Bills Made Into Law essays

Bills Made Into Law expositions Depict the procedure of how a bill turns into a particular law with explicit attetnion to the obstacles that bring about the passing of most bills. Our administration comprise of three branches wich re the legal authoritative and official. This parts of government , generally are the ones that maintian request in our nation. Each branch is relegated to a sepcific task. for instance the administrative branch, wich is comprised of congrss, is answerable for making the laws. be that as it may, how are laws made? Congrees has two yearly meetings with in each term. During this meetings numerous bills are propsed . Anyway oly around five to 10% of the considerable number of bills porposed will go as laws. As the means abill must experience to turn into a law. Its odds turning into a law become practically nothing. initial a bill is present by anone in either the senate or the house. in the place of reprsenatives the represenative signs his name on a bill and putds it on the clearks sesk or it in a crate called the container. be that as it may, in the senat, it is generally presented by the sponers from the floor. There after one must hang tight for the bill is then given a number (HR 253-Hr demonstrates the House of Represenatives) and put on the it to be put onto the plan. The bill can be made public,wich relates to open undertakings or private whichpertains to a specific invidual. At that point the bill is alluded to a standing commitee, here the bill is heard by hearings. After the billl is heard it id provided for differnt committies. It could be given to numerous committies to be gone through various referral. Albeit through muliple refferel, it gives the bill toa opportunity to be heard by numerous peole , it brings time becaue it experiences eveyrone and when it is done it could have been agrreed on in differnt ways. On the off chance that this haapens individuals need to meet up in an enormous joint gathering. The numerous referral has a bit of leeway becaue it leaves all the perspectives alone heard... <!

Work Integrated Learning in Business

Question: Should Work Integrated Learning be a Requirement of all Undergraduate Business Degrees? Answer: According to the creators, it has become a useful tidbit that finishing a work arrangement as a segment of the college degree carries positive advantages for businesses alongside graduates. This angle is of much criticalness in the contemporary period where the emphasis is on the monetary commitment made by instruction. The advantage can be viewed as two-overlap. Right off the bat, there is a positive commitment made towards the advancement of conventional employability abilities. Furthermore, positions are the perfect open door for graduate understudies to have a head beginning of their vocation. The information introduced in the article were from two sources; subjective information was gotten from a program involving 25 meetings that were held between the years 2003 and 2004 with a cross-sectional example of business and the board graduates reacting to the Class of 99 review. Quantitative information was gathered from the Class of 99 overview that studied alumni of all orders finis hing their undergrad training after the year 2003. From the discoveries of the information, it was demonstrated that the impact of work situation for the board and business graduates were conflicting, adding to the higher accomplishment of work on various measures. The example of the outcomes showed that the effect of work-incorporated learning (WIL) relies upon the sort of the board and business degree. In spite of the fact that the consequences of the investigation obviously pushed the advantages of WIL, more is required to be comprehended in regards to the qualities of an ideal work position that not just lays the arrangement for the improvement of individual characteristics and aptitudes yet additionally helps in the exhibit of abilities. As indicated by the creators, advanced education partners have demonstrated a developing measure of concern with respect to the learning and showing exhibitions just as results in business instruction. There is a developing hole between the necessities of the business and the alumni qualities that needs quick consideration. The explanations behind such hole has been credited to absence of conventional aptitudes and business preparation. One appropriate strategy that can help in acquiring upgrades the advancement of the conventional aptitudes in understudies is work-coordinated learning (WIL). The venture done on building WIL openings would bring critical advantages. The analysts built up an expert advancement program (PDP) that was coordinated into a business degree program with the point of helping understudies adapt efficiently. The PDP was executed for a year. It was discovered that the understudies who had a functioning association in the PDP showed significant gains in nonexclus ive abilities. They additionally were seen as better ready to oversee studies and individual lives. The examination showed that WIL upgrades an understudies end result. The article featured that the impact of nonstop and incorporated direction program with parts of WIL can in a perfect world be certain. A rich pool of proof is on the side of PDPs in proficient setting. WIL can help tending to difficulties understudies face when they enter the business. WIL is appropriate for the interest for a decent quality of business prepared alumni. While it is clear that WIL can achieve various advantages, it is to be investigated whether the concerned partners have the vision and pledge to use the potential it has. As opined by the writer, Work-coordinated learning (WIL) has gotten a lot of consideration for being an instrument that upgrades proficient practice and creates work-availability in the recently graduates. It is viewed as the purpose of contrast in cultivating graduate employability by like correspondence, collaboration, critical thinking and self-administration. The paper explored the job of WIL on undergrad employability aptitudes. Information was gathered from 131 WIL understudies in an Australian college. For understudies of business examines, work situations were an elective part of the degree program. Game plans were made for some type of position for business understudies. It was found from the information that WIL was fruitful in making contrast to the advancement of aptitudes from college to any work environment. Discoveries from the investigation additionally featured the job of incorporated and organized introduction to position for sustaining and supporting polished skill in understudies. The territories that were affected upon were time the executives, working self-sufficiently, performing multiple tasks and inspiration. Discoveries experimentally were on the side of the conversation on expanded access to WIL openings that are endorsed by the University. Archived enhancements in the understudies were in arrangement with the current writing, however there is as yet constrained research in this specific region. More research here would be advantageous for a scholarly field just as expert specialists. The