The Criminalization of Drug Use Essay Example | Topics and Well Written Essays - 1000 words

The Criminalization of Drug Use - Essay Example Husak's background is in the philosophy of law. He wants to examine the reasons why drug use is criminalized and why society attaches such high punitive measures to it. He believes that criminalization is counterproductive and that we should move on from it towards something more equitable. He feels that it provides no real benefit and in fact produces harm. He asks a number of important questions in the course of the article and examines the nature of the debate. In the end, he concludes that drug use should not be criminalized and that drug users should be left to their own devices unless they commit a serious crime. Incarceration only makes their problems worse while costing society massive amounts of money. The author's thinking on this subject is logical and reasonable. He breaks down the debate and examines the premises that both sides use to make their point. Importantly, he suggests that those who support the status quo should have to present evidence that it is working. The burden is not merely on those who oppose the current laws. The author tries to understand why alcohol and tobacco are not banned, while marijuana is, and concludes that there is a dissonance in the current policy. Only the fact that alcohol and tobacco are backed by big businesses prevents them from being banned based on the same logic as the criminalization of marijuana. He explores a number of gaps in the reasoning of those who support the continued criminalization of drugs. He focuses on the issue of justice, which is an important foundation for all law. He explains how this idea can be lost in a swirling debate based on a cost-benefit analysis: â€Å"Considerations of justice will probably seem unimportant if we are fixated on objectives. Justice should not be conceptualized as a goal our policies should try to achieve, but as a constraint that limits what we are allowed to do in pursuing these objectives. In other words, justice rules out some strategies that we otherwise woul d be permitted to adopt in trying to attain our ends† (505). Husak does not spend much time exploring flaws in his argument. His argument is more or less sound, although his conclusion is a little too strongly worded. The idea of mental health courts is a good one. Most proponents of criminalizing drugs would argue that drugs are remarkably dangerous and cause harm. They are highly addictive and therefore cause a great deal of crime. They are not something we want more of; they are something we want less of. These ideas are absent from Husak's article. Ideally, the author would have spent more time discussing drug courts. He does say in his conclusion: Drug courts impress both conservatives and liberals. Admittedly, these courts represent an improvement over traditional criminal courts; most drug users would prefer treatment to incarceration. But this concession provides faint praise for the drug court movement. Virtually anything is preferable to incarceration (513). He then concludes by saying that drugs should be legalized and there should be no requirement to go to a drug court. Of course, he is entitled to this opinion, but it would have been better to spend more time on this issue. These courts represent an effective middle ground in this polarizing debate. They have proven to be fairly successful in reducing crime rates and getting people sober. There can be little doubt that drug use leads to additional criminal behavior—

Moral Reconciliation Essay Example for Free

Moral Reconciliation Essay From the beginning of the story to the end, Huckleberry Finn’s morals change rather dramatically and the novel focuses largely on this. Forced to reconcile his personal feelings of friendship for an escaped slave (Jim) with what society has told him is right, Huck learns through the course of the story to trust his moral instincts. As the story progresses, we see Huck’s character develop strong morals that eventually lead to his reconciliation. Early in the book, Huck is shown to have a low level of maturity and is very naà ¯ve. He relies more on the opinions of others more so than his own. Huck seems to know the rightful place of a slave, especially growing up in the American South. But this changes, in time, when he meets a runaway slave named Jim on Jackson Island. Huck knows he is defying society by not turning Jim in, but he continues to stay by Jim’s side and feels he can’t betray him as their friendship grows. This is an internal moral struggle for Huck, because he knows to society he is â€Å"wrong,† but to him their friendship made it â€Å"right.† While floating down the Mississippi, Huck and Jim come across a shipwreck. Huck, being the young, curious boy he is wants to explore it. Jim on the other hand is very reluctant to do so, but he feels obliged to follow Huck along anyways because he is a slave and Huck is white. On the wreck the two find a gang of robbers and a tied up man, they decide to leave immediately at this site. Huck and Jim then steal the robbers boat, but Huck feels a little guilty for doing this. So he makes up a story to a ferryboat watchman that his family was on the wreck and they needed help. The watchman showed up on the site just to discover that it sank, and the robbers most likely dead. Compassion is a key part in developing good morality and at this point Huck’s morality is slowly taking shape because he feels compassion for others. During a terrible storm, Huck and Jim are separated. Jim searches for Huck, but he cannot pinpoint him, so he goes to sleep. Huck eventually arrives on the raft to find Jim sleeping. Once Jim woke up Huck told him that the whole storm fiasco was just an elaborate dream he had, but Jim soon discovers he is lying and becomes upset. Seeing this, Huck felt guilty for hurting Jim’s feelings and apologizes. This is a pivotal point in the novel because Huck realizes that he has feelings for this slave. Once again he knows society would see this as â€Å"wrong† and just plain crazy. Huck is having another internal conflict, but feels that his friendship with Jim is morally â€Å"right† contrary to what society would think. Huck’s moral dilemmas are rooted in conflicting systems of morality: that of his upbringing and that of his own natural feelings of friendship for Jim. â€Å"I was paddling off, all in a sweat to tell on him; but when he says this, it seemed to kind of take the tuck all out of me. I went along slow then, and I warnt right down certain whether I was glad I started or whether I warnt. When I was fifty yards off, Jim says: Dah you goes, de ole true Huck; de ony white genlman dat ever kep his promise to ole Jim. Well, I just felt sick. But I says, I GOT to do it – I cant get OUT of it. Right then along comes a skiff with two men in it with guns, and they stopped and I stopped.† This a good example of Huck’s moral conflictions. At the climax of the novel, Huck as an epiphany. When Jim gets turned in by the conmen (the Duke and the King), Huck is devastated. Confused at what to do, Huck writes a letter that is intended for Ms. Watson, the letter reads: Miss Watson, your runaway nigger Jim is down here two mile below Pikesville, and Mr. Phelps has got him and he will give him up for the reward if you send. Huck Finn. After wrestling with his morals and consciousness, Huck makes his most important moral decision yet, when he states: All right, then, Ill GO to hell – and tore it up. He ultimately helped Jim escape. In the end, Huck acted on the highest level of morality regardless of society’s laws and ideas. Early in the story Huck displayed childish traits and a skewed morality because of how he grew up. But Huck changed entirely in his time spent with Jim. When life was forced upon Huck he had to develop and â€Å"grow up† rather fast. He quickly progressed from a naà ¯ve boy to a mature morally correct young man. Most humans strive for the betterment of themselves and society as a whole, and this is what makes Huck’s final reconciliation so compelling.

The Historical Trauma of Slavery in the Film Version of Toni Morrisons

The Historical Trauma of Slavery in the Film Version of Toni Morrison's Beloved The film Beloved was released in 1998 to mixed reviews. The movie, based on Toni Morrison's novel, tells a ghost story from an African American perspective. It takes place only a few years after the abolishment of slavery, with the traumatic scars still fresh and unable to be healed. In the film the protagonist, Sethe, is revisited by the ghost of the daughter she murdered eighteen years earlier. I shall argue that her daughter, Beloved, is the embodiment of the trauma of the African American experience of slavery. In order to support this claim, I will explain what constitutes historical trauma in film, how historical trauma is specifically represented by the character Beloved, as well as how this film becomes a teaching device for the American nation about this trauma as a whole. Beloved is the story of Sethe, a woman escaped from slavery. Shortly after her escape, members from the plantations on which she worked came to take her and her four children back to the plantation. In desperation, Sethe kills her young daughter by cutting her throat, and attempts to murder her other three children in order to prevent them from returning to slavery. The majority of the film is about the revisitation of the ghost of the daughter she killed, named Beloved. The ghost returns in the form of a woman who would be the daughter's age if she were alive at the time, approximately twenty years old. Throughout the rest of the film Beloved begins to absorb all of the attention and energy of those around her, especially her mother. This continues to the point where Sethe has lost her job and spent all of her money buying things to please Beloved. Ultimately, the... ...ty. " Visual Rhetorics: History, Memory, Trauma. Eds. Barbara Biesecker and John Lucaites, University of Alabama Press. Hamilton, Cynthia. "Revisions, Rememories and Exorcisms: Toni Morrsion and the Slave Narrative." Journal of American Studies. 30.3 (1996): 429-445. Inch, Edward, Barbara Warnick. Critical Thinking and Communication: The use of Reason in Argument. 4th ed. Boston: Allyn and Bacon, 2002. Rosenstone, Robert. "JFK: Historical Fact / Historical Film." American Historical Review. 97.2 (1992). 24 Nov 2003. <http://search.epnet.com/direct.asp?an=9205110376&db=aph> Simon, John. "Ghost of a Chance." National Review. 50.22 (1998). 23 Nov 1998. <http://search.epnet.com/direct.asp?an=1285065&db=aph> Sturken, Marita. Tangled Memories: The Vietnam War, the AIDS Epidemic, and the Politics of Remembering. Berkeley: University of California Press, 1999.

