Communication and Influence Essays - Intelligence,

Assignment #3 Communication and Influence Daniel S. Carrera Dr. Darlene L. Pomponio Project Management Leadership - BUS 518 Strayer University ? Newport News 18 February 2011 Abstract Project Managers and/or project teams must develop communication plans in order to minimize ineffective communication. Project managers must also be able to influence the action(s) of others by using various power methods. When using these power methods there are definite pros and cons that will augment or degrade a project manager?s influential methods. Communication and Influence Communication is essential to project management and if not done correctly one, two or all three of project management?s tenets (cost, schedule, and performance) will severely degrade a program with the possibility of overrun. Effective communication begins with effective planning. The basic premise of project management planning is to effectively communicate and answer fundamental management questions (Phillips, 2007): Who needs what information? When do they need the information? In what modality is the information needed? Who will provide the information? Communication planning is essential to answer the questions previously listed as early as possible in the project planning process. If the questions are not answered in a timely manner, the outcome will be severely affected. Communication plans are put in place as an essential component of good project management. The plan will ensure that all stakeholders are equally informed of how, when, and why communication will happen. Communication is often a very effective way to solve problems, deal with risks, and ensure that tasks are completed on time. I am the Deputy of Operations for a Mobile Training Team (MTT) called ?ISR TOPOFF? that bridges a serious communication gap between intelligence collection assets and commanders who are leading Soldiers in Afghanistan and Iraq. Since the attacks of September 11, 2001, Military intelligence units, as well as the rest of the Army, have undergone tremendous transformation. The Army has transformed from a Division-centric force to Brigade Combat Team. Brigade Combat Teams (BCT) have assets organic to its organization such as the Reconnaissance Surveillance Target Acquisition (RSTA) squadrons, Military Intelligence companies and Signal companies that provide critical information to support commander?s operational needs. Since this transformation, commanders now have greater capabilities to focus organic and non-organic intelligence assets in their area of operations. Intelligence Surveillance Reconnaissance (ISR) assets are critical intelligence enablers that communicate much needed operational information to ensure commanders have all the critical data that allow their units to become successful in military operations. This communication process will allow commanders to make timely decisions and minimize casualties during combat operations. The communication plan the government has implemented to support commanders is the MTT which I currently reside over as the Deputy of Operations. The intent of the MTT is to train Soldiers with the latest training on current ISR systems and processes used in combat operations. ISR TOPOFF MTT is a resource available to all BCTs so that no unit deploying to a combat theater should go in cold on the latest intelligence capabilities, lessons learned, and tactics, techniques and procedures (TTP). The instructors in our MTT use current real world experiences and vignettes to provide a good operational training during Homestatin training prior to deploying to a theater of operations. The training gives Soldiers a better understanding on how to support commander?s intelligence requirements and integrate battle staff elements into the process. ISR TOPOFF has three clear and distinct goals which support a commander?s communication plan: ? Provide the Brigade Combat Teams (BCT) collection team clear, specific understanding of how to make the ?ISR process? respond to the BCT Commander?s operational needs. ? Provide specific details on what to expect for pre-planned, ad-hoc, and dynamic mission requests to include what ISR systems are available to the BCT. ? Provide insight on what process, systems and products works best for effective operational support for specific missions. ISR TOPOFF MTT is comprised of standalone instruction modules over 3 days consisting of hands-on training and if needed, a senior leaders overview. The training is very useful for intelligence centric personnel. As an example, they receive a refresher on implementation of critical intelligence discipline such as: Human Intelligence (HUMINT), Signal Intelligence (SIGINT), Measures and Signals Intelligence (MASINT), and Imagery Intelligence (IMINT) and the dynamics of leveraging assets in support of operational needs. Since the advent of ISR TOPOFF and

The human genome essays

The human genome essays The human genome is the term used to describe the individual genes located on our chromosomes that separates us from all other living beings. Should altering these genes to improve life itself, by treating and preventing terminal illnesses, be allowed? Lots of moral and social problems arise when faced with this issue. In my opinion if the human race has learns how to read its own genetic code to improve longevity there is nothing wrong with it. It simple goes back to survival of the fittest. The upside to genome research is that cancer and other illnesses can be determined before they take affect, as well as providing treatments made individually for that specific person. A baby that was once terminally ill could have corrected genes, allowing it to lead a full healthy life instead of dying in the first few years of its existence. The downside is the moral debate of playing god and the ethical decision of right or wrong. I believe that, for whatever your religion, if your creator made you, he made you to live and to live you must learn. And when you learn you apply what you learned to life. We are humans yes, but we are not far from monkeys genetically. Chimpanzees, in Africa, learn to use tools to better gather food. What they learned improved their life so they continue to live and find new tools over time becoming smarter. We are no different. If we learn to use technology that we developed to improve upon human life, what is so wrong with genome research? Like any other human endeavor, the decoding of the human genome is not a bad thing. It is only in the use of it that some may do harm. Controls need to be set up to limit this possibility as much as possible. I believe God gave us the ability to do all the things we do, and the only requirement is that we do no harm while using those abilities. If one thinks of it, knives (which one may use to kill), cars (which can be used to run over others), surgery (which ...