article had a constraint of not utilizing certain factors that are to affect on results at the hour of WIL. Related knowledge and understudy status may affect the degree of learning at the hour of position. The paper gave an account of an investigation of reactions given by understudies towards work coordinated learning (WIL) program for undergrad business the executives understudies. The WIL was considered in the last semester of the instructive course. The program was made to fit for huge classes. It required the understudies to lead interviews with organizations for the benefit of government gatherings concentrating on help for neighborhood business activities. The summative appraisal included little gathering research reports for the chambers based on the meetings. The readiness of the understudies for the WIL was made to lighten the inbuilt dangers of WIL that are educational plan based for enormous gatherings. The readiness remembered for class exercises and scaffolded developmental composed assignments in the mandatory classes. It advised about the undertaking necessity and they were given sufficient data on aptitudes and information required for the task. The examination drew up on the impressions of the understudies and the criticism gave by them. The exploratory cross examination was fruitful in distinguishing three flashpoints in the encounters of understudies during WIL. These flashpoints were fundamental to learning of the understudies. Through the flashpoints, understudies had the option to adapt viably in various settings. The flashpoints can be considered for offering information about the advantages of WIL programs. From the article, plainly WIL empowers business understudies to turn out to be better basic scholars and analysts. WIL should be remembered for the educational methodologies of connected learning in business contemplates. References Fallon, Wayne. Flashpoints in understudies' work-coordinated learning in business: Implications for educational plan design.Employment Relations Record12, no. 1 (2012): 66. Freudenberg, Brett, Mark Brimble, and Craig Cameron. WIL and nonexclusive expertise advancement: The improvement of business understudies' conventional abilities through work-coordinated learning. Asia-Pacific Journal of Cooperative Education 12, no. (2): 79-93. Jackson, Denise. The commitment of work-coordinated figuring out how to undergrad employability expertise outcomes.Asia-Pacific Journal of Cooperative Education14, no. 2 (2013): 99-115. Wilton, Nick. The effect of work arrangements on abilities advancement and vocation results for business and the executives graduates.Studies in Higher Education37, no. 5 (2012): 603-620.

A complete guide to writing a reflective essay

A complete guide to writing a reflective essay A complete guide to writing a reflective essay “Tasked with the overwhelming burden of writing my first ever reflective essay, I sat as still as a mouse as my fingers shakily hovered over the lifeless buttons of my laptop keyboard. Where would I begin? Where would I end? Thoughts frantically spasmed their way through my mind as I envisaged the treacherous journey on which I was about to embark.” Reflective essays are those sorts of essays that seem oh so easy, and yet oh so hard to write, all at the same time. To put it simply, reflective essays constitute a critical examination of a life experience and with the right guidance, they aren’t very difficult to put together. A reflective essay is akin to a diary entry, except that others will be reading it so it needs to have a great deal of coherence and a good structure. In that regard, a reflective essay is much like any other essay out there. In this guide, we explore in detail how to write a great reflective essay, including what makes a good structure and some advice on the writing process. We’ve even thrown in an example reflective essay to inspire you too, making this the ultimate guide for anyone needing reflective essay help. The format In a reflective essay, a writer primarily examines his or her life experiences, hence the term ‘reflective’. The purpose of writing a reflective essay is to provide a platform for the author to not only recount a particular life experience, but to also explore how he or she has changed or learned from those experiences. Reflective writing can be presented in various formats, but you’ll most often see it in a learning log format or diary entry. Diary entries in particular are used to convey how the author’s thoughts have developed and evolved over the course of a particular period. The format of a reflective essay may change depending on the target audience. Reflective essays can be academic, or may feature more broadly as a part of a general piece of writing for a magazine, for instance. For class assignments, while the presentation format can vary, the purpose generally remains the same: tutors aim to inspire students to think deeply and critically about a particular learning experience or set of experiences. Here are some typical examples of reflective essay formats that you may have to write: A focus on personal growth: A type of reflective essay often used by tutors as a strategy for helping students to learn how to analyse their personal life experiences to promote emotional growth and development. The essay gives the student a better understanding of both themselves and their behaviours. A focus on the literature: This kind of essay requires students to provide a summary of the literature, after which it is applied to the student’s own life experiences. What do I write about? As you go about deciding on the content of your essay, you need to keep in mind that a reflective essay is highly personal and aimed at engaging the reader or target audience. And there’s much more to a reflective essay than just recounting a story. You need to be able to reflect (more on this later) on your experience by showing how it influenced your subsequent behaviours and how your life has been particularly changed as a result. As a starting point, you might want to think about some important experiences in your life that have really impacted you, either positively, negatively, or both. Some typical reflection essay topics include: a real-life experience, an imagined experience, a special object or place, a person who had an influence on you, or something you have watched or read. If you are writing a reflective essay as part of an academic exercise, chances are your tutor will ask you to focus on a particular episode â€" such as a time when you had to make an important decision â€" and reflect on what the outcomes were. Note also, that the aftermath of the experience is especially important in a reflective essay; miss this out and you will simply be storytelling. Reflection It sounds obvious, but the reflective process forms the core of writing this type of essay, so it’s important you get it right from the outset. You need to really think about how the personal experience you have chosen to focus on impacted or changed you. Use your memories and feelings of the experience to determine the implications for you on a personal level. Once you’ve chosen the topic of your essay, it’s really important you