Kmart Corporation

Kmart Corporation Calandra Kimbrough BUS 692 Strategies in Human Resource Management Dr. Lao January 21, 2013 Kmart is an American chain of discount stores headquartered in the United States. The chain purchased Sears in 2005, forming a new corporation under the name Sears Holdings Corporation. Increasing productivity is one of the most critical goals in organizations such as Kmart. In this paper I will be assessing the technology requirements relevant to employee productivity, staffing systems, career development systems, and training systems used by Kmart. Training Training is essential when hiring new people to an organization.Training refers to the methods employers use to give new or present employees the skills they need to perform their jobs. Training is one of the most profitable investments an organization can make. No matter what business or industry you are in the steps for an effective training process are the same and may be adapted anywhere. The first step is establishi ng a needs analysis. Training needs analysis is a systematic method for determining what caused performance to be less than expected or required (Blanchard 2010). An effective training needs assessment analysis will help direct resources to areas of greatest demand.The assessment should address resources needed to fulfill organizational mission, improve productivity, and provide quality products and services. This step identifies activities to justify an investment for training. The techniques necessary for the data collection are surveys, observations, interviews, and customer comment cards. Several examples of an analysis outlining specific training needs are customer dissatisfaction, low morale, low productivity, and high turnover. The objective in establishing a needs analysis that is used at Kmart is to find out the answers to the following questions: – â€Å"Why† is training needed? â€Å"What† type of training is needed? – â€Å"When† is the training needed? – â€Å"Where† is the training needed? – â€Å"Who† needs the training? and â€Å"Who† will conduct the training? – â€Å"How† will the training be performed? By determining training needs, Kmart can decide what specific knowledge, skills, and attitudes are needed to improve the employee’s performance in accordance with the company’s standards. Training is necessary if you notice a need for performance improvements and operational problems and changes. The second step is developing training programs and manuals (Infande, 2012).This step establishes the development of current job descriptions and standards and procedures. Job descriptions should be clear and concise and may serve as a major training tool for the identification of guidelines. Once the job description is completed, a complete list of standards and procedures should be established from each responsibility outlined in the job description. Th is will standardize the necessary guidelines for any future training. The final step is evaluating your training program after you have initiated it. This step will determine how effective and profitable your training program has been.Methods for evaluation are pre-and post- surveys of customer comments cards, the establishment of a cost/benefit analysis outlining your expenses and returns, and an increase in customer satisfaction and profits (Infande, 2012). There are several obvious benefits for evaluating a training program. First, evaluations will provide feedback on the trainer’s performance, allowing them to improve themselves for future programs. Second, evaluations will indicate its cost-effectiveness. Third, evaluations are an efficient way to determine the overall effectiveness of the training program for the employees as well as the organization (Infande, 2012).Staffing Staffing systems involve complex processes and decisions that require organizational direction, coordination, and evaluation. Most organizations must create mechanisms for managing their staffing system and its components. Such management of staffing systems requires consideration of both administration and evaluation, as well as legal issues. Staffing factors may also cause problems. Some examples of why poor staffing can be a problem are too heavy a workload, an under staffing can cause people to make mistakes.Hiring people who are inexperienced to do the job which may have them making costly mistakes. Also hiring people who are lazy, or have bad attitudes can cause low morale among the workers that can lead to good people quitting. Career Development Providing ongoing career development programs is one strategy a business can use to retain employees and reduce turnover. It’s in the best interest of a company to ensure all employees are properly trained, kept up-to-date on the latest trends and developments in their field, and are generally interested in furthering th eir individual careers.The task of overseeing training programs and working with employees on assessing and improving their skill levels, as well as ensuring workers are in the position best suited to them is left to the career development manager. Kmart is becoming much more proactive in its training of employees. A great deal of importance has been placed on training and development. Kmart is starting to commit to helping its employees develop the skills needed to succeed in its retail and corporate environments. Conclusion The need for training your employees has never been greater.As business and industry continues to grow, more jobs will become created and available. Customer demands, employee morale, employee productivity, and employee turnover as well as the current economic realities of a highly competitive workforce are just some of the reasons for establishing and implementing training in an organization. To be successful, all training must receive support from the top man agement as well as from the middle and supervisory levels of management. It is a team effort and must be implemented by all members of the Kmart corporation staff to be fully successful.For a training program to be successful, the trainer should be conscious of several essential elements, including a controlled environment, good planning, the use of various training methods, good communication skills, and trainee participation (Infande, 2012). ? References Infande, D. A. (2012). The Four Basic Steps in the Training Process. Retrieved July 23, 2012 Blanchard, P. N. & Thacker, J. W. (2010). Effective Training: Systems, Strategies, and Practices (4th ed). Upper Saddle River, N. J: Prentice Hall. ISBN: 9780136078326

Profile Of An Adult Numeracy Learner

PA is attending an adult numeracy class because he was sent by his employer. His employer completed his Level 2 National Test last year and is now insisting that all his employees follow suit. Non-completion will result in no promotion and no annual pay rise Initial assessment The key implications here are that PA is currently working at Entry Level 3 in most numeric areas. He should be able to increase his ability level and undertake Level 1 without too many problems. However he needs to achieve Level 2 in order to gain his pay rise and promotion so this will put him under a lot of preasure and additional stress. According to Tennant (1988), PA, as a 36 year old, is in his midlife transitional period and will be â€Å"Adopting a changing time perspective and revising career plans†; this can be substantiated as PA is attending a numeracy course because of changes that are taking place at work. His employer has stated that the course must be completed and the Level 2 National Test must be passed or PA will not receive a promotion or his annual pay rise. This is an unusual situation, as according to Charnley & Jones (1987), â€Å"Getting a pay rise as a direct result of tuition is extremely rare†. Patterns of adult learning reflect class divisions in society and the different expectations and perceptions resulting from those divisions. Factors such as social class, gender and race impact on decisions to learn, as each is associated with particular cultural pressures and norms. According to Maslow (1973) once physiological needs have been met safety or security becomes predominant. In other words, there is a need for self-preservation and a common concern for the future e. g. , will we be able to maintain our property and our job in order to provide shelter and food tomorrow and the next day? It is likely that this is the stage PA is at particularly as he knows that if he does not pass the relevant exams he will not get a pay rise or promotion. Peer and reference group influences can also be extremely strong (Evans, 2000). People who are habitual learners tend to belong to groups where education is seen as a normal activity. They also tend to be involved in other forms of social participation. Non-learners belong to groups for whom engaging in learning is not part of normal behaviour – this is certainly true of PA who would not have engaged initially in numeracy earning through his own choice, and who, until recently would not engage in any social activity e. g. attending a school fund raising evening. Among male manual workers, for example, there is a strong culture of group conformity and solidarity. To engage in education that is not immediately job-related is seen as what women or children do and is, therefore, not a masculine activity (McGivney, 1996). Social class continues to be the key discriminator in understanding participation in learning. Over half of all upper and middle class (AB) respondents are current or recent learners, compared with one-third of the skilled working class (C2) and one quarter of unskilled working class people and people on limited incomes (Gallup Survey 1996). However, what and how much is learned can be influenced by the learner's motivation (NIACE, 1997) and, from my own experiences within the post-compulsory education sector, I would have to agree with this. However, motivation to learn could be, in turn, influenced by an individual's emotional states, beliefs, interests and goals, and habits of thinking. PA's current, positive, beliefs about himself as a learner and the nature of learning appear to have had a marked influence on his motivation. It could be said that the rich internal world of thoughts, beliefs, goals, and expectations for success or failure may enhance or interfere with the learner's quality of thinking and information processing. Motivational and emotional factors may also influence both the quality of his thinking and information processing as well as his individual motivation to learn. Positive emotions, such as curiosity, generally enhance motivation and facilitate learning and performance. Mild anxiety can also enhance learning and performance by focusing the learner's attention on a particular task. However, intense negative emotions (e. g. , anxiety, panic, rage, insecurity) and related thoughts (e. g. , worrying about competence, ruminating about failure, fearing punishment, ridicule, or stigmatising labels) generally detract from motivation, interfere with learning, and contribute to low performance (Evans, 2000). This could be seen during PA's recent Numeracy Level 1 National Test when he experienced mild anxiety, but was extremely motivated and positive about the experience and his ability – and he passed first time! Motivation is, therefore, not a simple issue, since individual motives and action are strongly affected by where people are located (socially, culturally and spatially) and the constraints or incentives that operate on their choices (NIACE). PA blames his current lack of knowledge and qualifications in numeracy on his underachievement at school. If we look more closely it becomes apparent that, because of his age, PA would have been attending school during the 1970's and 1980's. It was during this time that the early underachievement of boys first became evident, as large scale studies of children's achievements at Primary school pointed to the fact that girls consistently out-performed boys (Myers, 2000). Therefore there was a shift away from public concern about girls' achievement to boys' achievement, or underachievement, at school in exams. The concern about ‘boys' underachievement' has been characterised in educational policy initiatives at national, local and school levels, most significantly in the imposition of the national literacy and numeracy strategy (Barrs and Pidgeon 1998). However, overall improvements in achievement are often ignored and gender differences are ascribed to the detrimental effects of ‘the feminisation of teaching' (Epstein et al, 1998). The concern for boys' underachievement was highlighted by Murphy and Elwood (1998) who argued that improvement in female achievement is not shared by girls from low socio-economic backgrounds and may not be apparent in some subjects. Similarly, Epstein et al (1998) questioned the global application of the category of boys' underachievement' by asking, ‘†¦ hich boys? At what stages of education? †¦ according to what criteria? ‘ We could say that by definition, gender roles are the social norms that dictate what is socially appropriate male and female behaviour (Tobias, 1997), and are part of the socialisation process of human beings. These roles are also influenced by each individual's cultural and economic background (Tobias, 1997). It could be said that gender roles influence women and men in virtually every area of life, including family and occupation. This is certainly true for PA, who feels that it is his duty to provide for his family and to have the greater earning capacity regardless of his lack of formal qualifications. Everyone recognises that there are significant differences between male and female, even if they are only physical. However, others see not only the physical but also the social, emotional and intellectual differences. In addition there is belief that, by the age of sixteen, females have matured more than boys by up to as much as two years (Skelton, 2001). This could mean that girls have an advantage by viewing exams in a far more responsible way and recognising the seriousness and importance of the academic and career choices in the future. PA agrees with this as he did not take his schooling seriously and, quite possibly due to the fact that PA knew he was underachieving and he was unmotivated, he left school at 16 with no formal qualifications. He has only recently started to regret his actions. The figures from the 1996 Gallup survey could also be used to illustrate this as more adult men (25%) are currently learning compare to adult women (21%). Now that he is within the adult education sector, PA appears to see learning numeracy as a process of liberation. This may be because PA now feels that the educational process is not static and that his learning is a cultural action for freedom. It no longer involves one person teaching another, but rather people working with each other to ensure each individual reaches their potential. This was also the understanding of Bruner (1973), who suggested that learning is an active process in which learners construct new ideas based upon their current / past knowledge. Adult learners also appear to be more receptive to learning if there is a context to the learning. Teaching adults numerical skills which ‘transfer' means exposing â€Å"students to different contexts which have the same mathematical content† (Rees and Barr, 1984) e. g. electrical work, decorating, shopping or linked to employment. This is certainly true for PA who works better, and appears to have a deeper understanding, when he can see there is a relevance and context to what he is learning. According to Bruner (1973), the teacher and student should engage in active dialogue and the task of the teacher is to translate information to be learned into a format appropriate to the learners' current state of understanding. During numeracy there are so many ways of doing and explaining one thing, one example would be the various descriptions used for the actions of ‘add' and ‘subtract', another example would be the various methods of teaching long multiplication. In addition, Bruner (1973) stated that the curriculum should be organised in a spiral manner, so that the student continually builds upon what they have already learned, â€Å"The concept of prime numbers appears to be more readily grasped when the learner, through construction, discovers certain handfuls of beans cannot be laid out in completed rows and columns† (Bruner, 1973). When working with PA, as for all my learners, I ensure that I question his current method and understanding of each numeric topic before I go into the topic in depth. This way I am constantly building on his current knowledge and understanding. A high percentage of the learners at Rochford Adult Community College are White British and PA falls into this group, ‘Rochford has one of the lowest ethnic minority populations, well below half of the national average' (Rochford District Council, 2005). However, according to the Home Office's Commission for Racial Equality, 2002, the United Kingdom is a changing society and these socio-economic changes are reflected in our growing cultural and ethnic diversity. These changes bring many gains, but sometimes there are tensions and divisions that may lead to fracturing within, and across, local areas and communities. However, whatever the nature of community divisions, the basis of the solution is often the same; community cohesion. The Home Office's Commission for Racial Equality, 2002, suggests that community cohesion may be achieved by raising awareness and understanding and developing shared values with mutual trust and respect. The Home Office describes a cohesive community as one where there is common vision, a sense of belonging, where diversity is valued and where there are similar life opportunities with â€Å"†¦ strong and positive relationships being developed between people from different backgrounds†¦ in colleges and in schools†¦ † (www. homeoffice. gov. uk, 2003). This is also the ethos of Essex County Council and consequently Castle Point and Rochford Adult Community College (www. essexcc. gov. uk, 2005).

