Foreshadowing in Lord of the Flies essays

Foreshadowing in Lord of the Flies essays Foreshadowing is a device often used in literature to hint at major events of a piece of writing, or the climax. William Golding masterfully uses this technique in his novel many times to grab the reader's attention, and add depth. Lord of the Flies, his 1954 work about a group of boys stranded on an island, where bedlam is ever present, has foreshadowing to the myriad of crises that occur. This foreshadowing hints at how quickly a utopia will dissolve into dystopia, and the marooned boys losing their innocence. Such events include instances of savagery, death, and societal degeneration. From the moment they get their bearings on the island, the savagery of these boys starts to rear its ugly head. The poor, unappreciated Piggy is the first to bear the brunt of apathy, when Jack berates him and strikes him hard enough to break his glasses. In this instance, Jack is infuriated by Piggy's scorn at the fire being let out. Jack is then driven to violence. He took a step, and...[struck Piggy down]...and Jack smacked Piggy's head,? (GOLDING 71). Piggy's glasses then fly off, and break on a rock. Jack shows no remorse, and even mocks Piggy. Although Jack is the best example of morals unravelling, other castaways show an underlying truculence that later engulfs their entire personality. Roger, one of the boys from Jack's choir, starts to enjoy taunting the littl?uns. Despite being still hindered by the social mores with which he was raised, his sadistic side starts to show, especially in his dealings with young Henry. Roger stopped, picked up a stone, aimed, and threw it at Henry - threw it to miss...Roger gathered a handful of stones and began to throw them? (62). This event grimly foretells of Roger's stone throwing in later chapters. Perhaps the best example of initial savagery is the rage Jack feels when he fails to kill the first pig. Jack sits, waiting for a pig,down like a sprinter...his face a few inches fr...

20 Fun Oxygen Facts for Kids

20 Fun Oxygen Facts for Kids Oxygen (atomic number 8 and symbol O) is one of those elements you simply cant live without. You find it in the air your breathe, the water you drink, and the food you eat. Here are some quick facts about this important element. You can find more detailed information about oxygen on the oxygen facts page. Animals and plants require oxygen for respiration.Oxygen gas is colorless, odorless, and tasteless.Liquid and solid oxygen are pale blue.Oxygen also occurs in other colors, including red, pink, orange, and black. There is even a form of oxygen that looks like a metal!Oxygen is a non-metal.Oxygen gas normally is the divalent molecule O2. Ozone, O3, is another form of pure oxygen.Oxygen supports combustion. However, pure oxygen itself does not burn!Oxygen is paramagnetic. In other words, oxygen is weakly attracted to a magnetic field, but it doesnt retain permanent magnetism.Approximately 2/3 of the mass of the human body is oxygen because oxygen and hydrogen make up water. This makes oxygen the most abundant element in the human body, by mass. There are more hydrogen atoms in your body than oxygen atoms, but they account for very little mass.Excited oxygen is responsible for the bright red and yellow-green colors of the aurora.Oxygen was the atomic weight standard for the other elemen ts until 1961 when it was replaced by carbon 12. The atomic weight of oxygen is 15.999, which is usually rounded up to 16.00 in chemistry calculations. While you need oxygen to live, too much of it can kill you. This is because oxygen is an oxidant. When too much is available, the body breaks excess oxygen into a reactive negatively charged ion (anion) that can bind to iron. The hydroxyl radical can be produced, which damages lipids in cell membranes. Fortunately, the body maintains a supply of antioxidants to combat day-to-day oxidative stress.Dry air is about 21% oxygen, 78% nitrogen, and 1% other gases. While oxygen is relatively abundant in the atmosphere, it is so reactive it is unstable and must be constantly replenished by photosynthesis from plants. Although you might guess trees are the main producers of oxygen, it is believed about 70% of free oxygen comes from photosynthesis by green algae and cyanobacteria. Without life acting to recycle oxygen, the atmosphere would contain very little of the gas! Scientists believe detecting oxygen in a planets atmosphere may be a good indication it supports life, since it is released b y living organisms. It is believed much of the reason organisms were so much larger in prehistoric time is because oxygen was present at a higher concentration. For example, 300 million years ago, dragonflies were as large as birds!Oxygen is the 3rd most abundant element in the universe. The element is made in stars that are around 5 times more massive than our Sun. These stars burn carbon or helium together with carbon. The fusion reactions form oxygen and heavier elements.Natural oxygen consists of three isotopes, which are atoms with the same number of protons, but different numbers of neutrons. These isotopes are O-16, O-17, and O-18. Oxygen-18 is the most abundant, responsible for 99.762% of the element.One way to purify oxygen is to distill it from liquefied air. An easy way to make oxygen at home is to put a fresh leaf in a cup of water in a sunny spot. See the bubbles forming on the edges of the leaf? Those contain oxygen. Oxygen may also be obtained through the electrolysis of water (H2O). Runn ing a strong enough electric current through water gives the molecules enough energy to break the bonds between hydrogen and oxygen, releasing pure gas of each element. Joseph Priestly usually gets credit for discovering oxygen in 1774. Carl Wilhelm Scheele likely discovered the element back in 1773, but he didnt publish the discovery until after Priestly made his announcement.The only two elements oxygen doesnt form compounds with are the noble gases helium and neon. Usually, oxygen atoms have an oxidation state (electric charge) of -2. However, the 2, 1, and -1 oxidation states are also common.Fresh water contains about 6.04 ml of dissolved oxygen per liter, while seawater only contains about 4.95 ml of oxygen.

