Intro Speech free essay sample

Introductory Informative Unit 1 . Identify the major similarities and differences between public speaking and everyday conversation. Similarities I Differences I Logical organization of thoughts (Message organized by a speaker)- Tailoring your message to your audience (explain something differently to a child than you would to a grandparent, or a peer)- Telling stories/relaying information for maximum impact (Build up, adjustment to punch line)- Adapting to listener feedback (react to verbal, facial, and physical responses from listeners) I -? P.S is more structured (time imitations, one-sided, less conversational; requires planning preparation)-? P. S requires more formal language (elevated, polished, special language, no slang)-? P. S requires a different method of delivery (avoiding vocalizes pauses or clutter words: great control over mannerism; vocal adjustment) I 2. Discuss methods of controlling nervousness and making it work for, rather than against, the speaker 1. Acquire speaking experience (make It less of an unknown; Improve Vial trial and error) 2. We will write a custom essay sample on Intro Speech or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page Prepare, prepare, prepare (Increases confidence, knowledge) 3. Think positively (convert negative thoughts to positive ones) 4. Visualize (create positive mental images) 5. Know that most nervousness is not visible 6. Dont expect perfection (its an act of communication, not a performance; minor errors often unnoticed) 3. Identify and discuss the basic elements of the speech communication process 1 . Speaker: the person presenting an oral message too listener. 2.Message: whatever a speaker communicates to someone else Includes intended as well as actual message; goal is for them to be the same 3. Channel: means by which message is communicated On-person, telephone; multiple channels for different audiences) 4. Listener: the person who receives the speakers . Importance of listener frame of reference tailor your message to the message likely frames of reference of your audience members 5. Feedback: messages, usually nonverbal, sent from listener to speaker (applause, slouching) 6.Interference: anything that impedes communication of a message c. Internal: individuals moods d. External: noise distraction 7. Situation: the time and place in which speech communication occurs context e. Messages and delivery must be adapted to situation I. 5 minutes left to finish 7 minutes speech. 4. Define Ethnocentrism, and explain why speakers need to avoid it -? Ethnocentrism: The belief that ones own group or culture Is superior to all other groups or culture. Unintentional, but nonetheless harmful) -? To avoid: adapt message to the cultural values and expectations of listeners. * Learn about audience Be alert to audience feedback Plato said all public speakers should be truthful and devoted to the good of society * Your ethical decisions will be guided by your values, your conscience, your sense of right and wrong. * Sound ethical decisions involve weighing a potential course of action against a set of ethical standards or guidelines * Make sure you prepare lull, so that you dont communicate erroneous information or misleading advice. . List and describe the five guidelines for ethical speechifying. * Make sure your goals are ethically sound * Worth goals * Ask ethical questions * Cannot escape assessing the ethical soundness of your goals * Be fully prepared for each speech * You have an obligation to yourself and your listeners * Being prepared for speech involves everything from analyzing your audience to creating visual aids, organizing your ideas, to rehearsing your delivery * Be fully informed on your subject. Get your facts rights. Be honest in what you say Most important part * Words can be trusted and people will be truthful * False statistics, quoting out of context, misrepresenting sources, portraying a few details as the whole story, and substituting half-truths for evidence and proof. Wrong * Ethically responsible speakers do not take credit of other peoples words * Avoid name- calling and other forms of abusive language * Name-calling: The use of personal language to defame, demeans, or degrade indivi duals or groups. This reinforces attitudes that encourage prejudice; hate crime, civil rights violation * Put ethical principles into practice Use ethics in your every day life 7. Identify and differentiate among Global plagiarism, patchwork plagiarism, and incremental plagiarisms * Global plagiarism * Stealing your speech entirely from another source and passing it off on your own. * Patchwork plagiarism * This is where a writer takes from two or three sources. * Incremental Plagiarism * Fails to give credit for particular parts or increments of the speech that are borrowed from other people. Most common with quotations and paraphrases * Common with quotations and paraphrases. 8. List and discuss the three basic guidelines for ethical listening * Be courteous ND Attentive * Give a speaker a same attention that you would like to receive * Sit up straight, no slouch, keep an eye contact, show supporting and encouraging attitude * Avoiding PREJUDGING the speaker * You don not have to agree with everything that the speaker is saying, but you should listen carefully to his/her ideas, assess the evidence and reasoning offered and reach an intelligent Judgment about the speech. Maintain the Free and Open expression of Ideas * Though disagree with the entire message, but show respect speakers right to * Hearing is a physiological process, involving the vibration of so und waves on our eardrums and the firing of electrochemical impulses from the inner ear to the central auditory system of brain. * Listening involves paying close attention to, and making sense of, what we hear 10. Explain why good listening is important to effective speech making * By having a good listening skills will allow you to hear accurate information, summarize the information well, recall the facts right, distinguish the main points from minor points easily. This will allow you to organize much easily, making it much easier for you make a speech. 11. Four major causes of poor listening * Not concentrating We can process a speakers words and still have plenty of spare brain time, we are tempted to interrupt our listening by thinking about other things. Listening too hard * Taking up too much information while hearing will end up obfuscates the facts. * Jumping to conclusion * Putting words into a speakers mouth. * We tend to think that were so sure with what they mean in that we dont listen to what they actually say. * Prematurely rejecting speakers ideas as boring or misguided. * Focus on delivery and personal appearance * We sometimes Judge people by their appearance and dont even pay close attention to what they say.Major sources of interference in speech communication process. 12. Six ways to become a better listener * Take listening seriously * Practice and self-discipline * Its a pure effort * Be an Active Listeners * Give undivided attention to the speaker * No distraction by internal or external interference * No procurement on speaker * Develop note taking skills * Resist Distractions * Make a conscious effort to pull your mind back to what the speaker is saying. Think ahead of the speaker * Review what the speaker has said and understand * Dont be diverted by appearance and delivery Suspend Judgment * Respect speakers opinion, no show of disagreement while speaker is speaking * Focus Your listening * Listen for main points * Listen of evidence * Listen for technique * What attention de vice? Credibility and good will? Clear to follow? Accurate, clear? * Develop note taking skills * Focus a speakers main points and evidence. 13. Explain why effective use of language is vital to speech composition and public * Allow listeners to grasp your meaning immediately. Helps bring your speech to life (imagery, concrete language, simile and metaphor) * Able to adapt to any types of situations and environment 14. Explain four methods one can use when having trouble choosing a speech topic. * Personal Inventory * Make a quick inventory of your experiences, interests, hobbies, skills, beliefs, and so forth * Fashion a specific topic * Clustering * Make columns of various categories. * Ex) people places, things, events, processes, concepts, natural phenomena and so forth * Internet Search * Browse through a subject-based website, online encyclopedia or any reference portal. Topics that you know a lot about/ Topic that interests you/ Brainstorm for topics 15. Differentiate among the general purpose, specific purpose and central idea f the speech. * General Purpose The broad goal of a speech; to inform/ to persuade (Two -word infinitive phrase) * Specific Purpose A single infinitive phrase that states precisely what speaker hopes to accomplish in his or her speech * Shows what the speaker wants the audience to grasp at the end of the speech. Central idea of the speech concise statement of what you expect to say * Thesis statement, major thought * Simple, declarative sentence that sharpens the specific purpose statement. 