood’s work is the inclusion of music and musical allusions. Through music Harwood finds herself able to express what she cannot through plain words. The reference to a violin in the poem â€Å"you speak as if air touched a string near breaking point† is important in creating the idea of a dichotomous relationship between individuals, specifically herself and music. Harwood once again has successfully unified a universal motif to make her work able to be accepted in different contexts with different responders. As the character comes to accept the passing of time and how it in inevitable despite the authors ability to transcend it, the responder comes to understand the true delicacy of the story, how Harwood comes to terms with not only the passing of time but of her father and how he cannot make things right for her as he use to when she was a child. It is through this realisation that we can truly understand the essence of Harwood’s work and become aware how the textual integrity of her poetry remains definitive through time. The universal motifs mentioned above create a sense of ubiquity that provides the responder the opportunity to find an acceptable interpretation of her work

Chemistry IA design format Essay Example for Free

Chemistry IA design format Essay 1.0.1- Focus Question- If the mass of magnesium reacted with hydrochloric acid is changed will the temperature of the solution increase and the total mass decrease. 1.0.2- Hypothesis- If the mass of magnesium that is reacted with hydrochloric acid is changed the temperature of the solution will increase and the total mass will decrease. 1.0.3- Theory- The reaction between magnesium and hydrochloric reaction is written as follows, Mg(s)+ 2HCL (aq)—— (MgCl2(aq)+H2 (g) (Ng, 2008, pg 1). This reaction goes through two distinct changes that both have an effect on the energy change in the reaction. Enthalpy refers to changes in energy in a compound (Assut, 2008, pg 1). Two distinct changes can occur. An endothermic change occurs when the energy being absorbed is grater then the energy being released whereas and exothermic change is when the energy being released is greater than the energy being absorbed. Energy is absorbed when bonds are broken and energy is released when they are formed (Newton, 2008, pg1). Energy change cannot be directly measured. However energy change affects the physical force of heat. Therefore a heat change is indicative of an energy change. If the heat increase in the solution the change will be exothermic and if the heat decreases the reaction will be endothermic. In respects to the formula Magnesium forms an ionic bond with chlorine to form the salt magnesium chloride. When this bond is formed energy is released in the form of an endothermic change, this energy drop would be quite small however because the bond is ionic and does not take much energy to create since magnesium and chorine bond easily. However the second change is that hydrogen breaks off from chlorine in the hydrochloric acid and hydrogen is released as a gas. The breaking of bonds would absorb energy therefore forming an exothermic reaction. Hydrogen and chorine however form a very strong covalent bond. Covalent bonds form between atoms with similar electronegative forces and are there for take a lot of energy to break ( Anissimov, 2008, pg 1) Since the endothermic change is weak and the exothermic change is strong it can be predicted that the overall change will be exothermic and therefore the solution will heat up. Temperature change in a chemical reaction can be measured with a device known as a calorimeter. A calorimeter measures the heat of the solution before the reaction has occurred and then again after the reactant has been added (Whel, 2008, pg 1). These two values can be mathematically manipulated to find the relative change in temperature. If two of the same substance have different masses it means there is more of the one substance. In a mass of a substance there is a certain amount of material that can be reacted. By increasing mass the amount of substance that may be reacted increases. Therefore if mass increased the amount that of substance reacted will increase as well providing there is enough of the reactant. This will in turn increase the energy change. Also if more of the substance reacts with the reactant more of the reactant will be used up. This means that if the magnesium is increased there will be more reaction with hydrochloric acid; this means that more hydrogen will be released as gas and the total mass of the solution will decrease. Henceforth the change in heat should be greater if their entire solution is lighter as more of the hydrochloric acid has been reacted and hydrogen lost as a gas. Mg(s)+ 2HCL (aq)—— (MgCl2(aq)+H2 (g) Mass will change for each sample, sample range will be 2g, 4g, 6g, 8g and 10g This will be calculated by subtracting the final heat of the solution by the initial heat of the solution. The data will be gathered by using a calorimeter This will be calculated by measuring the weight of the solution and subtracting the weight of the calorimeter and the magnesium. The original mass not including calorimeter and the magnesium will then be subtracted by this value to mind the change of mass in the solution. The temperature of the solution will be heated to 25c and the reaction started immediately. The room temperature will be controlled at 24c The volume of hydrochloric acid will be 40mls per sample. A 50ml calorimeter with electronic thermometer and a scale with milligram accuracy. The experiment will be ended when reaction is fully complete and reaction will be given 10 seconds to calibrate before results are taken Standard 5 replications of each sample will be performed. 1.1.2- Control used in comparison- The reacted samples will be compared against hydrochloric acid with no magnesium that is also 25 degrees Celsius. Since the temperature remains constant there should be no energy or mass change, this would mean that on a graph this would represent a straight line which others samples with energy changes (heat changes) could be compared to. Ng, H.N, 2008, Acid reactions, Vat.Gov.Un, Accessed 21/08/09, http://vat.maharashtra.gov.in/communicationcenter/QueryAnswerSubjectwise.php?start=3090&subId=0000000007. Asset, M.A, 2008, Chemical Enthalpy, Nasa.gov, Accessed 21/08/09, http://www.grc.nasa.gov/WWW/K-12/airplane/enthalpy.html Newton, R.N, 2008, Energetics and bonding, Unknown sponsor, Accessed 21/08/09, http://www.webchem.net/notes/how_far/enthalpy/enthalpy_diagrams.htm Anissimov, T.A, 2007 Chemical bonding, Simon Frasier University, Accessed 21/08/09, http://www.chem1.com/acad/webtext/chembond/ Whel, L.W, 2006, Calorimeters, Stanford University, Accessed 21/08/09, http://www2.slac.stanford.edu/vvc/detectors/calorimeters.html The procedure of this experiment is a adaption of a previous class experiment. The source of the procedure is unknown, so thanks to Miss Crook for the inspirations for this design. Chemistry IA design format. (2017, Nov 16).