study it thoroughly and spend a lot of time trying to think about it vividly. Write down everything you can remember about it, describing it as clearly and fully as you can. Keep your five senses in mind as you do this, and be sure to use adjectives to describe your experience. At this stage, you can simply make notes using short phrases, but you need to ensure that you’re recording your responses, perceptions, and your experience of the event(s). Once you’ve successfully emptied the contents of your memory, you need to start reflecting. A great way to do this is to pick out some reflection questions which will help you think deeper about the impact and lasting effects of your experience. Here are some useful questions that you can consider: â€" What have you learned about yourself as a result of the experience? â€" Have you developed because of it? How? â€" Did it have any positive or negative bearing on your life? â€" Looking back, what would you have done differently? â€" Why do you think you made the particular choices that you did? Do you think these were the right choices? â€" What are your thoughts on the experience in general? Was it a useful learning experience? What specific skills or perspectives did you acquire as a result? These signpost questions should help kick-start your reflective process. Remember, asking yourself lots of questions is key to ensuring that you think deeply and critically about your experiences â€" a skill that is at the heart of writing a great reflective essay. Consider using models of reflection before, during, and after the learning process to ensure that you maintain a high standard of analysis. For example, before you really get stuck into the process, consider questions such as: what might happen (regarding the experience)? Are there any possible challenges to keep in mind? What knowledge is needed to be best prepared to approach the experience? Then, as you’re planning and writing, these questions may be useful: what is happening within the learning process? Is the process working out as expected? Am I dealing with the accompanying challenges successfully? Is there anything that needs to be done additionally to ensure that the learning process is successful? What am I learning from this? By adopting such a framework, you’ll be ensuring that you are keeping tabs on the reflective process that should underpin your work. The plan Here’s a very useful tip: although you may feel well prepared with all that time spent reflecting in your arsenal, do not, do NOT start writing your essay until you have worked out a comprehensive, well-rounded plan. Your writing will be so much more coherent, your ideas conveyed with structure and clarity, and your essay will likely achieve higher marks. This is an especially important step when you’re tackling a reflective essay â€" there can be a tendency for people to get a little ‘lost’ or disorganised as they recount their life experiences in an erratic and often unsystematic manner. But if you develop a thorough outline (this is the same as a ‘plan’) and ensure you stick to it like Christopher Columbus to a map, you should do just fine as you embark on the ultimate step of writing your essay. If you need further convincing on how important planning is, we’ve summarised the key benefits of creating a detailed essay outline below: An outline allows you to establish the basic details that you plan to incorporate into your paper â€" this is great for helping you pick out any superfluous information, which can be removed entirely to make your essay succinct and to the point. Think of the outline as a map â€" you plan in advance the points you wish to navigate through and discuss in your writing. Your work will more likely have a clear through line of thought, making it easier for the reader to understand. It’ll also help you avoid missing out any key information, and having to go back at the end and try to fit it in. It’s a real time-saver! Because the outline essentially serves as the essay’s ‘skeleton’, you’ll save a tremendous amount of time when writing as you’ll be really familiar with what you want to say. As such, you’ll be able to allocate more time to editing the paper and ensuring it’s of a high standard. Now you’re familiar with the benefits of using an outline for your reflective essay, it is essential that you know how to craft one. It can be considerably different from other typical essay outlines, mostly because of the varying subjects. But what remains the same, is that you need to start your outline by drafting the introduction, body and conclusion. More on this below. Introduction As is the case with all essays, your reflective essay must begin within an introduction that contains both a hook and a thesis statement. The point of having a ‘hook’ is to grab the attention of your audience or reader from the very beginning. You must portray the exciting aspects of your story in the initial paragraph so that you stand the best chances of holding your reader’s interest. Refer back to the opening quote of this article â€" did it grab your attention and encourage you to read more? The thesis statement is a brief summary of the focus of the essay, which in this case is a particular experience that influenced you significantly. Remember to give a quick overview of your experience â€" don’t give too much information away or you risk your reader becoming disinterested. Body Next up is planning the body of your essay. This can be the hardest part of the entire paper; it’s easy to waffle and repeat yourself both in the plan and in the actual writing. Have you ever tried recounting a story to a friend only for them to tell you to ‘cut the long story short’? They key here is to put plenty of time and effort into planning the body, and you can draw on the following tips to help you do this well: Try adopting a chronological approach. This means working through everything you want to touch upon as it happened in time. This kind of approach will ensure that your work is systematic and coherent. Keep in mind that a reflective essay doesn’t necessarily have to be linear, but working chronologically will prevent you from providing a haphazard recollection of your experience. Lay out the important elements of your experience in a timeline â€" this will then help you clearly see how to piece your narrative together. Ensure the body of your reflective essay is well focused and contains appropriate critique and reflection. The body should not only summarise your experience, it should explore the impact that the experience has had on your life, as well as the lessons that you have learned as a result. The emphasis should generally be on reflection as opposed to summation. A reflective posture will not only provide readers with insight on your experience, it’ll highlight your personality and your ability to deal with or adapt to particular situations. Conclusion In the conclusion of your reflective essay, you should focus on bringing your piece together by providing a summary of both the points made throughout, and what you have learned as a result. Try to include a few points on why and how your attitudes and behaviours have been changed. Consider also how your