3 Expert Tips for the Boston University Supplement Essays

3 Expert Tips for the Boston University Supplement Essays SAT / ACT Prep Online Guides and Tips If you’re applying to Boston University this year, you’ll have to respond to at least two Boston University essay prompts. In this article, we’ll cover what the Boston University essay prompts are, how to answer them, and provide key tips for writing the best application essays possible. What Are the Boston University Essays? Boston University requires its applicants to respond to at least two Boston University essays as part of its admissions requirements. You may also have to respond to a third, additional essay, depending on what school or program you’re applying to. Boston University uses the Common Application for admission, so the Boston University essays are all submitted through the Common App’s platform. The essays are an important part of your application - they give you a chance to show the admissions committee a different side of your personality than what they see in the rest of your application. The Boston University essays also give you a chance to wow the admissions committee with your creativity and writing skills, so it’s important to put a lot of effort into your essays to make them as strong as possible. Boston University Essay Prompts and Requirements There are a number of different Boston University essay prompts, depending on what program you are applying to and whether or not you decide to apply for a scholarship. All students must answer the â€Å"Why Boston University† essay and can submit extra work as part of the â€Å"Extra Space† prompt. Applicants to the Accelerated Program in Liberal Arts and Medicine, Kilachand Honors College, and the Trustees Scholarships must also answer additional essays, each with their own word count and requirements. Let’s take a look at each of the prompts: "Why Boston University": What about being a student at Boston University most excites you? (250 words) "Extra Space" prompt: Please use this space if you have additional information, materials, or writing samples you would like us to consider. (2000 KB PDF file) For Accelerated Program in Liberal Arts and Medicine applicants: The Accelerated Programs Admission Committee is interested in learning more about you. Please write an essay on why you wish to enter the health professions, including what experiences have led you to this decision and what you hope to gain from your chosen profession. Please make sure your essay is completely distinct from the one you submitted on the Common Application. (750 words) For Kilachand Honors College applicants: Kilachand Honors College offers a challenging liberal arts education grounded in critical and creative thinking and interdisciplinary problem-solving. What do you think this approach means? Reflect on what has been missing in your education to date, giving at least one concrete example to support your response. How would Kilachand’s interdisciplinary curriculum fulfill your academic, creative, intellectual, and/or professional goals? (600 words) For Trustees Scholarship applicants: Please select one of the questions below and respond with an essay explaining your perspective. (600 words) Option A: The list of works banned throughout history is long and sometimes surprising. Examples include the Bible, King Lear, The Origin of Species, Mein Kampf, Lolita, The Diary of Anne Frank, and The Adventures of Huckleberry Finn. Isaac Asimov wrote: â€Å"Any book worth banning is a book worth reading.† Do you agree? Is such censorship ever justified? If so, who or what should determine which books are read and which are forbidden? Option B: Economists describe a â€Å"moral hazard† as individuals’ tendency to take greater risks when they believe that they will not bear the full cost of their actions. Some may be less careful driving, for instance, if they know that their insurance provider will cover potential accidents, while the uninsured will drive with more caution. A recent study similarly suggests a correlation between greater access to Narcan, the drug used to reverse potentially fatal opioid overdoses, and a rise in the use of opioids. In your opinion, should the concept of moral hazard affect public policy? If so, what are the relevant factors policymakers should consider in assessing questions of public safety and individual responsibility? Option C: â€Å"The perfect search engine,† Google’s co-founder Sergey Brin has said, â€Å"would be like the mind of God.† In your opinion, will science and technology eventually allow us to know all things knowable? Are there limits to what the perfect search engine will reveal, or might it indeed become like the mind of God? For all Trustees Scholarship applicants: Please submit a short essay to the following statement: â€Å"Something that’s not on the resume.† Give us a glimpse of a passion, dream, or mental pursuit that absorbs and delights you. (300 words) Boston University Essay Prompts, Analyzed Let’s take a look at each of the Boston University essay prompts. In this section, we’ll break down what each prompt is asking, how you should answer, what kind of topics will work to answer the prompt, and what you should avoid talking about. What about being a student at Boston University most excites you? (250 words) The first Boston University Supplement Essay prompt is a classic â€Å"Why this school† essay prompt. These types of essays ask you to demonstrate to the admissions committee why this school is the one for you. Your answer should be Boston University-specific. You should do your research on Boston University to be able to name specific classes, programs, or professors that excite you. Your essay should focus on why you want to attend Boston University - not why you want to attend college in general. Don’t speak generically - Boston University knows that it has great academics and interesting classes. You need to name specific parts of the school that are attractive to you as a student. Maybe you’re interested in film and television and want to be part of BUTV10, or perhaps you want to work on a Senior Design Project in College of Engineering. Whatever your reason, make it specific to BU - something that you can’t get at any other college or university. For more information on how to answer this essay prompt, visit our article on the subject! (Coming soon) Please use this space if you have additional information, materials, or writing samples you would like us to consider. (2000 KB PDF file) The second Boston University supplement essay prompt may seem intimidating - what should you upload? You should use this essay prompt as a chance to a.) demonstrate the quality of your work and/or b.) present yourself as a well-rounded person. If, for instance, you are the first chair in your high school’s wind symphony, you might want to upload a MP3 file of your playing. Boston University will have lots of students applying who are musicians - sending in a file of yourself playing can demonstrate the quality of your musicianship. On the other hand, if you’ve been playing in a punk band with some friends for fun for five years but didn’t mention it elsewhere on your application, this essay prompt gives you the perfect opportunity to present another aspect of your personality. Whatever you choose to upload, make sure that it is high quality and well put-together. Submitting something that’s confusing or sloppy can give the admissions committee the wrong impression, so if you don’t have anything that stands out as something you’d want to submit, you could skip this question altogether. For Accelerated Program in Liberal Arts and Medicine applicants: The Accelerated Programs Admission Committee is interested in learning more about you. Please write an essay on why you wish to enter the health professions, including what experiences have led you to this decision and what you hope to gain from your chosen profession. Please make sure your essay is completely distinct from the one you submitted on the Common Application. (750 words) This prompt is only for students who are applying to the Accelerated Program in Liberal Arts and Medicine. This Boston University Supplement Essay prompt is a pretty standard example of a health professional admissions essay, but the long word count is tricky. You want to be specific and passionate, not redundant and long-winded. You can break your essay down into two main parts: why you decided to enter the health professions and what you hope to gain from doing so. When you talk about why you decided to enter the health professions, be sure to highlight any specific experiences that influenced your decision. Don’t speak in generalizations or platitudes - call out real experiences that made you decide to apply. Don’t, for instance, say that you want to change the world through medicine, unless you can back it up with a solid explanation of why. Discussing what you hope to gain from the profession is an opportunity to hammer home why Boston University is such an important part of your education. Talk about what you hope to achieve in your career and how Boston University can help you get there. For Kilachand Honors College applicants: Kilachand Honors College offers a challenging liberal arts education grounded in critical and creative thinking and interdisciplinary problem-solving. What do you think this approach means? Reflect on what has been missing in your education to date, giving at least one concrete example to support your response. How would Kilachand’s interdisciplinary curriculum fulfill your academic, creative, intellectual, and/or professional goals? (600 words) Students who are applying to Boston University’s Kilachand Honors College must answer an additional 600 word prompt. This Boston University supplement essay prompt is all about academics - what interests you and how Boston University can help you fulfill your goals. The Kilachand Honors College is a living and learning community where you have the opportunity to participate in experiential learning activities, so it’s a good idea to highlight how practical application and real-world experience is important to you in this essay. The key to this prompt is to be specific. You don’t need to talk about all of your academic interests here - in fact, it’s probably better to just discuss one or two that are really important to you. Whatever interest you choose to write about, you should make sure that you highlight how you would continue to explore that interest at Boston University. For Trustees Scholarship applicants: Please select one of the questions below and respond with an essay explaining your perspective. (600 words) Option A: The list of works banned throughout history is long and sometimes surprising. Examples include the Bible, King Lear, The Origin of Species, Mein Kampf, Lolita, The Diary of Anne Frank, and The Adventures of Huckleberry Finn. Isaac Asimov wrote: â€Å"Any book worth banning is a book worth reading.† Do you agree? Is such censorship ever justified? If so, who or what should determine which books are read and which are forbidden? Option B: Economists describe a â€Å"moral hazard† as individuals’ tendency to take greater risks when they believe that they will not bear the full cost of their actions. Some may be less careful driving, for instance, if they know that their insurance provider will cover potential accidents, while the uninsured will drive with more caution. A recent study similarly suggests a correlation between greater access to Narcan, the drug used to reverse potentially fatal opioid overdoses, and a rise in the use of opioids. In your opinion, should the concept of moral hazard affect public policy? If so, what are the relevant factors policymakers should consider in assessing questions of public safety and individual responsibility? Option C: â€Å"The perfect search engine,† Google’s co-founder Sergey Brin has said, â€Å"would be like the mind of God.† In your opinion, will science and technology eventually allow us to know all things knowable? Are there limits to what the perfect search engine will reveal, or might it indeed become like the mind of God? Please submit a short essay to the following statement: â€Å"Something that’s not on the resume.† Give us a glimpse of a passion, dream, or mental pursuit that absorbs and delights you. (300 words) Students who are applying for the Boston University Trustees Scholarships must answer not one, but two, additional essays. The first essay is 600 words and the second is 300 words. The longer Trustees Scholarship prompt asks you to pick between three questions to answer. The three options are all fairly academic, focusing on banned books, moral responsibility, and search engines. Which prompt you pick doesn’t matter nearly as much as how you answer it. Your answer should have a strong, persuasive argument with specific reasons as evidence. The final prompt gives you the opportunity to talk about non-academic interests. This essay is the place to talk about your passion for handcrafting popup cards or your delight in finishing the NY Times crossword puzzle every day. You can pick something seemingly trivial - go with whatever makes you happy! Key Tips for Writing an Amazing Boston University Supplement Essay Ready to write an amazing Boston University supplement essay? Follow these key tips to do so! #1: Use Your Own Voice The point of a college essay is for the admissions committee to have the chance to get to know you beyond your test scores, grades, and honors. Your admissions essays are your opportunity to make yourself come alive for the essay readers and to present yourself as a fully fleshed out person. You should, then, make sure that the person you’re presenting in your college essays is yourself. Don’t try to emulate what you think the committee wants to hear or try to act like someone you’re not. If you lie or exaggerate, your essay will come across as insincere, which will diminish its effectiveness. Stick to telling real stories about the person you really are, not who you think Boston University wants you to be. #2: Avoid Cliches and Overused Phrases When writing your Boston University essays, try to avoid using cliches or overused quotes or phrases. These include quotations that have been quoted to death and phrases or idioms that are overused in daily life. The college admissions committee has probably seen numerous essays that state, â€Å"Be the change you want to see in the world.† Strive for originality. Similarly, avoid using cliches, which take away from the strength and sincerity of your work. Boston University’s admissions committee will see hundreds, if not thousands, of essays that talk about how much the applicant loves Boston. Saying that you want to study in the world’s greatest college town is trite and overdone. If you are excited about going to school in Boston, make sure that you have a really specific reason that also ties to Boston University’s opportunities. #3: Check Your Work It should almost go without saying, but make sure your Boston University essays are the strongest example of your work possible. Before you turn in your Boston University application, make sure to edit and proofread your essays. Your work should be free of spelling and grammar errors. Make sure to run your essays through a spelling and grammar check before you submit. It’s a good idea to have someone else read your Boston University essays, too. You can seek a second opinion on your work from a parent, teacher, or friend. Ask them whether your work represents you as a student and person. Have them check and make sure you haven’t missed any small writing errors. Having a second opinion will help your work be the best it possibly can be. Final Thoughts Regardless of which program you're applying to at Boston University, you want to make sure that your Boston University essays are a great example of who you are as a student and a person and why Boston University should accept you. Your essay should: Be personal Be specific Be free of spelling and grammar errors Your essay should not: Be generic Be focused on Boston, not Boston University The more effort you put into your essays, thebetter chance you have of getting accepted to Boston University! What’s Next? Do you want to learn more about the Why Boston essay? We created an in-depth guide to help you ace this essay. Check it out here! Starting your essay is often the hardest part.If you're unsure where to begin, check out this guide tostarting a college essay perfectly, so you're ready to ace that introduction! A good essay is just one part of a successful Boston Universityapplication. If you want to really wow the admissions office, be sure yourgrades and test scoresare up to snuff, too! Want to write the perfect college application essay? Get professional help from PrepScholar. Your dedicated PrepScholar Admissions counselor will craft your perfect college essay, from the ground up. We'll learn your background and interests, brainstorm essay topics, and walk you through the essay drafting process, step-by-step. At the end, you'll have a unique essay that you'll proudly submit to your top choice colleges. Don't leave your college application to chance. Find out more about PrepScholar Admissions now:

Free Essays on Movie Comparison

Life can be so cruel and scary sometimes. Every now and then I find myself thinking â€Å"What would I do if that happened to me?† After September 11th I wondered what would I do if I were on one of those planes or in the building. What would I do if I lost a loved one in the attacks? I have wondered what I would do if I lost my father to cancer or some other illness. After watching the movies â€Å"And the Band Played On† and â€Å"Kids† I thought about what it would be like to find out you had a deadly disease and I wondered how I would go on with my life. Unfortunately, millions of people have AIDS and have to wake up every morning knowing there is still no cure. The two movies I watched were similar in some ways but very different in others. The first movie I chose to analyze was â€Å"And the Band Played On.† This movie reminded me of chapter eleven in â€Å"The Coming Plague† because it focuses on how the AIDS virus came into focus in not only the United States, but the entire world. The movie showed the fear and confusion of the doctors and scientists when they could not figure out what they had one their hands. The movie was a real-life drama about the tragic, time-consuming battles among government agencies, gay groups and scientists that slowed down the discovery of, and research on, the AIDS virus. In the movie, Bill Kraus, a leader for the gay population is dying. Not one doctor can pinpoint what is killing him. All anyone knows is that some epidemic is attacking homosexual men. But rather than get down to serious experimentation and study, the Center for Disease Control stops any effort to prove that the disease is transmitted through the blood. To make things worse French and American scientists argue about who should get credit for discovering the virus. And to top things off, the gay community, sensitive about criticism of their lifestyle, refuses to admit that their own actions could make a difference in the spread of AI... Free Essays on Movie Comparison Free Essays on Movie Comparison Life can be so cruel and scary sometimes. Every now and then I find myself thinking â€Å"What would I do if that happened to me?† After September 11th I wondered what would I do if I were on one of those planes or in the building. What would I do if I lost a loved one in the attacks? I have wondered what I would do if I lost my father to cancer or some other illness. After watching the movies â€Å"And the Band Played On† and â€Å"Kids† I thought about what it would be like to find out you had a deadly disease and I wondered how I would go on with my life. Unfortunately, millions of people have AIDS and have to wake up every morning knowing there is still no cure. The two movies I watched were similar in some ways but very different in others. The first movie I chose to analyze was â€Å"And the Band Played On.† This movie reminded me of chapter eleven in â€Å"The Coming Plague† because it focuses on how the AIDS virus came into focus in not only the United States, but the entire world. The movie showed the fear and confusion of the doctors and scientists when they could not figure out what they had one their hands. The movie was a real-life drama about the tragic, time-consuming battles among government agencies, gay groups and scientists that slowed down the discovery of, and research on, the AIDS virus. In the movie, Bill Kraus, a leader for the gay population is dying. Not one doctor can pinpoint what is killing him. All anyone knows is that some epidemic is attacking homosexual men. But rather than get down to serious experimentation and study, the Center for Disease Control stops any effort to prove that the disease is transmitted through the blood. To make things worse French and American scientists argue about who should get credit for discovering the virus. And to top things off, the gay community, sensitive about criticism of their lifestyle, refuses to admit that their own actions could make a difference in the spread of AI...