Demand Management Research Paper Example | Topics and Well Written Essays - 750 words

Demand Management - Research Paper Example This is because with a good demand and supply matching, companies benefit in several aspects of their corporate management including logistics, stocking, manufacturing and even retailing (Lapide, 2006). Because demand and supply trends keeps changing by the day, companies are obliged to have a stronger mechanism that can serve as a yardstick for getting accurate predictions for trends and hence forecasting. Demand Forecasting for Manufacturing Enterprise Manufacturing enterprises have been identified as one outfit that has so much potential when it comes to the appropriate use of demand forecasting to ensure projection of business goals. The most underlying effect or reason behind the meriting use of demand forecasting in manufacturing is the fact that competitive pressures that manufacturers receive often makes it impossible for these manufacturers to wait for demand to emerge before they can behind taking the necessary steps towards meeting these demands (Greene, 2003). In effect, The Material Requirements Planning (MRP) technique of demand forecast has been appropriate for the purpose of "make to stock" strategy rather than "make to order" strategy so as to ensure that they are able to deploy inventories of manufactured products into field locations (Caplice, 2003). Consequently, the situation whereby orders made by customers are delayed becomes a thing of the past in utilizing accurate demand forecasting. There are a number factors and conditions that may make forecasting inappropriate for a manufacturing enterprise. One of these has been identified to be bias in demand forecasting when using independent demand. Caplice (?2003) has explained that bias is a form of inaccuracy in demand forecasting, leading to a situation where forecasting do not become appropriate for manufacturing planning and decision making. Generally, Caplice (2003) believes that â€Å"bias is the persistent tendency of the forecast to err in the same direction, that is, to consistently over-predict or under-predict demand.† The reason this phenomenon makes forecasting inappropriate is that it leads to a situation where there is always a self-centered judgmental approach to manufacturing decisions inside of an evidence based approach to decision making (Lapide, 2006). Consequently, when bias comes, it gives an indication that the demand data has been wrongly used. This is because bias is a representation of total pattern of error instead of the existence of just a series of errors. Making manufacturing decisions would thus mean that there is going to be either excesses or shortages, depending on the trend of bias. Demand Forecasting for Service Provider There are several works of literature that looks into different methods or techniques of forecasting, appropriate and inappropriate for service providers. Generally, the use of subjective approach or technique to forecasting has been explained as a very viable approach of demand forecasting that works best to the interest of service providers. Generally, a subjective approach to forecasting may be explained as one that makes use of qualitative procedures based by the opinions of people to undertake demand forecasting (Taylor, 2006). Ideally, this approach to forecasting is said to be appropriate and suitable for service providers because of the nature of business that these people are involved in. unlike manufacturers who deal with quantities of goods or

Incidence of alcohol consumption Research Paper Example | Topics and Well Written Essays - 750 words

Incidence of alcohol consumption - Research Paper Example Phase one. Before analyzing the general incident of alcohol consumption, it is of importance to analyze or define the community in the subject matter first. The community in question here is the New Jersey community. The specific population being assessed involves males from the teen age to adults. That is the most vulnerable population all over the world. Teens also have engaged in drinking habits even though the federal government for instance the America, prohibits this act. According to America, the legal drinking age should be persons who have attained 21 years and above, although the life dynamics have altered this criterion. Now, the above-mentioned population has pertinent role in the community. First, they are male, and so the notion of responsibility should be thought of whenever males are mentioned. In short, this population has the responsibility of protecting the community as a whole, either directly or indirectly. The boundaries of this group are the Pennslylvania, New York and Delaware. The community also borders the Atlantic Ocean. Moreover, the geographical boundary that separates this group from others is the administrative boundaries, which separates if from Delaware, New York and Pennclyvania as well as the Pacific Ocean. The group is located in America, and it is one of those communities that alcohol is an alarming factor, and that is why it is being assessed. It is pertinent also to note that non-governmental group will do the assessment in conjunction with the governmental officials. Phase two. This phase involves the data collection method described for the data generation and gathering. First, some of the data methods used to collect information ranges from the non-governmental organization all the way to manual and just individual data collection. Some of the bodies that will assist in the data collection are the American FactFinder, Epodunk, county, and state quick facts to mention but a few. At the same time, governmental agencies ga ve in their efforts just to ensure all the alcohol assessment procedure has gone through perfectly. They are the, national center for statistics, healthy people as well as centers for prevention and control of the disease. Data gathering The first method of data collection involved internet search. This was to investigate general information about the population. Through internet research, the following information were gathered: Ethnic population: Race Population Total population 6135 white 5623 Latino or Hispanic 302 Others 210 Median age Population groups; Under 15 years 17 % 15 to 24 years, = 20 % 25 to 44 years, = 21% 45 to 65 years, =28 % Over 65 years, = 14 % Income and alcoholics in New Jersey: Household=$ 31,550, and the percentage of the community below poverty level=10 %. Now having illustrated the above it is worth to note that the statistical data in percentage on those who are alcohol addict is as follows. Under 20 years 18.4 % 20 to 35 years, = 43 % 35 to 45 years, = 31% 45 years and above, =7.6 % (Moderation Management, 2008) Graphical representation; Almosty the same informartion has been obtained through manual intervew, and newspaper. That me ans that the internet is updated as oper the data iobtained in several fields by the researchers. After updating it in the newspaper, the same is taken and tabulated on the internet for educational purpose. With

Incipient Elements of Genre Essay Example | Topics and Well Written Essays - 750 words

Incipient Elements of Genre - Essay Example These movies features a number of styles ranging from the most recent ones CGI monster and deranged humans to the most earliest ones nosferatus classic. (Dirks, 2006) In this particular movie "End of Day", it main theme was to show how the end of time was coming to an end at the start of the year 2000. A girl by the name Christine had been born and sucked blood from a cobra immediately after bath. There two groups, those who belonged to the church and those who did not belong to the church in other words, they were satanic. Immediately after Christine was, she brought up in private area so that when the end of times near, she would save the world. Christine was always seeing strange things at night and even during the day. She would always ask her foster mother why she was different from others. At one time, as she taking an apple, she saw some creatures which were not visible to Arnold. His foster father had been seen by the satanic individual to collect Christine and when she failed to bring her to him, she was struck and caught fire mysterious. As Arnold and his friend were believed to be protecting the girl, they had different opinion altogether. His friend pretend to be protecting the girl against being taken by the satanic people but this was not the case. Arnold was confronted by one of the anti Christ individual mysteriously in his house and wondered where she entered the house from because all the doors were closed. He urged that he was very different from the anti Christ person but the person insisted that they were very much alike. Arnold was already possessed by the satanic spirit unknowingly. While one is watching the movie, the worst fear is how the world would be like when the time clocks year 2000. There are a lot fear when the day counts and yet the fate of the world was not known whether it was to be saved by the Godly people or the Satanic people. At one time, Christine was in the Church where she believed she had been taken by Arnold at very safe place only to recognize an anti Christ person among those in the church and she screamed. (Dirks, 2006) As Arnold was running away with Christine in a train, he though he had killed the anti Christ only to reappear again form nowhere. He was again knocked down by the train and as Arnold went behind to check on him, he had disappeared mysteriously. Some incipient elements of genre can also be seen when all the chairs in the church mysteriously by force that was not visible and wind blew breaking all the windows in the church. (Dirks, 2006) Toward the end the movie, Arnold save Christine from the anti Christ while at the same time he was happy to be left alone with her so that she could fulfill his promise of killing her. At that time some strange thing happened and Arnold threw himself to a sword killing him. The most shocking finale is whether this how the end of days will be in really life experience with such confusion for one can not really identify those who are good and those who are in the anti Christ. (Dirks, 2006) Reference Dirks, T (2006): Film Genre, Retrieved from http://www.filmsite.org/genres.html On 16th May 2006.