How may one account for the significance that contemporary societies Essay

How may one account for the significance that contemporary societies attach to the problem of terrorism - Essay Example Terrorism is commonly used as a term to describe violent acts against civilian targets based on nationalistic, political or religious motivations. It is an unconventional form of war which is often used to weaken or subvert a government and the effects of a terrorist attack may be seen as a threat to international order (Baylis, 2002). However, the nature of the causes can be debated since some terrorist activities have been given support while others have been considered atrocities against humanity. For example, as described by Martin & Martin (2003), even the Boston Tea Party can be seen as a terrorist act in a technical sense but that event has been connected with a justified cause while recent acts of terrorism against the United Kingdom such as the London underground attacks are considered unjustified. If not by all concerned individuals, at least by the western world and many other civilised nations who joined the British in mourning for the loss of life and the tragedies which unfolded in the aftermath. The aftermath comes with the public asking the most important question i.e. why? They want to know how and why such an event happened and what the government is willing to do to stop these acts from occurring again. Since there is no single or easy answer to the question and different opinions can be given by different writers coming from various backgrounds, society becomes more involved in answering these questions and thus becomes more focused on the idea of terrorism. In essence, it is a drama which is unfolding live before the people and this certainly fascinates society as it has done for the past hundreds of years (Orr and Klai, 1990). Undoubtedly, terrorism certainly affects those individuals who are targets or those who have lost something due to terrorist activity (NCT, 2006). Their lives have certainly changed and they have had to deal with the aftermath in ways that others can not imagine. However, even after the most

CULTURAL DIVERSITY IN THE MEDIA Essay Example | Topics and Well Written Essays - 2250 words

CULTURAL DIVERSITY IN THE MEDIA - Essay Example Globalization, which â€Å"denotes the expanding scale, growing magnitude, speeding up and deepening impact of transcontinental flows and patterns of social interaction,†2 implies the intermingling of people from different culture and race, which makes it necessary that there is a mutual respect for each other’s cultural or racial differences, for peaceful coexistence. The term cultural diversity is exemplified by UNESCO (under Article I of Universal Declaration on Cultural Diversity) as, Culture takes diverse forms across time and space. This diversity is embodied in the uniqueness and plurality of the identities of the groups and societies making up humankind. As a source of exchange, innovation and creativity, cultural diversity is as necessary for humankind as biodiversity is for nature. In this sense, it is the common heritage of humanity and should be recognized and affirmed for the benefit of present and future generations.3 Cultural diversity, which in simple terms, means respecting existing cultural differences amongst various society members, can be expressed through different channels, the most potent route in this era of information and technology, being the public news media (like Internet, newspaper, radio, or TV).4 Through the news media, diverse cultural groups are able to air their opinions, and able to relate to other members with same cultural values, or even reach out to people who are not a part of their culture. However, cultural diversity in media is much dependent on the way a country’s government frames its democratic and cultural polices, and the manner in which media groups handle the issue of freedom of expression. In this context, the article first studies the importance of culture and cultural diversity within a state democracy, then examines the two cultural diversity models that exist in terms of news media,5 and lastly the model implemented in US news media

Immigration Essay Example | Topics and Well Written Essays - 500 words - 8

Immigration - Essay Example According to him immigrants do not care for American values and only care for money. They are not ideal for a nourishing American society and distort the constituency of the country. They destruct the Ameircan solidarity and their own. Stoll does not think that immigrants have any contribution to the country rather than providing cheap labor. Well this is not agreeable as many respectful jobs are done by immigrants. Mead however has a different view that Stoll and think immigrants has shaped America as we see it today. I agree with Mead in this approach as he calls America has been known as the â€Å"melting pot† of assimilation of cultures and has given new opportunities to immigrants throughout history. Mead argues that while coming to the country without following the right jurisdiction is never encouraged, forgiving this act and allowing individuals to have new opportunities. Mead is a person who wants to protect immigrants. Stoll suggest that immigrants are poor can adversely affect the American workers. However Stoll think these poor people can be given opportunity to live in the country but he does not think it is the responsibility of the America to help poor people. Mead does not think these immigrants have to rush to America but these poor people need to given shelter and facilities by their respective countries. He believes that entry of people from all around world to Europe and US will and disrupt the wealth and moral value of these countries. This is a fact; actually there are many illegal immigrants in America and UK which damages the socio and economic infrastructure of these countries. It also steals the opportunity of the citizens and put pressure on the country’s population. . Mead argues that r while coming to the country without following the right jurisdiction is never encouraged, forgiving this act and allowing individuals to have new opportunities represent the true face of America itself. The