Buddha and the Buddhism based on the Journey to the West by Wu Chengen Research Paper

Buddha and the Buddhism based on the Journey to the West by Wu Chengen - Research Paper Example The reward is that they get admitted back to heaven. This description is in tandem with Christian principles of faith (Miller, 2006). Another depiction of Christianity is from the monkey king who eats the holy peaches. Like forbidden fruits portrayed in the bible, the monkey king eats these fruits reserved for special guest to heaven. He gets enlightened and for his acts, he is kicked out of the Heavenly Garden. A symbolic representation of what unfolded in the Garden of Eden (Miller, 2006). In the novel, Taoist heaven, found in China, coexist with Buddhist western paradise, implied in the novel as a location in India. Taoist gods like the Jade Emperor and Buddhist venerable like Buddha even consult and help one another. When the Jade Emperor becomes overwhelmed by the monkey king’s antics, he presents his lamentations to Buddha who subdues the monkey (Wilkinson and Teague, 2003). The Journey to the West relays a simplified and literalized ascetic Taoism in the Chinese popular origin. Taoist ascetics for instance consider that the final stage of discipline is to attain immortality (Fowler and Fowler, 2008). Since most Chinese were confused about elements of Taoism, this was simplified by popular legend as presented in the novel. As the monkey goes to see Taoist god, he steals pills from Taoist alchemy laboratory. The pills are to prolong life of a human being by a few thousand years (Kherdian and Wu, 1992). This becomes a simplified explanation of ascetics that is easily discernable by the Chinese. The gods of the different religions presented in the novel differ in hierarchies and roles. For instance, Jade Emperor is depicted as the ruler of Earth and Heavens, though he is not as supreme as Confucius, Buddha and Lao Tzu administratively. These gods are also subject to much superior universal forces. The folk heaven which the novel mainly draws from Taoist mythology is a model of the government of Chinese emperors (Flanagan, 2011). The Chinese folk heaven is therefore conveyed as bloated bureaucracy with numerous officials holding grandiose titles. This scenario is underscored by the rewards Xuanzang disciples receive after delivering the sutras. It is also worthy to note that these heavenly administrators are mortals whose virtues in their earthly lives got them their current positions (Cuevas and Stone, 2007). The different religions in Journey to the West find a striking balance and try to accommodate one another (Buswell, 1990). They are not into direct competition with one another. Buddha helps Jade Emperor when he is besieged by the monkey king, whereas Bodhisattva Kwan Yin plays an important role in the novel by helping the pilgrims when on very difficult situations. Although the disciples are promoted to heaven, Xuanzang remains on earth to translate the sutras.

Evidence-Based Practice Paper Research Example | Topics and Well Written Essays - 1000 words

Evidence-Based Practice - Research Paper Example lity quasi-experimental or randomized group design research and three high quality single subject design researches carried out by at least three different study groups or researchers (Autisminternetmodules.org). Social narratives are visually designed stories that illustrate social circumstances together with socially relevant responses or actions that help persons with autism spectrum disorder acquire and use relevant social skills. Some of the social skills include self-management, decision-making, communication, peer relations and problem-solving abilities. These skills allow individuals to start and sustain positive social relationships. There are numerous narrative approaches that have been developed to meet the social skills shortfalls of persons with ASD. The educators or parents write the narratives that are designed to improve social intelligence. Social narratives help persons with ASD to gain information about the views and emotions of other people. They also help in understanding contextual information that the individuals with ASD may have missed. Social narratives can be an efficient, inexpensive approach that promotes heightened social and behavioral comprehension (Autisminte rnetmodules.org). The first step in creating social narratives is to identify the social situation that needs intervention. The author selects a social behavior that should change, preferably the one in which improvement will enhance social interactions, new social learning opportunities, or even safer environment. The second step is to define clearly the target behavior for data collection. It can be done in a style that all individuals involved in data collection understand it. The author should ensure that the target behavior defined is observable, measurable and specific. In the third step, the author collects baseline data on the target behavior. If the data is gathered over a long period, it will allow the author to determine learning and outcome trends

