The History Behind Crayola Crayons

The History Behind Crayola Crayons Crayola brand crayons were the first kids crayons ever made, invented by cousins, Edwin Binney and C. Harold Smith. The brands first box of eight Crayola crayons made its debut in 1903. The crayons were sold for a nickel and the colors were black, brown, blue, red, purple, orange, yellow, and green. The word Crayola was created by Alice Stead Binney (wife of Edwin Binney) who took the French words for chalk (craie) and oily (oleaginous) and combined them. Today, there over one hundred different types of crayons being made by Crayola including crayons that sparkle with glitter, glow in the dark, smell like flowers, change colors, and wash off walls and other surfaces and materials. According to Crayolas History of Crayons Europe was the birthplace of the â€Å"modern† crayon, a man-made cylinder that resembled contemporary sticks. The first such crayons are purported to have consisted of a mixture of charcoal and oil. Later, powdered pigments of various hues replaced the charcoal. It was subsequently discovered that substituting wax for the oil in the mixture made the resulting sticks sturdier and easier to handle. The Birth of Crayola Crayons In 1864, Joseph W. Binney founded the Peekskill Chemical Company in Peekskill, N.Y. This company was responsible for products in the black and red color range, such as lampblack, charcoal and paint containing red iron oxide which was often used to coat the barns dotting Americas rural landscape. Peekskill Chemical was also instrumental in creating an improved and black colored automobile tire by adding carbon black that was found to increase the tire tread life by four or five times. Around 1885, Josephs son, Edwin Binney, and nephew, C. Harold Smith, formed the partnership of Binney Smith. The cousins expanded the companys product line to include shoe polish and printing ink. In 1900, the company purchased a stone mill in Easton, PA, and began producing slate pencils for schools. This started Binney and Smiths research into non-toxic and colorful drawing mediums for kids. They had already invented a new wax crayon used to mark crates and barrels, however, it was loaded with carbon black and too toxic for children. They were confident that the pigment and wax mixing techniques they had developed could be adapted for a variety of safe colors. In 1903, a new brand of crayons with superior working qualities was introduced - Crayola Crayons.

Jefferson essays

Jefferson essays During Thomas Jeffersons presidency, the United States prospered greatly economically, socially and politically. His choices, appointments, and beliefs helped him gain the support of many Americans as he led the country as president for two consecutive terms. Despite the fact that Jefferson was not re-elected in 1808, he left several legacies, due to his actions and decisions as president, that would have a great impact on the United States for many years to come. For example, as third president of the United States, Jefferson followed the lead of Washington and Adams in preserving American neutrality in conflicting nations, Britain and France, by issuing the Embargo Act in 1807. He also left a legacy with his boldest act purchasing the vast Louisiana territory in 1803, an act that would have very positive effects in the end. Jefferson left a final legacy when he made the wise decision, at the beginning of his first term, to keep most of Hamiltons financial system intact. This incl uded the choice not to abolish the national bank or the foreign tariff imposed by Hamilton and the Federalists. Even after Thomas Jefferson stepped down from office, his ideas and beliefs about government remained through his legacies. In 1803, France and Britain renewed their vows of war, although this time they tried to hurt the enemy by trade and sea. Neither France nor Britain supported the United States decision to remain neutral; each country obviously wanted the U.S. to stick by them not the enemy. Britain decided to attack by issuing an order that said if neutral U.S. ships went into French ports, they would not be considered neutral to Britain. This alarmed Jefferson because he knew he had to avoid war at all costs, and this was an obvious threat to the U.S. Meanwhile, France issued a number of decrees with the intention of stopping British exports to European ports. Since both Britain and France wanted to trade...

