Free Essays on Anarchy

Grapes of Wrath By: kevin cremeens The Grapes of Wrath is a novel by John Steinbeck that exposes the desperate conditions under which the migratory farm families of America during the 1930's lived. The novel tells of one family's migration west to California through the great economic depression of the 1930's. The bank took possession of their land because the owners could not pay off their loan. The novel shows how the Joad family deals with moving to California, and how they survive the cruelty of the landowners that took advantage of them, their poverty, and willingness to work. The Grapes of Wrath combines Steinbeck adoration of the land, his simple hatred of corruption; resulting from materialism (money), and his abiding faith in the common people to overcome the hostile environment. The novel opens with a retaining picture of nature on rampage. The novel shows the men and women that are unbroken by nature. The theme is one of man verses a hostile environment. His body destroyed but his spirit is not broken. The method used to develop the theme of the novel is through the use of symbolism. There are several uses of symbols in the novel from the turtle at the beginning to the rain at the end. As each symbol is presented through the novel they show examples of the good and the bad things that exist within the novel. The opening chapter paints a vivid picture of the situation facing the drought-stricken farmers of Oklahoma. Dust is described as covering everything, smothering the life out of anything that wants to grow. The dust is symbolic of the erosion of the lives of the people. The dust is synonymous with "deadness". The land is a ruined way of life (farming), people uprooted and forced to leave. Secondly, the dust stands for profiteering banks in the background that squeeze the life out the land by forcing the people off the land. The soil, the people (farmers), have been drained of life and are exploited: The last rain fe... Free Essays on Anarchy Free Essays on Anarchy Grapes of Wrath By: kevin cremeens The Grapes of Wrath is a novel by John Steinbeck that exposes the desperate conditions under which the migratory farm families of America during the 1930's lived. The novel tells of one family's migration west to California through the great economic depression of the 1930's. The bank took possession of their land because the owners could not pay off their loan. The novel shows how the Joad family deals with moving to California, and how they survive the cruelty of the landowners that took advantage of them, their poverty, and willingness to work. The Grapes of Wrath combines Steinbeck adoration of the land, his simple hatred of corruption; resulting from materialism (money), and his abiding faith in the common people to overcome the hostile environment. The novel opens with a retaining picture of nature on rampage. The novel shows the men and women that are unbroken by nature. The theme is one of man verses a hostile environment. His body destroyed but his spirit is not broken. The method used to develop the theme of the novel is through the use of symbolism. There are several uses of symbols in the novel from the turtle at the beginning to the rain at the end. As each symbol is presented through the novel they show examples of the good and the bad things that exist within the novel. The opening chapter paints a vivid picture of the situation facing the drought-stricken farmers of Oklahoma. Dust is described as covering everything, smothering the life out of anything that wants to grow. The dust is symbolic of the erosion of the lives of the people. The dust is synonymous with "deadness". The land is a ruined way of life (farming), people uprooted and forced to leave. Secondly, the dust stands for profiteering banks in the background that squeeze the life out the land by forcing the people off the land. The soil, the people (farmers), have been drained of life and are exploited: The last rain fe...