Areas to Support Children’s Learning and Development

Areas to Support Children’s Learning and Development Supporting Children’s Learning and Development Children are developing all the time and their learning reflects this, so, for example, when a child can pull themselves up they can suddenly reach things they couldn’t before or when they learn new words they begin to label objects such as ball or drink. The revised EYFS uses the term Learning and Development to describe seven areas of learning. These are all related to each other however, they are divided into prime and specific areas. Prime Areas Personal, Social and Emotional Development Communication and Language Physical Development Specific Areas Literacy Mathematics Understanding the World Expressive Arts and Design In addition the revised EYFS refers to the different ways that children learn as the characteristics of learning: playing and exploring – children investigate and experience things and ‘have a go’. Active learning – children concentrate and keep on trying if they encounter difficulties and enjoy achievements. Creating and thinking critically – children have and develop their own ideas, make links between ideas and develop strategies for doing things. Together with the prime and specific areas these comprise the knowledge, skills and experiences that are developmentally appropriate for children from birth to 5 years. Personal, Social and Emotional Development – Involves helping children to form positive relationships, to develop social skills and learn how to manage their feelings and develop respect for others. Personal, Social and Emotional Development is made up of these aspects: Self Confidence and Self Awareness – Children are confident to try new activities and say why they like some activities more than others. They are confident to speak in a familiar group, talk about their ideas and say when they do or don’t need help. Managing Feelings and Behaviour – Children talk about how they and others show feelings, talk about their own and others behaviour and that some behaviour is unacceptable. They work part of a group and understand to follow rules. Making Relationships – Children play co-operatively, taking turns with others. They take account of one another’s ideas about how to organise their activity. They show sensitivity and form positive relationships with adults and other children. Communication and Language – Involves giving children the opportunity to develop their confidence and skills. To give children the best opportunity for developing communication and language. Communication and Language is made up of these aspects: Listening and Attention – Children listen attentively in a range of situations. They listen to stories and respond to what they hear with relevant comments or questions. They give their attention to what others say and respond appropriately while engaged in another activity. Understanding – Children follow instructions involving several ideas or actions. They answer ‘how’ or ‘why’ questions about their experiences and in response to stories and events. Speaking – Children express themselves effectively. They use past, present and future forms accurately when talking about events that have happened or are to happen in the future. They develop their own narratives and explanations by connecting ideas or events. Physical Development – Involves providing opportunities for young children to be active and interactive, and to develop their co-ordination, control and movement. Children must also be helped to understand the importance of physical activity and to make healthy choices to food. Physical Development is made up of these aspects: Moving and Handling – Children show good control and co-ordination. They move confidently in a range of ways. They handle equipment and tools effectively, for example, pencils for writing and climbing equipment. Health and Self Care – Children know the importance for good health of physical exercise and a healthy diet and talk about ways to keep healthy and safe. They manage their own basic hygiene and personal needs including dressing and going to the toilet independently. The Specific Areas Literacy – Literacy development involves encouraging children to link sounds and letters and to begin to read and write. Children must be given access to a wide range of reading materials such as books to ignite their interests. Literacy Development is made up of these aspects: Reading – Children read and understand simple sentences. They use phonic knowledge to decode regular words and read them aloud accurately. They demonstrate understanding when talking with others about what they have read. Writing – Children use their phonic knowledge to write words in ways which match their spoken sounds. They write simple sentences which can be read by themselves and others. Practitioners could support writing skills by providing sand to promote writing. Mathematics – Involves providing children with opportunities to develop and improve their skills in counting, understanding and using numbers, calculating simple addition and subtraction problems and to describe shapes, spaces and measures. Mathematics is made up of these aspects: Numbers – Children count reliably from 1-20 place them in order and say which number is one more or one less than a given number. Using quantities and objects, they add and subtract two single digit numbers and count on or back to find the answer. Practitioners could supply building blocks and numbered jigsaws to help support this. Shape, Space and measures – Children use everyday language to talk about size, weight, distance, time and money to compare quantities and objects and to solve problems. They recognise, create and describe patterns. They explore characteristics of everyday objects and use mathematical language to describe them. Different sizes and shapes of building bricks and blocks could be used to promote this. Understanding the World – Involves guiding children to make sense of their physical world and their community through opportunities to explore, observe and find out about people, places, technology and the environment. Understanding the World is made up of these aspects: People and Communities – Children talk about past and present events in their own lives and family members. They know about similarities and differences between themselves and