Risk and risk management in Jordanian banking Dissertation

Risk and risk management in Jordanian banking - Dissertation Example The paper tells that recent global economic slump is considered as not only being the first global economic downturn of the 21st century, but it is also considered as a new ‘risk’ face by the global society coming from ‘unknown unknowns’ of which available information are insufficient in shedding light. Nevertheless, it should be noted, the global economic slowdown can be approached and analysed using several perspectives and it involves a whole gamut of issues that are intertwined, not just single direct cause. In light of this condition, as this research will deal with risk and risk management, it will primarily focus on operational risk management in Jordanian banking sector. Operational management and operational risks have long been part of the life cycle of businesses, especially in the banking industry. Generally, it seeks to address the risks arising from the day-to-day operations of the banks. As such, operational risks management deals with non-fin ancial risks, which when left unattended, are proven catastrophic not only for the banks, but for the entire global community. This situation highlights the urgency to give further clarification regarding the idea of operational risks and operational risks management so that a better understanding of its implications of in the banking sector can be achieved. It holds the position that gaining better understanding of operational risks management in Jordanian banking sector provides solid foundation, with which, its implications can be transformed in to valuable information and policies to counter operational risks. 1.2. Background of the Study Operational risks management is new (Petria & Petria, 2009), but operational risks are not. The inclusion of and explication of operational risks and operational risk management in Basel II Accord categorically show the integral importance of operational risks management in the banking sector. Since, Basel II now proposes a more stringent manag ement structure, tools and processes in addressing operational risks (Medova, 2000). The conceptual frame together with the events create the paradigm wherein the significance of a more coherent and systematic approach to operational risks becomes necessary in the banking se

How the fashion industry adapted to these restriction and shortages Research Paper

How the fashion industry adapted to these restriction and shortages during WW2 - Research Paper Example But this was short-lived, because America entry to war in 1941 saw Government restriction on civilian access to food and critical materials due to the needs of the armed forces and war production. The adoption of restriction rules in America was different from other countries, the responsibility of clothing rationing was on manufactures rather than civilian, Stanley Marcus was the head of the textile division of the WPB and he essentially froze the silhouette of the time by restricting the amount of fabric that could be used to create garment to its 1941 amount. Rules for clothing industry were created such as Limitation Order-85(L-85). The following are some of the restriction imposed by the L-85 order. 1. For blouses. No hoods, If tucking or pleating is used, ruffling could not be used and vice versa. There was to be no more than one pocket, inside or out, and no patch pocket using more than 25 inches of material. 2. In relations to coats, There was to be no bi-swing or Norfolk typ e backs, No epaulets or tabs on the shoulders, Sleeve circumference is limited to 16.5 inches. 3. Skirts/ suits and play suits. Hem circumference reduced from 81 inches to 78 for misses’ size 16 made non-wool fabrics of 9 ounce weight or less. No culottes, reversible skirt, quilted skirts or skating skirts. 4. Dresses. No more than 2 buttons were allowed and 2 buttonholes for each cuff, No quilting using more than 300 square inches, People were limited to only 3 pairs of leather footwear per year. This was in order to regulate the uncontrolled demand as there was shortage of leather and manpower as well as military demand. Items of clothing such as shoes came under direct rationing; others fell under indirect rationing as a result of strict restriction being imposed upon manufacturers and wholesalers by the War Production Board, (WPB) program for conservation of strategic materials. Nylon production for instance was directed to military use in February 1942. It was used in pa rachutes. Rubber and leather was reserved for the military use. Cotton was not restricted immediately but the heavy military demand and changing of cotton fields into crop production and the poor cotton crop later during the war affected greatly its supply. Silk materials that came from the east became scarce due to cessation of overseas shipping. Rubber controls were significantly tightened during the war due to the high military demand. By February 1942, U.S had been cut from 90% of its natural rubber supply. However, the American fashion industry adopted measures, companies like Sears, Roebuck & co, offered shoes for other rationing coupons, other companies like Lane Bryant advertised â€Å"Non-Rationed Shoes) which were non- leather and were also wedge style or combination of the two. The ‘Wedge Shoe’ gained popularity during World War 2; it was originally created by Salvatore Ferragamo in 1935, it was made from cork sole and natural fiber for the upper part. The s hoe utilized such materials as hemp, felt, and raffia plaited cellophane and crocheted. Silk was substituted with nylon but later on, it became needed for making parachutes. Shortage of stockings made women to resort for trousers which were adopted by the young and the working classes. The L-85 restriction order made American designers who were eager to make a place in the fashion world, not being allowed a large margin for their originality. Modifications were made to shorten the length of skirts,

Incipient Elements of Genre Essay Example | Topics and Well Written Essays - 750 words

Incipient Elements of Genre - Essay Example These movies features a number of styles ranging from the most recent ones CGI monster and deranged humans to the most earliest ones nosferatus classic. (Dirks, 2006) In this particular movie "End of Day", it main theme was to show how the end of time was coming to an end at the start of the year 2000. A girl by the name Christine had been born and sucked blood from a cobra immediately after bath. There two groups, those who belonged to the church and those who did not belong to the church in other words, they were satanic. Immediately after Christine was, she brought up in private area so that when the end of times near, she would save the world. Christine was always seeing strange things at night and even during the day. She would always ask her foster mother why she was different from others. At one time, as she taking an apple, she saw some creatures which were not visible to Arnold. His foster father had been seen by the satanic individual to collect Christine and when she failed to bring her to him, she was struck and caught fire mysterious. As Arnold and his friend were believed to be protecting the girl, they had different opinion altogether. His friend pretend to be protecting the girl against being taken by the satanic people but this was not the case. Arnold was confronted by one of the anti Christ individual mysteriously in his house and wondered where she entered the house from because all the doors were closed. He urged that he was very different from the anti Christ person but the person insisted that they were very much alike. Arnold was already possessed by the satanic spirit unknowingly. While one is watching the movie, the worst fear is how the world would be like when the time clocks year 2000. There are a lot fear when the day counts and yet the fate of the world was not known whether it was to be saved by the Godly people or the Satanic people. At one time, Christine was in the Church where she believed she had been taken by Arnold at very safe place only to recognize an anti Christ person among those in the church and she screamed. (Dirks, 2006) As Arnold was running away with Christine in a train, he though he had killed the anti Christ only to reappear again form nowhere. He was again knocked down by the train and as Arnold went behind to check on him, he had disappeared mysteriously. Some incipient elements of genre can also be seen when all the chairs in the church mysteriously by force that was not visible and wind blew breaking all the windows in the church. (Dirks, 2006) Toward the end the movie, Arnold save Christine from the anti Christ while at the same time he was happy to be left alone with her so that she could fulfill his promise of killing her. At that time some strange thing happened and Arnold threw himself to a sword killing him. The most shocking finale is whether this how the end of days will be in really life experience with such confusion for one can not really identify those who are good and those who are in the anti Christ. (Dirks, 2006) Reference Dirks, T (2006): Film Genre, Retrieved from http://www.filmsite.org/genres.html On 16th May 2006.