General Jimmy Doolittle - World War II

General Jimmy Doolittle - World War II Jimmy Doolittle - Early Life: Born on December 14, 1896, James Harold Doolittle was the son of Frank and Rose Doolittle of Alameda, CA. Spending part of his youth in Nome, AK, Doolittle quickly developed a reputation as boxer and became the amateur flyweight champion of the West Coast. Attending Los Angeles City College, he transferred to the University of California-Berkeley in 1916. With the US entry into World War I, Doolittle left school and enlisted in the Signal Corps reserve as a flying cadet in October 1917. While training at the School of Military Aeronautics and Rockwell Field, Doolittle married Josephine Daniels on December 24. Jimmy Doolittle - World War I: Commissioned a second lieutenant on March 11, 1918, Doolittle was assigned to Camp John Dick Aviation Concentration Camp, TX as a flying instructor. He served in this role at various airfields for the duration of the conflict. While posted to Kelly Field and Eagle Pass, TX, Doolittle flew patrols along the Mexican border in support of Border Patrol operations. With the wars conclusion later that year, Doolittle was selected for retention and given a Regular Army commission. After being promoted to first lieutenant in July 1920, he attended the Air Service Mechanical School and Aeronautical Engineering Course. Jimmy Doolittle - Interwar Years: After completing these courses, Doolittle was permitted to return to Berkeley to complete his undergraduate degree. He achieved national fame in September 1922, when he flew a de Havilland DH-4, equipped with early navigational instruments, across the United States from Florida to California. For this feat, he was given the Distinguished Flying Cross. Assigned to McCook Field, OH as a test pilot and aeronautical engineer, Doolittle entered the Massachusetts Institute of Technology in 1923, to begin work on his masters degree. Given two years by the US Army to complete his degree, Doolittle began conducting aircraft acceleration tests at McCook. These provided the basis for his masters thesis and earned him a second Distinguished Flying Cross. Finishing his degree a year early, he commenced work towards his doctorate which he received in 1925. That same year he won the Schneider Cup race, for which he received the 1926 Mackay Trophy. Though injured during a demonstration tour in 1926, Doolittle remained on the leading edge of aviation innovation. Working from McCook and Mitchell Fields, he pioneered instrument flying and assisted in developing the artificial horizon and directional gyroscope that are standard in modern aircraft. Utilizing these tools, he became the first pilot to take off, fly, and land using only instruments in 1929. For this feat of blind flying, he later won the Harmon Trophy. Moving to the private sector in 1930, Doolittle resigned his regular commission and accepted one as a major in the reserves upon becoming the head of Shell Oils Aviation Department. While working at Shell, Doolittle aided in developing new higher-octane aircraft fuels and continued his racing career. After winning the Bendix Trophy Race in 1931, and the Thompson Trophy Race in 1932, Doolittle announced his retirement from racing, stating, I have yet to hear anyone engaged in this work dying of old age. Tapped to serve on the Baker Board to analyze the reorganization of the air corps, Doolittle returned to active service on July 1, 1940, and was assigned to the Central Air Corps Procurement District where he consulted with auto makers about transitioning their plants to build aircraft. Jimmy Doolittle - World War II: Following the Japanese bombing of Pearl Harbor and the US entry into World War II, Doolittle was promoted to lieutenant colonel and transferred to Headquarters Army Air Force to aid in planning an attack against the Japanese home islands. Volunteering to lead the raid, Doolittle planned to fly sixteen B-25 Mitchell medium bombers off the deck the aircraft carrier USS Hornet, bomb targets in Japan, then fly through to bases in China. Approved by General Henry Arnold, Doolittle relentlessly trained his volunteer crews in Florida before embarking aboard Hornet. Sailing under a veil of secrecy, Hornets task force was spotted by Japanese picket on April 18, 1942. Though 170 miles short of their intended launch point, Doolittle decided to immediately commence the operation. Taking off, the raiders successfully hit their targets and proceeded on to China where most were forced to bail out short of their intended landing sites. Though the raid inflicted little material damage, it provided a massive boost to Allied morale and forced the Japanese to redeploy their forces to protect the home islands. For leading the strike, Doolittle received the Congressional Medal of Honor. Directly promoted to brigadier general the day after the raid, Doolittle was briefly assigned to the Eighth Air Force in Europe that July, before being posted to the Twelfth Air Force in North Africa. Promoted again in November (to major general), Doolittle was given command of the Northwest African Strategic Air Forces in March 1943, which consisted of both American and British units. A rising star in the US Army Air Forces high command, Doolittle briefly led the Fifteenth Air Force, before taking over the Eighth Air Force in England. Assuming command of the Eighth, with the rank of lieutenant general, in January 1944, Doolittle oversaw its operations against the Luftwaffe in northern Europe. Among the notable changes he made was allowing escorting fighters to leave their bomber formations to attack German airfields. This aided in preventing German fighters from launching as well as assisted in allowing the Allies to gain air superiority. Doolittle led the Eighth until September 1945, and was in the process of planning for its redeployment to the Pacific Theater of Operations when the war ended. Jimmy Doolittle - Postwar: With the postwar reduction of forces, Doolittle reverted to reserve status on May 10, 1946. Returning to Shell Oil, he accepted a position as a vice president and director. In his reserve role, he served as a special assistant to the Air Force chief of staff and advised on technical issues which ultimately led to the US space program and the Air Forces ballistic missile program. Retiring completely from the military in 1959, he later served as chairman of the board of Space Technology Laboratories. A final honor was bestowed upon Doolittle on April 4, 1985, when he was promoted to general on the retired list by President Ronald Reagan. Doolittle died September 27, 1993, and was buried at Arlington National Cemetery. Selected Sources Doolittle Raiders: First Joint ActionCalifornia State Military Museum: General Jimmy Doolittle