others and among families, communities and traditions. Practitioners could use pictures and photographs to display different cultures. The World – Children know about similarities and differences in relation to places, objects, material and living things. They talk about their own environment and how environments might vary from one another. Children will also develop an understanding to care for their environment. Practitioners should support this by getting children to care for plants or a small vegetable patch. Technology – Children recognise that a range of technology is used in places such as homes and schools. They select and use technology for particular purposes. Younger children use mechanical toys while older children could take, in turn, using a computer. Expressive Arts and Design – Involves enabling children to explore and play with a wide range of media and materials. This area supports children’s curiosity and play. They explore and share their thinking, ideas and feelings in music, in art, movement and dance, role play and technology. Expressive Arts and Design is made up of these aspects: Exploring and using Media and Materials – Children sing songs, make music and dance. They safely use and explore a variety of materials, tools and techniques experimenting with colour, design, texture, form and function. Practitioners could use tape recorders, cd players and musical instruments. Being imaginative – Children use what they have learnt about media and materials in original ways thinking about uses and purposes. They represent their own ideas, thoughts and feelings through design and technology, art, music, dance, role play and stories. Practitioners should provide a variety of role play materials and support children’s imaginative ideas. Children develop and learn in different ways. Practitioners need to look at what skills and knowledge the children are demonstrating and consider ways to support the child to strengthen and deepen their current learning and development skills. This will ensure that the individual needs of the child are met. There are 3 characteristics of effective learning to help us focus on and understand how children learn. Playing and Exploring Finding out and Exploring Using what they know in their play Being willing to have a go This characteristic of learning focuses on a children’s engagement with the resources they use, the environment they are in and the people around them. Children should have opportunities to be involved in open ended, hands on experiences prompted by their own curiosity. Children’s play experiences should enable them to seek things out that interest them, initiate activities, seek challenges, develop a ‘can do’ attitude, and be willing to take a risk in trying out new experiences and begin to see ‘failures’ as a learning opportunity. Play also provides the link to the areas of learning and development and gives the opportunity for children to explore their own feelings, views and ideas. Active Learning Being involved and Concentrating Keep Trying Enjoying and Achieving which they set out to do Active Learning focuses on the role of intrinsic motivation which supports long term success. Children need to be able to follow their interests for long periods of time, fully engaged in what they are doing and concentrating deeply. In their activities, children should be encouraged to face challenges and keep on trying if they encounter difficulties. Practitioners should help children to value the rewards of their own success. Creating and Thinking Critically Having their own ideas Using what they already know to learn new things Choosing ways to do things and finding new ways Creating and thinking critically highlights the importance of observing how children are thinking. Children have and develop their own ideas. Children should have many opportunities to be creative, generating new ideas, being inventive, finding problems and challenges and figuring out their own ways to solve them. By respecting children’s ideas will give them confidence to try out new experiences. Children from a very young age enjoy organising and processing information, creating patterns and making predictions based on what they already know. Children develop and learn in different ways. There is a great deal of overlap between the ages and stages because all children develop at different rates and at their own pace. This should be remembered when planning activities. Birth to 11 months – babies enjoy being held and cuddled. They enjoy the company of others. Practitioners should ensure that all staff are aware of the importance of attachment and to get staff to say ‘hello’ and ‘goodbye’ as this develops a secure and trusting relationship. Practitioners should plan to have one to one contact with babies and provide toys/objects to be sucked and squeezed and provide space to roll around and explore. 8 – 20 months – babies and young children will now start to build relationships with special people. They start to show an interest in activities so practitioners could provide push along toys and trikes for outdoor play. 16-26 months – children start to play alongside others and play co-operatively with a familiar adult. Practitioners could then play name games to get everyone to know each other. Plan play activities to get children to explore new toys and environments such as trikes, pushchairs for dolls, dough, sand and cd’s and story books. 22-36 months – children now show an interest with others and want to join in. Many form special friendships with others. Practitioners can provide resources that promote co-operation between two children like a bat and ball. Provide safe spaces so children can run around safely, kick a ball and use A frames. Practitioners can discuss with other staff how each child responds to activities and build on this to plan future activities. 30-50 months – children now play within a group and initiate play. Practitioners need to provide space and materials for group play, for example, lego. 40-60 months – Practitioners need to ensure that children have opportunities to play with everyone in the group and to provide activities that involve taking turns and sharing. Practitioners need to plan time and space for energetic play and plan activities where children can practice moving, throwing, climbing and kicking. Experiment different ways of moving.