6 Gift Ideas for Teachers

6 Gift Ideas for Teachers Schools have different policies about teacher gifts. In some schools, the parents association collects money and buys each teacher a gift, while in other schools, parents can give what they wish to teachers, administrators or to other staff. Some schools provide guidelines for parents to follow, while others leave this completely up to the students and their families. While there are urban legends (some of them true) about parents providing teachers with lavish presents and, more commonly, providing  college guidance officers with expensive gifts throughout the year, it is generally more suitable for parents to buy teachers gifts either during the winter holidays, during National Teacher Appreciation Week (which takes place in early May)  or at the end of the school year. While some families pride themselves on finding the perfect gift that suits a teachers personality, others opt for homemade gifts or treats, while others look for gifts that help the teachers in the classroom. Looking for some inspiration? Check out these teacher gift ideas:   Gift Cards If youre not sure what your teacher needs or wants as a gift, opt for a gift card. General gift cards to places like Amazon.com or Barnes Noble can be perfect. If you know your teachers favorite coffee shop, grab a gift card to his or her favorite shop. Dont fret over the amount, either, its the thought that counts. Books and Materials for the Classroom While many private schools are fortunate enough to have well-stocked libraries, teachers often compile lists of the books, DVDs, programs, or technology that they need in their classrooms that go above and beyond the annual budget. It may be a good idea to start with your schools librarian when looking to buy a teacher a gift, as the librarian may keep a list of what the teacher needs, including not only titles that relate to the teachers curriculum but also magazine subscriptions or DVDs that can support their teaching; you can also give gifts to the library to thank the deserving librarians. A technology teacher can let you know if your childs teacher or the tech department have specific requests for their classrooms. Well-Loved Books You can never go wrong with an extra hard-copy edition of an inspirational book or one that the teacher uses in the classroom. If you are looking for titles, you can start with the ten most commonly read books in private high schools, which often appear on school reading lists.   Movies About Teachers and Schools There are a number of movies about private schools that make good teacher gifts, including The Dead Poets Society (1989), The Emperors Club (2002), and the classic Goodbye, Mr. Chips (1939). Another great film about an English prep school is The History Boys (2006), based on a play by Alan Bennett. Its about a group of bright, outspoken boys at a provincial British high school who are coached to pass the written exams to get into Cambridge and Oxford by a set of eccentric faculty members. Though the movie takes place in Britain, the students and classroom discussions are similar to those at American private schools. Dessert and a Card Keep in mind that a cookie and a note go a long way. The best gifts I ever received as a teacher were thoughtful notes written by my students and their parents. I keep every single one of them, as do many of the teachers and faculty I know. One administrator I met even tacked every single thank-you note he had ever received to his bulletin board. He would look at these thoughtful notes on bad days. These notes are wonderful pick-me-ups and reminders to teachers why they do the hard work that they do all year. You can accompany the note with a coffee mug customized to the teachers interests (for example, featuring a writer or a mathematician), or you can use this baking website to make some cookies to go along with the note; nothing will be sweeter. Make a Donation to the School's Annual Fund This can be a great way for a family to show their appreciation for a teacher while benefitting the schools annual fund. Make a donation of any amount that you are able to make, and you can designate the gift to be in honor of one or more teachers. The development office will usually send a note to the teachers letting them know that a gift was made in their honor, but you can also send a note stating that youve done this simple act. Your gift to the Annual Fund will be put towards the general budget which benefits all aspects of the school, enhancing the experience for your child and his or her teachers.

Uses of Statistical information Research Paper Example | Topics and Well Written Essays - 750 words

Uses of Statistical information - Research Paper Example Uses of Statistical information In the workplaces, statistical analysis of research surveys and questionnaires, presentations involving histograms, bar charts and the like are all too common and forecasting and projection of results is the core competence of the company thus making the statistics the life and blood of the company. According to the official definition as developed by (American Marketing Association (AMA), 2008) â€Å"Marketing research is the function that links the consumer, customer, and public to the marketer through information - information used to identify and define marketing opportunities and problems; generate, refine, and evaluate marketing actions; monitor marketing performance; and improve understanding of marketing as a process. Marketing research specifies the information required to address these issues, designs the methods for collecting information, manages and implements the data collection process, analyzes, and communicates the findings and their implications." What is one examp le of descriptive statistics used in your workplace? Descriptive Statistics are used as a means to summarize the data set and are used to present the data set quantitatively. Examples include the use of histograms, box plots, cross tabulation techniques and measures of central tendency. The characteristics of these statistics make them vital to any form of data set. In marketing research for example, a survey might require a certain ratio of respondents to be men and the other to be female. Thus, the proportion of males and females among the respondents becomes of utmost importance to the research project. Depending on the requirement of the research, the proportion of male and female gives a lot of information regarding the objectives of the survey. This information can also be used to establish correlations with other factors such as brand loyalty, factors influencing decision making and household size among others. This information can also be used to differentiate between the responses of males and the females and aid in making inferences about the study in the latter stages of the research. What is one example of inferential statistics used in your workplace? Inferential statistics are used to draw a conclusion about a population from a sample. In the case of marketing research firms, the researchers have to analyze survey results and infer ential statistics are vital in drawing important conclusions from the results of the research. For example, while evaluating the threat of rival products for a certain product ‘X’ it was concluded through surveys that only 30% of the people will switch over to a rival product in the next 6 months. Another example of inferential statistics could relate to customer preferences in terms of quality where the results show that 65% of customers purchase a certain brand of cooking oil because they find it to be of the best quality which 30% do so because they find it to be the most affordable. These examples clearly depict how inferential statistics help draw conclusions after the results of various studies have been accumulated and analyzed. How is data at each of the four levels of measurement used in your workplace? If your workplace does not use all four levels, describe how such data could be used. Marketing research makes use of data at each of t

How important has Hollywood been in influencing Chinese filmmaking Dissertation

How important has Hollywood been in influencing Chinese filmmaking since the 1980s - Dissertation Example The filmmaking industry is alive and well. Based on international revenues from films, filmmaking is generally a highly profitable trade. In the current age of globalization, the impact of the filmmaking industry has also crossed borders, with Hollywood films influencing the international film industry and local filmmaking industries like China and India also impacting on the Hollywood filmmaking industry. As a result of the reciprocal interest which has emerged on filmmaking in different countries, specific influences have also emerged on how films are made in general. In the past 50 years, the Chinese film industry has had a significant influence on Hollywood filmmaking, in terms of plot lines as well as action sequences. In the past few decades however, the Hollywood film industry has taken a turn in influencing and impacting on the Chinese filmmaking industry. ... Hollywood influence/impact on Chinese film industry The significant technological progress which the western world has brought into the entertainment industry impacted significantly on China (Zhu, 2003). The widespread use of television sets in Chinese homes caused an even more significant demand for such technology (Zhu, 2003). Studios also saw the need to invest in television shows, including soap operas. The market for TV commercials also emerged with increasing co-production processes made with other investors. As the 1990s drew to a close, the Chinese film industry became more diversified. The fifth and sixth generation filmmakers were more engaged in financing productions which could be released in the global setting (Zhang, 1999). The government also continued to invest in main melody films. The Chinese filmmakers also found a market in lower budget films, mostly in comedies and romances. Television shows also saw a dramatic rise in TV series productions, diversifying the opti ons of filmmakers not just in major venture films (Zhang, 1999). More dramatic changes also emerged with the entry of China to the World Trade Organization. Its membership into the WTO and its more open market, China has sought to invite more viewers into the movie theatres with its feature Chinese films and Hollywood productions (Wheeler, 2012). About 70% of films shown in China are from Hollywood, making them a significant contributor to China’s cinematic industry. Hollywood impact on China has also been apparent in terms of the pressure it has imposed on the Chinese filmmakers, mostly in terms of developing blockbusters which can adequately compete with Hollywood films (Media Entertainment and Arts Alliance, 2004). The film by

Family Essay Example | Topics and Well Written Essays - 1750 words

Family - Essay Example ther hand, says the definition of what a family is depends on who is going to provide the definition, a social scientist, the State, a conservative society, or a libertarian society. Anthropologists define family by a cultures biological and marital kinship rules and patterns of reciprocal obligations. Different cultures have different definitions of biological and marital kin, and the obligations kin have to one another. Some cultures use the father’s biological line, or the mother’s or both. Kinship obligations, too, end at different levels for different cultures. As examples, Diem says that brothers, sisters and cousins are distinct in the American culture but not so in African societies. From the point of view of structure-functionalists, families are defined by the needs of the greater society. The definition of family changes when society’s needs change. Examples include those when greater society needs rapid population growth such as after a time of war when procreation is emphasized, as against a period of over population when childless couples are supported. For institutionalists, a family is the "traditional," biological, procreati ve and child-rearing structure. For interactionists, the definition is based on the assumption of family-related role behaviours. For economists, the family is a production and consumption unit, thus defining a household slave in an African or Arabian household or the indentured servant in an early-American household as part of the family. Further, according to Diem, the State’s definition of family follows the structure-functionalist approach, where the State’s needs dictate how the authoritative and legal definition of family shall be formulated. In a Conservative Free Society, as envisioned by Nisbet (1953), where the role of social institutions such as church, economy and educational system, are enhanced and those of the State reduced, the social institutions define family. Church may not recognise an unmarried

Marine Aquaculture Development and Distribution Assignment

Marine Aquaculture Development and Distribution - Assignment Example Salmon and shrimp are accredited for the growth of global mariculture (Stickney, 1999). In recent years, many developing countries have made significant accomplishments in mariculture production. However, there are increased concerns regarding the increased culture of salmon, shrimp and other carnivorous mariculture species that affect the wild fish stocks. They are fed on processed wild capture fishes, which may have a negative impact on food security even though they are economically viable. The economic gains for the cultured carnivorous species are short-lived compared to sustainable capture fishes that are significant for food security. Many countries have developed policies to enhance eco-friendly mariculture. China, Russia, South Africa and Honduras in Latin America are among the nations that have put in place policies to support mariculture projects. USAID and other environmental stakeholders have contributed to the establishment of sustainable environmental friendly mariculture in various countries. This has been accomplished through capacity building in some selected third world countries such as Indonesia, Republic of Tanzania and Honduras among others. These projects are aimed at improving the food security of the poor coastal communities as well as acting as a source of income for improved standards of living (Stanley, 2003). In Asia where aquaculture is a significant source of food and income, mariculture contributes 37% of the overall finish and shellfish production, totaling 10.8 million tons (Stickney, 1999). In recent years, China’s mariculture production has been on the rise, with close to 60% of the global production coming from the country in 2005. India and Japan are also major producers of mariculture products, as well as Bangladesh. Japan’s production has been facilitated by the improvements in techniques for seed production as well as the practice of cage culture.