Southwest Airlines Essay Example | Topics and Well Written Essays - 1750 words

Southwest Airlines - Essay Example This paper illustrates Southwest Airlines which is considered as low cost airlines demonstrated a stable growth in the airline industry and the average growth in the number of the customers had been approximately 9%. It can be mentioned that there was high competition in the deregulated airline industry since the airline routes were competing among each other and there was rise in the low-cost carriers such as Southwest Air lines. Although it has been almost thirty years of the deregulation, the services provided by the Southwest Airlines has been satisfactory to draw on the passengers with a pleasant experience. In this period of time, a number of airlines have been losing money because of lack of adequate service and certain other reasons. However, the best part to note in this regard is that Southwest Airlines is continuing to earn profits because of its hedging programs. It is worthy of mentioning that Southwest airlines does not adopt the â€Å"hub and spoke† approach. Th e company instead tries to focus upon the short haul as well as point-to-point approach. The takeover of Transtar Airlines by Southwest Airlines in 1994 assisted the company to develop stronger edge in the market place. It can be mentioned that deregulation has allowed the companies to burgeon and has lowered the travelling cost of the air-passengers travel. One of the significant issues that Southwest Airlines faces is related to maintenance of its flights. ... Most of the policy makers had been quite worried with this which triggered the creation of the National Commission. This led to well-built competitive airline industry in the year 1993 (Morrison & Winston, 1996). Southwest Airlines which is considered as low cost airlines demonstrated a stable growth in the airline industry and the average growth in the number of the customers had been approximately 9%. It can be mentioned that there was high competition in the deregulated airline industry since the airline routes were competing among each other and there was rise in the low-cost carriers such as Southwest Air lines (US Government Printing Office, 2003). Although it has been almost thirty years of the deregulation, the services provided by the Southwest Airlines has been satisfactory to draw on the passengers with a pleasant experience. In this period of time, a number of airlines have been losing money because of lack of adequate service and certain other reasons. However, the best part to note in this regard is that Southwest Airlines is continuing to earn profits because of its hedging programs (Mallone, 2008). Business Issues Hub Strategies It is worthy of mentioning that Southwest airlines does not adopt the â€Å"hub and spoke† approach. The company instead tries to focus upon the short haul as well as point-to-point approach. The takeover of Transtar Airlines by Southwest Airlines in 1994 assisted the company to develop stronger edge in the market place. It can be mentioned that deregulation has allowed the companies to burgeon and has lowered the travelling cost of the air-passengers travel. Personnel Issues One of the significant issues that Southwest Airlines faces is related to maintenance of its flights. As

American Government College Essay Example | Topics and Well Written Essays - 500 words

American Government College - Essay Example In the years since, the new battle has been fought on the front lines of Afghanistan and Iraq in the quest to rid the world of evil, but it has also been fought in the halls of Congress and the hallowed walls of the White House. Only there it was to ferociously argue about what the best course of action would be in the US-led battle on terror, but this time it would be to battle about who was 'right' and who was 'wrong'. Historically, the legislative body on Capitol Hill has been delegated the erroneous task of hashing through hour upon hour of complex debate on national and international policy. Afterwards, the Executive Branch is left with the task of executing their constitutional authority to either approve, or deny the efforts of the hill by means that have often been interpreted as not being devoid of self service in their own right. In the months after the 9/11 attacks, the next option for the US Government, as seen b