Ethics of Marketing to Schools in America Essay Example for Free

Ethics of Marketing to Schools in America Essay Public schools across America are struggling with their budgets and looking to outside corporations for help. Conveniently, private corporations realize the potential buying power of students and have decided that elementary schools are the best channel to reach them. It has become routine for corporations to market there products in schools, and in exchange these schools receive various financial benefits. This new partnership has become the focus of much controversy as 80% of Americans feel that corporations should have no place in schools (). The two most cited concerns are the health of children and the growing commercialization of schools. This paper looks at this issue in detail by answering the following two questions. Is it ethical for corporations to market products in schools? What is the most socially responsible course of action for corporations to take? This paper will use a utilitarian and distributive justice framework to prove that marketing in schools is unethical and propose that the most ethical arrangement is to make schools commercial-free zones. This paper will also discuss the issue of corporate social responsibility through shareholder and stakeholder lenses to prove that there is a strong business case for corporations to? Children in schools are marketed to in a variety of ways. Schools can participate in incentive programs where a school receives funds to take part in a specific activity such as collecting box tops (). Some corporations offer free educational materials to schools that promote their corporate message. Pepsi encourages a thirst for knowledge on a popular textbook cover(). Each year over half of the students in schools in the United States receive free textbook covers(). McDonalds, Burger King and Dominos sponsor reading projects in schools with free meals(). Other schools receive free electronic equipment like computers and satellites for participating in programs like channel one. This is an arrangement where school receive free electronic equipment for having their students watch a 10 minute broadcast of which 2 minutes are corporate sponsored commercials (). All of these marketing techniques pose there own unique ethical dilemmas, however the most controversial type of marketing in schools today is the use of exclusive agreements. This is when corporations give schools a percentage of their profits in exchange for the right to be the sole provider of a product or a service(). The most prominent example of this is the soft drink company, Coca-Cola and their exclusive distribution rights with schools. As a result, Coca-Cola advertisements have become the most visible types of advertisements in schools today (). A US National School Health Policies study found that students could purchase soft drinks in 60% of elementary schools and 83% of middle schools (). Of these schools over 85% were under an exclusive contract with the Coca-Cola company (). For the aforementioned reasons the remainder of this paper will use the soft drink giant Coca Cola as a symbol to make it easier to understand the larger debate of marketing in elementary schools. A deontological framework can not determine whether this issue is ethical or unethical. In 1990 under $100 million was spent on advertising targeted at kids, just a decade later that number was up more than twenty times to over $2 billion (). This large increase in spending indicates that there is a strong motivation for corporations to market to youth. One way to determine if marketing in schools is ethical is to deconstruct these motivations through a deontological framework. The motivation for companies to market in schools could be a philanthropic opportunity to contribute to education. However, I do not believe this because companies like Coca-Cola make schools sign exclusive agreements, which means that they block competition and are profitable. I believe the main motive for companies to market to youth is to make money. Marketing to students in schools is an effective strategy as it reaps both short and long term rewards. Children in elementary schools have a lot of spending power. Kids ages 4-12 spend $40 billion each year (). Furthermore, these same kids influence $600 billion of household spending (). It is wise for companies to try to earn a share of this large market. Surprisingly, the sales of sodas in schools account for a miniscule slice of soda sales worldwide, less than 1 percent of sodas 66billion dollar industry (). Clearly profit in the short run is not the main motivating factor for companies like Coca-Cola. Marketing in public elementary school promises long run benefits. Soft drink companies can create brand loyalty with their consumers at an early age. In other words, they foster and retain a captive audience for its products. If you consider the cutthroat competition among soft drink makers for customers, this brand loyalty becomes a vital business pursuit. A deontological framework can better help us deconstruct the ehics of marketing to youth purely for financial reasons. Specifically, this paper will employ some of W. D. Ross duties. It can be argued that marketing in schools violates the duty of non-malefiicence (to do no harm). Some children will substitute a nutritious meal for a sugar laden soda. That is harmful to their health. Marketing in schools also violates the duty of gratitude. It does not thank customers for their business by protecting their health. Instead, companies like Coca-Cola continue to aggressively market their unhealthy product to vulnerable youth. On the other hand, if one considers a corporation a person, then a corporation fulfils Rosss duty of self-improvement by marketing in schools. It improves its own condition by increasing its profits in the short and the long run. Additionally, if a company honestly abides by the contract it signs with a school then it is upholding Rosss duty of fidelity. The framework of deontology is inadequate to determine the ethics of marketing in schools because it presents us with conflicting duties and no hierarchy to put them into. There is an incompatible difference between the various duties. However, this situation did not become controversial simply because some believe that a corporation might have bad ethics, instead people are worried about the consequences of marketing in schools. A utilitarian framework shows us that marketing in schools is unethical. Marketing in elementary school is controversial because it offers many direct benefits to schools, but negatively impact students. Through a utilitarian framework this paper will deconstruct the pros and cons of the scenario to determine whether marketing in schools is ethical. This paper will conduct a cost-benefit analysis to determine what results in the greatest good for the greatest number of people. The main players that benefit in this scenario are schools, shareholders of the Coca-Cola company, and employees. All of these players benefit in financial terms. Vending machines are a valuable source of revenue for schools. They support programs that might otherwise go unfunded. Elementary schools have reason to be concerned about their finances, the state of California cut the elementary school budget by $10 billion dollars in 2003 (). If a school district signs an exclusive contract with a soft-drink company it can generate an additional $3 million per year (). School districts receive all of this money for virtually no additional work on there part. This is why the cliche that: one day our schools will have all the money they need, and the Air Force will have to hold a bake sale to buy a bomber could become true (). Company shareholders benefit in the long run if we assume that marketing in schools create brand loyalty among consumers. Company employees also benefit from the sales of sodas in schools, simply because their company is continuing to be competitive in the marketplace and provide work for them. However, the positive impact of selling sodas in schools impacts company employees considerably less than other players in this scenario, because these employees will not be receiving a pay raise as a result of this practice. While there are some positive effects of marketing in schools, I feel that the cons greatly outweigh the benefits. Students bear the burden of the negative effects of marketing in schools. Marketing to youth perpetrates problems of childhood obesity, materialism, eating disorders, violence, and family stress (). This is especially problematic because children are more cognitively immature and prone to believe that products marketed in school carry their schools endorsement. For instance, if a school sells soda it