16. Formulate effective specific purpose statements and central ideas * Specific repose: to inform my audience about the effectiveness of Crossfire * Central ideas: Crossfire contains diverse, practical, and high intensity movement that includes weightlifting, gymnastics, and metabolic conditioning. *17.Lucas five tips for formulating specific purpose statements and the five questions to ask about them * Specific Purpose: * Write the purpose statement as a full infinitive phrase, not as a fragment Not thoug ht out fully then no effective * Express your purpose as a statement, not as a question * Gives no clear direction of the speech * Avoid figurative language in your purpose statement Too ambiguous * Limit your purpose statement to one distinct idea * Focus on one * Make sure your specific purpose is not too vague or general * Five Questions about Specific Purpose * Does my purpose meet the assignment? Be sure that you understand the assignment and shape your specific purpose * Can I accomplish my purpose and the time allotted? To meet it * Better off with limited purpose * Is the purpose relevant to my audience? * Make sure that you are truly interested in the topic the topic to your audience * Is the purpose too trivial for my audience? * Find a way to relate *18.Discuss and apply the four guidelines for effective central ideas expressed in a full sentence * Should not be in the form of a question * Should avoid figurative language * Should not be vague or overly general *19. Discuss the four kinds of informative speeches * Speeches about objects * Speeches about processes * Speeches about events * Speeches about concept *20.Explain and apply the five guidelines for informative speaking overestimate what the audience know * Explain thoroughly * Listeners are only vaguely knowledgeable * Relate this subject directly to the audience * Gain attention from the audience Show that you are interested * Should be * Dont * you and your to relate it to their interests * Dont be too technical * May be too specialized for the audience * Avoid abstractions * Description: a statement that depicts a person, event, idea, with clarity with vividness * Use comparisons to create concrete and familiar terms Compare/Contrast * Personalize your ideas * To present ones ideas in human terms that can relate in some fashion to the experience of the audience * Be Creative * Constructing your informative speech creatively * Visual aids, props 21 .Three ways to Avoid abstractions * Use description Use comparison * Use contrast 22. Why is it important for speeches to be organized clearly and coherently? Speech organization is important and closely connected to critical thinking. * you gain practice in the general skill of establishing clear relationships among your ideas. * Using a clear specific method can boost confidence and improve your ability to deliver the message fluently * Higher comprehension from the audience * Higher opinion of the speaker * Coherence is key because speakers only have one chance to get the point across 23. Five strategic methods of organizing main points in speech * ChronologicalOrder * Follow a time pattern * Narrate series of events in the sequence * Spatial Order * Top to bottom, left to right, front to back * Causal Order * Shows a cause and effect relationship * Two main points * Problem-solution Order * Divided into two main points * First shows the existence and seriousness of a problem solution to the problem * Topical Order * Second shows the * Main points divide the topic into logical and consistent subtopics, which becomes a main point. 24. Guidelines for organizing main points * Keep main points separate * Each main point must be clearly independent of others * Try to use the same tatter of wording for main points * Consistent pattern of wording * Improves Increase Teaches * Parallelism * Balance the amount of time devoted to main points * Doesnt have to be exact, Just close 25. Four kinds of speech connectives * Transitions * Words or phrases that indicate that the speaker has Just completed one thought and is moving on to next one * Internal Previews * Let the audience know what is going to come up next. They are much more detailed then transitions * Internal Summaries * Remind listeners of what they have Just heard * Signposts * Brief statements that indicate exactly where you are in the speech First, second, third cause * Use questions 26. Four objectives of a speech introduction 1. Get the attention and interest of your audience 2. Reveal the topic of your speech a. Clearly state your topic 3. Establish your credibility and good will. B. Respect audiences value * EX) c. Qualified to speak on a given topic and of being perceived as qualified by your listeners d. Credibility: the audiences perception of whether a speaker is qualified to speak on a given topic e. Goodwill: the audiences perception of whether the speaker has the best interests of the audience in mind. 4. Preview the body of the speech f.Thesis statement, summarize what will come up in body paragraph 27. Seven methods that can be used to gain attention in an introduction * Relate topic to the * People pay attention to the things you say that affect them directly. * Relate the topic to your listeners by using words: you and your. * State the Importance to your topic * Why should the audience listen to your topic? How important is your speech? * Demonstrate the significance of the topic, so that the listeners will know why they should think so. * Startle the Audience * One of the interesting ways to arouse the audiences attention is to startle them tit an intriguing statement. BUT, when you make a strong opening simply to just shock people and then move on to different topic, the audience will be lost in the middle. * Arouse the Curiosity of the Audience * Everyone is curious about everything. * Build suspenseful mood to your introduction * Question the Audience * Ask a rhetorical question: A question that the audience answers mentally rather than out loud. * This will help the audience to draw in and be more focused on your speech. * BUT, you must make a small pause to give the audience a moment to think about the question. * Begin with a Quotation Another way to engage the audience is to start with a fascinating quotation. Quotation from literature, poem, song, or film or from a persons speech. * Tell a Story * Engage audience with a quick anecdote relevant to your topic. * People like hearing stories. * Keep it short 27. Major functions of a speech conclusion * To let the audience know you are ending the speech * To reinforce the audiences understanding of, or commitment to, the central idea. 28. Methods for fulfilling the functions oaf speech conclusion * Signal the end of the speech * Crescendo ending: a conclusion in which the speech builds to a zenith of power ND intensity * Dissolve ending: a conclusion that generates emotional appeal by fading step by step to a dramatic final statement. To reinforce the central idea * Summarize your speech quickly go over the main ideas in your manuscript * End with a quotation end with a quotation that captures the audiences interest * Make a dramatic statement use a powerfully closing line to end your speech Refer to the introduction go back and re-iterate the central idea that you made clear in the introduction 29. Preparation outline vs. . Speaking outline Preparation Outline I Speaking Outline I A detailed outline developed during the process of the speech preparation that includes:Title, specific purpose, central idea, introduction, main points, sub-points, connectives, conclusion, bibliography of a speech I A brief outline used to Jog a speakers memory during the presentation oaf speech. | 30.Guidelines for an effective preparation outline * State the specific purpose of your speech * Identify the central idea * Use a consistent pattern of symbolization and indentation framework * State main points and sub points in full sentences * Label transitions, internal summaries, and internal previews bibliography * MEAL / PAPA * Give your speech a title * Be brief * Attract the attention * Encapsulate the main thrust of your speech 31 . Three major advantages of using visual aids in a speech * Clear visual * Attach a * People will find a speakers message more interesting * Easier to understand * Retain it longer when it i s presented visually as well as verbally 32. Discuss the kinds of visual aids available for seen speeches * Objects and Models * Photographs and drawings * Graphs * Charts * Takes a large block of info and summarizes it * Video * The speaker * Use your body and demonstrated it firsthand Power point * Dont let it dominate your presentation * Dont read directly from the slides * Plan ahead on your slides 33.Guidelines for preparing visual aids * Prepare visual aids well in advance * Keep visual aids simple * Simple, clear, and to the point * Make sure visual aids are large enough * Use a limited amount of text * Keywords * Use fonts effectively * Choose clear ones * Dont use all caps * Use color effectively * Dont use a color that will confuse the audience * Uses image strategically * Dont add photos Just to fill space * Use concrete ones that help get your point across Guidelines for presenting visual aids * Display visual aids where listeners can see them * Avoid passing visual aids the audience * Display visual aids only while discussing them * Explain visual aids clearly and concisely * Visual aid cannot describe itself. So describe * Talk to your audience not your visual aid * Dont lose eye contact while showing your visual aid reaction to the item * Practice with your visual aids * Practice when you will show it * Check the room and equipment * Gage audiences * Check if the equipment will work correctly ex. Powering, video 34.Why good delivery is important to successful speaking It conveys what the speaker wants effectively. * Helps get across the ideas clearly, interestingly, and without distracting the audience * Audiences want formality with the attributes of a conversation: Directness, spontaneity, animation, vocal and facial expressiveness, and a lively sense of communication. *35. Four methods of delivering a speech * Reading from a manuscript * Must be delivered word for word * Make sure you sound vibrant and natural * Reciting from memory * Entirely from memorization * Speaking impromptu * Take notes and pay close attention to the other speakers, so that you will be dead * 1. State the poi nt you are answering * 2. State the point you wish to make * 3.Support your point with appropriate statistics or examples Summarize your point * Speaking extemporaneously * Carefully prepared, rehearse speech * Gives more precise control over thought and language spontaneity and directness than does speaking from memory situations * Offers greater * Adaptable to wide * Conversational quality: presenting a speech so it sounds spontaneous no matter how many times it has been rehearsed *36. Explain the eight aspects of voice usage that are crucial to public seeking * Volume Loudness of softness of the speakers voice * Adjust to the size of the room * Pitch * Highness or lowness of the speakers voice * Use inflections(varieties) in your a voice as you speak something important, or a question, or how something makes you feel. NO MONOTONE * Rate * Rate at which the speaker speaks * The best rate to use depends on many things occasion * Pause * A momentary break in the vocal delivery of a speech * Pause can signal the end * Give time to sink in * Vocal variety * Changes in a speakers rate pitch and volume * Gives the voice variety and expressiveness * Pronunciation Accepted standard of sound and rhythm for words * Practice maybe in front of your friends/family to correct any mispronunciation. * Articulation * The physical production of particular speech sounds * Poor articulation is usually due to laziness not pronunciation Dunn, haft, want * Dialect * Ana, Otto, * A variety f language distinguished by variations of accent, grammar, or vocabulary 37. Why nonverbal communication is important to the speaker * Posture facial expressions, gestures, eye contact all affect the way listeners respond too speaker * Kinesics the study of body motions as a systematic mode f communication * Has significant impact on the meaning