The Iliad and the Fate Of Patroclus :: Iliad essays

The Iliad and the Fate Of Patroclus      Ã‚   Throughout The Iliad Of Homer, the constant theme of death is inherently apparent.   Each main character, either by a spear or merely a scratch from an arrow, was wounded or killed during the progression of the story.   For Zeus' son, Sarpedon, it was a spear through the heart, and for Hector, it was the bronze of the mighty Achilles through his neck which caused his early demise.   It seems that no one could escape an agonizing fate.   Of these deaths, the most interesting and intriguing death of all is that of Achilles' dear friend Patroclus.   Although his life was taken by the mighty Hector's spear, who was truly liable for his death?   The intricate story line of The Iliad makes many possible answers available, but only one possibility accurately explains the actions and events that led to this gruesome episode. Patrocles was responsible for his own death.      Ã‚  Ã‚  Ã‚   First of all, Patrocles was responsible for his own death because he requested his insertion into the battle, fully knowing that the Achaeans were being unmercifully defeated.   In Book XVI , Patroclus said,      Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   " Send me forth now at the head of the Myrmidon host   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   That I may be a light of hope to the Danaans.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   And let me strap on my shoulders that armor of yours   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   That the zealous Trojans take me for you and quickly   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Withdraw from the fighting."      Ã‚  Ã‚  Ã‚   Because Achilles refused to help the Achaeans battle the Trojans, a discontented Patroclus took the matter into his own hands by requesting activation into battle disguised as Achilles in the hope of sending the Trojans into a full retreat from the sight of him.   It is apparent that Patroclus was willing to fight although the odds were greatly against him.   His vehemence towards the Trojans coupled with his disappointment of Achilles gave him the drive to conquer the Trojan army with or without the aid of Achilles.   In doing so, Patroclus took an enormous risk that the Trojans would fall for his trick, a risk with his life as the stakes.   Essentially, while pleading to Achilles for battle, it was his own dark death for which he plead.

Concept of Sociological Imagination

Applying the Sociological Imagination Assignment Sociological Imagination Is to think yourself away from the familiar routines of everyday life, and look at them from an entirely new perspective. Looking outside the box. Someone with a sociological imagination might view a homeless person as a person who has had hard times. They might ask questions as to what brought them to homelessness. Did they lose their Job? Did they abuse drugs or alcohol? What are the circumstances that brought them to be homeless.Someone who does not have a sociological imagination would not be able to see outside of their â€Å"norm† and would more than likely make statements to the effect of get a Job, is their choice to be in the situation they are. They would have no empathy for someone who Is homeless or want to know the circumstances that brought someone to become homeless. I feel like a legislator that has sociological Imagination would propose policies the help combat homelessness. Research or have people research what are the leading causing of homelessness and try to make polices that would help minimize homelessness.For example, if you look at a single mom who is struggling to work, pay bills, pay daycare so she can work and maintain rent or a mortgage, a legislator that looks outside the box would look into policies that would help the single mom maybe in creating a policy where the income guideline to get daycare assistance goes up so that she could get daycare assistance or look into policies to help with more energy assistance which would help her with the cost of utilities. Also they would look into ways to create more affordable housing as this county Is In desperate need of affordable housing.A legislator who does not have a sociological imagination or chooses to not look outside the box would not look at ways to help create polices to help the single mom be able to maintain her household. They would look Into polices to develop housing and not necessarily affor dable housing. They may look into commercial developments or look at ways to cut funding for policies and programs that help people be able to maintain housing. Such as the Housing Choice Voucher program. The advantages to have a sociological imagination are to be able to look at a tuition in a different view.To be able to be open to various other ideas and theories. To do the research in the theories you may have and be open to different results. The disadvantages is living life for what is presented to you. Not being able to look at different situations such as homelessness for what might have caused it, whether It be something In there personal lives or something bigger as a mass layoff and could no longer pay their rent or mortgage. A person without a sociological imagination may not be able to look past what Is really going on in the world and mayJust feel stuck In their own situations. Structures that contribute to homelessness are poverty, lack of employment, lack of affordab le housing, and the housing crash in programs and raising the minimum wage so that people could afford to pay the rents and still be able to feed themselves. A micro solution to homelessness could be programs to help people who are homeless and have addiction problems get the help they need to get clean to be able to get a Job, keep a Job and become productive member in society.