signifies that it is acceptable to consume drinks that are high in sugar and have poor nutritional quality. A childs health is not an acceptable trade-off for increased revenues. Childhood obesity is an epidemic in America. One-quarter of children in the United States are overweight which means they are at risk for lifelong health problems such as diabetes, high blood pressure, and cavities (). Competitors also suffer in this scenario because ? exclusive agreements create a monopoly on a school and therefore promote unfair competition and can charge whatever price they want. The difficulty of examining ethics from a utilitarian perspective is that is impossible to predict the future. It is not clear how much the financial revenue schools gain from executive agreements helps them to fulfill their purpose of teaching. It is also not clear how high the correlation is between marketing in schools and negative outcomes like obesity. What is known is that most of the negative consequences (and there are a lot of them) fall on the shoulders of the students. Having the burden of this issue fall on the shoulders of millions of students nationwide is bad for society as a whole. Children need to be educated in a healthy atmosphere so that they can become productive members of society one day. It is detrimental to the future if children are not provided with the best learning environment possible. The best learning environment possible is one that is free from commercial influences. The Distributive Justice framework shows that monopolies are unethical. According to John Rawls we should determine ethical dilemmas like whether marketing in schools is ethical by making the decision from behind a veil of ignorance. The distributive justice framework tries to ensure that the interests of the worst off in society are considered. According to this theory, students well-being should be put before business interests because students are the most vulnerable group in this scenario. However, there is an inherent conflict of interest within this framework. Corporations believe that marketing in schools is ethical because they are exercising their 1st amendment right to free speech. Everybody has this right, thus they are utilizing the equal liberty principle: equal rights to liberties as long as all may be provided such liberties. The problem is that not even all corporations are being provided the liberty of free speech. As previously mentioned Coca Cola has an exclusive agreement with 85% of elementary schools in America, this is just a nice way to say that Coca Cola has a monopoly on the elementary school market (). Companies that engage in exclusive distributive contracts are trying to block competitors. They can not justify this action on the ground that they need to do this to spur innovation, they want a monopoly so they can control the school market. Thus the difference principle comes into play because the inequality that these companies are creating in the market place needs to be addressed. The most ethical thing to do is to make schools commercial free zones. Marketing in schools is unethical. The most ethical thing to do is to make elementary schools commercial-free zones. Students should be able to pursue learning free of commercial influences and pressures. Eighty percent of adults in the United States agree that schools should be commercial-free zones as well (). While this may be the most ethical course of action, it seems highly unlikely as marketing in schools has become entrenched. Schools continually need more money and the government is unable to provide it. If marketing in schools must continue at the very least it should be regulated. It does not seem probable that the industry will regulate itself, so it should be subject to more government oversight. Right now there is very little the government has done to restrict marketing in schools. Laws forbidding it are perceived to be a breach of the 1st amendment. A study found that only nineteen states currently have statues or regulations that address school-related commercial activities (). This number includes states that have statues that encourage commercial activities. The government should establish an independent commission to regulate marketing in public schools. This agency should make regulations that encourage schools to provide a healthy learning environment for students. The agency could regulate the sale of foods high in fat, sodium, and sugars. For example, it could decide that vending machines can not be stocked with sodas; however juices (100%) and water could still be sold. There would be greater social acceptance of this issue if it were implemented more appropriately. The business case for CSR prevails. This paper has established that the most ethical thing for corporations to do is to stop marketing to students in schools, or at the very least to regulate what they market to children. If a company were to stop marketing to children for the aforementioned ethical considerations it would be following a normative line of reasoning. The company would be interested in doing the right thing for society with little regard for how the proposition would effect its own bottom line. While I would applaud its efforts on a moral basis, this would be a very poor reason to engage in Corporate Social Responsibility. There needs to be a business incentive for corporations to engage in Corporate Social Responsibility. A company has to be successful financially if it is going to survive in the long run. However, there is always a business case for corporate social responsibility with respect to companies that sell consumer products. In the long run the closer a company aligns with the values of society the more successful it will be. Good ethics and good business are mutually reinforcing. In this case 80% of society wants commercial-free schools or at least commercialism that is regulated. It is socially responsible for a company to accommodate the wishes of society because it is in their long run interest to build a good reputation. A company like Coca-cola may be more successful at recruiting, retaining, and engaging with its employees and customers if it demonstrates that it is socially responsible. Critics might argue that this is just mere window dressing. However, a good reputation leads to higher sales in the long run. Both shareholder and stakeholder frameworks would support the business case for corporate social responsibility in this scenario. Milton Freidman is an advocate of the shareholder theory which maintains that a companies corporate social responsibility is to maximize profits without breaking the law or violating basic rules of society. Coca-Cola is not breaking any laws by marketing in schools, it is merely exercising its first amendment right to free speech. It is also not violating any social norms, children get to choose whether they want to buy unhealthy products. On one hand it may seem that Freidman would say that corporations should continue to market in schools because they are making a profit and therefore helping society. However Freidman would agree that companies need to balance there short term gains against their long-term interest. In this case, Freidman would advocate for the restriction of marketing in schools because it is in the long run self-interest of the company because companies like Coca-Cola needs to reassure their customers that they care about them. . An alternative approach to corporate social responsibility is the stakeholder theory. This theory maintains that companies should balance the interests of all stakeholders involved. In this scenario the stakeholders would be the students (customers), parents, teachers, corporations, suppliers, employees, shareholders, and society. Students are harmed by marketing in schools because marketing is correlated with problems like obesity and materialism. On the other hand these same students benefit because their schools are receiving additional funding for programs. Parents suffer because they have less control over what their children are exposed to, and it could undermine their values. Shareholders may benefit in the short run from marketing in schools, but in the long run the values of the company must be aligned with society if it is going to succeed. Therefore, the stakeholder theory would advocate a business case for Corporate Social Responsibility as well: to limit marketing in schools. Marketing in schools is a complex issue with many players. In this case, students are the most important players because schools are public institutions and schools are supposed to make students a top priority. Marketing in schools can not stop on its own, it needs to be either strictly prohibited or at the very least limited by the government.