John Mill and Immanuel Kant Essay Example for Free

John Mill and Immanuel Kant Essay The following is a conceptual paper that I have written to address the following questions: 1.  Ã‚  Ã‚  Ã‚  Ã‚   What is enlightenment for Kant? What is the public use of reason? 2.  Ã‚  Ã‚  Ã‚  Ã‚   According to Mill, how do people develop understandings of the world? Do most people have sound understandings? Question 1 Kant observed that: â€Å"If it is now asked: Do we presently live in an enlightened age? the answer is, No, but we do live in an age of enlightenment. (Kant, p.4) So, Kant characterized the state of society and separate individuals as imperfect, and pointed, that Enlightenment is a long-lasting process. Kant explained Enlightenment as â€Å"mans emergence from his self-imposed immaturity† (Kant, p.1). Such immaturity for him meant inability to use own reason and to â€Å"think with own head†. The basic characteristic of immaturity is that it is caused not by lack of understanding or ability, but by lack of will and desire to think. Under Kant’s teaching, most of the individuals would rather prefer to rely on other’s understanding, than on their own. So, they gladly follow orders of teacher’s, priests and government authorities (Kant, p. 2).   So, Kant believed, that the purpose of Enlightenment was to tech people think for themselves. Kant separated that, what he called â€Å"private use of reason† from that what he called â€Å"public use of reason†.   Generally, public use of reason is defined as ability to think and argue reasonably before authorities. The situation of public use of reason may be potentially unpleasant or even dangerous for an individual, however, an enlightened person should not be afraid to think rationally and reject unfounded claims of, for example, taxman or pastor. Those latter in turn are to apply private reason – ability to think rationally, attributable to persons, filling public positions (Kant, p.3). Under Kant, in case most of the individuals in a particular society are able to apply both public and private reason, such society may be considered as enlightened. Question 2 According to Mill, only one person out of hundred is able to judge a fact, in case it is not obvious, and even this one, who is able to judge, possesses only comparative abilities for the matter (Mill, p.2). Existing opinions of those, who are relatively able to think, are influenced by historic development of people’s understanding. Mill notes the following contradiction: humans aim to think rationally, but the rationality of their affairs and conduct remains in desperate conditions. Therefore, human acts and opinions need to be corrected, taking into account experience, and being proved by discussion. Experience alone may appear to be vague, due to false application in previous cases. Therefore, discussion becomes a tool for investigation of experience and reduction of probability of misuse (Mill, p.3). Another function of discussion is providing broader approach to a particular problem. Under Mill, even the wisest person can never obtain complete understanding of the subject, without hearing opinions of the others, and examining a variety of ideas about the matter. A feature of a wise man is an ability and readiness to take even contradictory points of view into account, in spite of avoiding them (Mill, p.5). Mill believed, that his society restricted necessary discussion, because people were not really sure about their beliefs and fearful to loose them, because loosing them means a necessity to change. And in order to avoid changes, society oppresses opinions by authority,   by refusal to hear, or by condemnation. The way out for Mill was mental well-being and education of humanity, combined with freedom of expressing opinions. An opinion should not only be proposed, but suffered by an individual, and this makes a particular opinion his own (Mill, p. 6).

Effective Written Communication Essay -- essays research papers

â€Å"Even the best ideas are of small value unless communicated well.† People write in response to situations that call on them to put their thoughts and feelings into words. For example, a boss may ask an employee to write a report on how to market a new product line or the company for which an employee works is requesting assistance in designing a home page on the World Wide Web. In a labor force full of mediocre writers, someone who writes well is bound to stand out and succeed, while someone who writes poorly is bound to do just the opposite. It is not to say that the mediocre writer will not be successful, but the success of a person who possesses excellent writing skills will certainly be far greater. Sponsorship of a workshop for employees to improve writing skills would certainly assist in empowering employees, serve as a motivator for boosting company morale, and ultimately result in an increase in business profits. According to Dr. William C. Byham,â€Å"the successful organizations will be the ones best able to apply the creative energy of individuals toward constant improvement† (5). Yet, constant improvement is a value that cannot be imposed upon people. It has to come from the individual. The only way to get people to adopt constant improvement as a way of life in doing daily business is by empowering them. Empowering employees definitely motivates them to take ownership of their jobs so that they take personal interest in improving the performance of the organization. Formal training in empowerment skills and related areas are conceived via personal and organizational success. Personal and organizational successes are achieved through good advertisement as well as excellent relations with the public. Both of these rely heavily on one’s ability to communicate thoughts and ideas effectively. The heart of effective communication is excellent academic writing skills. Participative management stems from the idea of involving employees in the decision-making process. â€Å"In the Fifties, managers thought it meant being friendly to employees. In the Sixties, they thought it meant being sensitive to the needs and motivations of people. In the Seventies, managers thought it meant asking employees for help. In the Eighties, it meant having lots of group meetings.† The very name â€Å"participative management† seems to imply that it is something that management does whi... ...it.† The effect that a positive tone can have on a company’s image is amazing. A simple â€Å"please† or â€Å"thank you† renders desired results and shortens response times as well. Eliminating negative-tone communication and promoting positive-tone communication guarantees phenomenal yields and profits. Thanks to an effective formal writing program utilized by Brown & Brown at the end of the year 2001, the firm’s net income rose sixty percent, from $38.7 million to $61.7 million for the year 2002. Finally, through sponsorship of a workshop where employees can improve writing skills it affords the employee the opportunity to be taken seriously. It allows the employees to feel as if they are personally contributing to the overall success of the organization. When an employee can influence how things get done or when her efforts are recognized and accomplishments are rewarded it empowers the employee to tackle challenges with undying fervor, therefore; increasing quality, customer satisfaction, and productivity. These kind of positive results ultimately render skyrocketing increases in business profits. Isn’t it amazing what a little workshop on enhancing academic writing skills can do?