communicated by a speaker * people trust their ears less than their eyes 38.Four most important aspects of nonverbal communication * Personal appearance * Dress according to the occasion, or any situation * Makes a good first impression * Movement * Lots of movements come from nervousness * When going to the podium appear calm, and confident * Dont lean on the podium * When closing, maintain eye contact for a few moments * Gestures * Motions of a speakers hands or arms during speech * Should appear natural and spontaneous * Help clarify and reinforce your ideas Gain more attention * Avoid too much gestures * Eye contact * Making direct visual contact with the eyes of another person * Audience looks at eyes to gauge a speakers truthfulness, intelligence, attitudes and feelings 39. Method for effectively practicing delivery * Go through your preparation outline aloud to check how what you have written is translated smoothly to your spoken discourse * Prepare your speaking outline * Practice the speech aloud several time using only the speaking outline. * Begin to polish and refine your delivery * Check for volume pitch rate pauses and vocal variety * Try it out on friends Intro Speech free essay sample This course is designed to acquaint students with the fundamentals of public speaking, organizational skills, social awareness, and critical thinking will be taught and used In class to Improve listening and speaking skills In all forms of communication. Through practice, interactive exercises, and class lectures, students will learn the importance of clear communication in all aspects of their professional and private lives. Group speech preparation, development of introductions and conclusions, as well as the ability to present a dynamic presentation will be the focus of this class.Required Text: Guide to Public Speaking by Lisa A. Ford-Brown My Gateway: Course material, class announcements and grades will be available for viewing at My Gateway. Course Requirements / Expectations: 1 . Attendance Is mandatory. Tardiness Is not acceptable. Tardiness Is counted as absence after the fourth occurrence. As responsible adults, you are expected to keep your commitment to be on time and attend class for the full time. We will write a custom essay sample on Intro Speech or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page THERE WILL BE A SIGN-IN SHEET FOR EACH CLASS. Attendance essential ;n an interactive, performance class. You are expected to have read each assigned chapter BEFORE the lass meeting. In order to succeed, you will need to remain current In ALL readings whether they are discussed In class that day or not, you need to complete speech assignments and attend ALL class sessions. Rather than a traditional lecture format, class time will be spent in collaborative learning activities, delivering and evaluating speeches and individualized diagnosis and repair of your public speaking needs. If a student misses more than 4 classes in a semester, he/she will lose 100 attendance points resulting in a maximum earned class grade in the B range. Bonus points are even for perfect attendance. 2.Each student is expected to be prepared to discuss the assigned text and to participate with class discussions and assignments. 3. One how to, one introductory, one informative, one persuasive, one ceremonial and one presidential with a team. 4. Each student will attend a speech given outside of class and write a critique of that speech. 5. Each student should be prepared for a quiz on assigned text materials and previous class discussions. 6. Intentionally disrupting class or a classmates speech will result in lowering the attendance grade. If disruptive behavior continues, the student will be expelled from class with a failing grade.Students are expected to act as adults in a business / learning environment. Disruptions include, but are not limited to: Coming to class late and being noisy when entering, doing homework during class, having a computer open in class, cell phone usage during class (this includes incoming calls TURN IT OFF), not showing respect for the instructor or fellow students. If you arrive late and a speech is in progress, wait outside the door until the speech is completed. 7. Outlines are required for our of the seven speeches. The how to speech does not need an outline, but a visual aid is recommended. The impromptu is given on a subject you will choose in class from a list provided by the professor. Your initial introductory speech will also have no outline. All others that earn 100 points or more will need an outline Handing in a printed Powering slide presentation will be counted as an outline. Bibliographies are needed with outlines. Outlines may be submitted prior to giving the speech via e-mail using Word formatting or must be handed in the day of the speech BEFORE the speech is given. Five points will be deducted if outlines are not turned in before the speech is given. . The four speeches that require outlines will also require a bibliography of three sources, documented PAP style. PAP will be discussed in a class lecture and it can be found in the Publication Manual of the American Psychological Association. 9. All speeches will be delivered in a conversational style from outlines or note cards. No speeches will be read. 10. Persuasive, Informative, Ceremonial, and Presidential speeches will require visual aids. Visual aid preparation, usage and etiquette will be discussed in class. 11. Speech topics must be approved prior to presentation.The instructor reserves the right to refuse duplicate speech topics or those considered ethically or morally inappropriate. Speech topics cannot be changed without the instructors permission. 12. ALL WORK MUST BE ORIGINAL IN THOUGHT, CONTENT, AND DELIVERY. Academic honesty is fundamental to the mission of the university and your reputation. Plagiarism is cheating and will not be tolerated. Students must inform the audience at all times when a source is being used as a quote, paraphrase, or analysis. For SIMMS policy on academic honesty, see the student handbook. 3.Sign up sheets will be available one to two weeks before speeches are due. If a student is NOT READY to give a speech at his/her assigned time, 5 points will be deducted from the score for EACH TIME the student is NOT PREPARED. Obviously, this will greatly affect the overall grade for the speech. SPEECH TYPES: You will be required to give seven speeches in this course. Introductory/Life Change Speech: Give basic information about yourself as an uniqueness of who youve become. (4-6 minutes) Example: Something about culture, family, special experiences, tragedies or passions a real statement about you. How to Speech: Give a speech to tell the class how to do something. This speech is presented in 2nd person. This means the audience will be expected to be able to do whatever is being presented to them. Visual aids are strongly recommended for this speech. (4-6 minutes. ) Impromptu Speech: In the real world, you may be an expert in some field. At any time, you may be called upon by a boss, client, friend, etc. , to talk about your knowledge of this subject. You will be required to deliver this kind of speech during class. A list of topics will be presented the day of the speech.You are to find a topic n which you would be considered an expert and then present this topic. (4-6 minutes) Informative Speech: You are to give a speech on new information. The purpose is to enhance the audiences knowledge about the subject and give YOU a chance to research something new. Gaining and holding the audiences attention is essential. Visual aids MUST be used. (4-6 minutes) Persuasive Speech: This speech should be one that shows opposing points of view, presents information to persuade an audience to change their way of thinking, think about something new or to reinforce an already agreed upon solution.More than one point of view MUST be presented. Visual aid is required. (4-6 minutes) Special Occasion, Commemorative, or Ceremonial Speech: This speech should be one of tribute, inspiration or celebration. The purpose is to increase the audiences good will and respect toward your subject. It can praise an event, a person, a social group, an institution or profession. Visual aids MUST be used. (4-6 minutes) Presidential / Group: This speech is a group project. The instructor assigns groups early in the semester. This speech will present a topic of presidential proportions.Presentation styles will be discussed in class but each group member MUST be a presenter. Visual aids MUST be used. Minutes) Throughout the semester, each group will have opportunities to meet in class when time is available. During this time, the group will also have the opportunity to narrow down its topic for the Group Presentation. It should be a topic that can easily fit into the process defined in the Reflective Thinking Method. 1. Define the problem 2. Analyze the problem (research) 3. Establish criteria for solving the problem (more research based on previous research) 4.Generate potential solutions (pros and con viewpoints) 5. Select the best solution as determined by the group based on the research and present to the class current events issue. This project requires research by each group member at meetings outside of class. The group must do original research of its own, not Just information from known sources. Research may be in the form of a viable survey (to be discussed in class), face-to-face interviews or other traditional methods. This research with all other research MUST be documented in your bibliography.All team members receive the same grade for this project; however, each group ember has the opportunity to evaluate his/her team members after the presentation, which could affect the grade of someone who did not participate in the project. A Team Charter with consequences of nonparticipating will be drawn up and agreed upon by all team members as soon as teams are formed so everyone knows the results of his/her actions. The main speech text and outline with sources are to be presented to the instructor BEFORE the presentation with the names of all team members.You may use a professional speaking engagement, a eulogy or other church sermon, etc. The written assignment should be 2. To 4 pages, double-spaced and written clearly and concisely. Use standard 1 margins and standard fonts such as Times or Arial 12 apt. Give full details of who gave the speech, when and where the speech took place. Guest speakers in other classes are acceptable but not other instructors lectures. Speeches given in this class are NOT acceptable for critique, nor are the speeches shown in class. The due date for this assignment is Wednesday, March 20, 2013.