character and skills have been affected, for example: what conclusions can be drawn about your problem-solving skills? What can be concluded about your approach to specific situations? What might you do differently in similar situations in the future? What steps have you taken to consolidate everything that you have learned from your experience? Keep in mind that your tutor will be looking out for evidence of reflection at a very high standard. Congratulations â€" you now have the tools to create a thorough and accurate plan which should put you in good stead for the ultimate phase indeed of any essay, the writing process. Writing your essay As with all written assignments, sitting down to put pen to paper (or more likely fingers to keyboard) can be daunting. But if you have put in the time and effort fleshing out a thorough plan, you should be well prepared, which will make the writing process as smooth as possible. The following points should also help ease the writing process: â€" To get a feel for the tone and format in which your writing should be, read other typically reflective pieces in magazines and newspapers, for instance. â€" Don’t think too much about how to start your first sentence or paragraph; just start writing and you can always come back later to edit anything you’re not keen on. Your first draft won’t necessarily be your best essay writing work but it’s important to remember that the earlier you start writing, the more time you will have to keep reworking your paper until it’s perfect. Don’t shy away from using a free-flow method, writing and recording your thoughts and feelings on your experiences as and when they come to mind. But make sure you stick to your plan. Your plan is your roadmap which will ensure your writing doesn’t meander too far off course. â€" For every point you make about an experience or event, support it by describing how you were directly impacted, using specific as opposed to vague words to convey exactly how you felt. â€" Write using the first-person narrative, ensuring that the tone of your essay is very personal and reflective of your character. â€" If you need to, refer back to our notes earlier on creating an outline. As you work through your essay, present your thoughts systematically, remembering to focus on your key learning outcomes. â€" Consider starting your introduction with a short anecdote or quote to grasp your readers’ attention, or other engaging techniques such as flashbacks. â€" Choose your vocabulary carefully to properly convey your feelings and emotions. Remember that reflective writing has a descriptive component and so must have a wide range of adjectives to draw from. Avoid vague adjectives such as ‘okay’ or ‘nice’ as they don’t really offer much insight into your feelings and personality. Be more specific â€" this will make your writing more engaging. â€" Be honest with your feelings and opinions. Remember that this is a reflective task, and is the one place you can freely admit â€" without any repercussions â€" that you failed at a particular task. When assessing your essay, your tutor will expect a deep level of reflection, not a simple review of your experiences and emotion. Showing deep reflection requires you to move beyond the descriptive. Be extremely critical about your experience and your response to it. In your evaluation and analysis, ensure that you make value judgements, incorporating ideas from outside the experience you had to guide your analysis. Remember that you can be honest about your feelings without writing in a direct way. Use words that work for you and are aligned with your personality. â€" Once you’ve finished learning about and reflecting on your experience, consider asking yourself these questions: what did I particularly value from the experience and why? Looking back, how successful has the process been? Think about your opinions immediately after the experience and how they differ now, so that you can evaluate the difference between your immediate and current perceptions. Asking yourself such questions will help you achieve reflective writing effectively and efficiently. â€" Don’t shy away from using a variety of punctuation. It helps keeps your writing dynamic! Doesn’t it? â€" If you really want to awaken your reader’s imagination, you can use imagery to create a vivid picture of your experiences. â€" Ensure that you highlight your turning point, or what we like to call your “Aha!” moment. Without this moment, your resulting feelings and thoughts aren’t as valid and your argument not as strong. â€" Don’t forget to keep reiterating the lessons you have learned from your experience. A further tip â€" using wider sources Although a reflective piece of writing is focused on personal experience, it’s important you draw on other sources to demonstrate your understanding of your experience from a theoretical perspective. It’ll show a level of analysis â€" and a standard of reliability in what you’re claiming â€" if you’re also able to validate your work against other perspectives that you find. Think about possible sources, like newspapers, surveys, books and even journal articles. Generally, the additional sources you decide to include in your work are highly dependent on your field of study. Analysing a wide range of sources, will show that you have read widely on your subject area, that you have nuanced insight into the available literature on the subject of your essay, and that you have considered the broader implications of the literature for your essay. The incorporation of other sources into your essay also helps to show that you are aware of the multi-dimensional nature of both th e learning and problem-solving process. Example reflective essay If you want some inspiration for writing, take a look at our example of a short reflective essay, which can serve as a useful starting point for you when you set out to write your own. Some final notes to remember To recap, the key to writing a reflective essay is demonstrating what lessons you have taken away from your experiences, and why and how you have been shaped by these lessons. The reflective thinking process begins with you â€" you must consciously make an effort to identify and examine your own thoughts in relation to a particular experience. Don’t hesitate to explore any prior knowledge or experience of the topic, which will help you identify why you have formed certain opinions on the subject. Remember that central to reflective essay writing is the examination of your attitudes, assumptions and values, so be upfront about how you feel. Reflective writing can be quite therapeutic, helping you identify and clarify your strengths and weaknesses, particularly in terms of any knowledge gaps that you may have. It’s a pretty good way of improving your critical thinking skills, too. It enables you to adopt an introspective posture in analysing your experiences and how you learn/make sense of them. If you are still having difficulties with starting the writing process, why not try mind-mapping which will help you to structure your thinking and ideas, enabling you to produce a coherent piece. Creating a mind map will ensure that your argument is written in a very systematic way that will be easy for your tutor to follow. Here’s a recap of the contents of this article, which also serves as a way to create a mind map: 1. Identify the topic you will be writing on. 2. Note down any ideas that are related to the topic and if you want to, try drawing a diagram to link together any topics, theories, and ideas. 