Youth Justice Policy in Britain (1945-1981) †from Punishment to Welfare

Introduction The discussion of the youth justice policy in Britain has re-gained importance in the aftermath of the August 2011 riots, which spread across London and other major cities in the country. Think tank analysts and policy experts argued, that the youths which allegedly took part in the riots, were disillusioned and de-motivated young people from broken homes (Politics UK, 2011). The deep societal problem behind youth engagement in the London riots raised the question about the efficacy of the youth justice system in Britain, and debates about its institutional reform permeated the political discourse. After the gruesome murder of James Bulger in 1993 by two ten-year old boys the public and policy-makers became convinced, that only a general policy reform of the youth justice system is not sufficient. Rather a reform of specific sectors such as the ones dealing with anti-social behaviour and gang crime was much more urgent (Guardian, 2011). The purpose of this short essay is to critically review the different phases in the development of the youth justice system from the 1940s to 1981. Based on the conclusions, in the final section recommendations for policy reform will be made. Research question The purpose of this essay is to critically approach the different stages in the evolution of the youth justice policy in Britain. Based on this observation, the paper will provide an assessment of how the system has evolved and what the main trends in its transformation are. For clarity the author has decided to separate the observations in the following stages – from punishment to welfare, young offenders enter the community, and the strengthening of the Intermediate Treatment. Each one of them will be critically analysed in the following sections. The youth justice system in Britain: a review Before we proceed with the examination of the main developments in the youth justice system in the set period, it is important to provide a brief overview of the main components and structures of this system. Similarly to other types of youth justice systems, the British one inclines towards prevention, rather then retribution (Bottoms & Dignan, 2004). Bottoms and Dignan (2004) refer to the British youth justice system as a correctionalist and committed to the prevention of committing offences. The idea of the correctionalist system implies stronger intervention on behalf of the state, as opposed to earlier views such as letting young offenders grow out of the crime. This characteristic trend, experts argue, reflects a much more complex and multi-level approach to dealing with youth crime, involving different elements such as parents and agency teams. The trend has been accompanied with an intensive institutional reform, such as the introduction of the semi-independent body of the Youth Justice Board with the 1998 Crime and Disorder Act (Community Care, 2010). In the years to follow, there has been a trend for the unification of all activities related with youth justice under the umbrella of a single department – the Ministry of Justice, in order to create accountability and higher levels of responsibility in one of the most important and problematic policy areas in Britain. The 1940s – from punishment to welfare It is now clear that society’s views on crime change over time and are susceptible to historical and social conditions. The youth justice system in Britain is an example of the transformation of the concepts of crime and offender in social and political terms. Therefore the way young criminals have been treated by the criminal justice system has been a subject of reform throughout the years. In the late 1930s and early 1940s, perhaps one of the most important developments in the youth justice system is that a line between children and adult offenders was finally drawn. For the first time in the early 30s and 40s, the courts were obliged to consider the welfare of the child (Thorpe et. al, 1980). This marked a significant transformation of the whole justice system, because it determined a different role of the courts, related not only with taking punitive action, but also correction and care for the young offenders. It is now clear that the transformation from punishment to welfare has been later underpinned in another important document – the UN Convention on the Rights of the Child (Youth Justice Board, 2008). As the later stages of the British youth justice system demonstrate, the latter has always been responsive to the developments, taking place in the field of human rights at any particular time. The 1960s – young offenders and the community The trend towards welferism which started in the early 1930s continued in the next several decades, and had its peak in the 1960s, when a special legislation, concerned with the social integration and correction of the young offenders was passed (Youth Justice Board, 2008: Thorpe et. al, 1980). In 1969 the Labour government passed a legislation to introduce a revised youth justice system, based on welfare principles and reformation of criminals (Thorpe et. al, 1980). The 1969 Children and Young Persons Act emphasized the role of the community as the environment, which would play a major role in the social integration of those who committed offences. The act also established the so-called â€Å"halfway house† which was the middle way between being subject to a Supervision Order (which requires minimum contact between supervisor and young person) and being taken into care (Youth Justice Board, 