What makes people like to stay on their jobs Essay

What makes people like to stay on their jobs - Essay Example Based on developed level of satisfaction and happiness, employees determine whether to continue working for an organization or not. The factors also determine the employees’ productivity level, should they choose to remain in an organization. It is therefore important to investigate conditions that determine employees’ happiness and satisfaction to stay in jobs and reasons why employees may not like their jobs. Non-monetary factors Non-monetary factors are essential determinants of employees’ utility in a workplace. As a result, they are able to make an employee happy or not. An employee will for instance be happy if considered non-monetary factors meet his or her expectations. A match between job descriptions and an employee’s traits or abilities is one of the non-monetary factors that determine a person’s happiness in a job. This is because of the different expertise that each type of job requires and the involved strain in performing a job, shoul d an employee lack the required skills or traits. Matching employees with jobs that require their skills, level of experience and traits therefore eliminates strain in work, improves utility, and induce happiness. Employees in such working conditions like their jobs and would prefer to remain in the jobs and work effectively towards productivity. Mismatching employees’ ability with job requirements however identifies strains and incompetence in work that may discourage employees and lead to job dislike (Gaurav 9). Appreciating and recognizing employees are other non-monetary factors that influence employees’ happiness (Gaurav 9). This is because of the associated self worth that leads to self-confidence and internal motivation among employees. Examples of appreciation include congratulating an employee for an achievement such as meeting set objectives or doing an outstanding work. Recognition is, however, achieved by identifying an employee’s performance or char acteristics before peers. An appreciated or recognized employee therefore develops a self worth into satisfaction and happiness while lack of appreciation and recognition demoralizes employees who may consequently develop negative attitude towards their jobs. Presence of stress in a work environment is another non-monetary factor that determines employees’ happiness and developed attitudes towards a job. Stress primarily reduces people’s level of happiness and utility. Stressed employees will therefore be unhappy and would not like their jobs while employees who work in a stress free environment are likely to be happy and like their jobs (Gaurav 9). Monetary factors Monetary factors define direct financial advancements to employees. Remunerations, rewards, and appraisal-based advancements are examples. Even though not regarded as principal determinant to employees’ satisfaction in a job, money is instrumental. Employees will for example be comfortable when their basic remunerations match their competence and their level of input to an organization. A relatively low remuneration level would therefore not satisfy an employee and would lead to unhappiness. An underpaid employee will also most likely not appreciate the job and would be ready to leave for an opportunity that can match competence with pay. An organization’s reward system is another monetary factor to employees’ satisfaction and happiness that is directly associated with non-monetary aspects of appreciation and recognition. A performance-based reward for example indicates an organization’s appreciation of an employees’ performance and initiates the employees’ satisfaction in the work. Rewarded employees will therefore be happy and satisfied in their work. Similarly, those who have