A Figurative Ad :: Advertising Media Essays

A Figurative Ad Advertisements display many examples of ethos, pathos, and logos. Many ads use celebrities and direct emotional appeals toward their audience. The ad I will be talking about is a figure skater endorsing a watch and demonstrating ethos and pathos. Overall, the advertisement is useful and effective when displaying ethos and pathos. Envision a one page advertisement that has enough information to understand what product is being sold. The first thing to draw attention to the eyes is the division of color. The top third of the ad has a black background and the bottom is a white/gray color. In the black part of the ad are a woman’s head and hands. She is looking in to your line of vision and it is clear she is holding her hands up in front of her body but, they appear to be behind because her head is turned toward whoever is looking at the ad. Then, I was drawn to look at the small print underneath her face and the words ‘Sasha Cohen, champion figure skater’ are found. It turns out that the woman in the ad is Sasha Cohen, a famous figure skater. The next part of the advertisement is underneath the black portion containing Sasha Cohen and it shows a watch and lettering. On the page, this watch is so big; it is bigger than the skater’s head. The watch is gold and silver colored with some diamonds on the rim. Clearly this watch is expensive and fashionable. After viewing Sasha Cohen and the watch, the eyes are drawn to read about the product. Beside the watch in the same very small black print used below Sasha Cohen, it says ‘ECO-DRIVE Riva.’ To get a full understanding of the product you have to look at a column of words found on the right side of the ad. In this order, are printed the words ‘UNSTOPPABLE.’ Below that in black and less bold words is ‘SASHA COHEN IS. So is her citizen Eco-Drive.’ ‘Fueled by light, it never needs a battery.’ ‘IT’S UNSTOPPABLE. Just like the people who wear it.’ All these groups of sentences are put together on the ad a nd appear vertically as you read. Then below, you see a symbol of the Citizen Eco-Drive watch and the name below and below that contact information. Now that you have the main visual of the ad, I will explain why this ad demonstrates both ethos and pathos.