How the fashion industry adapted to these restriction and shortages Research Paper

How the fashion industry adapted to these restriction and shortages during WW2 - Research Paper Example But this was short-lived, because America entry to war in 1941 saw Government restriction on civilian access to food and critical materials due to the needs of the armed forces and war production. The adoption of restriction rules in America was different from other countries, the responsibility of clothing rationing was on manufactures rather than civilian, Stanley Marcus was the head of the textile division of the WPB and he essentially froze the silhouette of the time by restricting the amount of fabric that could be used to create garment to its 1941 amount. Rules for clothing industry were created such as Limitation Order-85(L-85). The following are some of the restriction imposed by the L-85 order. 1. For blouses. No hoods, If tucking or pleating is used, ruffling could not be used and vice versa. There was to be no more than one pocket, inside or out, and no patch pocket using more than 25 inches of material. 2. In relations to coats, There was to be no bi-swing or Norfolk typ e backs, No epaulets or tabs on the shoulders, Sleeve circumference is limited to 16.5 inches. 3. Skirts/ suits and play suits. Hem circumference reduced from 81 inches to 78 for misses’ size 16 made non-wool fabrics of 9 ounce weight or less. No culottes, reversible skirt, quilted skirts or skating skirts. 4. Dresses. No more than 2 buttons were allowed and 2 buttonholes for each cuff, No quilting using more than 300 square inches, People were limited to only 3 pairs of leather footwear per year. This was in order to regulate the uncontrolled demand as there was shortage of leather and manpower as well as military demand. Items of clothing such as shoes came under direct rationing; others fell under indirect rationing as a result of strict restriction being imposed upon manufacturers and wholesalers by the War Production Board, (WPB) program for conservation of strategic materials. Nylon production for instance was directed to military use in February 1942. It was used in pa rachutes. Rubber and leather was reserved for the military use. Cotton was not restricted immediately but the heavy military demand and changing of cotton fields into crop production and the poor cotton crop later during the war affected greatly its supply. Silk materials that came from the east became scarce due to cessation of overseas shipping. Rubber controls were significantly tightened during the war due to the high military demand. By February 1942, U.S had been cut from 90% of its natural rubber supply. However, the American fashion industry adopted measures, companies like Sears, Roebuck & co, offered shoes for other rationing coupons, other companies like Lane Bryant advertised â€Å"Non-Rationed Shoes) which were non- leather and were also wedge style or combination of the two. The ‘Wedge Shoe’ gained popularity during World War 2; it was originally created by Salvatore Ferragamo in 1935, it was made from cork sole and natural fiber for the upper part. The s hoe utilized such materials as hemp, felt, and raffia plaited cellophane and crocheted. Silk was substituted with nylon but later on, it became needed for making parachutes. Shortage of stockings made women to resort for trousers which were adopted by the young and the working classes. The L-85 restriction order made American designers who were eager to make a place in the fashion world, not being allowed a large margin for their originality. Modifications were made to shorten the length of skirts,

Black Panther and Ku Klux Klan Essay Example for Free

Black Panther and Ku Klux Klan Essay After doing research to compare/contrast the two groups, the Black Panthers and the Ku Klux Klan, it opened my eyes. I realized that the new generation is oblivious to the existence of both groups and the similarities and differences in them. I researched the two different groups to see when the groups came into existence who were the members, why they fought for rights they thought they deserved and the groups involvement in violent acts and their remnants today. In World War II, blacks fought for the American dream willingly, but separately from the white soldiers. When the war was over, human rights activists of all races and educated blacks thought the soldiers and blacks deserved the right of equality. Malcolm X was one of the many human rights activists. He was an African-American Muslim minister he thought after years of non-violence, signing petitions, marching, praying and crying and blacks doing the impossible to be recognized as human beings, it was time for them to take it into their own hands. Malcolm X was then assassinated February 21, 1965. Today many of his quotes like this one are famous. And when I speak, I dont speak as a Democrat. Or a Republican. Nor an American. I speak as a victim of Americas so-called democracy. You and I have never seen democracy all weve seen is hypocrisy. When we open our eyes today and look around America, we see America not through the eyes of someone who has enjoyed the fruits of Americanism. We see America through the eyes of someone who has been the victim of Americanism. We dont see any American dream. Weve experienced only the American nightmare. The Black Panther Party was then founded by Huey P. Newton and Bobby Seale,  in 1966, it was based on ideas which were strongly associated with Malcolm Xs life works it was made up of progressive militant political organization. They advocated Black Nationalism and had strong believes in the necessity of violence and armed self-defense. They patrol African American neighborhoods to protect residents from acts of police brutality and to obtain freedom from white oppression. Fought for the rights of American blacks in the US, they called themselves Revolutionaries. Ku Klux Klan on the other hand was founded in 1866 in Pulaski, Tennessee. The Klan members were many former Confederate veterans determined to fight for the right to restore white supremacy they called themselves The Invisible Empire of the South. Ku Klux Klan believed that black werent fighting for right but for special right and that Negros were happier when they had nothing not even their own name. They also showed resistance to policies that gave the right to economic equality for blacks and other minorities. The Black Panthers were non-violent they petitioned for the right for Black Americans to bear arms. Reason being the police werent there for their safety or to promote their welfare they were there to contain, brutalize and murder them. With the blacks starting to carry guns came violence. There were shootouts with police which killed many innocent people, riots that destroyed towns, blacks had means to defend themselves but then crime skyrocketed. The Black Panther werent organized as some thought and werent ready to fight a revolution they just wanted to be treated like an equal and were ready for anything that crossed there path. Ku Klux Klan had and still have a very violent disposition, they could terrorized the black and any other minorities that they thought threatened their white purity as they referred. Being that the sheriff upheld the rights of the Klan and courts upheld the rights of the sheriff. The Klan killed civil right helpers blacks and whites. Civil rights helpers assisted blacks learn to read so that they could vote as well as getting them to the poles to vote. KKK burned many churches, schools and were involved in lynching of hundreds. Now after two decades of failure 1982 was the official end of the Black Panther Party they did accomplish one thing a major change in police brutality in Oakland went way down. Black Panther also went back to square one the non-violence approach, by setting up organization to help needy family such as free clinic and free meal programs. Educated blacks and activist in this generation are very disappointed in blacks not getting involved and how they accept the minimum for themselves. KKK on the other hand are still very prominent and doubled in size. They even still to this day try to recruit new members by putting flyers with candy on doors in residential areas, doing pod cast, and even do interviews to try to convince the public what they are doing is right and isnt racist as all. They are even trying to adopt highways in some states which judges arent allowing, even after they try to convince them its to keep nature clean.