Western Culture Essay Example | Topics and Well Written Essays - 1500 words

Western Culture - Essay Example Centuries ago, the culture of a country was modified by wars and invasions. But now cultures are influenced by the corporate scenario in the country. Whenever a corporate giant enters a country’s local markets, it inevitably introduces a few subtle variations in the existing cultural practices. At the same time, the company has to respect local sensibilities and make certain changes in their strategies. A company’s success in the local markets depends immensely on how skillfully they negotiate the culture of that country, and in turn use it to their advantage. Once the company strikes the right balance, there is an intermingling of cultures, which introduces western cultural influences to the already existing local norms. A failure on the part of the company to adapt to local practices can prove to be a business disaster. For instance, the retail giant Wal-Mart was forced to completely shut down its operations in Germany and South Korea, when the local public did not approve of their characteristic working styles. (Schaefer, 2009) It would be beneficial to study an example to facilitate a better understanding of the influences of western culture brought about by corporate giants. McDonald’s, the world’s largest chain of fast food restaurants has more than 30,000 restaurants in nearly a 100 countries and serves approximately 52 million people daily (Bhushan, 2002). McDonald’s was one of the first corporations to pioneer the field of quick service restaurants. It’s franchise in India is owned and managed locally, employing local staff and product suppliers. Hardcastle Restaurants Private Limited owns and manages McDonalds restaurants in the western region of India, while the northern territory restaurants are owned and managed by Vikram Bakshi’s Connaught Plaza Restaurants Private Limited. The first Mc Donald’s outlet was opened in India’s capital, New Delhi in October, 1996 and currently there are a total of 132 restaurants in the whole of