Kent State University Essays - An Edible History Of Humanity, Books

Kent State University Essays - An Edible History Of Humanity, Books Kent State University "Agriculture, the Game Changer" by Jada Garrison "An Edible History of Humanity" by Tom Standage Jada Garrison World History Ancient and Medieval Hist-11050-002-201780 Professor Shane Strate 7 November 2017 "An Edible History of Humanity" made it clear that the impact of agriculture on humanity plays a role in many aspects. The author is making the point that the importance of agriculture is a major employer, even of today's society. This text also brings to the table the aspect of the solution to feeding the world who, at times, were starving. The outstanding gains in technology that contributed to the advances in agriculture that made these things possible. Who would have thought corn, wheat, potatoes, and rice would have been the starting blocks of the wide, wide variety that agriculture offers today. The agriculture revolution is arguably the most important turning point in human history, from simple transactions in trade to establishing entire empires who took in these newly found techniques to benefit their rise in society. Agriculture brought about many advantages, as long as some disadvantages. Human society may have never formed into what it is today. At the beginning of time the little civilizations that stuck together were based off of a hunter-gatherer food supply. Members of these communities would spend hours hunting and whatever they brought back to be prepared would be shared with the peoples of the civilization. A hunter-gatherer's structure of society was mostly one-leveled or equal. Everyone in the community worked towards the same thing, providing food. This did not leave for much of a multi-tiered society, everyone had the same social standings for the most part. When the hunter-gatherers would settle into permanent spots they would sometimes settle near a farm. On occasion the hunter-gatherer would pick up on the techniques and then decided to farm as well. "Alternatively, hunter-gatherers on the fringes of farming areas might have decided to follow suit and become farmers themselves, adopting the methods [] of their farming neighbors." (Standage, pg 23). According to Standage this may have been due to "cultural diffusion", this is when the spread of cultural beliefs and social activities occur. Though the hunter-gatherers diet was thought to be healthier and more beneficial because they ate more meats, "rather than relying on a few stable crops." (Standage, pg 30), unlike farmers. The conversion of the hunter-gatherer society to an agriculture society brought many changes. The need for a larger food supply, social order, and organizational skills. In the agricultural civilizations there was a need to keep things in order, the "Big Men" or farmers who gained control over food supply became more powerful. The debt that was owed to them is what made them most powerful, though. The more debt owed to him the more food he would take as payment, when he obtained more food it would "legitimize the leaders position" (Standage, pg 50). Another strategy of gaining the most storage of the communities agricultural surplus could lead to a leadership positon. "Elaborate public-works projects then legitimize the leader's position..." (Standage, pg 42). Standage makes the statement of "Food was wealth, and control or food was power" (Standage, pg 13) this is proven true with how the civilizations created their social rankings. Each civilization had their own set of social classes, but for the most part they contained; the ruler, the appointed, military class, craftsmen, farmers, peasants and slaves. Some classes Many set these classes apart, finical status, training, and the simple fact of what class you were born into. In some societies you could work to make your way up the rankings, but in most what you were born into is what you stayed in. Social classes were being more of an necessity as the population grew and new advancements came about. Rulers had to know how to gain trust or legitimize himself. They could often do this by showing leadership characteristics in big projects being conducted throughout the civilization. A major project that was needed to be organized in their times were the irrigation systems. "One theory contends that a big man or leader can become more powerful by coordinating activities, particularly irrigation. [] control of the irrigation system would confer power on the leader" (tandage, pg 41).

A Study On Peoples Skill During The Social Engineering Of The Digital Age And Owning The Box