3. Allow your ideas to flow freely, knowing that you will always have time to edit your work. 4. Consider how your ideas are connected to each other, then begin the writing process. And finally, keep in mind that although there are descriptive elements in a reflective essay, we can’t emphasise enough how crucial it is that your work is critical, analytical, and adopts a reflective posture in terms of your experience and the lessons you have learned from it. Good luck! Struggling to write your reflective essay? Even with all the advice in the world, essay writing can still be extremely challenging for some. Our academics know how to construct the perfect reflective essay to help you achieve the results you need. They'll provide you with a model essay for you to study and build upon so that you're ready for your submission date. Discover more about our essay writing services You may also like... Essay exams: how to answer To what extent How to write a masters essay Great essay writing in 8 steps essay helpessay tipsessay writingreflective essaysstudy skillswriting a good essaywriting tips

History Of Southwest Airlines Operations Management

History of Southwest Airlines’ Operations Management Founded in 1971, Southwest Airlines is a low cost carrier that last year celebrated 41 consecutive years of profitability by posting record earnings in 2014 (PRNewswire, 2014). While its main competitive advantage is being able to provide service at a lower cost than other airlines, it also is able to differentiate itself from competitors through excellent customer service and through response in the form of rapid airport turn-around times and a larger number of flight options than its competitors. There are two main constants that have been critical to its success. From a corporate culture standpoint, the company values and empowers employees at all levels, creating a favorable labor relations climate. From an operations standpoint, the company has maintained the same strategic focus in four key areas that have kept the profits rolling in despite external upheavals, such as spikes in fuel prices, mega-mergers that solidified competition, and even the financial meltdown of 2008 and t he 9/11 terrorist attacks, which saw drastic cutbacks in both business and leisure discretionary travel (Mutzabaugh, 2014). This paper will provide an overview of the company’s operating philosophy and explain how those four key areas relate to its overall strategy. Background Southwest began in 1971 with three planes serving only three cities in Texas, Dallas, Houston, and San Antonio. 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The Co-founder and former CEO, Herb Kelleher, established a unique corporate culture that leads to high customer satisfaction, employees’ morale, and one of the most profitable airlines in the industry (Jackson et al., 2012). The corporate culture concentrates on empowerment the workforce. It shows through Southwest Airlines coreRead More Southwest Airlines: A Great Place to Work1630 Words   |  7 PagesSouthwest Airlines: A Great Place to Work . The Success of Southwest Airlines The Beginning In the mid 1960’s, Rollin King, an owner of a small commuter air service from San Antonio Texas realized the inconvenience and expense of travelling between San Antonio, Dallas, and Houston. Through the urging of his banker and his own vision, Rollin King decided to start an intrastate airline. King first pitched his plan to Herb Kelleher – a San Antonio attorney who had performed previous legal workRead MoreSouthwest Airlines Performance And Profitability 3 Essay1286 Words   |  6 PagesSOUTHWEST AIRLINES PERFORMANCE AND PROFITABILITY 3 Introduction Based on the U.S. Department of Transportation’s most recent data, Southwest Airlines is the nation s largest carrier regarding originating domestic passengers abroad. Transporting the most passengers in the U.S and serving 78 of the top 100 domestic airports. Department of Transportation OD survey ended on December 31, 2015, and served for the twelve months prior, measured the amount of passengers aboard the SWA. This achievementRead MoreSouthwest Airlines Intellectual Assets Analysis1144 Words   |  5 PagesSouthwest Airlines Intellectual Assets Introduction Southwest Airlines Company (Southwest Airlines or ‘the Company’ SWA) is a passenger airline that provides scheduled passenger and freight transportation services. 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As a result of this, no other airline in the industry’s history has enjoyed the customer loyalty and extended profitability which Southwest is now famousRead MoreHistory Of Southwest Airlines By Rollin King And Herb Kelleher920 Words   |  4 Pages History Southwest Airlines was incorporated on March 15, 1967, in Texas as Air Southwest Co. by Rollin King and Herb Kelleher. At the time, Southwest Airlines had a fleet of three Boeing 737 aircraft serving Dallas, Houston, and San Antonio. Southwest Airlines Founder Herb Kelleher had faith that by operating within Texas, the airline could escape from federal regulation. According to SWA, on February 21, 1968, Braniff, Trans-Texas and Continental Airlines attained a provisional restraining order

The Glass Menagerie Drama Reaction Paper - 912 Words

The Glass Menagerie Drama Reaction Paper ENG 125 September 19, 2012 Heather Carlopio The Glass Menagerie In this week’s Drama literary composition The Glass Menagerie the author Tennessee Williams tells the story of a poor family of three living in a small apartment. The story takes place in the early 1900s and most of the scenes take place in their apartment. The drama was set from the beginning of the story when the author first determines that Laura has a disability, and she is unsure of herself. The drama plot thickens once the author explains how Tom in the story took over the role as the man of the house to fill the void of his absent father. Tom has to step up and be the provider for his mother and sister in the story.