Pepsi America Case Study Essay

1. The following listed factors made PepsiAmericas to adopt a more aggressive attitude towards the utilization of transaction data to run the business. * Growth in product variety from 35-40 to nearly 400, * Lowering of PAS profit margins, * Recession in U.S economy, * Decline of U.S market for carbonated soft drinks, * National Clients like CVS, Wal-Mart and Mobil Gas Stations preference of highly centralized procurement arrangements, * Hard to track product flow on various process like distribution, sales, raw materials and so on. PepsiAmericas Before Its Investment in BI| PepsiAmericas After Its Investment in BI| Operations: 1. Manual and much of human efforts. 2. Operation like supply was time consuming and hard to perform. 3. Operation like supply was not meeting the requirement or was over.| Operations: 1. Automatic Operations were performed that reduced time and effort. 2. IT tool like SCM helped to meet customer requirement. 3. Tools like MM helped to manage material flow along with supply.| Management and Control: 1. Process and manpower management was tough due to large in quantity. 2. Distributors were unable to fetch retailers’ requirement. 3. Material cost  was high and profit margin was going down. 4. PAS was unable to communicate with its business processes as a platform.| Management and Control: 1. ERP helped to bring all the business processes under one umbrella. 2. ERM helped to manage employee resource. 3. Tool like CRM helped to get customer information and satisfaction. 4. SDM helped to management sales and distribution based real time need data.| Planning, Corporate Learning, and Innovation: 1. Supply used to be based on distributors’ past flow. 2. System planning was made by senior managers without the use of IT tools. 3. Had lots of challenge in business.| Planning, Corporate Learning, and Innovation: 1. Use of SCM, helped to lower down the distribution cost. 2. The ERP use reduced the raw material cost. 3. Profit margin became high.| 4. The role of Decision Support Systems (DSS) on enabling the success of PepsiAmericas can be * Supported in business and organizational decision-making activities. * Helped to compile useful information form raw data, documents, personal knowledge and business models. * Made automated decision processes possible. * Quick respond based on real time. * Task oriented service. * Avoided mistakes and maintained Customer Relationship. Listed are the benefits features of DSS enhanced management and control based on long-term strategic planning within the firm. * Back-end-transaction system with real-time data will tune up the business for long term. * Contribution on the continuous improvement of ongoing firm business processes and services. * Knowledge in CRM, SCM, and data-driven decision making. * Continuous data mining within the business.

Chief Justice Earl Warren Essay

President Dwight Eisenhower appointed Earl Warren as the fourteenth Chief Justice of the Supreme Court in 1953. Warren had been the governor of California twice and was also on the republican ticket for Vice President under Thomas Dewey. It was assumed that Warren would pickup where his successor Fred Vinson left off as a conservative member of the Supreme Court, but instead Warren positioned himself as a liberal. When Warren took over as Chief Justice, justices who aligned with judicial activism and those who were in favor of judicial restraint divided the Supreme Court. One of Warren’s goals was to renew the Supreme Courts role in defending individual rights. Warren presided over several civil rights landmark cases including Brown vs. Board of Education I and II, which would spark the great civil rights movement. Warren also presided over cases such as McGowan vs. Maryland and also Tropp vs. Dulles. In Brown vs. the Board of Education, Warren was greatly criticized for not appealing to the precedent (Plessy vs. Ferguson), and rather relying on common sense and fairness. In Chief Justices Warren’s dissenting opinion of Brown vs. Board of Education I, he stated † Today, education is perhaps the most important function of state and local governments . †¦ To separate them from others of similar age and qualifications solely because of their race generates a feeling of inferiority as to their status in the community.. .that may affect their hearts and minds in a way unlikely to ever be undone.† His final statement emphasized that separate but equal facilities are inherently unequal, and also that such a doctrine deprived the plaintiffs of the equal protection of the laws guaranteed by the Fourteenth Amendment. The unanimous decision uncoiled previous twists of the Constitution that focused solely on the belief that â€Å"separate but equal facilities did not imply any type of racial inferiority. In 1966 Warren and his court had another major decision to deal with, â€Å"Miranda v. State of Arizona.† The case dealt with criminal suspects and their rights. The court’s decision was that criminal suspects had to be informed of their  rights before questioning. Warren and the Supreme Court also ruled decisions dealing with legislative apportionment, the basic rights of citizenship, and limitation of the use of libel laws. Again, Warren received both criticism and praise as a result of his judicial performances. After such landmark cases, Warren’s leadership in these cases became a political institution known as † The Warren Court†, with a heavy emphasis on equality and civil rights. The Warren Court used judicial activism and judicial review to interpret the authority and infallibility of the Supreme Court to promote the importance of individual rights. If those individual rights were seen as infringed, the case was likely to be overturned. Warren presided over Brown v. Louisiana 1966, a case where a black student was arrested for protesting a segregated library. Again the Warren Court looked to the 14th Amendments guaranteeing the freedom of speech and assembly, ruling that these rights are not confined to verbal expression. In another case the Warren Court ruled on Yates v. United States 1956. In this case the court overturned the convictions of Communist leaders under the Smith Act. Under the Smith Act any person could be arrested and jailed for advocating the violent over throw of the United States government. The Court ruled that the Smith Act violated the defendants First Amendment rights. In short, the Warren court supplemented one of the most notable movements in the history of the United States, Warren’s emphasis on individual rights and equality were stepping stones for Civil Rights activists, basically giving them protection under the Constitution.