A Study On People's Skill During The Social Engineering Of The Digital Age And Owning The Box Social Engineering and Owning the Box I once worked as a Security guard for Quebecor World in Lincoln, NE. Nothing glamorous by any means, but unique in the fact that my 5.75 an hour rent-a-cop security guard job required me to go through a 1 month background check complete with credit record and criminal record pulls, interviews with the State Patrol, and multiple inquiries into my previous employment history. Why would this be necessary for such a mundane job? Who cares about the criminal background of a security guy on third shift at a printer? Quebecor prints, among other things, AOL CDs and pre-approved credit card applications and has at any time several hundred thousand names, addresses, phone numbers, credit card numbers, and social security numbers in (relatively) plain view. The dumpsters are locked outside. A special shredder devours waste paper into confetti pieces smaller than the end of an infants little fingernail, and then shreds them again. Not that these precautions are not a good start, but in about 10 minutes, an employee inside with a grudge or someone with access to some money can enlist the help of a for profit company to reconstruct paper shreddings into a semblance of the original document or just walk out of the facility outright with thousands of peoples private lives in their hands. Noticed anything unusual in your credit report lately? In this paper I researched social engineering. I examine a bit of its history, designate it as a non-technical means of obtaining information about and ultimately entry into a computer information system, I looked at two prominent old school social engineers. I then describe some basic precautions that are effective no matter what level of information system is employed. Social engineering, and its related type of information attack dumpster diving, is IT slang for using non-technical means to compromise an information system. It is one of the most interesting aspects of computer network security and most effective means of intrusion because the human element of computing will never go away. Someone must design the systems, implement, train, and ultimately use them. Even with the science-fiction horror stories of computer gone amuck we will always have humans at terminals somewhere, sometime; thus any computers information is vulnerable to a psychological attack. The gray goo scenario of Eric Drexler (famous for saying that smart, microscopic computers could take over the earth), though a possibility in the future, is not possible at this time because of the current limitations of technology. The author himself has stepped away from his landmark mid-80s theory as well, saying that he wishes hed never made the statement because of the immense impact i t has had on stifling new research into computer miniaturization. Social engineering is not a new intrusion technique. CERT/CC published an alert describing increased incidence of unauthorized entry attempts to computer systems in 1991. The explosion of the Internet amongst those former non-computer users made successful attempts all the more probable, a security issue that still occurs every day despite more than ten years of familiarity. Prior to the Internet, social engineering was evidenced in the cracking of the phone system with red and blue tone generator boxes, enabling the user to make calls to other locales (including across continents) while charging the costs to another extension. Sometimes the calls were charged to the phone company itself as a way of thumbing a nose at the establishment. The tone boxes themselves and their use did not require any personal contact since they could be built from plans that were freely accessible in cracker zines like 2600(named after the frequency of 2600HZ required to generate a call accept tone in ear ly ATT phone systems) and Phrack. The originators of the tone boxes needed to have an intimate knowledge of the phone system and how it operated from the local exchanges and on thorough the greater network. This knowledge was gleaned, when possible from dumpster diving (using personal information is not necessarily a crime even today if gotten from discarded manuals, receipts, internal memos, and other proprietary documents that have been disposed of and are outside the facility) and calling phone operators or engineers and posing as a member of some other part of the network claiming to need some sort of information. Some famous early phreakers did not have the stereotypical persona of crackers/hackers that seems to be prevalent in the media today, that of the technically talented nomadic loner, or the social misfit bent on some sort of hacktivism. Most of them were extremely intelligent people with few others to share their knowledge. A few were trained by our government for wartime and found their skills gave them a significant, though not very respected advantage over non-technical people, as is the case with John Draper a.k.a. Capn Crunch. Draper earned his name from his use of a toy whistle found in a cereal box that generated the 2600HZ tone necessary to fool the phone system. John popularized the use of this whistle, and became known by the hacker handle Capn Crunch. John became infamous, and was arrested in May 1972 for illegal use of the telephone companys system. He received probation, and then was arrested again in 1976, convicted on wire fraud charges because there were no other current laws under which he could be tried, and spent four months in Lompoc Federal Prison in California. Since then, he has held a variety of positions and given interviews on his experiences during the earliest days of long distance hacking. To his credit, Draper didnt single-handedly discover the vulnerability in the system, nor did he exploit it for much personal gain other than phone calls. There were, however, some phreakers that tried to use this technology, crude at the time, to play pranks that could have resulted in serious Na tional Security repercussions. One such touted phreak was a phone call to the then President Nixons bomb shelter in VA; another was (allegedly) a call to the Pope by Steve Wozniak. This was all possible because the phone system in the late 60s and early 70s was set up so that voice transmission and signal data was sent on the same line. To save money, ATT set their entire network to this 2600HZ standard. As the knowledge spread, the growing number of phone phreaks became a minor culture onto their own. They were able to train their ears to determine how the long lines routed their calls. Sympathetic (or easily social engineered) telephone company employees gave them the various routing codes to use international satellites and various trunk lines like expert operators. Phone company engineering information was also freely available at most major universities in the reference section since the engineering departments utilized the information in partnerships with the companies to help train new engineers. Once the phone company figured out what was going on, it immediately went to the major universities and red flagged their engineering manuals and removed them f rom circulation. The information was already out there, though, and until ATT updated their switching technology and proceeded to subpoena phreakers under the wire fraud act it continued sporadically into the early 80s. Another well knows social engineer needs almost no introduction. Arrested in February 1995 for allegedly stealing 300 million dollars worth of source code from victim companies, his charges were eventually lowered to 2 counts of computer fraud, wire fraud, impersonation, and misuse. Whatever one may think of hackers/crackers, at the time of Mitnicks capture the judicial system was unprepared to deal with the theft of intellectual property. As a result, Mitnick was held for 4.5 years in federal prison, 8 months of it in solitary confinement, because it was argued that he was an armed federal felon. (armed with a keyboard he posed a danger to the community.) The source code that he downloaded was soon made available to any user that requested it by SUN, so their claim of R D losses was deemed inadmissible. Kevin Mitnicks journey through the criminal system is disheartening at best for any computer user that wants to pursue a career in computer security or intrusion detection and response because many of the tools utilized to trace such activities can be used for illegal reasons. The governments case against him originally had 10 victims listed and 27 counts. Among those victims are Novell, Nokia, and SUN Microsystems- companies that suffered no losses , but because Mr. Mitnick had a cell phone by those providers at different times and because he had a Novell program on his computer they are listed in the same weight SUN. None of the 10 companies listed in his indictment have ever filed reports for the loss to shareholders with the Securities and Exchange Commission. Kevin Mitnick though technologically proficient, accomplished much of what he did by talking. Posing as employees of the phone company, various computer or other technology companies, and asking someone low in that companies hierarchy for seemingly unrelated bits of information (known now as N.O.R.A.- Non-observable Relationship Awareness) allowed him to gain super user access to most of the systems that he was eventually charged with tampering with. A really competent social engineer can make a target trust him or her to such an extent that the worker casually gives out sensitive internal information. It may not be a significant disclosure in and of itself, but the information gleaned by such manipulation can easily be combined with other small bits to produce a detailed and dangerous roadmap to organizational treasures. One way I worked on developing the skills of my craft, if I may call it a craft, was to pick out some piece of information I didnt really care about and see if I could talk somebody on the other end of the phone into providing it In Congressional testimony before Senators Lieberman and Thompson years later, Mitnick told them, I have gained unauthorized access to computer systems at some of the largest corporations on the planet, and have successfully penetrated some of the most resilient computer systems ever developed. I have used both technical and non-technical means to obtain the source code to various operating systems and telecommunications devices to study their vulnerabilities and their inner workings. The concept of social engineering is one that transcends computer model, operating system version, etc. Many computer types just dont understand it; in the same way they dont understand office politics. Bruce Schneier, a computer security consultant said by The Economist to be a security guru has this to say about the subject, Security is not a product, and its a process. Many security administrators look at network security as a technological problem rather than a social one. They approach it with the mindset of applying the latest firewalls, intrusion detection systems, access controls, and (sometimes) draconian user policies in hopes of preventing an attack or possible loss of proprietary information. How does an organization defend against social engineering? Defending against social as well as technical threats should be part a defense in depth strategy, but its often ignored. Businesses cant assume that users know better than to give out their passwords. Unless explicitly instructed otherwise, the average employee has no reason to question someone who seems to have a legitimate reason for asking. Even IT team members who are security-conscious might be hesitant to ask for proof of identity from an irate person claiming to be a member of upper management. Protecting the network from social engineering attacks requires, first and foremost, a set of security policies that lay out the reasons and procedures for responding to these types of requests. Just developing the policies is not enough. In order to be effective: All members of management must agree to the policies and understand the need to properly prove their identities when making requests for passwords, etc. The policies must be disseminated to all users of the network, with education and training provided as to why compliance is essential. There should be explicitly defined consequences for violating the policies. Security policies should be specific and should address such issues as: Strong password policies: minimum length, complexity requirements, requirements to change passwords at specified intervals, prohibition on dictionary words, easily guessed numbers such as birth dates and social security numbers, etc., prohibitions on writing down passwords. Prohibitions against disclosing passwords, to whom (if anyone) passwords can be disclosed and under what circumstances, procedure to follow if someone requests disclosure of passwords. Requirement that users log off or use password protected screensavers when away from the computer, cautionary instructions on ensuring that no one is watching when you type in logon information, etc. Physical security measures to prevent visitors and outside contractors from accessing systems to place key loggers, etc. Procedure for verifying identity of users to IT department and IT personnel to users (secret PINs, callback procedures, etc.). Policies governing destruction (shredding, incineration, etc.) of paperwork, disks and other media that hold information a hacker could use to breach security. Social engineering is the easiest way for a hacker to gain access to your network, and one of the most common yet many companies spend thousands of dollars on thwarting technical attacks and do nothing to prevent exploitation of the human factor. Establishing policies is the first step in preventing socially engineered attacks, but perhaps the most important step is educating employees to make them aware of the danger of social engineering. The people who fall prey to social engineering scams whether its a ruse by an outsider pretending to be a company manager who needs a password changed or e-mail from a stranger pretending to be a wealthy Nigerian with money to give away are those who havent heard about the scam. Security awareness should be part of the training of every employee who uses the network, and in order to be effective, it should be ongoing. Forewarned is forearmed, especially when it comes to social engineering. One of the most daunting aspects in social engineering is the sheer number of methods that can be utilized by an attacker. In fact, the only limiting factor is theimagination of the attacker and the susceptibility of the chosen targets. Social engineering tactics usually exploit identifiable human traits such as fear, greed, and trust, and use the somewhat predictable response characteristics of these traits to obtain information that would otherwise be inaccessible. Social engineering doesnt have to be between people or attack these traits at all however. Other tactics such as dumpster diving and eavesdropping require no human contact and no need to go through the hassle of exploitation, yet still yield vast quantities of information, which can be used as is or taken and assimilated into ammunition for a more elaborate social engineering attack.

Young people's news consumption Essay Example | Topics and Well Written Essays - 1000 words

Young people's news consumption - Essay Example There were implications for the decline in news readership for the role of mass media in creating an informed citizenry (Mindich, 2005). The value of news, whether being portrayed through television or via media, has been found to vary among different age groups. Even news on television fails to attract the interest of young crowd who often claim to follow the news only when something of particular relevance to them is happening. In fact, about 64% of the young adult viewers in UK have been found to have no interest for the news happening everyday on television. (Ursell, 2003) Today, the technology of journalism has improved significantly. The mode of presenting news to its viewers has been shifting from print age to digital age. But the culture of news consumption on daily basis has not developed yet among the young people. As said by Roger â€Å"With each passing year, young people grow less interested in the news, regardless of how it's delivered† (Roger, p. 1, 2009). With each passing year, young people have lost their interest on news, no matter in how they are delivered. (Ursell, 2003; Mindich, 2005) Statistics have shown that both newspaper circulation and network newscast ratings have declined persistently and the audience that was there grows ever older. (Even morning news shows, once thought immune to such trends, are now losing viewers.) â€Å"A Harvard survey found that only one in 20 teens and one in 12 young adults read a newspaper on close to a daily basis†. (Rogers, p.1 2009) On the other hand, the news casted online, fares a little better. In 2008, a recent study found that about 64% of 18-to-24-year-olds had viewed a newspaper online within the last year. But by 2009 that also had dropped to 54%. The figures are even more worrisome when the study focuses on whether a respondent had read online news at all - even once - in the last year. Hence, it is necessary to look into the matter that contributes to low news consumption among the youth. (Rogers, 2009) Causes of low news consumption among youth: Time constraints: The young crowd, especially the teenagers has lot of activities during a day. They have to attend school and some also have to go for work. They also have their other personal interests like sports, entertainment and socializing. As a result, they have very less time to have a watch on the news. It is not that they do not want to know what is happening over the world but the problem is that by the time they have a chance to look for news they become very tired. That time they want to relax more rather than to have a look on the news channels. (Hesmondhalgh, 2006; Mindich, 2005) Trivial and sensationalized news content: At times it has been seen young people criticizing the media for promoting gossip based stories, such as repeatedly broad casting the stories of the death of Anna Nicole Smith and the story covering Britney Spears shaving her head and going to rehab. The young crowd believes that t here are many newsworthy stories that should come up prominently and aired properly. They often get bored by the content of the news as they feel it to be boring, not newsworthy, trivial, and depressing. (Leadbeater and Oakley, 1999; Zerba 2004). Dated delivery approaches: The young crowd prefers more short writings both in newspaper and on the internet and for instant delivery on the television. They want the news content to be presented in a proper way that will takes full advantage of the medium through which it is being delivered and should be right to the point. . (Leadbeater and Oakley, 1999; Zerba 2004). Negative parental influence: Even though most of the families subscribed to a newspaper, many of these respondents are not encouraged to read the newspaper. . (Leadbeater an