†¦show more content†¦The author captures sympathy from the audience as Laura is left vulnerable and broken seen in silliness is gone and she has dignity and tragic beauty. Followed, from then on, in my fathers footsteps, attempting to find in motion what was lost in space (Williams, 2011, p. 1246-1291) shows a chaotic and paradox situation becau se of the father’s absence that is a significant impact because his presence is missing in Laura’s life. Amanda, Tom mother means well, but she is not very clever in her actions. Despite Laura shyness, Amanda insists on forcing her social situations and request Tom to bring home a friend for Laura to meet. Tom brings home a friend from work and after Laura and the firned shares a kiss it is revealed that he is engaged. Once Laura informs Amanda of the friend engagement this sparks a conflict between Amanda and Tom. Tom tries to explain to Amanda and Laura he was not aware of the engagement, however, Amanda is too upset to hear him out. Amanda is wants Laura to be married or have a social life so that she can have a life of her own. Conflict and tension between Tom, Amanda, and Laura intensifies as the author conveys sympathy as the family breaks up and the sense of guilt is within them. Tom leaves his family and finally finds he is free but at the same time feels the feeling of guilt. Tom realizes thatShow MoreRelatedCharacter Analysis in The Glass Menangerie Essays1138 Words   |  5 Pagesduring the coarse of my research can almost sum up my thoughts of the charters in the story. In the story the Glass Menagerie we have a handful of charters who seem to be simply living a lie. Some feel trapped or imprisoned by burden, others secretly are discontent with their lives and trying to become something that they are not due to what is considered normal by society. In this paper I plan to find out and outline if these characters lives are an illusion or a reality. First lets take a lookRead MoreThe Glass Menagerie Essay examples1983 Words   |  8 PagesResearch Paper â€Å"The Glass Menagerie† English 102 Spring 2010 Outline I. Introduction a. Thesis statement- Playwright Williams uses symbolism throughout â€Å"The Glass Menagerie† to illustrate the struggle for happiness that each character faces. II. Symbolism a. The Glass Menagerie b. Escape c. The Unicorn d. Darkness III. Conclusion The purpose of this paper is to introduce and analyze the play â€Å"The Glass Menagerie† by TennesseeRead MoreInsanity of Blanche Dubois918 Words   |  4 Pagessister’s home where her actions lead her to insanity. She goes to her sister home as a fallen woman of society. She has a difficult time distinguishing between what is real and what is fantasy. Blanche Dubois is a complex individual who provokes strong reactions from other characters. The main factors are her lying, drinking and infatuations with men. Unfortunately, these actions drive her to the final breaking point and lead her to an insane asylum. Upon her arrival to Elysian Fields, Blanche is unimpressedRead MoreBusiness and Management2600 Words   |  11 Pagesconveying a particular idea. | | | |Individual |Write a 700-to 1,050-word paper that details your reaction to one of the fiction stories in |Due Week 1 by |10 | |Reaction Paper—Fiction: Short |this week’s readings. Include the following in your paper: |5:59 p.m. | | |Story | Read More The Character of Hedda Gabler in Ibsens Hedda Gabler Essay1398 Words   |  6 Pagesinvestigation:   The Character of Hedda Gabler remains a product of our speculation.   That is, as we process the surface details we perceive in the various postures she assumes, we hypothesize an idea of the figure underneath the mask. (Lyons   83).   This paper will try to explain Hedda with the aid of critical analysis.      Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   The first aspect of the play that strikes the reader is the title.   Before we even read a line of this play we notice the incongruity between the name of the title

American Football and High School Free Essays

ballFootball is life. football change everything. i started playing football when i was eleven years old. We will write a custom essay sample on American Football and High School or any similar topic only for you Order Now but before that, my father want me to play basketball. it was not nice playing basketball for me because i do not fit on these game. Here comes football which was introduce to me by may childhood friend. we always play a small sided game in our village and then i found out that i was good on it. so i trained to play football. i have been playing football for six and a half years and now, i am in college. ut football here in the Philippines is not well organize and they do not recognize it. i do not want to end my career as a football player and i do not want to end my career as a football player with no good things happened. my dream, is to go to a country that organize football and to be a professional football player like the the young super star Cristiano Ronaldo and the like. God gave me a gift to play football and the skill to play football so i am going to use it to work and train hard to make may dreams come true. My family can not afford to send me abroud to play football or to enroll me in to a football school. so i am just hoping that miracle could happen and a school or somebody would conact me and offer me a full scholarship or to sponsor me in to a football school . My contact number is09065885273  or you can email me at  nehemiahsimms@gmail. com if you know someone who could help me please tell them about my situation and contact me. Becoming a professional football player is a dream of many young men around the country. While many dream of the opportunity only a few get to make it a reality. If you’re serious about being a football player and think you have what it takes, keep reading. To become a professional football player, you’ll not only need be very good at playing football, but also to think strategically and make the best use of your talent. There are things you can do in both high school and college to boost your chances of being able to join a league, including developing your skills, knowing how to perform for scouts, and choosing the right school for your skill level. You may want to consider putting together a press kit to send out to college and league recruiters. If you’re having trouble getting schools or leagues interested in you, you might want to work with a  sports agent  as well. If you can’t get into the  National Football League  (NFL) or United Football League (UFL) immediately, then it’s important to try to keep playing in another one, like the Canadian Football League (CFL) or  Arena Football  League (AFL); or a semiprofessional league. Pre-College Experience While you’re in high school, it’s essential to develop your physical skills and play as much as possible. Most college football players are scouted from high school teams, and getting a scholarship to play football is seen as a good indicator of talent. You can also join local football leagues and camps to help develop yourself physically and build your sports resume. Make sure to find out what scouts in your area or college of choice are looking for — common criteria include  agility, jump height, the amount of weight you can bench press, and your 40 yard dash time. If possible, try to make highlight videos of yourself to send to  coaches  and schools, and attend any college football camps that you can. You should also start considering which colleges you want to go to while you still have a few years of high school left. Most professional leagues tend to recruit from bigger schools, but if you think you’ll be in over your head or won’t get any playing time, then look at smaller schools where you know you can excel. If you do end up needing to go to a smaller college, then try to choose one that’s near a bigger college that gets a lot of scouts, as recruiters will be more likely to visit your school if they’re already in the area. You can start looking for open tryouts at this time. Though most college