Essay Example | Topics and Well Written Essays - 500 words - 64

Essay Example s paper describes the characteristics of Dinoflagellates (causative Phytoplankton Species), including the symptoms of diseases it causes, and the treatment methods available for those diseases. Dinoflagellate is an important group of microorganisms, and they play significant roles in the ecosystem they are found. For instance, primary production of coral reef ecosystem is promoted by symbiotic Dinoflagellates, and this process is referred to as coral bleaching (Tomà ¡s, 1996). In addition, red tides arise from the blooming of the planktonic Dinoflagellates. Dinoflagellates have thecal plates within their cell corticles. The thecal plates are fabricated biologically into various shapes, which are made of high cellulose. Due to the high transparent properties, thecal plates are composed of mechanical properties, which are similar to soft wood cell wall that performs the role of protecting cell covering (Tomà ¡s, 1996). Dinaflagellates are protozoans, and their carrier agents, shellfish, are poisonous to the human body: eating such shellfish causes numbness which spreads to the neck and face after five to thirty minutes of consumption. This causes difficulty in swallowing, incoherence or complete loss of speech, and within three to twelve hours after consumption, complete paralysis may occur, and this leads to instant death due to lack of ventillatory support. Other symptoms include diarrhea, amnesia, vomiting, headache, change in the pupil size, alternation of the reflexes and vomiting (Tomà ¡s, 1996). The animals affected should be subjected to artificial respiration, while human beings require ventillatory support, which can prevent deaths of up to seventy percent of those severely affected people within duration of twelve hours (Tomà ¡s, 1996). As with many of causative toxic diseases, the initials are tips of iceberg. This requires the public to report to public health authorities concerned to prevent further spread of the disease. The most effective way to

Mangmnt 3010 Essay Example | Topics and Well Written Essays - 1250 words

Mangmnt 3010 - Essay Example The company can maintain itself through the effect of the implementation of this leadership style by hiring new employees. So, if the company engages in mere routine and unskilled jobs, it is easy to hire new employees without ill effects to company management and production. The tactical plan and actions to address Autocratic Leadership has its basic foundation in ensuring that the leadership style suits company goals and the company’s capacity to maintain such leadership style. From this, other plans may arise to ensure employee loyalty. This system of rewards has been proven as a good means to keep employees under control. A system of rewards as defined by a business dictionary as â€Å"procedures, rules, and standards associated with allocation of benefits and compensation to employees† may be put into play. The company can devise steps for the giving of incentives, bonuses, and benefits to those who will continue to work well and obey management. Rewards may also b e given for employees who continue to stay with the company, perhaps a bonus for every three year anniversary. A government agency, NASA, defines employee relations as â€Å"involving the body of work concerned with the maintenance of employer-employee relationships that contribute to satisfactory productivity, motivation, and morale.† This leaves no room for conflict or problems between co-employees and management. Management must ensure and maintain employees happy, creative and enthusiastic. By keeping employees in such a state, they will work better for the interests of the company. It is for this reason that the Florida Atlantic University promotes the creation of a positive environment and relationships based on good management practices and workplace behaviors. There are courses of action to create a positive environment and

Essay Example | Topics and Well Written Essays - 500 words - 64

Essay Example s paper describes the characteristics of Dinoflagellates (causative Phytoplankton Species), including the symptoms of diseases it causes, and the treatment methods available for those diseases. Dinoflagellate is an important group of microorganisms, and they play significant roles in the ecosystem they are found. For instance, primary production of coral reef ecosystem is promoted by symbiotic Dinoflagellates, and this process is referred to as coral bleaching (Tomà ¡s, 1996). In addition, red tides arise from the blooming of the planktonic Dinoflagellates. Dinoflagellates have thecal plates within their cell corticles. The thecal plates are fabricated biologically into various shapes, which are made of high cellulose. Due to the high transparent properties, thecal plates are composed of mechanical properties, which are similar to soft wood cell wall that performs the role of protecting cell covering (Tomà ¡s, 1996). Dinaflagellates are protozoans, and their carrier agents, shellfish, are poisonous to the human body: eating such shellfish causes numbness which spreads to the neck and face after five to thirty minutes of consumption. This causes difficulty in swallowing, incoherence or complete loss of speech, and within three to twelve hours after consumption, complete paralysis may occur, and this leads to instant death due to lack of ventillatory support. Other symptoms include diarrhea, amnesia, vomiting, headache, change in the pupil size, alternation of the reflexes and vomiting (Tomà ¡s, 1996). The animals affected should be subjected to artificial respiration, while human beings require ventillatory support, which can prevent deaths of up to seventy percent of those severely affected people within duration of twelve hours (Tomà ¡s, 1996). As with many of causative toxic diseases, the initials are tips of iceberg. This requires the public to report to public health authorities concerned to prevent further spread of the disease. The most effective way to

To buy or not to buy...that is the Question Essay

To buy or not to buy...that is the Question - Essay Example According to market analysts, forces of abundance refer to a customer’s financial ability to purchase a particular product instead of another or not to purchase at all. Money is the most common determinant of consumer’s decision with regard to buying products (44). Additionally, the issue of taste receives a huge degree of consideration when consumers are purchasing certain products. In this spectrum, it is worthwhile noting that some consumers prefer certain products instead of others and this influences their choice of buying such products even if their prices are too high or the distance involved in acquiring them is long. Furthermore, consumers’ choice of buying products is influential due to lifestyles (58). Some consumers’ styles and standards of living determine the type of products and services to buy. With that respect, some consumers whose living standards are high go for high-class products whose prices are always expensive and consider particular brands of products as important compared to others. In summary, there are many factors ranging from minute to huge factors that influence consumers’ choice of buying certain products and services (71). However, as highlighted in this paper, the most common ones include needs, lifestyles, and financial ability of a

African American civil Essay Example for Free

African American civil Essay Analyze the changes that occurred during the 1960s in the goals, strategies, and support of the movement for African American civil rights. Before the 1960’s, African American civil rights were severely encroached upon. All aspects of American life, from hospitals to schools to water fountains, were segregated,. Literacy tests, poll taxes, the grandfather clause, and pure intimidation kept African Americans out of the polls. The 1960s, the peak years of the civil rights movement, showed changes in the goals of the civil rights movement, evolving from desegregation to voting rights to equal economic opportunity; the accompanying strategiesshifted accordingly with the goals, litigation being more popular during the first goal; and the civil rights movement gained support from whites, including some prominent leaders, but lost some black support, as it progressed. The goals of the African American civil rights movement changed as a catalysts provoked change, or the goals were achieved: the first goal, desegregation, lasted from 1947-1963; the goal of voting rights extended from 1963-1965, and the last goal – equal economic opportunity and improving urban conditions, officially lasted from 1965-1968. In the early 1960s, the civil rights movement focused on targeting the rampant segregation. The movement continued to win desegregation victories through the other strategies, finally culminating in Johnson’s 1964 Civil Rights Act, which outlawed segregation in public accommodations and was specific to prevent the loopholes that other desegregation laws had contained. However, in September 1963, the Baptist Church in Birmingham, Alabama was bombed, killing four black girls. The shock and disgust that the African American community felt at the bombing caused the civil rights movement to schism. The two options were to shift the movemen t or become violent. As a result, the movement changed to focus on achieving voting rights, so that blacks could elect political.