Bette Nesmith Graham, Inventor of Liquid Paper

Bette Nesmith Graham, Inventor of Liquid Paper Bette Nesmith Graham (March 23, 1924–May 12, 1980) was the inventor and businesswoman who made a fortune from her invention Liquid Paper, a product which along with its competitors such as Wite-Out, allowed secretaries to quickly correct typing mistakes. Fast Facts: Bette Nesmith Graham Known For: Invention of the correcting fluid known as Liquid PaperBorn: March 23, 1924 in Dallas TexasParents: Christine Duval and Jesse McMurrayDied: May 12, 1980 in Richardson, TexasEducation: Left San Antonios Alamo Heights School at 17Spouse(s): Warren Nesmith (m. 1941, div. 1946); Robert Graham (m. 1962, div. 1975)Children: Michael Nesmith (b. December 30, 1942) Early Life Bette Claire McMurray was born on March 23, 1924 in Dallas, Texas, the daughter of Christine Duval and Jesse McMurray. Her mother owned a knitting store and taught Bette how to paint; her father worked at an auto parts store. Bette attended the Alamo Heights School in San Antonio, Texas until she was 17, at which point she left school to marry her childhood sweetheart and soldier Warren Nesmith. Nesmith went off to World War II and while he was away, she had their only son, Michael Nesmith (later of The Monkees fame). They divorced in 1946. Divorced and with a small child to support, Bette took several odd jobs, eventually learning shorthand and typing. She found employment in 1951 as an executive secretary for the Texas Bank Trust in Dallas. A technological advancement in typewriters from fabric to carbon ribbons and a more sensitive keypad made errors more common and more difficult to correct: erasers that had worked before now smeared the carbon across the paper. Graham sought a better way to correct typing errors, and she remembered that artists painted over their mistakes on canvas, so why couldnt typists simply paint over their mistakes? The Invention of Liquid Paper Bette Nesmith put some tempera water-based paint, colored to match the stationery she used, into a bottle and took her watercolor brush to the office. She used this to surreptitiously correct her typing mistakes, which her boss never noticed. Soon another secretary saw the new invention and asked for some of the correcting fluid. Graham found a green bottle at home, wrote Mistake Out on a label, and gave it to her friend. Soon, all the secretaries in the building were asking for some, too. The Mistake Out Company She continued to refine her recipe in her kitchen laboratory, which was based on a formula for tempura paint she found at the local library, with assistance from a paint company employee and a chemistry teacher at a local school. In 1956, Bette Nesmith started the Mistake Out Company: her son Michael and his friends filled bottles for her customers. Nevertheless, she made little money despite working nights and weekends to fill orders. Bette Nesmith left her typing job at the bank in 1958 when Mistake Out finally began to succeed: her product was featured in office supply magazines, she had a meeting with IBM, and General Electric placed an order for 500 bottles. Although some stories say she was fired from the bank for signing her name with the Mistake Out Company, her own Gihon Foundation biography reports she simply started working part-time then left as the company succeeded. She became a full-time small business owner, applied for a patent, and changed the name to the Liquid Paper Company. Liquid Papers Success She now had time to devote to selling Liquid Paper, and business boomed. At each step along the way, she expanded the business, moving her production out of her kitchen into her backyard, then into a four-room house. In 1962, she married Robert Graham, a frozen-food salesman who then took an increasingly active role in the organization. By 1967, Liquid Paper had grown into a million-dollar business. In 1968, she moved into her own plant and corporate headquarters in Dallas with automated operations and 19 employees. That year, Bette Nesmith Graham sold one million bottles. In 1975, Liquid Paper moved into a 35,000-square-foot international headquarters building in Dallas. The plant had equipment that could produce 500 bottles a minute. That same year, she divorced Robert Graham. In 1976, the Liquid Paper Corporation turned out 25 million bottles, while the company spent $1 million a year on advertising alone.  She had the lions share of a multi-million dollar industry and Bette, now a wealthy woman, established two charitable foundations, the Gihon Foundation in 1976, to collect paintings and other artworks by women, and the Bette Clair McMurray Foundation to support women in need, in 1978. But when she stepped down as chairperson, her ex-husband Robert Graham took over and she found herself on the losing end of a power struggle. She was barred from making corporate decisions, lost access to the premises, and the company changed her formula so she would lose royalties. Death and Legacy Despite increasing health issues, Bette Graham managed to wrest back control of the company and in 1979, Liquid Paper was sold to Gillette for $47.5 million and Bettes royalty rights were restored. Bette Nesmith Graham believed money to be a tool, not a solution to a problem. Her two foundations supported several ways to help women find new ways to earn a living, especially unwed mothers. That included giving shelter and counseling for battered women and college scholarships for mature women. Graham died on May 12, 1980, six months after selling her company. At the time of her death, Bette Graham was planning a building to house the foundations and the art collection including works by Georgia OKeeffe, Mary Cassatt, Helen Frankenthaler, and many other lesser-known artists. She described herself as a feminist who wants freedom for myself and everybody else. Surviving the Paperless Office   In March 2019, Atlantic staff writer David Graham noted that Wite-Out, a competitor to Liquid Paper that was made specifically so the error wouldnt show up when photocopied, is still doing a fairly robust sales business, despite the near disappearance of paper from the modern office. Grahams readers replied with a slew of (non-sinister) uses when computer-generated printing isnt involved: correcting posters, forms, crossword puzzles or Sudoku, file folder tabs, and calendars. One reader pointed out it was more green to fix a printed page than to print it again. But correction fluid is also being used in a wide variety of emergency and temporary fixes for white clothing and nicks in white walls or appliances or floor tiles or French manicures. Its also employed as a functional fluid in arts and crafts from blacksmithing to jewelry to  modeling kits. Liquid Paper numbers werent available to Graham, but most of those uses could apply to it as well.   Sources Baker Jones, Nancy. Graham, Bette Clair McMurray. The Handbook of Texas. Dallas: The Texas State Historical Association, June 15, 2010.Biographical Sketch of Bette Graham. Gihon Foundation.Chow, Andrew R. Overlooked No More: Bette Nesmith Graham, Who Invented Liquid Paper. The New York Times, July 11, 2018.Graham, David A. Who Still Buys Wite-Out, and Why? The Atlantic, March 19, 2019.  Nesmith, Michael. Infinite Tuesday: An Autobiographical Riff. New York: Crown Archetype, 2017.