Administration of Oxygen Therapy Research Paper

Administration of Oxygen Therapy - Research Paper Example Apparently, the said personnel have satisfied the required experience needed in the prescription and administration of oxygen therapy. The result of the administration has also been in the limelight. Nathaniel’s (2007) literature provides positive outcomes that come about with the administration of oxygen therapy. The therapeutical infusion of oxygen has provided energy, inner peace, and optimism in reviving the patients’ health. According to Velio’s literature, questionable risks have arisen from the therapy. It appraises various risks and side effects brought about to the patient requiring the emergency administration of oxygen. A final consideration is that the awful side effects of direct gas injection are not due to ozone but rather to oxygen embolization. (Velio, 2002, pg. 175) The administration of the therapy to patients with AIDS-related maladies and the like has also been addressed. According to Edward et al literature (2008), the patients diagnosed wit h AIDS and related malignancies are the ones with the emergency need of the prescription and administration of oxygen therapy among other therapies such as antiretroviral therapies. The quality of their life is also ensured but not 100% responsive due to weakened immunity of the patients. Despite our best current therapies, patients who have AIDS generally have a poor survival. (Edward et al, 2008, pg 706) ii. Qualitative research The qualitative method of research in the prescription and administration of oxygen therapy happens under-scrutinized statistical analysis. To reach subsequent conclusions, the patients needing the emergency are administered with prescribed percentages of oxygen. According to Ann et al, (2006), a number of patients were prescribed oxygen at a specific duration of time as follows 254 patients were prescribed oxygen

Assuming Is Dangerous Essay Example for Free

Assuming Is Dangerous Essay When people make assumptions, based on things that they think they see, hear, or know; without confirming their conclusion first, anything can result. For Lester Burnham, it can be concluded, the result of someone else’s assumption would be his own death. Throughout the movie America Beauty, there were many miscommunications between the characters, but only one particular failure to communicate cost someone their life. Colonel Frank Fitts was very concerned with his sons’ activities and his relationship with Lester Burnham, unaware of the true nature of the relationship between his son and Lester, the Colonel made accusations based on bits of information he gathered from short conversations with Lester and even â€Å"seeing† something he actually did not see. Had he asked the right questions his conclusions would most likely not have caused him to take Lester’s life in the end of the movie. There was also one particular moment where Lester could have possibly saved his own life by telling the Colonel that he was actually not a homosexual. It was stated in our textbook Making Connections: Understanding Interpersonal Communication written by Kathy Sole that a very important part of communicating is making sure the message received is the correct message intended. It would appear that the Colonel has a problem with homosexuals but when he kissed Lester in the movie, there is more to understand about Colonel Frank’s sense of self. As it says in our text â€Å"Today most researchers believe that who you think you are is a complex mix of how you see yourself; how others see you; what parents, teachers, and peers have told you about yourself; and what your society or culture tells you that you are or should be. †(Sole, 2011) Colonel Frank must have never accepted his true self if he was a homosexual, instead he adapted to what others always believed he was. He appeared to have done his best to prove everyone else right. Therefore, instead of the Colonel actually having a problem with homosexuals; he actually had a problem with himself. When the Colonel confronted Lester about his relationship with his wife, Lester’s responses were vague in a way that further solidified Frank’s assumptions that Lester was gay. When he kissed Lester and Lester said, â€Å"I think you have the wrong idea† Colonel Frank took it as a rejection, when Lester could have said, â€Å"No, man, I am not gay† or something of the sort. If Lester had responded in a way that did not humiliate or make Frank feel inadequate he may not have killed Lester. Colonel Frank and, Lester both should have delved a little deeper, and made more of an effort to understand what each of them were actually trying to say, or the messages they were trying to convey. If they had done a better job and communicating, Lester would have been aware of Colonel Frank’s assumption that he was gay, and able to correct Frank. If Colonel Frank had asked the right questions after Lester’s vague responses, he would have understood that Lester’s relationship with his wife was not â€Å"just for show† because he was gay but rather because they were trying to be the couple that others thought, they should be.

I Will Become a Physician Essays -- Medicine College Admissions Essays

I Will Become a Physician. Â   With the ever-changing field of medicine, many people wonder what medicine will be like in the future. For example, will we still have to live in fear of contracting an incurable and deadly disease, like AIDS? Or will medicine in the future have the capability of handling such threats to our lives? Answering these questions and having the proper education and training to help prevent such threats has been my major ambition. I feel that I can best fulfill this ambition by becoming a physician. Â   I never really thought of going to college until the tenth grade. Just like my father, I had always thought I would be a mechanic and own my own shop because I enjoyed the challenges that arose while diagnosing different problems in cars. It wasn't until I was at my doctor's office that I realized the similarities between the work of physicians and mechanics. Both require one to diagnose and solve problems. That was when I became interested in medicine. As time went by, I started to develop a fascination with the anatomy, physiology, and biochemistry of the human body. Furthermore, I was amazed with how physicians were able to use medication to alleviate pain and heal individuals. Consequently, these attractions to the workings of the human body and the physician's job led me to pursue a career in medicine. Â   During my first semester at the University of Arizona, my ... ...ollege. Luckily, I have a family that has supported and encouraged my success in college. I have also been fortunate enough to have made it this far on my road to medical school with the help of my pre-medical advisor, pre-medical programs (MMEP), and my mentor. I know that with their continued support, I will be able to successfully complete the curriculum needed to become a physician. I know, however, that the road to a medical degree will be hard and long, but I will never give up my dreams of becoming a physician. I am determined to help fight the war against those life threatening diseases like AIDS, and by becoming a physician, I can be on that special team that will make a difference in a patient's life.