2008; Children and Young Persons Act, 1969). This new establishment came to be defined as Intermediate Treatment (IT) and according to some observers was the foundation of the modern youth justice system. Another intended development of this period, which however, did not come to fruition, was the attempt to increase the age of criminal responsibility from 10 to 14 years. Prior to the 1969 Act, the criminal responsibility age was only 8 years (Thorpe, et.al, 1980). The developments which took place between the 1940s and the late 1960s are a result of the rise of the welfare state in Britain and the rest of Europe. A major historical and sociological trend, the rise of the welfare state, which affected almost all policy sectors, was provoked by the advent of capitalism and consumerism, which according to social historians, exacerbated the class divisions in British society (Greenaway et. al, 1992). The youth justice system was no exception of this trend, and the establishments of the 1969 Act were a signifier of the fusion between community and policy. Youth crime was no longer a detached criminal activity for which only courts had responsibility – in the late 1960s it became a priority for the whole of the British society. The 1970s and 1980s – the strengthening of the Intermediate Treatment This decade was marked by persistence in the community-based treatment of young offenders. The role of community remained strong, and some judicial changes, such as the inclusion of â€Å"specified activities† in the Intermediate Treatment occurred. These were used to persuade magistrates to use communal sentences, instead of custodial sentences (Youth Justice Board, 2008). In this sense, the young offenders were made to participate in the welfare of the community as part of their correction process. In the light of these developments, it is interesting to notice that the connection between the community and young offenders remained twofold – young offenders were still treated as part of society, despite their violations. At the same time they were expected to contribute to its development. In its turn, society was to participate in their rehabilitation and integration in the post-offence stage. This is an important characteristics of the British youth justice system, because it reveals two things – that there is no positive connection between decreased custody and the level of youth offences, and that the British society took a middle stance between two types of justice – restorative justice, focusing on repairing the harms, resulting from the offence, and retributive justice, which relates to facing the consequences of the punishm ent imposed. This middle stance was about to change in the 1990s, when the cruel murder of two-year old James Bulger by two ten-year old boys was to push back the youth justice system towards punitive actions. Conclusion and recommendations This essay has attempted to critically examine the main stages in the development of the British youth system between 1945 and 1981. Two major developments have been discussed – the transition towards welferism and the steps towards correction, rather than punishment and custodial action. The role of the society has remained significant, and despite the developments of the early 1990s, the re-integration of young offenders has remained on the agenda. After the murder of James Bulger in 1993, public attention was once more shifted towards the reform of the youth justice system, and more specifically against the prevention of offending and re-offending, rather than mending the consequences of it. Therefore it is important that government efforts targeted towards bringing all the institutions involved in the British youth system under a coordinated scheme of action. Different units such as social workers, community volunteers, the police and those involved in education are to work together through enhanced dialogue. This means that the sectoralism in the criminal justice system needs to be reduced, and replaced with harmonization of efforts of different actors on all levels. This would ensure a holistic, rather than sectionalized approach to solving issues, related with youth crime in Britain. Bibliography: Bottoms, A. & Dignan, J. (2004) â€Å"Youth Justice in Great Britain†, Crime and Justice, Vol. 31 Children and Young Persons Act (1969), 22 October, The National Archives, Available at: http://www.legislation.gov.uk/ukpga/1969/54 Retrieved 03.03.2012 Community Care (2010) â€Å"Ministry of Justice to take control of Youth Justice Board†, 20th May, Thursday, Available at: http://www.communitycare.co.uk/Articles/20/05/2010/114543/ministry-of-justice-to-take-control-of-youth-justice-board.htm Retrieved 03.03.2012 Greenaway, J.R., Smith, S. & Street, J. (1992) Deciding Factors in British Politics, London: Routledge ch. 2 pp. 29-39, ch 3. Guardian (2011) â€Å"What next for youth policy†?, August, 25, Available at: http://www.guardian.co.uk/public-leaders-network/blog/2011/aug/25/tony-blair-youth-policy-intervention-reform Retrieved 03.03.2012 Politics UK (2011) â€Å"Comment: What is causing the riots in London?, Nick Cowen, Monday, 8th of August, Available at: http://www.politics.co.uk/comment-analysis/2011/08/08/comment-what-is-causing-the-riots-in-london Retrieved 03.03.2012 Thorpe, D.H, Smith, D., Green, C.J, & Paley, J.H (1980) Out of Care: The Community Support of Juvenile Offenders Allen and Unwin Youth Justice Board (2008) â€Å"A Brief History of the Youth Justice System†, Available at: http://labspace.open.ac.uk/file.php/5193/YJ_k523_1/sco.htm Retrieved 03.03.2012