football teams send personal invitations before allowing players to try out, some hold open tryouts for anyone interested. You can check out the teams’ official websites to keep updated on any information, such as the dates, venues, and other requirements and documents needed for enlistment. If you start getting a lot of media buzz or interest from colleges, you should make sure you understand the recruiting process in your country. In the US, college football recruiting is done under the National Collegiate Athletic Association’s (NCAA) guidelines, which include regulations on the ways, times, and frequency with which college recruiters can contact players. They also detail the legal aspects of National Letters of Intent (NLI), which is a legally binding agreement in which a high school student agrees to play for a specific college for at least one year. If you don’t get any invitations or scholarship offers, then you can try to go to a school that plays in a lower division and work your way up, or you can try to join a ollege team as a walk on. College Experience Once you’re in college playing for a team, you should continue to hone your physical skills. Look for players on professional teams who are in the position you want to play, and try to get to the point where you can match their playing statistics. You should develop your sense of teamwork and character as well, as this is an impor tant aspect to many league scouts. It’s important to have a good relationship with your coach too, since many coaches know scouts and having a good recommendation from them can make a big difference in whether you get chosen or not. Similarly to when you were in high school, try to play as much as you can and generate media buzz, especially if you’re from a smaller school or one that plays in a lower division. If a scout does visit your school, it’s crucial that you are on your best behavior before, during, and after practice. Besides the physical aspects, scouts look for things like how you treat your teammates, what your relationship with your coach is like, how energetic you are during warm ups, and whether or not you have a good attitude. If you get scouting feedback that’s negative, use it as an opportunity to improve. You should start thinking about what league you want to join, and educate yourself about their recruiting process and what specific things they look for in players. Though many college players hope to be drafted by the National Football League (NFL), if that doesn’t happen immediately you shouldn’t give up. Keep playing for any league you can so that you can keep yourself in top shape and you won’t have gaps in your playing experience. Press Kit Whether you’re in high school or in college, you can often benefit by having a resume or press kit that you can send to teams you want to play for. Your resume should include your basic information, the position you play for, and your accomplishments as a football player. A press kit, on the other hand, can include copies of articles where you or your team had been previously mentioned, photographs, and even a CD that contains a video of some of your best performances on the field. All these will help you stand out among other candidates and increase your chances of becoming a professional football player. It is important that you follow up on your submissions by calling or sending e-mails, to express your sincerity and to keep track of our application status. Working with an Agent You may also want to find your own sports agent who will help establish your career as a professional football player. An agent often has connections with football teams and can represent and endorse you as a competent and valuable player. He or she keeps your best interest at heart by being involved in contract and  salary  negotiations, finance management, and even in monitoring your practice schedules. In this way, you can focus on honing your football skills without having to worry much about the legal and financial issues that come with being a professional athlete. How to Become a Professional Football Player Answer This Question Report as Glamorousbulb:1 year ago Join your high school football team. The road to football stardom usually begins in high school. Scouts regularly check standout high school seniors, and performing well in high school is what leads to a college scholarship. Then, know and understand the game. You can’t hope to be a professional football player if you don’t understand how the game works from all sides. It’s not just important for you to know your position, but all the positions on the field and how they work together to create the game. Next, practice. Become the best at whatever your position is. There are thousands of boys around the country who are vying for the same opportunity so the more you practice the better your chances of being a standout at your position. Also, land a scholarship to a D-1 school. If you follow Steps 1 through 3 then you will position yourself to get that all-important scholarship. If you don’t get a scholarship, attend a D-1 university and walk onto the team. This makes it a lot harder to become a professional football player but your chances will be better than sitting at home uneducated. Become a standout on your college team. However you make it onto the team you want to make sure you’re one of the star players of that team. This means applying Steps 2 and 3 to your college career. Get an invite to the Combine and impress the scouts. If you’ve been a standout on the college team and garnered some All-American honors you may be asked to the Combine. This is your chance to impress the scouts who are responsible for drafting for the pro teams. While not getting invited doesn’t mean you won’t be in the NFL, it definitely increases your chances. Lastly, sit back and wait to be drafted. Your dream of being a professional football player is around the corner. How to cite American Football and High School, Papers

Media Influences on Social Norms and Health free essay sample

Messages the Public learn In today’s culture, the media influences many aspects of daily life. For the purpose of this research the media will encompass television, newspaper, magazines, and internet and the messages learned from these outlets relating to illness. In addition, investigating how people in power authoritative the messages portrayed on the media outlets and the agenda behind the messages. The people or organizations that influence the media have a big impact on the way we learn or feel about illness. Human beings can come to accept most anything that is repeated on the news, published in magazines, and said by people of influence. People in power will include, for the purpose of this argument, those with credentials, self-help â€Å"experts†, and funding agencies for specific illnesses. The media and people in power control what the public learns about illness. Moreover, publicizing illness when there is a finical gain or what socio-economic group suffers from the disorder or illness. We will write a custom essay sample on Media Influences on Social Norms and Health or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page According to Brumberg (2000), anorexia