Comparing Success in Horatio Algers Ragged Dick and the Life of Colin

Success in Horatio Alger's Ragged Dick and the Life of Colin Powell What does success mean to you? I think the idea of success is affected by the social system. In America and Hong Kong, which are capitalistic societies affected by the American Dream, success means money and fame. In other societies, success might have different meanings. Some people said money and fame is the true meaning of success, but I think that the true meaning of success is to follow the interest of your own and being good at it, but not money and fame. Overemphasizing on these two factors can only lead to negative effects. Therefore I think the definition of success in capitalistic countries should not be focused on money and fame, because it restricts people from following their real dreams. The idea of success in the capitalistic countries is mainly about money and fame. Capitalism, the social system of America, is based on the principle of individual rights, which is that everyone has the rights to do whatever they want without violating the law. Capitalism has an idea that the individual is sovereign. Therefore a man's thinking determines his choices and actions, and each man is the master of his own destiny. Every man in the capitalist society has the freedom of action, and those actions are necessary to support his own life. The capitalistic idea contributes to the formation of the idea of success because as each person has individual rights, everybody has the right and freedom to own their own wealth. Which is very different from socialism, in socialistic society, the people have to share their wealth with the government. As wealth can be own, people who have more wealth seem to be more successful, money becomes the main aspect of success... ... in the other hand, I think if people reach their goal for money and fame, the real dreams already changed. Overemphasizing on money and fame in success restricts people to follow their real dreams, and also give negative effects to the society. I believe that many people, like me, already changed their goals, and would regret for the rest of their life. Therefore, I do not think people should be fixed because of some social ideas, but should fight against these wrong, fixed ideas. Works Consulted Alger, Horatio. "Ragged Dick." Rereading America. 5th ed. Eds. Cary Colombo, Robert Cullen, and Bonnie Lisle. Boston : Bedford/St. Martin's, 2001. 298-304 Blue, Rose and Naden, Corinne J. "From Colin Powell: Straight to the Top." Rereading America. 5th ed. Eds. Cary Colombo, Robert Cullen, and Bonnie Lisle. Boston : Bedford/St. Martin's, 2001. 298-304

My Five Year Plan After Graduation Essay -- Personal Goals

My Five Year Plan After Graduation Five years after graduation I plan to obtain a master's degree in law enforcement. Right now I'am really not sure what I really want to truly do for the rest of my life. The only thing I like doing is finding clues and figuring out the criminal in mystery books. I know that sense I like doing that, it leads me to desiring a position as a detective or something dealing with the FBI. Im thinking that its most likely that I will go to a university. If I do, I will go to the University of Phoenix. I’m attending the University of Phoenix for a few reasons but I’m ultimately going to the university to become a detective. I want to be successful and rich so I can have all the good things in life. I want to be able to have a family without financial stress and worries. My entire life my mom has and still is working two or three jobs just to make ends meet. That’s not where I want to be with my future. I want a sense of comfort that no matter what happens I’ll have the money to take care of it. I don’t exactly need a luxurious lifestyle, but I’d like to partake in a life of nicer cars, extravagant home, and cash in the bank. So after all I guess I would like to have a few dollars. It’s often hard to grow up without a substantial amount of money in the family. I’m going to make sure that my husband (who will be work ing just like me), and kids don’t have to go through all of that. On a more selfish side of the scale, I want to get out of that whole situation as well. I’d like to drive expensive cars and wear the clothes, and most of all, I always want to have money in my pocket. Like everyone else, I just want the good life. In addition to all of that, a master's degree or any kind of degree looks good on any application. So many more doors are opened to you if you have a degree instead of just a high school diploma. With the popularity of college lately, there is so much more competition in the workforce. With a degree you would not only have that on your applications, but you’d have the knowledge that you would need to attain the right job. A university or college is my chance to make something of myself, no one in my immediate family has graduated from college yet so I’d like for them to be proud of me for that achievement. I used to think I was going to be a professional basketball player but I’m too slow and not t... ...ell I plan to receive an academic scholarship, get students loans, and borrow money from a relative. I can aquire an academic scholarship by getting into the top five percent of William B. Travis Highschool of class 2007. I can get student loans by applying to the College Funding Services. I will get my money fast and make no payments until after graduation. Plus I have a grandpa that says he can pay for some of my college money. College is going to start my own life on a foot that is ready to leap because my career is going to take off right out of the gate. All-in-all I’m going to college for three main reasons. My immediate family is a reason because I want them to be proud of me for doing something right for once. My future family is also one because it’s a big part of my life that I want to be happy and always feel comfortable. Finally for my personal financial well-being, so I can be able to treat myself to all the luxuries I want for myself. Going back to line one, all of these things are a part of my future. Isn’t that what college is for after all, to prepare people for their own futures and what they bring? A university is not my future, it’s only the beginning of it.

Adderall Literature Review Essay

According to DSM-IV (2005), Attention Deficit Hyperactivity Disorder (ADHD) is defined as â€Å"persistent pattern of inattention and/or hyperactivity-impulsivity that is more frequently displayed and is more severe than is typically observed in individuals at comparable level of development.† A recent study suggests that 9% of U.S. school-aged children (3-17) are diagnosed with ADHD (US Centers for Disease Control and Prevention, 2010). At first, there was a misconception in society that ADHD only affected children and that eventually they would outgrow it. However, recent data suggests that 4.4% of the U.S. adult population have ADHD. Studies also indicate that 30%-70% of children with ADHD continue to have symptoms as adults. (Desantis, 2008, p. 31) See more: Experiment on polytropic process Essay In terms of treating ADHD, Adderall is the most commonly prescribed medicine for children and adults. According to Desantis (as cited in Okie, 2006), â€Å"The number of American adults who are prescribed medication to treat the disorder has increased by 90% from 2002 to 2005, with adults receiving one-third of all prescriptions† (p. 32). Shire Pharmaceuticals introduced Adderall in 1996. In 2001, Shire introduced an extended release version known as Adderall XR. Adderall is a mixed salt amphetamine. It works to increase concentration and focus by stimulating the production of dopamine and norepinephrine in the brain (Schiffner, 2010). For individuals with ADHD, Adderall produces enough dopamine and norepinephrine in the brain to bring them to a normal state of functioning and focus. For individuals without ADHD, Adderall tends to over-stimulate the brain, which results in an even higher level of functioning and focus. Adderall, along with cocaine and other substances, is classified as a Schedule II substance because of its potential for abuse and dependency both physically and psychologically. Consumption of Adderall by College Students The main subject being explored throughout this paper is the use of Adderall among college students. There have been numerous studies that have explored the overall usage of Adderall, but only a few have focused specifically on its consumption by college students. Studies have also been done on the illegal usage of other stimulants among college students, which highlight relative statistics. Nichols (2004) indicated, â€Å"†¦the United States Department of Health and Human Services found in an annual survey of drug use that 1.8 million Americans between the ages of 18 and 25, or 6 percent of those surveyed, admitted having taken Ritalin — an older stimulant used to treat attention-deficit disorder — without a prescription† (p. A41). This study indicates that there is a growing population of college students who consume non-prescribed stimulants. McCabe et al (2005), conducted a study in which 10,904 students were surveyed at 119 different 4-year colleges in the United States. From that study McCabe et al (2005) found that 6.9% of the students surveyed used an illegal prescription stimulant in their life. 4.1% of which used an illegal prescription stimulant in the past year. Also for the study, McCabe et al (2005) found that non-medical prescription stimulant users were â€Å"more likely to report use of alcohol, cigarettes, marijuana, ecstasy, cocaine, and other risky behaviors† (p. 96). Loe et al (2008) conducted a study on Adderall and Ritalin amongst the college population and results showed that students â€Å"†¦may resort to medical means to manage their time and to perform well inside and outside of the classroom† (p.8). Although the primary use of the drug is for academic purposes, students also turn to it for recreational purposes. Statistically, Loe et al (2008) reported, â€Å"75% of the students who took these meds indicated doing so for academic purposes. Students also list taking them for fun (68%), to stay awake (56%), and to party (50%) as other reasons† (p.8). Adderall may also help young adults improve their driving ability. It has been reported that individuals with ADHD are more likely to be at fault in driving accidents (Burgbacher and Brewer, 2006, p. 7) (as cited in Kay, 2005). This data indicates that students are finding alternative reasons for using stimulants and not just for academic purposes. Desantis et al (2008) surveyed 1,811 students at a large public institution in the southeast. Of the students surveyed, only 4% reported having a prescription to ADHD while 34% reported having used ADHD medication illegally (p. 32). Desantis et al (2008) also indicated that only 2% of the students believed Schedule II amphetamines posed a health risk. 81% of the students believed that ADHD medications were â€Å"not dangerous at all† or â€Å"slightly dangerous† (Desantis et al 2008, p. 33) More recently, Schwarz (2013), in an article for the New York Times, indicated (as cited in I.M.S. Health, 2011) that nearly 14 million monthly prescriptions for the condition were written for Americans ages 20-39, two and half times the 5.6 million just 4 years before. (p. 18) Each of these studies reported similar statistics and similar trends growing amongst the college population. Each study reported a high rate of students consuming non-medical ADHD medications. The more alarming statistic revealed by these studies is that non-medical prescription stimulant users were more likely to abuse other drugs and also believed that ADHD medications were not dangerous at all. This indicates that Adderall and other ADHD medications are becoming a gateway drug. It is also indicates that students may be justifying their usage of non-medical consumption of ADHD medication. Attainment of Adderall Studies show that Adderall is used very often which indicates that it is not difficult for a student to attain. Evidently, those without prescriptions find it rather easy to obtain Adderall. On college campuses, there are usually peers selling or willing to give away Adderall, which is a federal crime. Stolz (2012) put much of the blame on universities by stating that, â€Å"Universities are a large part of the problem. Student can simply go to the health clinic on campus and obtain a prescription for Adderall or an ADHD diagnosis. The process is easy for most, and many students are misdiagnosed in that manner. University clinics eliminate the need for these students to find and make appointments with a psychiatrist, which may take months and entails more stringent testing prior to diagnosis.† (p. 586) Studies also show that, along with universities, physicians often prescribe ADHD prescriptions without performing exact assessments that physicians are trained to perform (Nichols, 2004).   Furthermore, money is also areason for a student to seek an Adderall prescription. Based on the previous statistics mentioned, it is widely known that there is a high demand for Adderall on a college campus, which makes it a profitable investment. Not only does the individual who obtains the prescription benefit from the enhancement of their own academic performance, but also the potential to earn income by selling the pills (Stolz, 2012, p. 586). Loe et al (2008) reported that â€Å"Of the 68 students who claimed to have taken prescription stimulants without a prescription, a large majority, 87%, received the drugs from friends and family and 26% purchased the drug.† (p. 9). This statistic further verifies the simplicity in obtaining prescription stimulants. Health Concerns in Correlation with Adderall Consumption Along with the upside of the drug, as with any other drug, there is a downside that negatively affects individuals physically and psychologically. Negative side effects of Adderall consumption include difficulty sleeping, loss of appetite, seizures, uncontrolled shaking and body movements, and hallucinations (Schiffner, 2010). The Medical Guide for Adderall (which is approved by the U.S. Food and Drug administrations) lists common side effects as, â€Å"Headache, decreased appetite, stomach ache, nervousness, trouble sleeping, mood swings, weight loss, dizziness, dry mouth, and fast heart beat† (Medication Guide, 2011, p. 17)   More drastic side effects may result from long periods of Adderall consumption, especially for individuals who do not have ADHD. Ultimately, this long term consumption can result in severe physical and psychological dependence. In a recent article in the New York Times, Schwarz (2013) (as cited from The Journal of Drug and Alcohol Dependence, 2006) wrote, â€Å"†¦about 10 percent of adolescents and young adults who misused ADHD stimulants became addicted to them. Even proper, doctor supervised use of the medications can trigger psychotic behavior or suicidal thoughts in about 1 in 400 patients, according to a 2006 study in the American Journal of Psychiatry† (p. 18). In March 2005, Health Canada actually suspended the sale of Adderall XR based on 20 international reports of sudden death in patients (Kratochvil, 2005). Evidently, the long-term use of Adderall can cause major health issues including, severe dependence, psychotic behaviors, possible suicidal ideations, and even sudden death. Justifications for Illegal use of Adderall and Other Attention-deficit Medications In society, individuals with drug and substance abuse issues often try to justify their abuse. The main goal of Desantis’ (2008) study was to see how college students â€Å"conceive the drug and justify its use† (p.35). The first justification was comparing ADHD stimulants to party drugs. They asserted that it was morally justifiable to use ADHD stimulants because it was to promote a positive outcome (Desantis, 2008 p. 36). Another assertion was that ADHD stimulants were â€Å"good†, legal drugs because they come from medical establishments rather than â€Å"bad,† illegal street drugs (Desantis, 2008, p. 36). Other participants believed that there’s no high because it does not alter their mind and pose the same side effects in comparison to other illegal street drugs (Desantis, 2008 pp. 36-37). Other justifications indicated in Desantis’ (2008) study were that students use ADHD stimulants in moderation and therefore it is not harmful. Other students maintained that they use stimulants to self-medicate because they believe they have ADHD themselves and have not been diagnosed. The final rationalization is that ADHD stimulants are â€Å"harmless, benign, and a socially acceptable anti-fatigue aid† (Desantis, 2008, pp. 38-41). All in all, the previous research supplies recent qualitative and quantitative data that implies that Adderall and other ADHD stimulant consumption among the college population is a recurring and growing trend. Research also maintained that universities and physicians are also responsible for the drugs circulation. As a result of this research, it is evident that college-aged individuals are unaware of the major physical and psychological risks that can result from the illegal consumption of Adderall and also believe that their consumption is justifiable within society. For this study, a survey will be anonymously distributed among college campuses in the area containing both quantitative and qualitative questions about their experience and/or knowledge of Adderall. The sample population will be college students in the area between the ages of 18-25. The sample population will be selected anonymously and will remain anonymous because the study touches upon illegal activity. I will gain access to my subjects via social media networks (facebook, twitter, etc.). From the survey, I expect to obtain pertinent information that will help understand why college students consume non-prescribed Adderall, how they gain access to Adderall, and if they are aware of the risks that come along with Adderall consumption. References – Burgbacher, Katie, and Amanda Brewer â€Å"Study of Adderall Use Among College Students: A New and Upcoming Trend† University of Kentucky. RUNNING HEAD: Research Project (2006). Pp 1-19 – Desantis, Alan, and Audrey Curtis Hane. â€Å"†Adderall is Definitely Not a Drug†: Justifications for the Illegal Use of ADHD Stimulants.† Substance Use & Misuse 45 (2008): 31-46. Print. – Diagnostic criteria for attention deficit for hyperactivity disorder, (2005). Diagnostic and Statistical Manual of Mental Disorders. American Psychiatric Association. – Kratochvil, Christopher. â€Å"Health Canada suspends Adderall.† Brown University Child & Adolescent Psychopharmacology Update 7 (2005): 12. Print. – Loe, M. E., DeWitt, C. , Quirindongo, C. and Sandler, R. , 2006-08-11 â€Å"†Pharming† to Perform in the Classroom: Making Sense of the Medically-Disciplined College Student Body† Paper presented at the annual meeting of the American Sociological Association, Montreal Convention Center, Montreal, Quebec, Canada Online . 2012-06-24 from http://www.allacademic.com/meta/p103442_index.html – McCabe, S. E., et al (2005). Non-medical use of prescription opioids among U.S. college students: Prevalence and correlates from a national survey. Addictive Behaviors, 30(4), 96-106. – Nichols, K. (2004). The other performance-enhancing drugs. Chronicle of Higher Education, 51(17), A41-A42. – Okie, S. (2006). ADHD in adults. New England Journal of Medicine, 354:2637–2641. – Schiffner, Jennifer. 2010. â€Å"Harder, Better, Faster Stronger: Regulating Illicit Adderall Use Among Law Students and Law Schools† Express – Schwarz, Alan. â€Å"Drowned in a stream of Prescriptions.† The New York Times 3 Feb. 2013: 1, 18-20. Print. – Stolz, Stefanie. â€Å"Adderall Abuse: Regulating the Academic Steroid.† Journal of Law and Education 41, No.3 (2011): 585-592. Print. – Visser, SN, RH Bitsko, ML Danielson, and R Perou. â€Å"Increasing Prevalence of Parent-Reported Attention-Deficit/Hyperactivity Disorder Among Children –United States, 2003 and 2007.† Centers for Disease Control and Prevention 59.44 (2010): 1439-1443. Print.