Tic Tac Toe Game Computer Science Essay

Tic Tac Toe Game Computer Science Essay Most of the research nowadays is focused towards problems that deal with complexity or are influenced by some kind of random events. Interesting about these problems is that if they are deterministic, then a solution is expected to exist, at least a theoretical one. These problems are often inspired by games, such as mathematical games (ex. Tic-Tac-Toe, Chess). On the other hand the point of randomness involved in these problems increases the difficulty of prediction on the possible solution, or in some situations outcome. This is thy, there are certain methods of operations devised, that in turn give some supplementary information to a decision maker. In most of the cases, the probability distribution of an even which took place randomly, it is possible to be affected by prior events. These games are often played by at least 2 players (or many), out of which the one is called an opponent. The decisions at each step are made by the last move of the opponent. The operations research in these games is called game theory. The vital Tic-Tac-Toe game consists of two players, X and O, who take turns marking the spaces in a 3ÃÆ'-3 grid (Crowley, 1993; Gardner, 1998). The game usually begins with the X player, and the player who will manage to place three respective marks (in any direction, i.e. in a horizontal, vertical, or diagonal row) wins the game. This basic version of the game is rather simple, what allows the game to be used as a useful tool in combinatorial game theory, as well as a branch of artificial intelligence that deals with the searching of game trees (Beck, 2008). Using game theory there are few approaches that can be undertaken: The games solution is resulted by dominance when the game has only 1 rational strategy for each player Minimax strategies decide a stable solution useful if the opponent makes the wrong play Minimax strategies do not decide a stable solution using a probability distribution Even though, game theory researches are made on the possible playing strategies, they might not be employed in real life when playing a game, because: There might be too many strategies to enumerate (this number is simply too large to be estimated). Players are not always rational. There might be more than two players. Real-life games are not zero-sum games. This project deals with developing a Tic-Tac-Toe to be used on a mobile device. The following chapter discusses the Aims and Objectives of the game. Chapter 3 talks about a background research on this game, starting with a review on existing Tic-Tac-Toe games, which in turn leads to discussion about the existing models of this game and the proposed model of this work. Finally, Chapter 3 concludes with a technology research concentrated towards Java 2 Platform, Micro Edition (J2ME). Chapters 4 and 5 describe the system requirement analysis and design on this work, and chapters 6, 7, and 8 include explanation on the implementation, testing and evaluation. And finally, chapter 9 concludes this work. 2. Aim and Objectives The aim of this project is to develop a Tic-Tac-Toe game for mobile device. The game is supposed to consist of two parts, one a single player game (a player against a system), and the other a multi-player game (two players on their mobile devices, playing against each other). In order to accomplish these, the following objectives were defined. Single player game The player should play Tic-Tac-Toe game on his mobile device. The player should have option to edit his name. The player will start the game of choosing his symbol as X or O. If player 1 selected X then O has to be automatically allotted to the mobile device as a second player, and vice versa. The player has an option to choose the small game grid out of 4 small tic-tac-toe games. If player X marked horizontally or vertically or diagonally of his symbol X in a row, then player X won that small match. Finally, which player won the maximum small games will be declared as winner of the tic-tac-toe game. Multi-player game Using Bluetooth as communication channel the two players should play Tic-Tac-Toe game from different mobiles. Players should have options to edit his name. Once both players connected together, then first player will start the game of choosing his symbol as X or O. If player 1 selected X then O has to be automatically allotted to player 2. Then main game grid has to display in both mobiles. Player2 have option to choose the small game grid out of 4 small tic-tac-toe games. After grid selection both players will play tic-tac-toe game in that small grid. If player X marked horizontally or vertically or diagonally of his symbol X in a row, then player X won that small match. That small grid is marked with X and Player1 awarded 1 point, screen should zoom out and have to display whole main game grid and now player who won the previous game will have the choice to choose on which grid have to be select to play remaining game. This process will be repeated until the whole Four (4) small games grids marked with X, or O, or T. Finally which player won the maximum small games will be declared as winner of the tic-tac-toe game. then game ends. 3. Background Research In this section the Tic-Tac-Toe game will be discussed in details. At the outset, the basic rules of the game are going to be covered. Then, there will be a review on existing Tic-Tac-Toe games, which in turn will lead to discussion about the existing models of this game and the proposed model of this work. Finally, this section is going to be concluded with a technology research concentrated towards Java 2 Platform, Micro Edition (J2ME). 3.1 Basic Rules of Tic-Tac-Toe game The basic Tic-Tac-Toe game consists of two players, X and O, who take turns marking the spaces in a 3ÃÆ'-3 grid (Crowley, 1993; Gardner, 1998). The game usually starts with the X player, and the player who will manage to place three respective marks wins the game. The marks can be placed in any direction, i.e. in a horizontal, vertical, or diagonal row. This basic version of the game is rather simple and very often leads to draw. This simplicity allows the game to be used as a useful tool in combinatorial game theory, as well as a branch of artificial intelligence that deals with the searching of game trees (Beck, 2008). The Roman Empire is known to have established the beginnings of the earliest known variant of tic-tac-toe. It originated around the first century BC (Crowley, 1993). At that time, the game was called Terni Lapilli. Instead of having any number of pieces, each player only had three. The game was played by moving them around to empty spaces to keep playing. However, according to Claudia Zaslavskys book, the game Tic Tac Toe is originating from ancient Egypt (Zaslavsky, 1982). Chess and Tic-Tac-Toe are one of the most famous games to which the moves are not left to chances, rather than pure mathematics and logical reasoning. In these games, a player wins by achieving a winning configuration first, like for instance: checkmate in chess, and 3-in-a-row in a basic Tic-Tac-Toe game in 33 board (Gardner, 1998). Thus, the question which can be posed at this point is: How a player can achieve a winning configuration first? Even though there isnt a general theorem to answer this question, there might be a well-known strategy stealing argument that can give a partial answer about when a player can achieve a winning configuration first (Beck, 2008). In order to find a winning strategy, in theory all the paths could be explored. However, in practice this is not easy because the total number of strategies can be calculated a double exponential function of the size of the board. For example, a 