Fast food and homemade food Essay

Homemade food is better than fast food because it’s healthy, cheaper, and you control what’s in your food. Food is the most important thing that keeps us alive so we have to choose wisely on what we eat. But some people choose to eat meals that are giving to you in less than five minutes than a meal that takes thirty or more minutes. Fast food and homemade food also have their similarities because you could choose what you want to eat and when you want it. Fast food attracts people because its ready to go anytime of the day and many people don’t have that time to actually make a meal. Many people rely on fast food because it’s convenient to them and you could find a fast food place at almost any corner in a town. Everyone is busy you’re a college student, you work a lot, or your kids are keeping you busy so you are always in a rush so you don’t have the time to make a actual meal but that doesn’t mean your eating habits have to be a rush. When you’re making food at home you have control of the ingredients going in and what’s not going in. When eating fast food you don’t know if its health because you don’t know what is being put in the food you’re eating. For example, you could go to McDonalds and get a hamburger from the dollar menu or make your own at home, they both look the same and are probably going to be the same size but the differences between them are the calories in the hamburger and the tastes. By making your own you know what kind of percent of fat is in the meat. Almost all fast food restaurants look for deals so they would buy meat that has more percent of fat because it’s cheaper than meat that has less percent of fat. People keep feeding their kids fast food but what they don’t think about is it could lead their children to obesity in the future. By feeding them home made food you will have more control of their weight and they will have more energy throughout the day. Cooking at home dose take time out of your day but you also save much more  money than eating out because when you cook at home you could cook one meal and that meal could last you all day or you could save the food for the next day. For example you could buy a five pound bag of chicken breast and use it for different types of meals for the week. Also, cooking at home could bring you family together and make the preparation go by faster. Both fast food and homemade food have differences and similarities. Fast food is more convenient and takes less time were as homemade food is healthier and saves you money.

Enrollment for the 2015 Freelance Writing Course Opens Today

Enrollment for the 2015 Freelance Writing Course Opens Today Enrollment for the 2015 Freelance Writing Course Opens Today Enrollment for the 2015 Freelance Writing Course Opens Today By Daniel Scocco As you probably know, once a year we open the enrollment for the Freelance Writing Course. Its a 6-week program that aims to give students all the information and tools they need to get started making money writing online. The 2015 edition starts today. Here are the six modules of the course: 1. Writing Productivity: You’ll learn how to become a prolific writer, which is essential if you want to make money writing. 2. Building an Online Presence: Setting up a website is not enough these days. You need to know how to promote it and how to reach the right people online. 3. Writing for the Web: Freelance writing is changing, and this module focuses on the differences you’ll face while freelance writing for websites and online publications. 4. Finding Clients: Probably the most important module. Here you’ll learn where and how to find your first clients, and how to obtain high-paying writing gigs over time. 5. Running a Writing Business: Freelance writing is like any business, and as such you’ll need to manage it efficiently if you want to increase your earnings over time. 6. Social Media: In this module you’ll discover tactics you can use to leverage social media sites to boost your career. More than 1300 students joined us over the years, and heres what some of them said about the course: I just wanted to let you know how much I enjoyed the online course. I have been researching content on how to establish a freelance writing career since earlier this year and your course provided information that I just havent been able to find anywhere else. Thanks for taking the time to develop this in a straight-forward and manageable fashion. What you supplied has far exceeded my expectations, both in content and value for money. I congratulate you on a job well done. The course has jump started me into action. It has been a huge learning curve for me. Now I am blogging and this course has opened my eyes to the potential of blogging for a freelance writer! I found all the lessons helpful and practical, and help was always at hand in the private forum. The course is great value for money and I am motivated to move into gear now, something that I have not been in a while. > Click here to visit the official page and get all the details < Enrollment ends on Friday. Don't miss out! Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Freelance Writing category, check our popular posts, or choose a related post below:Possessive of Proper Names Ending in SAt Your DisposalPunctuation Is Powerful