How the Plot Pyramid Keeps Readers Turning Pages

How the Plot Pyramid Keeps Readers Turning Pages A plot diagram, plot skeleton, plot structure, or plot pyramid- these are common names for a universal setup of stories that spans time periods, genres, and literary movements. In the simplest of terms, its the way humans have always told stories. When you take away the individual character traits and plot points of a certain story and narrow it down to its conflict and basic structure, youll find that most stories are the same.The reason for this is because the basic plot diagram works. It appeals to our humanity as readers and touches on experiences weve all shared, regardless of our socioeconomic status or background. Its how we analyze our own life story (subconsciously) and how we piece together connections between experiences.How it worksYou begin the story with a character. This part is known as the exposition or introduction, and in it, you learn important information that sets up the action of the story.Next, your character experiences some type of challenge or struggle. Thi s is known as the rising action. This can be in the form of other people, nature or a conflict within himself/herself. The rising action can look like a heart monitor (several peaks and valleys as the character faces increasingly larger obstacles and overcomes them) or like one large peak, with the climax at the top.The climax is the point at which the character faces his greatest challenge and overcomes it. In action stories, this could be the final battle between the protagonist and antagonist. In romance, this could be the moment when all seems lost between the lovers but they suddenly find themselves in each others arms to profess their undying love.Finally, there is the resolution or the dà ©nouement. This is the moment when life returns to normal and the reader experiences resolution along with your characters. Its a cathartic process and the reason this plot diagram works every time, in every story.Here is a plot diagram from DiagramsCharts.comThe basic building blocksSo, kn owing that there is a basic setup common to almost every story that has ever been told or written by humanity, what about the other building blocks? Are there particular traits that are important in making a story appeal to audiences?Researchers at Georgetown Universitys Center for Social Impact Communication sought to identify the five key aspects of compelling stories, and heres what they found every story should have:An effective characterThere needs to be at least one compelling character to which readers can relate. It needs to be a character that is realistic, authentic and someone readers can root for. It also should be someone who has a need that is universal (a need everyone can relate to), whether that is seeking for a real connection with someone or trying to survive.TrajectoryThe trajectory is another way to describe the rising action, climax and falling action of the plot pyramid. There needs to be an experience or journey that brings about transformation in the charact er. Think of it as a force that pulls the story forward and makes the reader want to turn the page.AuthenticityAccording to the article, If the trajectory of a story is its skeleton, then authenticity is the meat that adds critical substance to those bones. Through an authentic characters voice and/or thoughts, authors are able to create someone who is compelling- someone readers would want to get to know if they encountered someone similar in real life.Action-oriented emotionsWhen you get angry- really angry- what actions do you show? Do you slam doors? Raise your voice? Does your voice shake?These kinds of actions are always more compelling to read about than passive ones, which is why when someone is arguing with another person in public, people will stop to listen. Its human nature to be drawn to such raw displays of emotion. The same is true of readers. Give your characters compelling, raw situations that elicit action-oriented emotions.A hookA compelling story needs to hook re aders as quickly as possible and then keep them hooked. Some authors do this with a fast-paced storyline told with short chapters that end with a suspenseful moment, allowing a sense of urgency to keep readers wanting to turn the page. Other authors do this by building profound or interesting characters, dropping hints about some mysterious past or present as the story is told. Whichever method you use, keeping the reader hooked is what makes a good book impossible to put down.