Operation Market Garden: Battle of Arnhem

With German forces on the run following the Allied success at Normandy and the breakout and pursuit across France, Allied forces were staged to enter Germany in late summer 1944. Both Field Marshal Montgomery and General Bradley clamored to be given the priority of effort. General Eisenhower chose Montgomery’s Operation MARKET GARDEN as the plan for action. It called for airborne forces to open the route for a ground force to move more than sixty miles up a single road, ending up north of the Rhine River near Arnhem, Netherlands. By accomplishing this task, the German Ruhr industrial heartland would be within easy grasp. But the operation failed. The ground force did not make it to the last bridge; it was six more months before Allied forces crossed the Lower Rhine River near Arnhem. Between 17 and 26 September 1944, there were 17,000 Allied casualties including eighty percent of the 1st Airborne Division (UK). The historical evidence overwhelmingly shows that the British 1st Airborne Division lost the Battle of Arnhem because of poor planning. This paper will prove the failure of The Battle of Arnhem was not solely the fault of MG Roy Urquhart. Although this was his first command of such a division (being an â€Å"outsider†) could he have not completed his wartime mission any better despite having inexperienced leaders planning airborne operations, bad intelligence, allowing the Air Force to plan the DZs based off what was best for the air movement plan and poor execution. This paper examines MG Urquhart, the commander of 1st Airborne Division (UK). The 1st Airborne Division (UK) was made up of three brigades of infantry (two parachute, one glider borne), supporting artillery and anti-tank batteries and substantial Royal Engineer units, as well as supporting elements such as Royal Army Service Corps, Royal Army Medical Corps units and 1st Independent Polish Brigade. The task of securing the Rhine Bridgehead fell to the 1st Airborne Division under the command of Major General Roy Urquhart. The Division was required to secure the road, rail and pontoon bridges over the Lower Rhine at Arnhem and hold them for two to three days until relieved by XXX Corps. Understand Despite the fact that the individual soldiers involved in Operation Market were, on the whole, well trained and disciplined, there were some limitations in the leadership that hurt the operation’s chances of succeeding. Major General Roy Urquhart was new to the airborne corps and Operation Market would be his first airborne operation. Montgomery and Brereton, who was the overall commander of the First Allied Airborne Army, both had little experience in airborne operations. LTG Browning, Brereton’s deputy, had experience in airborne operations, but it was limited to the staff level. Although the individual soldiers that would plan and carry out the Battle of Arnhem were well-trained, some of the key leaders had weaknesses that limited the ability of the operation to succeed. During the planning for Market Garden, Urquhart regarded it as the job of an airborne commander to get hold of as many transport aircraft as possible without sparring a thought for the other Divisions involved, and so he made a habit of lodging frequent requests with Corps HQ. One time he asked for a further 40 aircraft from Browning, who was doubtful that even a small number of these would materialize. Urquhart's account of the operation, he was told that â€Å"because of the limited number of aircraft available, he would have to go in three lifts† and that â€Å"his† plan had to be tailored to fit three lifts. Visualize From the beginning, however, Urquhart was severely restricted in how he could prepare and deploy his troops for the upcoming battle. The U. S. IX Troop Carrier Command were limited in their availability; with two more major drops taking place at the same time, there were insufficient carrier aircraft available to fly the entire division to the Netherlands in one lift. British commanders knew they were badly short of transport aircraft and the area near Arnhem was ill-suited for a landing. They decided they'll have to land in an open area eight miles (13 km) from the bridge. With more of his officers disagreeing with distance, Urquhart told his officers they will use the gliders to transport jeeps to make the travel to Arnhem. However, due to the ambush, most jeeps didn't arrive or was shot up and damaged beyond use. It has been opined that if he had been an experienced airborne commander, Urquhart may have been more determined to oppose the decision to land the whole Division 8 miles from the bridge, rather than drop the parachutists much closer to it. It is a point that those who knew the General would refute without difficulty. However it is true that his objection to the poor air plan could have been stronger than it was, but it must be remembered that Urquhart had to plan an entire operation in only seven days, and so when faced with stubborn opposition from fellow commanders he had little option but to accept the situation and move on. Nevertheless, these failings in the plan sealed the fate of Market Garden before it had begun. The initial airborne drops caught the Germans totally by surprise, and there was little resistance. MG Urquhart, later wrote that â€Å"ever since the first landing, General Bittrich commander of the II SS Panzer Corps and his staff had expected the British second lift. † He also wrote that the Germans had provided early warning measures for follow-on lifts and knew about the second lift 45 minutes before it reached the drop zone, which allowed them to divert anti-aircraft guns that were being used in the ground battle to the drop zone in order to oppose the landings. Lead One of the major problems encountered at Arnhem was the failure of the radio sets used; they either did not work, or ground conditions and the existence of so many areas full of trees often made radio links unworkable. Urquhart could visibly see that the 1st Para Brigade and the Divisional Units were going about their business without problems, but the 1st Airlanding Brigade were out of sight on LZ-S, and so he set out in his Jeep to verify that they were alright. It was at the HQ of Brigadier Hicks that Urquhart had heard that the Reconnaissance Squadron was forced to abandon its swift attack attempt on the Bridge after running into Battalion's Krafft's blocking line. The 1st Para Brigade could not be contacted by radio, and so Urquhart, growing increasingly anxious and impatient, made the fateful and very dangerous decision to set out in his Jeep to find the commander of the 1st Para Brigade, Brigadier Lathbury and warn him that no British forces would be at the bridge when his men arrived. Lathbury was paying a call on the 3rd Battalion when Urquhart caught up with him, but a hort time later the forward elements of the Battalion encountered the German blocking line. After the skirmish had ended, Urquhart returned to his Jeep to find that it had been hit by a mortar and his signals operator had been seriously wounded. Lathbury was unhappy with how his Brigade plan was progressing, while Urquhart realized that he was losing control of events and knew that he must get back to his HQ as soon as possible; unfortunately the area was now decidedly unsafe for either man to leave the protection of the 3rd Battalion. BG Lathbury was wounded and had to left behind with a Dutch family to get him to the hospital. Meanwhile, Urquhart and company pressed on until they could go no further. Anton Derksen and his family offered them shelter in their attic, which Urquhart reluctantly accepted. Almost immediately after the street was filled with soldiers of the Wehrmacht and several surrounded the house in which Urquhart was hiding, and they were followed by a self-propelled gun which came to a halt directly outside, though all were blissfully unaware of the General's presence. All Urquhart could think about was that he had to return to HQ as soon as possible, and he was quite prepared to destroy the SP gun using the few grenades they had at their disposal and then make a dash for it. He was dissuaded from doing so by his companions because they would certainly be killed or captured within moments. Urquhart could do nothing but wait in frustration until British troops caught up with him. It wasn't until morning on Tuesday 19th that the group were able to leave the house. On Monday 25th, Urquhart was told to withdraw his men from Oosterbeek at a time of his choosing. At 8am he radioed Major-General Thomas and said â€Å"Operation Berlin†, the codename for the withdrawal. It was not an easy thing to do as his Division was extremely weak at this time, and if the Germans sensed that a withdraw was in progress then they would rush in to cut them off from the River bank. Urquhart assessing his division and its capabilities, he developed a plan. His plan was excellent under the circumstances. Calling LTC Charles Mackenzie, his Chief of Staff, to work out the finer details, he said: â€Å"You know how they did it at Gallipoli, Charles? Well, we've got to do something like that†. Many years ago, Urquhart had studied the classic withdrawal from this First World War conflict. He remembered how great care was taken to maintain the illusion of defiance until the last moment, meanwhile the forward positions were thinned out and the force was evacuated from the beaches in good order, while the enemy were completely oblivious to it. The Division would withdraw from top to bottom, with those in the north leaving their positions first, and so on until everyone was out. There were so many wounded by this time that it was agreed that they could not be evacuated and so would stay behind, together with all medical staff, and take over the vacated positions, meanwhile the Light Regiment and XXX Corps would continue to fire their guns until the last moment. This way it appeared as if nothing had changed. When the senior officers assembled at Divisional HQ to hear the plan, Urquhart gave specific instructions that word of the withdrawal should not be given until it was almost time to depart, as with a day's fighting to still to endure the capture and subsequent interrogation of anyone who knew would place the entire operation in jeopardy. This plan was successful in allowing 2,000 men of the 1st Airborne Division to withdrawal and join Second Army southern bank of the Neder Rijn. In conclusion, despite having inexperienced leaders planning airborne operations, bad intelligence, allowing the Air Force to plan the DZs based off what was best for the air movement plan and poor execution, MG Urquhart displayed outstanding qualities of leadership and courage. Although, the initial planning and beginning phases of this is operation was full with flaws, MG Urquhart's leadership and planning after things went awry was without question. During the phase of the battle when 1st Parachute Brigade became separated from the rest of the Division he personally organized an operation for the relief of 1st Parachute Brigade and himself became involved in street fighting during this period. Later, when the remnants of the Division were withdrawn into a close perimeter, his defensive planning, and his determination were largely instrumental in ensuring the defense put up by the troops of his Division. During the withdrawal, his cool planning, foresight and initiative were responsible for 2,000 men of the Division rejoining their comrades of the Second Army on the southern bank of the Neder Rijn. The conduct of MG Urquhart throughout this operation was beyond praise.