History of the Pneumatic Tubes

History of the Pneumatic Tubes Pneumatic devices are various tools and instruments that generate and utilize compressed air. Pneumatics are everywhere in important inventions, however, they are relatively unknown to the general public. History of the First Pneumatic Tools The hand bellows used by early smelters and blacksmiths for working iron and metals was a simple type of air compressor and the first pneumatic tool. Pneumatic Air Pumps and Compressors During the 17th century, German physicist and engineer Otto von Guericke experimented with and improved air compressors. In 1650, Guericke invented the first air pump. It could produce a partial vacuum and Guericke used it to study the phenomenon of vacuum and the role of air in combustion and respiration. In 1829, the first stage or compound air compressor was patented. A compound air compressor compresses air in successive cylinders. By 1872, compressor efficiency was improved by having the cylinders cooled by water jets, which led to the invention of water-jacketed cylinders. Pneumatic Tubes The best-known pneumatic device is, of course, the pneumatic tube. A pneumatic tube is a method of transporting objects using compressed air. In the past, pneumatic tube s  were often used in large office buildings to transport messages and objects from office to office. The first documented genuine pneumatic tube in the United States is officially listed in a 1940 patent issued to Samuel Clegg and Jacob Selvan. This was a vehicle with wheels, on a track, positioned within a tube. Alfred Beach built a pneumatic train subway in New York City (a giant pneumatic tube) based on his 1865 patent. The subway ran briefly in 1870 for one block west of City Hall. It was Americas first subway. The cash carrier invention sent money in little tubes traveling by air compression from location to location in a department store so that change could be made. The first mechanical carriers used for store service was patented (#165,473) by D. Brown on July 13, 1875. However, it was not until 1882 when an inventor called Martin patented improvements in the system that the invention became widespread. Martins patents were numbered 255,525 issued March 28, 1882, 276,441 issued April 24, 1883, and 284,456 issued on September 4, 1883. The Chicago postal pneumatic tube service began between the post office and the Winslow railroad station on August 24, 1904. The service used miles of tube rented from the Chicago Pneumatic Tube Company. Pneumatic Hammer and Drill Samuel Ingersoll invented the pneumatic drill in 1871. Charles Brady King of Detroit invented the pneumatic hammer (a hammer which is driven by compressed air) in 1890, and patented on January 28, 1894. Charles King exhibited two of his inventions at the 1893 Worlds Columbia Exposition; a pneumatic hammer for riveting and caulking and a steel brake beam for railroad road cars. Modern Pneumatic Devices During the 20th century, compressed air and of compressed-air devices increased. Jet engines use centrifugal and axial-flow compressors. Automatic machinery, labor-saving devices, and automatic control systems all use pneumatics. In the late 1960s, digital-logic pneumatic control components appeared.