All is Quiet on the Western Fr essays

All is Quiet on the Western Fr essays All is Quiet on the Western Front The movie All is Quiet on the Western Front is an anti-war movie. The movie expresses in so many ways the horrible aspects of war. Not only does it show of the horrible deaths and of ignorance, but also it shows the effects on the soldiers mind and their loved ones. The war destroys the morals and values of everyones lives. The movie portrays how gruesome and heartless people become after being number by the feeling of death. The way the men constantly run into the fire of the machine gun seems so pointless, it seem possible to be helping the war effort at all. At one point in the movie Paul falls into a trench with a French soldier. Paul stabs him and kills the Frenchman. Once the Frenchman is dead Paul seems to feel remorse and speaks to him talking about how they could be brothers and friends. He explains he didnt want to kill him but thats how he has to survive and that no one will ever realize we all can live together. The general feeling of anti-war comes through during his speech to the dead Frenchman The morals that people normally held high at this time were all put in the back of their minds to survive. When one of the boys begs his friend who lost his leg for his boots it was a very low thing to do but he needed them and his friend did not. Another example of the way the movie portrays the lost of morals is when the young women invite the boy over and in return of the boys bringing food the ladies give them sexual pleasures. And yet again when Paul comes home he lies to his mother and to a mother of one of his dead friends. Paul felt the need to lie to the dead mother but when she begs for the truth because she knows her son did not die an easy death he still refuses to tell the truth. The people at home are so ignorant to what really goes on it just shows how they people of the country are very uninformed w...

Green Pastures Essay Example | Topics and Well Written Essays - 500 words - 15

Green Pastures - Essay Example Currently, Green Pastures houses six children full time on location in Mountain View. The children housed there range from the ages of six to eighteen and they all have developmental disabilities. Using a four bed-room house Green Pastures is able to provide services for these six children, as well as a short-term service for parents who may need a well-deserved break. They also provide training for people who are interested in caring for children with disabilities. Green Pastures uses a unique system to help fully meet every child’s needs. Using a three-pronged individualized system, Green Pastures is able to fully customize their programs to each and every single child. Green Pastures makes a specialized schooling plan, home program, and tutoring program for each child. Parents are also asked to be as involved as possible, and are invited to spend time on center with their child, encouraged to attend any major conferences about their child, updated on any developments in their child’s goals or needs, and they also allow children to go home on weekends and holidays as often as possible. Green Pastures also has a very active community interaction program. Regular outings include picnics, trips to the zoo, horseback riding, swimming lessons, and other fun community activities. This crucial part allows the children to interact with the community, and also allows the community to see that the Green Pastures family can participate in regular everyday activities just like everybody else. In conclusion, Green Pastures is a great community with a religious background that allows children a deep connection to caring, loving people.

Topic and instruction , see below my instruction file Research Paper

Topic and instruction , see below my instruction file - Research Paper Example Although the previous cards were still considered as credit cards, the first true credit cards were developed after Second World War (Arnold 1-5; Mudd 48-50). John Biggins developed the first bank credit card in 1946 while he was working at Flatbush National Bank of Brooklyn. Different organizations contributed in developing the various aspects of the credit card. However, credit card became popular in the 1950s when companies such as American Express and Bank of America developed their credit cards. The credit card was used to enable customers purchase goods and services and pay for them in regular intervals. Moreover, the card enabled banks to offer short-term credit. Additionally the card could allow user to make non-cash purchases while in different locations. Initially, travelers mainly used the credit cards (Arnold 3-5). For credit cards to be successful, a regulatory environment was necessary. Such regulations included the regular validation of the credit card by the vendor. Moreover, the terms of payment had to be clearly stated. The customers had to provide their contact information and billing address (Arnold 2-7). Although credit card companies earn quite a large sum of money from interests, they still adopt dubious tactics to increase their profits at the expense of customers. One such trick is encouraging their customers not to pay their interest in time and use more credit so that they can penalize them. This enables them to increase their late and over the limit fees. The late and over the limit fees have thus grown rapidly. Additionally, some credit card companies provide insurance programs, dishonest marketing promotions, and other universal default policies to solicit money from their customers. Such malpractices include unfair billing and use of blatantly tactics (Whitney 48) There are some credit card abuses, which can be found in learning institutions such as colleges and campuses. Although the laws in