Contrasting “Conflict in Things Fall Apart” and “Heart of Darkness” Essay

Heart of Darkness by Josef Conrad and Things Fall Apart by Chinua Achebe are two novels that are written to make a statement. Both are meant to stir the emotions of the reader, whether those emotions be anger, hope, frustration, joy, despair, or enlightenment. Both novels take place in the same location and same time period and involve the same groups of people. Both novels depict European imperialism in the African Congo in the 1800s. The obvious distinction between the two is that Heart of Darkness tells a tale from the European point of view while Things Fall Apart tells one from the Native African Tribe point of view. Both authors use extremely well developed characters to manifest and exhibit controversies and bring to light critical aspects of human nature and propensity. Both authors use conflict of various types to ascertain an overall theme. Although the novels use similar settings in the expression of their ideas, the underlying themes Conrad and Achebe choose to focus on are very different. Chiefly, the ultimate conflict in Heart of Darkness is one of Man vs. Himself, while the ultimate conflict in Things Fall Apart is one of Man vs. Man. To begin, both Conrad and Achebe wish to make statements on the negative consequences of Imperialism with their novels, but choose to emphasize completely unrelated and extremely different issues. In Heart of Darkness, the conflict has to do with the destructive consequences of the self-discovery and internal turmoil that goes with segregation from society in an untamed, ruthless, savage place such as the African Congo. Years of life in the jungle drove the brilliant Kurtz to near insanity: â€Å"the wilderness had found him out early, and had taken on him a terrible vengeance for the fantastic invasion. I think it had whispered things to him about himself which he did not know, things of which he had no conception till he took council with this great solitude† (98). For Marlow, the dark and hollow core inside himself and all mankind is also exposed during his conquest into the unfamiliar land, and he too comes very close to being pushed into insanity by his realizations: â€Å"The most you can hope from it is some knowledge of yourself — that comes too late — a crop of  inextinguishable regrets†¦ Since I had peeped over the edge myself, I understand better the meaning of his stare†¦ he had made that last stride, he had stepped over the edge, while I had been permitted to draw back my hesitating foot† (119). Obviously, Conrad chose to focus his novel not on the conflicts that arise between people in societies that try to impose on each other, but rather how a new environment and point of view can lead to self-discovery and internal conflict within oneself. On the other hand, Achebe’s obvious focus was on the falling apart of a culture that can occur with a more powerful culture’s abrupt influence. He emphisizes throughout his novel many directly contrasting aspects of European society and the Ibo people, and the conflict this causes both between the two group and among the Ibo people themselves. As the wise Obierka observes, â€Å"he [the white man] has put a knife on the things that hold us [the Ibo people] together and we have fallen apart†. The use of the words he and we implies that the conflict exists between individuals; between whites and blacks, Europeans and natives, believers and non-believers, loyalists and traitors. More specifically, one can observe the trials of the two novels’ main characters. Both main characters are tragic heroes and develop such dreadful internal conflict that in the end both are led to destruction, this conflict is rooted very differently for each of them. In Heart of Darkness, inner station manager Kurtz is found by Marlow in a state of essential insanity; an intellectual and economic genius turned delusional, raving, fanatical, and savage. As Marlow explains, Kurtz’s â€Å"intelligence was perfectly clear and concentrated, it is true, upon himself with horrible intensity, yet clear; †¦ his soul was mad. Being alone in the wilderness, it had looked within itself, and, by heavens! I tell you, it had gone mad† (113). Kurtz’s downfall was one that had developed from within himself. In Things Fall Apart, former tribal leader and respected warrior Okonkwo ends up losing the admiration of his people and eventually hanging himself. The self-loat hing hopelessness that led to his suicide came primarily from the discord that had developed between himself and the people of his tribe and the hostility of the whites.