(any topic) but I choose to talk about a violence scene that happened Essay

(any topic) but I choose to talk about a violence scene that happened while I was at a place somewhere - Essay Example At the Jomo Kenyatta Airport, we were received by my father’s friend, Mr. Robert Rickaby, who works in the central part of Kenya. Mr. Rickaby is the director of USAID programs in the central part of Kenya, i.e. in Meru. From the Jomo Kenyatta Airport, we went directly to Meru, where Mr. Rickaby works. In Meru, Mr. Rickaby works at a village called Chiakariga, so we stayed at the Chiakariga village for a week before we started visiting the major tourist centres in Kenya. It was while I was at the Chiakariga village that I witnessed a bizarre incident of violence. In the central part of Kenya, as I came to learn later, the predominant religions are Christianity and the traditional African Religions (Religions of Kenya, web). Christianity and the traditional African religions, however, coexist peacefully in Kenya, although in some instances the worldview of the two religions crash. My witness of the bizarre act of violence took place on Monday, 22nd September 2013. On this day, Mr. Rickaby had taken us to Chiakariga Market to visit the people there and to have an experience of the culture of the people. In the trip to Chiakariga market, we had two tour guides, Mr. Mutegi and Mr. Mwenda, both friends of Mr. Rickaby. Shortly after arriving at the Chiakariga market, we saw a crowd of people curiously gathering somewhere. The gathering was rapidly enlarging. Out of curiosity, I asked our tour guides to take us there so that we could have a glimpse of what was happening. Our tour guides agreed to take us there but cautioned us to be wary because violence could easily erupt from the gathering. When we finally got there, I saw two men and two women; all in white robes. When we inquired from our tour guides whom the people in white robes were, our tour guides told us that the people in the white robes were pastors. The pastors were so charismatic and they were charging the crowd with good music;

Purpose and History of Penitentiaries Essay Example | Topics and Well Written Essays - 750 words

Purpose and History of Penitentiaries - Essay Example In tandem with this assertion, it is evident that a prison was rarely used as a type of punishment. The local prisons held men and women, boys and girls, murders and debtors collectively. During that time, prisons were also poorly maintained and were mostly controlled by inattentive prison warders. Most of those held in the prisons died of diseases such as gaol fever (Koritansky, 2011). The most relevant innovation during this time was that buildings of the prototype house of correction. Most of the individuals held in the cells were vagrants, petty offenders, and disorderly poor locals. Before the end of the seventeenth century, they were absorbed in the prison system, and it fell under the control of local justice of peace. The 18th century was characterized as the time of ‘Bloody Code’ and the death penalty faced immense opposition and jurors were declining to give judgments that could lead to the execution of offenders. By mid-18th century imprisonment and hard labor was one of the best types of punishment for petty offenders. Transportation was also used as an approach of disposing of convicted people. However, towards the end of the 18th-century transportation was curtailed, and other sanctions had to be found. Some of the most prominent alternatives were house of correction and hard labor. This led resulted in utilization of prison hulks between 1776 and 1857 (Roth, 2010). In 1777, John Howard harshly criticized the prison system since it was filthy, barbaric and disorganized. This prompted him to call for reforms that entailed installation of paid staff, proper diet, outside inspection among other needs for convicts. However, other penal reformers felt that prisoners need to suffer but it should not grave impacts on a convict’s health. The Penitentiary Act of 1799 elucidated that the gaols need to be constructed for one inmate per cell (Roth, 2010). During the first half of 19th century, there was a watershed in state