My First Skydiving Experience Essay Example for Free

My First Skydiving Experience Essay Jumping is fun! Skydiving is not just falling; it is flying—the closest we have been able to come to free, unencumbered, non-mechanical individual flight, says Mike Turoff in the book The Skydivers Handbook. I totally agree with him because skydiving provides the maximum liberty that one can ever experience. In this article, Id like to describe to you my first jump in order to show you how much fun skydiving is. First of all, I learned about skydiving via the Internet and TV. There are countless pages of information about skydiving on the Internet. My first jump was a part of the accelerated free fall (AFF). AFF is a course for training new skydivers which includes fourteen jumps. Even though it has fourteen jumps, you will always remember the first one! On the jump day, I went to the skydiving center at 8:30 in the morning. The AFF course started at 9:00. The course included basic parachute equipment information, free falling information, emergency procedures, parachute opening, canopy control, and finally landing information. We were only four people in the classroom. The AFF students studied all the necessary lessons to make a safe skydive. We used special equipment to study parachute equipment, canopy control, and landing. After seven long hours, at the end of the class, we took a written exam. We had to score 100% in order to pass the test. Everybody passed. Then came the gear-up part! We put on our diving overalls, parachutes, altimeters which are used to watch the altitude during the skydive, helmets, gloves and goggles. There were many professional skydivers around, and they were giving us a hard time with some traditional skydiving jokes. I myself was the first person from the class who was going to jump. The next step was boarding the airplane. We used a twin otter double engine aircraft. That was a large aircraft; at least twenty skydivers could get on that plane. I was sitting between two jumpmasters (skydiving instructors) and in front of a cameraman. At that moment, I started feeling extremely worried and excited. The jumpmasters were talking to me, asking questions about my feelings. During the planes take off, all I could say was, Wow! Then, I began watched my altimeter to see whether the altitude number was changing. I want to stop here to tell you something about the other skydivers on board. They were very relaxed although the aircraft was uncomfortable. Probably, I was the most frightened person on board. The others were telling jokes to each other and even drinking juice. Some of them were offering me candies and gum to celebrate my becoming a skydiver. In short, those guys were the craziest people that I have ever seen together. Can you imagine someone drinking orange juice just before jumping down from thirteen thousand feet? Well, thats what they did. The altimeter was working perfectly. Only that fact was able to make me smile a little bit, but I was also considering what I could do if my parachute didnt open! Finally, all the altimeters were saying thirteen thousand feet. The jumpers opened the door. I looked down and was able to see someone who had al ready jumped. Then, because of the cold air at that altitude, my goggles smoked up and I could hardly see anymore. After a few seconds, the smoke disappeared and I could see the airplane was empty. All the other skydivers had already jumped except for my jumpmasters and myself. They told me to stand up and walk toward the exit door. I felt pretty heavy and could hardly walk.This may have been because of the heavy jump suit and parachute equipment. As I approached the door, I felt colder and colder. My cameraman was outside of the plane, and the jumpmasters were holding me tightly for a safe, very first skydive. My jumpmasters and I did the exiting procedures and finally let ourselves go out of the airplane. Those were the most interesting and enjoyable seconds that I have ever experienced. For a few seconds, I had a sense of falling. Then, I noticed that we were falling faster and faster as the seconds passed. After a while, after about the first ten seconds, I could see my cameraman filming my free fall. I was supposed to do some air maneuvers to pass to the second AFF level. I did those. My jumpmasters were still holding me and waiting actively for any possible emergencies. There was no longer any sense of falling and speed. It was mostly like floating in the air and hearing the wind deep in your ears. I periodically checked my altimeter to see the proper altitude to pull my ripcord and open the parachute. The necessary altitude to pull it was 5,500 feet. At that altitude, I gave a 5-5 signal to my jumpmasters, and I pulled my ripcord. That was extremely enjoyable. My parachute opened fast, and I felt a little shocked. Once my canopy opened, I checked it for any malfunction. It was perfectly okay and stable. The canopy flight, of course, was much slower than the free fall. I could see the beautiful environment from thousands of feet above. Then I looked for the drop zone landing area and saw it behind the clouds. I flew my parachute to the drop zone and very smoothly landed on the ground. I was one of the successful students who were able to walk right after touching down, without falling. The 5-minute adventure was ended! I picked up my parachute and walked through the skydiving building. It was a sunny day. My friends and my family members celebrated the adventure for the rest of the day, and I decided to continue skydiving. Today, I am an AFF level four student with three successful jumps. However, of course, my first jump will always be the most enjoyable and unforgettable one. If I were you, I would not waste any more time. I would sign up for a very first jump as soon as possible. Once you try it, you will not be able to stop making jumps. At least, I have not been able to do so. I continue to go skydiving whenever I can. I would like to give one more personal message: Skydiving is a must-do activity, and everyone must try it at least once in his or her life. I guarantee you that it will be an unforgettable experience for you, too!

Essay --

Brenda Fitzgerald Delatorre Lynda Peterson ENG 102 16 November 2013 Are Video Games Good for You? In today’s society, gaming has become a popular tool used by all generations, and research shows that the gaming industry has caused positive outcomes for those that utilize them. Gaming has been blamed for when situations occur, such as in-school violence, grades, lack of social relationships, and language. There are many people that play these games. These individuals are of all diversities. On the other hand, it has been researched and discovered that these games can help with autism, hand-eye coordination, and even problem solving skills. Research is constantly conducted to weigh the positive and negative aspects of the gaming world. Some schools refuse to allow students to use computers; however, some rely solely on computers. Some families do not even have technology in their homes. This is an individual choice that is made dependent on values, beliefs, and family make-up. One should not be judged just because of the games they play. That would be something tha t could be considered profiling. Some play for leisure, some play for peace of mind, some play for educational purposes. Everyone has their own reasoning. Video games are talked about in a derogatory fashion for many reasons. Some of those reasons include childhood obesity, decreased social interaction, increased violence, and lack of academic success. These topics, along with many others, are prime examples as to why some parents and teachers are not advocates for these games. When there are school shootings, there is most often mention of the student being a gamer. On another note, these games depict women in a negative form. These women are fully devel... ...it. In conclusion, there is really no right or wrong answer to this question. When you research it online, there are more results that lean toward the good in these games versus those which are negative. Can these games cause some individuals to just go mentally disturbed? Absolutely! Should we place one hundred percent blame on these games for the wrongdoings by any human being? Absolutely not! The gamer has choices, as anyone else in life. It is a matter of self-discipline, pride, and common sense. Gaming has been such a positive source to so many. As long as it is encouraged and used in the right mindset, society will be okay. http://www.huffingtonpost.com/2013/11/07/video-games-good-for-us_n_4164723.html http://www.businessinsider.com/heath-benefits-of-video-games-2013-9#a-driving-game-improved-memory-and-focus-in-older-adults-1 And the textbook