3-dimensional 5ÃÆ'-5ÃÆ'-5 version of Tic-Tac-Toe, has about 3125 positions. This is because each one of the 53 cells has 3 options: Marked by the first player, Marked by the second player, or Unmarked. Thus the backtracking on a graph of 3125 vertices takes at least 3125 steps. This is the main reason that this 3-dimensional 5ÃÆ'-5ÃÆ'-5 version of Tic-Tac-Toe remains unsolved up to date. Moreover, only two explicit winning strategies are known from in the whole class of nÃÆ'-nÃÆ'- ·  ·  ·ÃƒÆ'-n = nd Tic-Tac-Toe games. This is the 33 version and it is characterized with an easy winning strategy, and the 43 version that in turn has an extremely complicated winning strategy. In order to play a perfect tic-tac-toe game, i.e. a win or a draw, the player can play given they move consistent with the uppermost possible moves. This is presented in the following table (Crowley, 1993): Win If the player has two in a row, play the third to get three in a row. Block If the opponent has two in a row, play the third to block them. Fork Create an opportunity where you can win in two ways. Block opponents fork Option 1: Create two in a row to force the opponent into defending, as long as it doesnt result in them creating a fork or winning. For example, if X has a corner, O has the center, and X has the opposite corner as well, O must not play a corner in order to win. (Playing a corner in this scenario creates a fork for X to win.) Option 2: If there is a configuration where the opponent can fork, block that fork. Center Play the center. Opposite corner If the opponent is in the corner, play the opposite corner. Empty corner Play in a corner square. Empty side Play in a middle square on any of the 4 sides. Initially, the player that starts first gets the X and has 3 probable positions to mark in his turn. Even though it seems that there are 9 possible positions, as there are 9 squares in the grid, by rotating the board, this is not the case. It can be observed that: Every corner mark is tactically equal to every other corner mark, and Every edge mark is tactically equal to every other edge mark. There are therefore only three possible first marks: corner, edge, or center. The first player could win (or make a draw) from any of these starting marks. It can be also observed that playing a corner would give the opponent the smallest choice of squares. This is a nice strategy as could be played to avoid losing (Zaslavsky, 1982) . The second player can be identified as O and this player must respond to Xs opening mark. However, this should be done in such a way as to avoid Player X to win. It can be stated that Player O must always respond with (Zaslavsky, 1982): To a corner opening with a center mark, To a center opening with a corner mark and To an edge opening either with a center mark, a corner mark next to the X, or an edge mark opposite the X. Any different play would allow X to compel a win. After every next turn of player X, the player O should follow the above list. This way the player O can achieve a draw (or a win if the player X makes a weak play). 3.2 Existing Tic-Tac-Toe games As many other games like: three mens morris, nine mens morris, pente, gomoku, Qubic, Connect Four, Quarto and Gobblet, Tic-Tac-Toe also has the same goal, i.e. a player wins if he is the first one to get n-in-a-row. Basically, if a generalization is to be provided, it can be concluded that all the different formations of Tic-Tac-Toe can be represented as nd-games, which are accordingly played on a d-dimensional boards with edge n (Zaslavsky, 1982). As it was discussed in the previous section as well, the original Tic-Tac-Toe game is actually a 32-game. There are many variations, discussed as follows (Patashnik, 1980; Gardner, 1998; Beck, 2008). A slightly different version of a Tic-Tac-Toe game is the 33-game, played on a 3x3x3 board (Patashnik, 1980). It can be noted that this game gives good opportunities to the player that plays first, so he could achieve an easy win by playing at the center with his first move. Similarly, playing on a 4x4x4 board also gives the first payer better chances for wining. More complex version of a Tic-Tac-Toe game is playing it on a board with higher dimensional space. 4 dimensional, i.e. 3ÃÆ'-3ÃÆ'-3ÃÆ'-3 board is one of the most commonly played Tic-Tac-Toe (Patashnik, 1980). In this version there are 2 possible aims. One of them is to position elements through all of the board, thus the player that has more rows of 3 totally than the other one is the winner of the game. And the other strategy is to include 4 players, in which case the winner is the payer that will get a row of 3 first. Another version is the misà ¨re tic-tac-toe game. It is played according to its conventional rules, such as in this variation 33 game would be a draw, whereas the winner is the player that will get n in a row (Berlekamp, 1982). Quite a new game is the Tic Tac Tactic variation of tic-tac-toe (Berlekamp, 1982). This game is played on a 3 dimensional curved board, and the here each player tries to roll a ball at least half the way, as it would then drop on a grid that has 9 positions (33 grid). This way the players should make a row of 3 in order to gain a ball. The winner is the player that will have won the first 5 balls. In order to roll their balls precisely, they could use a device that helps into changing a balls trajectory. Yet another version is the nine board tic-tac-toe. In this game, there are in essence 9 boards, arranged as 33 grids, and the first payer can start on any of them by his choice (Gardner, 1998). The following moves are supposed to be places on the board chosen by the first player. Once this board gets full and there is no more space left, the next move can be again on any of the boards left, by the choice of the player. The winner is the one that will achieve 3 in a row. However, having 9 boards gives the game yet another spirit than the usual tic-tac-toe game, as the players can have an opening, middle and end of their game. Similar to the nine board tic-tac-toe game is the super tic-tac-toe game (Beck, 2008). The difference in this variation is that this game does not end once a player makes 3 in a row in one of the 9 boards. As an alternative, the position of that board is marked on a new 33 grid, and the winner is the one that will make 3 in row there. Tic-Tac-Chess is an interesting combination of games, as it involved playing a chess game, as well as a tic-tac-toe game at the same time (Beck, 2008). In this variation, once a player captures a piece from the challenger on the chess game, makes a move on the tic-tac-toe game (even if the challenger has not placed anything on the tic-tac-toe game yet). And of course, the winner is the player that will make 3 in a row on the tic-tac-toe game first. A game that in essence is an isomorphic to a tic-tac-toe game, even though it seems as a completely different game, is described as follows (Beck, 2008). Basically, there are 2 players that should say a number between 1 and 9, without repeating the previously said numbers. The winner is the player that will first make a sum of 15. This game is isomorphic to a tic-tac-toe, because if those numbers are to be placed on a 33 magic grid, then it will be exactly as playing a tic-tac-toe game, because a straight line is formed only if the sum of the numbers is 15. This information is mostly useful in programming variations of a tic-tac-toe game. Another different variation again employs numbers from 1 to 9 (Gardner, 1998). These are to be placed on a 33 grid, but must be held with an order of precedence defined by the players. Then the players play a tic-tac-toe game, filling the grid by the precedence defined beforehand. Check Lines is a very