Animal Rights vs. Human Health – Comparative Essay

Jackie Dansky English 1A – 69 David Banuelos March 10, 2011 Animal Rights vs. Human Health Developments of cures, vaccines and treatments for human illnesses have been done through animal testing. Over 25 million animals are tested each year in the United States (Stephanie Ernst, 2008): â€Å"It's impossible to know exactly how many animals are being used in research because U. S. laws do not require scientists to report how many mice, rats, or birds they use† (ASPCA). Animals are used to interpret what medicine effects will do to the human body; they will give the closest results. The real question when it comes to animal experimentation is not if it is wrong or right, but if it is for the better. Kristina Cook poses that animal testing has benefited medicine, while Natasha Bantwal presents that more harm is done than helped. Kristina Cook is an Oxford student in the department of chemistry, and wrote â€Å"Pro-Test: supporting animal testing,† arguments sustaining animal testing for medical uses. Natasha Bantwal is a basic writer and wrote â€Å"Arguments Against Animal Testing,† arguments opposing the usage of animals for experimentation. A very common argument is that animals are being ‘tortured’ when they are being tested on. Cook approaches the issue quickly stating that â€Å"animal rights activists often demonise scientists, pretending that they are sadists who enjoy torturing animals just for the sake of it. There are countless examples of the lengths to which scientists go to minimize the suffering of animals. But the simple point is that scientists are not sadists: they act in the way that they see fit. † (Cook, 2006) However, the arguments are beyond that. They share two common grounds: animal testing has helped scientifically and medically, and that animal testing has been erroneous. Although Cook and Bantwal agree that animal testing has been helpful, they have different approaches and viewpoints on how helpful it really has been. Cook declares that â€Å"vaccines, antibiotics, transplant surgeries, medical devices†¦ and other developments would not be here today if animal testing ad not been used. † (Cook, 2006) As a counterargument, Bantwal asserts â€Å"the most commonly help perception (or rather misconception) of animal testing is that it is necessary for the development of cures, vaccines, and other treatments for human illness. † (Bantwal) Animal rights activists are attempting to discontinue all animal testings. There have been alternatives reported, bu t none can match as much accuracy and precision as animals would. Bantwal uses cancer as an example of ridding animal testing: â€Å"with countless innocent animals, billions of dollars and more than 30 to 40 years being spent on the war against cancer, one would expect concrete results show up if animal experimentation was actually as effective as it is made out to be†¦ Many cancer funds and organizations have claimed that we are now losing the war against cancer because this animal-based cancer research is failing, and it just downright stinks. † (Bantwal) She implies that animals don’t need to be tested on if they can’t even help to find the cure of big illnesses. Cook, unlike Bantwal, looks at the glass half full. She considers all the drugs that have been animal tested in the past that have been successful, and looks forward to the more cures that will be discovered through this type of experimentation. All cures and vaccines are tested on animals, but are animals a reliable source when it comes to vaccines? Bantwal discusses about the undependable basis of animals’ effect on a particular drug compared to a human’s effect. For example, she pronounces that there has been no progress in the cure for AIDS because animals are incapable of getting the AIDS disease. Cook affirms that testing drugs in animal help researchers find the potential dangers and faults it will achieve, and to understand â€Å"the metabolism of drug compounds and consequent effects seen throughout the body. † (Cook, 2006) She states that the alternatives of animal testing, such as a computer generator, won’t be as sufficient. Bantwal states â€Å"[Pro-Animal Testing] believe that if animal experimentation is stopped, then it will be at the expense of life and the human health. (Bantwal) She tries to compensate that obliterating any and all animal testing will not have a big changed impact in the medical field. She then argues that â€Å"it is dangerous and fraudulent to apply data retrieved from one species to another entirely different species. † (Bantwal) Cook does admit that there have been errors in the field. Both Cook and Bantwal use the Thalidomide as an example of rebuttal. It came out in 1956 as a sedative for pregnant mothers to overcome m orning sickness. It was successful in animal testing, and spread around the world in a few years. Unfortunately, it caused birth defects in the womb. Bantwal quotes ‘safety testing’ and states, â€Å"tens of thousands of children who’s mothers had used this drug were born with severe deformities. † (Bantwal) Cook argues that if they had done more testings on animals, that the birth defect would have been detected. She understands that the scientists messed up because they forgot to test prenatal animals. She attacks the animal rights group with: â€Å"animal rights groups confuse an error resulting from an absence of testing with one resulting from conducting tests on animals. (Cook, 2006) Cook believes that they don’t understand what they are arguing. Their example of the Thalidomide is really suggesting to do more animal testing so then it will be more accurate and precise: â€Å"a few more animals, and countless human lives would have been saved. † (Cook, 2006) Overall, animals are continued being used as experiments for all humansâ₠¬â„¢ health. Whether for or against animal testing, everybody has to be appreciative and acknowledge the benefits scientists and animals have brought. It’s like a competition between animals and humans: which race should be protected more? Both Kristina Cook and Natasha Bantwal share their perspectives and only agree upon one thing: animal testing has helped scientists and the medical field. Now, which is more important to you: animal rights or human health? Work Cited: Bantwal, Natasha. â€Å"Arguments Against Animal Testing. † Buzzle Web Portal: Intelligent Life on the Web. Web. 06 Mar. 2011. ;http://www. buzzle. com/articles/argument-against-animal-testing. html;. Cook, Kristina. â€Å"Spiked-science | Article | Pro-Test: Supporting Animal Testing. † Spiked: Humanity Is Underrated. 23 Feb. 2006. Web. 06 Mar. 2011. ;http://www. spiked-online. om/articles/0000000CAF94. htm;. Ernst, Stephanie. â€Å"Animal Use and Abuse Statistics: The Shocking Numbers. † Change. org News. 5 Oct. 2008. Web. 05 Mar. 2011. ;http://news. change. org/stories/animal-use-and-abuse-statistics-the-shocking-numbers;. â€Å"11 Facts about Animal Testing | Do Something. † Volunteer | Do Something. ASPCA. Web. 05 Mar. 2 011. ;http://www. dosomething. org/tipsandtools/11-facts-about-animal-testing;. Long, Tony. â€Å"Oct. 1, 1957: Thalidomide Cures Morning Sickness, But †¦ † Wired. com. 01 Oct. 2008. Web. 06 Mar. 2011. ;http://www. wired. com/science/discoveries/news/2008/09/dayintech_1001;.

Personal Essay on Changing Schools Essays

Personal Essay on Changing Schools Essays Personal Essay on Changing Schools Essay Personal Essay on Changing Schools Essay When I found out I was changing schools I felt like my whole world was going to end. I did not want to leave my old school and my friends. My dad received a job opportunity and was transferred to another state so my family and I did not have a choice but to go. So much anxiety built up inside as I realized that I had to make new friends at a new school. Also, being aware that I had to retake a class because some of my credits did not transfer. When I did began my first week of school my whole life changed for the better. On the first day of school I cruised into class thinking to myself, â€Å"I can most likely make this new school thing work.† The first desk I saw was open so I sat in it. The teacher called me to the front of the class. I was really nervous as the palm of my hands became sweaty as I walked to the front of the class. She politely stated, â€Å"Class we have new student. Her name is Sarahlyn Argrow.† I went back to my desk with a smile on my face. When t he bell rang I went to my next class which was economics. Economics was one of the classes I had to retake because it didn’t transfer over from my other high school. I met my best friend till this day Leya Ferguson in my economic class. As I am sitting in the front of the class a girl came and sat in the desk right next to me. â€Å"Hey what is your name? Are you new here?† she questioned. â€Å"Hi my name is Sarahlyn Argrow and yes I am new here.† I delightedly replied. We continued the conversation. We both were able to get to know each other very well. We started going to the movies, mall, and just hanging out. We got along well. We even tried out for the cheerleading team together; an experience I will never forget! We both made the team and have been the close of friends ever since. Making new friends wasn’t as hard as I thought it was going to be. Making the cheerleading team came with a lot of great things. The team was very nice and they welcomed me onto the team with open arms. I became captain and so did my friend Leya. Coming onto the cheerleading I thought it was going to be hard to find my place on a new team. I was used to being around with the girls at my old school. However, the transition was very easy and I became comfortable very quickly. When I changed to a new school my perspective changed on the situation. I made a great best friend that is still my best friend. I made the cheerleading team and made more amazing friends. I had to retake a class but exceeded in it so it was not bad at all. Thinking back on it, if I had not changed schools I do not know how my life would be like. I realized that sometime good things come out of change and a lot good things came out of my situation. From my experience through this journey I learned that when something changes it can be for the better and not always for the worse. So I am thankful till this day.

Frederick Douglass and Martin Luther King, Jr Research Paper

Frederick Douglass and Martin Luther King, Jr - Research Paper Example He especially appreciated Gandhi’s non-violent means of standing against civil misconduct. Martin Luther was inspired by Gandhi’s principles. The principles of championing for liberation based on love and not violence. Hence, he championed for resistance against racial segregation without the use of violence. He urged his followers not to use violence against the white perpetrators. Instead, he used his inspirational speeches to motivate them with his faith in God. Instilling hope in them that God was with them, and they should keep fighting (Moldovan 1). Martin Luther was a founding member of the Southern Christian Leadership Conference that he utilized to champion for civil rights. He used the Christian body to stand against the segregation and discrimination that the black people were subjected to. Through it, his national fame grew. Martin Luther King used the Christian body to organize peaceful and non-violent demonstrations in various states. Their peaceful nature can be attributed to Gandhi’s principles of non-violence. He used his great oratory skills to champion for Christian like virtues that disregarded discrimination (Moldovan 2). Douglass also had religious convictions that guided him. How do these religious convictions compare? The religious faith that Douglass had was described by a friend of his who did not believe in God. The friend said that it was his faith in God that prevented them from having a long-lasting friendship. Hence, it was outstanding. Douglass utilized the faith to spur the people. He utilized it to instill hope in the people. Hope that the oppression they all faced due to their race and slavery would come to an end. He believed that God would change the world, that God would change the predicament faced by black people and redeem them. Through his faith, Douglass viewed himself as a prophet. A prophet who was following God’s instructions (Stauffer). Hence, by utilizing the prophet in him, he was able

PROFESSIONAL ACCOUNTABILITY Essay Example | Topics and Well Written Essays - 1250 words

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