nervosa was a relatively unheard of disease until the 1980s. Today it is so commonplace that women will see a friend who has lost weight or looks skinny and refer to her as â€Å"looking anorexic. † If this disease was only labeled as anorexia around thirty years ago how did it explode into mainstream culture so quickly? There are a number of different arguments to pose: elite women from Ivy League universities took interest in the topic, the three most popular women’s’ magazines published many stories about the disease, and people of social status died from this disease (Brumberg 2000). Different diverse newspapers became intrigued and jumped on the anorexia bandwagon, even including pictures of gauntly women on the covers claiming outrageously high numbers of women that now have this disease (Brumberg, 2000). It is also important to note that nearly all of the anorexia sufferers were white and came from rich families (Brumberg 2000). These girls coming from wealthy families obviously had the money to pay for treatment and doctors. It is possible that their families ran in circles with doctors, scientists, and people that have social status to make powerful decisions. These decisions generated media attention leading to the general public being flooded with movies, documentaries, and news broadcasts (Brumberg 2000). If these affected by this new disease of anorexia were poor and underprivileged arguably the public would not have learned about anorexia and it might possibly not exist today. Like anorexia, the disease of fibromyalgia did not exist as a labeled disorder until the mid seventies (Barker 1999). Remarkably now six million Americans are diagnosed a syndrome which did not exist thirty years ago. Self-help literature and the internet is one of the biggest facilitators in generating information to the public as well as funded organizations (Barker 1999). According to Barker (1999) fibromyalgia is characterized by many different symptoms and it can present itself differently for every case. Interesting enough during interviews Barker performed with twenty-five women only one woman had not read self-help books, but she relied on information from her support group leader to learn about her syndrome (Barker 1999). Debatably, these women may have never learned they had a syndrome, lived their lives without media messages, and possibly saving money, time, and heartache dealing with this new diagnosis. By looking at the new diseases of fibromyalgia and anorexia it is clear that the media and people of influence taught the general public about these illnesses and facilitated there widespread exposure, but how does the media choose what messages to deliver and what messages to keep away from the general public. Clearly, anorexia was a disease of wealthy, attractive girls which could make a good story, generating money for the news outlets, doctors, and pharmaceutical companies. In addition, fibromyalgia could generate the same type of financial gain for doctors and medical companies, but are these the only motivators for the media and powerful people. According to Armstrong, Carpenter, and Hojnacki (2004) who constructed a study about whose deaths matter in America with attention to the mass media and the same motivators were congruent with the results they found. Consistent with powerful people controlling messages in the media, Armstrong et. al (2004) discovered that celebrities and members of Congress become involved with different diseases promoting attention and consequently leading to these promoted diseases appearing on national media outlets. For example, when Karen Carpenter died of anorexia it brought many celebrities together to publicize anorexia teaching the public the importance of treatment for anorexia (Brumberg 2000). The media claims that the diseases they cover are those that affect the general population but ironically the people that dictate what these general population diseases are, consist of the influential people and those with credentials (Armstrong et. al 2004). During Armstrong et. al (2004) study they also discovered that the media is more likely to cover diseases that affect white people than black people, even if a disease is killing many more blacks than whites. Mass media focuses more on the color of someone’s skin and social status than the mortality rate of a certain disease or illness. This absurdity can also be seen not only with what the media covers, but with what they choose not to cover. From the 1960s to 1980s black men in Harlem had a lower rate of survival than men in Bangladesh (McCord and Freeman 1990) and this was not publicized or put on any major media outlet. If white men had a lower survival rate it would have been all over the major news headlines because of their socio-economic status and control towards the media. The unequal coverage of media attention because of issues of power, race, and money in turn condition the general public’s perception about illness. Even people that are educated and intelligent many times cannot control being manipulated by the media to go along with messages they are delivering. What’s more is if the doctors, celebrities, and powerful funding companies are not endorsing an illness, therefore the media does not cover it, the general public will not ever hear about it. Surely, if anorexia suffers would have been black women with low socio-economic status the top women’s magazines in the country would not have published stories, news broadcasts would have been non-existent, and quite possibly anorexia would only be known to few and not a mainstream disease. Diseases that affect minority groups draw far less media attention and Armstrong et. al (2004) theorizes that it stems from predominantly white broadcasters and media executives. Furthermore, speculating that media workers would rather focus on illness that affects their particular social class and group (Armstrong et. al 2004). This theory continues to support the argument that the people in power are working through the media to control the messages the public learn about illness and disease. Organized advocates, research scientists, and politically active organizations also have a high investment in messages the media relays to the public. Advocates call great attention to their cause threw drawing on media attention and aligning themselves with politicians that support their cause in accordance with the policy goals of the politician (Armstrong et. al 2004). It is a win for all involved; the politicians get the media coverage they want for their agenda, again sending messages about illness in a political format. People in power and the media have an enormous function in controlling what messages the public learns about illness. There are many different reasons they want to control the messages humans take in through various types of media outlets. Facilitating their own social group, money, and political gain are just a few addressed in this argument. The mass media, controlled by powerful people decide what illness they want the public to learn about and often times it has more to do with race and status than how many people are actually suffering or even dying from a disease.