old variation of tic-tac-toe game, invented in the 1970s by Tri-ang Toys Games. In this game the board is actually any geometrical pattern that consists of 12 lines. There are 11 holes in total, distributed in a way that each line has 3 holes. At this point, each player is given 5 coins, and each player on their turn should place a coin on the board. The winner is the one that will have first completed 2 lines. Because the players have only 5 coins, this means that they have to complete intersecting lines. If none of the players have won after placing their 5 coins, then they will continue playing by replacing the position of the coins, on the remaining spaces, with the rule that it must be done only on an adjacent hole. Very similar game to the tic-tac-toe game is the Toss Across game. Here, the players are given bags with beans and they are throwing them on a big board for marking the squares. Star Tic Tac Toe is another popular variation of tic-tac-toe. This game is played with checkers like movable pieces. It has a 33 board, thus a player has 3 pieces accordingly. The participants keep on replacing pieces into the spaces which are left empty in the board, until one the players wins; this actually adds some more dynamism in the game. Moreover, the players have supplementary star shaped pieces, which can be swapped. Similar category of games as the previous bullet, are the: Mojo, Mojo Too and Mojo tic-tac-toe games. In these variation the payers also pieces and pawn(s) onto empty positions until there is a winner. Moreover, there are many shows based on the tic-tac-toe game, as well: Hollywood Squares is a show with 9 celebrities, which fill the cells of the tic-tac-toe grid. Tic-Tac-Dough is a show on which the players put symbols up on the board. This is achieved by answering queries in a variety of categories. In Beat the Teacher competitors respond to questions to win a turn, again on a tic-tac-toe grid. On The Price Is Right, there is a pricing game called Secret X, in which players must estimate prices to win Xes, in order to place them on a blank board. They must position the Xes as to provide speculation of the location on the secret X. This is in turn hidden in the middle line of the board, forming a tic-tac-toe line across. The fictional game Dni game of Gemedet, has an aim to place 6 balls in a row to a 9x9x9 grid (Gardner, 1998). The fictional game Squid-Tac-Toad, has an aim to place 4 or 5 balls in a row to a 44 or 55 grid, accordingly (Gardner, 1998). A more simplistic variation of this game is having the rules as of the Y formations to count as a win. This is rather simple, because all the scenarios basically forming some kind of a Y configuration. Quantum tic tac toe is yet another variation in which the participants are positioning a quantum superposition of numbers on a tic tac toe board (Gardner, 1998). A larger grid (for example 1010) tic-tac-toe games also exist. In a 1010 grid the winner should place 5 in a row. The more the grids there are on a board, the larger complexity of the game is. Another similar game named Go-moku, originating from Vietnam, also has the strategy for a player to get 5 in a row in order to win the game (Gardner, 1998). The players put Xs and Os, but in order to try blocking each other, in this variation they should also try to create changes for wining. Another difference is that the board has no limit, thus the game is played until there is a winner. Three Mens Morris and Nine Mens Morris are also variations, in which there is a limiting on the number of pieces in order for a move to be allowed (Gardner, 1998). Finally, the last variation of the tic-tac-toe game, employs the words: eat, an, laf, it, line, if, lot, on and foe. In this game, the winner is the one that will select 3 words that start with the same letter. If the game was places on a tic-tac-toe grid, it would mean 3 words in order to form a line (three in a row line). 3.3 Proposed model There are quite a few algorithms hat can be used for creating the Tic-Tac-Toes game strategy. The most popular ones are the semantic algorithms and the lexical algorithms. For this project, a lexical algorithm was utilized. The model of the tic-tac-toe game described in this work contains 2 different game strategies. Basically, the one strategy is the Single Player game where a player plays against a system. The other strategy involves Multiple Player environment, and it is being played by a player versus another player. In order to analyze this game, a decision tree might be used. Moreover, for the analyzing part it should be assumed that both the players in the Multiple Player environment, and the single player in the Single Player game, are in essence experienced. This means that the result of a game can be foreseen after the first move from each participant (again assuming that there are no mistakes). Let us represent with 1 if the player that has the X wins and with -1 if the player that has the O wins. The following figure represents the decision tree after the first move from each participant. As it was already discussed in section 3.1 Basic Rules of Tic-Tac-Toe game, the tic-tac-toe game is symmetric and therefore it is sufficient to consider only the squares 1, 2 and 3 for the first player (see the figure below). The rest of the moves are symmetric and will be presented. So, following this reasoning, the first player has the positions 1, 2 and 3 available, and the second player has the remai ning two positions. The figure above presents an expansion, so called an extensive form. It demonstrates that even in the simplest scenario the decision tree can be quite large. For example, if the first two moves were to be presented, this would be impossible to be demonstrated on a single page. Similarly to this discussion, the strategic form of the game can be presented by a different model, i.e. as a matrix. In order to demonstrate this approach, it should be assumed that the players choose one strategy and they strictly follow it when their turn comes. Of course, each strategy should represent all the paths of action and in every possible situation. At the beginning, let us assume that there is a strategy that the first player uses for their first move, and another strategy for the first move of the second player. This logic would create some rules like the following (Zaslavsky, 1982): For the first player: select one of the nine squares on the game board. For the second player: Select one of the nine squares on the game board. If the first player already uses the selected square, then à ¢Ã¢â€š ¬Ã‚ ¢ put an O in square 3, 5, 7, or 9 if an X is in square 1 (center) à ¢Ã¢â€š ¬Ã‚ ¢ put an O in cell 1 if an X is in cell j. These rules are examples of complete strategies, and these can be selected by the payers before the beginning of the game, and thus followed with their first moves. The strategic form of a tic-tac-toe game is presented on the figure below. It should be noted that the entries in the table below are in essence the values of the game. They hold values for every possible selection of strategies. Each tic-tac-toe game that can be actually presented in an extensive form would have an equivalent strategic form similar to the one shown in the table presented above. Moreover, this table is also equivalent to the matrix established previously. The payoff matrix in cooperation with the descriptions of the strategies comprises the model for the two-person tic-tac-toe game. 3.4 Comparison of Proposed model with Existing Models The semantic algorithm is yet another approach towards the tic-tac-toe game. The semantic algorithm is in essence a learning algorithm, and it might be structured in the following way. It might have as initial information