Human Wildlife Conflicts

ANIMAL ‘RIGHTS' OR HUMAN ‘DUTIES'? – A JURISPRUDENTIAL QUAGMIRE ON ANIMAL RIGHTS (HUMAN RIGHTS vs. ANIMAL RIGHTS- JURISPRUDENTIAL FRONTIERS) ABSTRACT Our ecosystem is a sophisticated organization which includes multitude of flora and fauna that coexist harmoniously without disrupting the sacred equilibrium. Homo-sapiens have topped this ladder of species by virtue of the sixth sense of thought. Even though humans do possess this exceptional faculty of reason, they cannot thrive in solitude but can only sustain by placing them amongst the rest of the organization. When humans started organizing themselves, attained civilization and improved their standards of living, they unfortunately undermined the relative importance of the co-organisms which make up the system, thus giving rise to the emergence of an anthropocentric society. The Research Problem The jurisprudential quagmire is the question whether animals too require ‘rights' analogous to that of human rights. Human rights are those inalienable, universal and egalitarian fundamental rights to which a person is inherently entitled merely by reason of his or her birth as a human. In the light of this definition, â€Å"animal rights† is an absolute misnomer. In jurisprudential terminology, a right is an interest recognized and protected by law. A right unlike an interest is a valid claim or potential claim, made by a moral agent under principles that govern both the claimant and the target of the claim. It presupposes two legal persons, viz., the subject of the right and subject of the duty. Animals cannot be the bearers of such rights because the concept of rights is essentially human; it is rooted in and has force only within a human moral/legal world. Moreover, by no stretch of imagination, animals can be regarded as legal persons. In fact, it is not the interes t of the animal but the interest of the human beings that animals should also coexist with them. According to Leon Duguit, your ‘right' is a byproduct of the other person preforming his duty towards you. He says there is no right but only duty. If the other has a duty towards you, you feel like having a ‘right'. Viewed in the light of Duguit's theory, the mounting problem of protection of wildlife is actually a human rights issue and not an issue of animal rights. Animalright is, in fact, an illusion created by human beings performing their duties to animals, to the ecosystem, to the nature and to the society effectively. If law is about balancing of conflicting interests as pointed out by Rudolf Von Ihering and later developed by Roscoe Pound, the conflict involved here is the conflict between the interests of those who indiscriminately destruct the ecosystem for personal motives and of those who are concerned about the mother earth. The Scheme of the Article This article seeks to explore the true nature of the jurisprudential basis of the legal protection of wild life and endeavors to put in correct perspective the need for eco-governance. It argues that animals cannot have ‘rights' in the jurisprudential sense; that right of an animal is an illusion created because of the presence of human duty to protect it; that if human beings acquire human rights by birth, they also incur absolute human duties by birth; that the ultimate objective of wild life protection law is to save and protect the ‘animals' and not their ‘rights'. It concludes that human beings are reckoned to be morally upright species and causing pain and suffering to animals puts them in a position much lesser than that of human. ADHEENA BIJU IVth Semester B.Com., LL. B (Hons) School of Legal Studies CUSAT Kochi-22