Help, iPhone Won’t Charge! 5 Common Causes + How to Fix

Help, iPhone Won’t Charge! 5 Common Causes + How to Fix SAT / ACT Prep Online Guides and Tips If your iPhone is plugged in but not charging, you may be in panic mode. You love your phone, you’re way too reliant on it, and you don’t want to spend some serious cash on a new iPhone 6s. And heaven forbid you resort to purchasing a non-iPhone. Fear not. I’ll walk you through some of the common reasons why an iPhone won’t charge and offer solutions to these problems. Hopefully, your iPhone 5, iPhone 5S, or iPhone 6 will only require a simple fix, and you’ll soon be using your phone incessantly and ignoring the outside world. How Do You Know if Your iPhone Is Charging? When your device is plugged into a power source, look at the battery icon in the status bar. If the iPhone is charging properly, there should be a lightning bolt next to the battery icon. If there’s not, there's definitely a problem and your iPhone won't charge. In this guide, I'll explain the most common reasons why an iPhone won't charge and offer solutions to each of these issues. These suggestions apply to every supported model (i.e. iPhone 4S, iPhone 5, iPhone 5S, iPhone 6, and iPhone 6S), but may or may not work for earlier models. Follow my prescribed steps to help get your phone charging again. Common Problem 1: Your Software Crashed This is a common problem for why your iPhone won't charge, but luckily, it’s not a huge deal. In this situation, it looks like your iPhone isn’t charging, but the screen is just staying blank because your software has crashed. How to Fix It Just do a hard reset by holding the power button and home button together. Keep holding them until the Apple logo appears and your phone reboots. At this point, you should be able to see your phone charging, and all will be well again. Common Problem 2: Your Charging Port Is Dirty or Obstructed Take a close look at where the cable connects to your phone. If you want to take a really good look, use a flashlight. The port may be clogged with dust, lint, or other debris. Even something very small can prevent your cable from making a solid connection to your iPhone, thus causing your iPhone not charging problem. Also, this is less common, but make sure there’s no debris on the plug of the cable where it connects to the port. How to Fix It Use a toothbrush (preferably not one you’re going to use in your mouth) to gently brush out the port. Toothbrushes work well because the bristles don’t conduct electricity. You can also purchase one of these special brushes to do the trick. Once you’re done cleaning out the port, try charging again. Cross your fingers that you’ve fixed the problem and sanity has been restored. Common Problem 3: Your Cable Is Busted Inspect your cable thoroughly at both ends. Lightning cables (for iPhone 5 through 6s) and 30-pin connector cables (for iPhone 4S or earlier), are prone to fraying or getting torn. This is especially common if you get a low quality cable. If you get a super cheap non-Apple cable at a store or online, don’t be surprised if it’s not especially durable and makes your iPhone not charge. To check to see if the problem is with your cable or charger, try using a different one, if you have one available. Or if you have another working iPhone on hand, see if your charger will work with a different phone. How to Fix It If your charger is broken, you’re going to need to replace the cable. If your iPhone is still under warranty, Apple may replace your cable free of charge. Set up an appointment at your local Genius Bar, or you can try to set up your cable exchange online. If you need to purchase a new cable, here are certified 3-foot and 6-foot options. If you have an iPhone 4S or earlier model, check out this certified 30-pin connector cable. Common Problem 4: Your Power Source Is No Good There are many different ways to charge an iPhone: you can plug it into the wall, a car charger, laptop, or a speaker dock. There may be a problem in the wall outlet you’re using, or perhaps the USB port on your computer is the issue. Your iPhone won't charge if your power source is busted. How to Fix It Simply change the outlet or port your phone is plugged into. If this is the problem, you shouldn’t have any issues once you change your power source. As an added bonus, if you move from a USB port to a wall outlet, your phone will usually charge faster. Not only will you no longer have an iPhone not charging problem, you'll super charge your phone! Common Problem 5: Your Phone Was Damaged If your iPhone has been severely damaged, it probably won’t charge. Maybe the hardware was damaged when you dropped your phone while you were running. Or perhaps your charging port sustained liquid damage when you dropped your phone in the sink. How to Fix It Well, there aren’t a ton of options other than replacing your phone if this is the problem for your iPhone not charging. If you dropped your phone in water, you can try immediately drying the phone, removing the case, and placing the phone in a sealed bag of rice for at least 36 hours. If it still isn't working when you remove it from the bag, I’m sad to say that your phone has probably perished. One additional option other than replacing the phone is using an iPhone repair company, like iResQ, especially if all that’s damaged is the charging port. Typically, you have to mail them your phone, but if they can successfully fix it, you can recover your data and won’t have to purchase a new phone. Hooray! Troubleshooting Your iPhone Not Charging If your iPhone won't charge, go through the following steps to diagnose and rectify the problem. #1: Is Your Phone Plugged in Properly? Often, the issue is as simple as not plugging in your phone correctly. Your charger may not be fully inserted into a plug or charging port. Make sure that both ends of the charger are properly connected. #2: Is the Charging Port Dirty? Check to see if there's any debris in your charging port. If so, you can use a toothbrush to remove it. After you're done cleaning the port, try charging your iPhone again. #3: Try Rebooting the Phone Your software may have crashed, and you can fix this by doing a hard reset. Just hold the home button and the power button until the Apple logo appears. Problem solved. #4: Connect to a Different Power Source If the problem is with your power source, all you have to do is use a different one. Plug your phone into a different plug or USB port. #5: Is Your Cable Broken? If you have an additional cable, try to charge your phone with it. If the new cable works, you've identified that the first cable is broken. If you have an extra phone that charges with the original cable, you know the charger isn't the problem. If you have a broken cable, it will have to be replaced. #6: Is Your Phone Damaged? If none of the previous steps works, your phone may be damaged. If it is, you can try salvaging it by using an iPhone repair company, but it's possible that your phone has gone to iPhone heaven and can't be fixed.

Historiography of America's relationship to Saudi Arabia Essay

Historiography of America's relationship to Saudi Arabia - Essay Example The paper tells that historically, The United States of America and the Saudi Arabia have shared a very good diplomatic agreement. For instance, in the middle of Cold War, the two countries upheld a common understanding that â€Å"godless communism† was problematic. This enhanced their diplomatic relationship as they both sought to fight against it. On the one hand, the United States laid a great emphasis on the part of â€Å"communism† while Saudi Arabia focused more on the part of â€Å"godless†. Through these diplomatic relationships, the Americans were considered to be decent people. This was the perception of the Saudi Arabians. This enabled them to cultivate a friendly relationship that existed between the nations. This is unlike the colonialist British whom Saudi Arabia detested seeing as they shared an extremely uneasy relationship. This is notwithstanding the fact that it never culminated into any form of hostilities between Britain and Saudi Arabia. Acc ording to the people of Saudi Arabia, the Americans were far much better than the British and this explains the good relationship between the two countries. The Americans employed the use of its vast technology and skills to accord help to Saudi Arabia in this developmental endeavors. However, Saudi Arabia had to return the favor by giving the Americans huge contracts as well as salaries to enhance the development of the country. Even at the present, it is noted that most of the infrastructure in Saudi Arabia was designed and built by the Americans.