the ability to recognizing the 3 states of a game: lost, won or a draw. The algorithm in this case would play the X, and it will play against another algorithm, i.e. the O. As soon as a game is finishes, the information if the game was won or lost is stored. Moreover, the moves are presented with the smaller letters x and o accordingly. A possible structure of stored information could be the following line: x5 o3 x9 o4 x1 won. The first move is always randomly selected. So, given that the algorithm played 7 (x7), and the opponent played 6 (o6), the algorithm will search for previous games that are most similar to x7 o6. If such a case is found, then the following rules apply: If the game found was a win, than the algorithm will try to reproduce the move. If the position is not available, it will play randomly. If the game found was a loss, the algorithm will try to correct the move, by not placing an element in the same position as in the lost game. This is repeated until there is a winner. Moreover, if a game end with a draw, it is not saved in the database. Comparing this algorithm with a lexical algorithm such as our proposed model, it might be noted that the semantic algorithm usually plays very badly at the begging. But, after a certain number of games, the learning curve of the algorithm becomes better. On the other hand, our proposed model behaves well during all the stages of the game. 3.5 Technology Research (j2me) Being quite different from other programming languages, Java does both compiling and interpreting when it comes to process code. As it can be seen from the photo above, the source code (i.e. the .java files) is initially translated by the compiler. This gives an output of an intermediate language, called Java bytecode (i.e. the .class files). The bytecode is then ready to be executed (or in other words, interpreted) within a particular virtual processor, known as the JVM (Java Virtual Machine) (Hayun, 2009; Knudsen, 2008). This is in essence a simulated processor that executes all the bytecode commands. The Java Virtual Machine is the basic components that give to Java the feature to compatibility. This is simply because it represents a reliable layer between bytecode and the concrete machine instructions, translated at runtime. Over the years, the Java language has undergone many changes and development. J2SE (Java 2 Standard Edition) had its first edition targeting GUIs, applets, and other basic and rather simple applications. Recently, the language was extended with the Java suite known as J2EE (Java 2 Enterprise Edition). This edition is based for server side development, and includes tools for: database access, messaging, content rendering, inter-process communications, and transaction control (Hayun, 2009; Li, 2005). J2ME (Java 2 Micro Edition) came into existence as to cover the needs for applications targeting mobile devices. As it can be seen from this short overview, there are versions of Java to suit different environments: from the enterprise development tools intended for use in servers, to the micro systems. An important thing to note at this point is that the separation between platforms is not just unconditional (Knudsen, 2008). Many times these are not a simple line than can be drawn. In ord er to demonstrate this, it might be explained that Java 2 Micro Edition development sometimes requires the use of Java 2 Enterprise Edition and Java 2 Micro Edition. This is the case with multiplayer games for instance, so and Java 2 Micro Edition is used for the client side, but Java 2 Enterprise Edition is used for the server side of the application/game. Moreover, different Java editions target different hardware configurations. Similarly, there are 3 virtual machines to be used for the different environments (Li, 2005). For example, Hotspot VM is a default virtual machine suitable for a executing the full-scale edition of JavaHotspot. JavaHotspot is a newer type of virtual machine competent of vigorously optimizing a great deal of executed code (called as hotspots) during the runtime (Li, 2005). Other versions of virtual machine are the Compact Virtual Machine (CVM) and Kilobyte Virtual Machine (KVM). These are in essence smaller virtual machine implementations. They are targete d to run within the restrictions of the limited resources found on the micro devices (these will be discussed later in this section, as well). The requirement of having another version (like the Java 2 Micro Edition) for the mobile devices came because these devices do not have sufficient recourses to run Java 2 Standard Edition, since J2SE was clearly way excessively large to fit on even the bigger micro devices. However, the question was imposed initially was which features should be left out from the J2SE, so to be minimized in a smaller edition. Also, having great diversity of different devices, it would not have been a nice decision to restrict all the J2ME applications to the lowest compatible hardware configuration (Li, 2005; Kochnev, 2003). Moreover, this solution would not have been practical as well, because it would incorrectly neglect the capabilities of the higher end devices. The final solution is comprehended through a mixture of J2ME configurations and profiles (Krikke, 2005). It represented a revised Java architecture, which actually offers for the leaving out of parts of the platform, at the same time as a ddition to device and category precise components. Along these lines, the configuration would identify the abilities of a Java platform intended for use on a sequence of analogous hardware. Possible components that can be removed are the following (Kochnev, 2003; Lefevre, 2005): Java language mechanism smallest amount hardware necessities, such as the memory, screen size, and processor power for the family of devices integrated Java libraries By utilizing this approach, there are actually 2 preset configurations for mobile devices: one for somewhat restricted devices such as PDAs and Set-Top-Boxes (for instance the digital TV receivers), and another one for devices such as pagers and mobile phones. These two configurations are (Kochnev, 2003; Krikke, 2005; Lefevre, 2005): CDC (Connected Device Configuration) CLDC (Connected, Limited Device Configuration) All of these configurations are to be reviewed as follows. On the other hand, a good example of java profiles is the UI (User Interface) for mobile phones. For example, the J2ME configuration CLDC that wraps this type of device, keeps out the typical Java UI libraries (AWT and Swing). The devices do not have the ability of presenting anything derived from these libraries in any case. This is due to the fact that their screens are just too small. Thus, there is no point to slaughtering valued space on them. The solution was to generate an innovative User Interface, fitting to the exact necessities of the poor mobiles LCD display. The consequential LCD UI is built-in in the CLDC profile. This targets MIDs (Mobile Information Devices), for this reason the name is MIDP. The CDC is built for bigger devices such as digital TV set-top-boxes and PDAs. These are devices characteristically with numerous space of memory. The CDC is the bigger brother of the J2ME configurations. It encloses a single profile (the Foundation profile) as well as a high performance virtual machine (known as the Compact Virtual Machine CVM). This Java language implementation, as well as the API, practically has all the influence of J2SE. Unluckily, the CDC is not accessible on the platform for the most micro-game players (the mobile phones). The CLDC is especially targeted to micro devices, like mobile phones. It fundamentally defines a standard, which in turn is used by all the device manufact