Changing the Way America Fuels its Cars Essay Example for Free

Changing the Way America Fuels its Cars Essay When President Bush declared that Americans were addicted to oil, he was right. Americans do not eat, travel or shop without oil. Robert Bryce admits this, but then asks, â€Å"So what? † Almost every other western nation is too, he declares. But Bryce takes the problem too lightly. (Bryce, 2008) There are four answers to Bryce’s question. First, America’s addiction to oil might be contributing to dangerous climate change. According to Romm (2008), it is speeding up global warming. Carbon Dioxide emissions, he says, cause rising temperatures, which may leave the world barren and desolate, wiping out species and drying up human water supplies. America’s oil addiction also threatens its national security. Indeed, according to Stein (2008), if America continues to purchase oil from unfriendly countries, it could fund the development of military technology, thus allowing its enemies to make and buy weapons and training that could later be used against Americans. According to Stein (2008), Relying heavily on foreign oil is also expensive for Americans, who are left paying whatever OPEC thinks they ought to. As gas prices go up, so do the prices of everything else in America – even food. Finally, America’s investment in foreign oil might be immoral, since, according to Romm (2008), most of that oil is purchased from undemocratic countries. These countries engage in many practices which the U. S. does not condone. While the problems caused by America’s oil addiction are clear, finding a solution is difficult. There are several potential substitutes for oil that can be produced domestically. For instance, America has its own oil. Recently, President Bush lifted a ban on off-shore drilling, in order to allow oil companies to obtain oil domestically (Upton, 2008). Another popular alternative is hybridization. Toyota, Honda, Ford, Mercury and Saturn are among the car companies that have already invested in such technology. Using a combination of electricity and gas, the cars produced by these companies can get over thirty miles per gallon. While some oil is still required to fuel these cars, using them reduces the amount of oil consumers will need to buy substantially. Meanwhile, some counties are moving toward fully electric cars, which would eliminate the need for foreign oil completely (Romm, 2008). Another alternative is bio-fuel. Ethanol – fuel made from corn, has been the most commonly used bio-fuel, and can be produced in the Midwest, rather than abroad. Other crops could also be used to produce oil. The Midwest is also a good place to harvest wind energy. Indeed, windmills and turbines can be placed throughout the United States, where they can be used to produce electricity. According to Stein (2008), Wind power has already been used successfully in Europe. It accounts, he says, for a fifth of Denmark’s energy. Meanwhile, many congressmen support the â€Å"coal to liquid† process, through which coal is turned into gasoline and diesel fuel (Roskam, 2008). Another alternative offered by some scholars and officials is increasing the use of nuclear power. While, according to Upton, France produces 80% of its electricity through nuclear power, and even has electricity to export – using American technology, Americans barely use nuclear power at all (Upton, 2008). Many have suggested that, in order for America to break its addiction to oil, the federal government must act, either by offering tax credits to consumers who invest in alternative fuel, or by penalizing gas companies and consumers by increasing gas taxes. Indeed, according to Stein (2008), taxing gas can reduce its popularity. Meanwhile, according to Tucker (2006), state governments have begun to step in themselves, seeing that the federal government is slow to act. These states, says Tucker, have begun to invest in solar, wind, landfill gas, and coal mine methane, biomass, along with hydro and geothermal energy. But which alternatives ought the government –or consumers, for that matter – invest in? Some alternatives are more risky than others, yet some of the alternatives with the greatest perceived risk are the most effective (Tucker, 2006). Representative Boehner recommends off-shore drilling. While he does not believe America has enough oil to fuel cars permanently, he does think such drilling will provide temporary relief to consumers at the gas pump (Boehner, 2008). But what can be done for the long-term? / Roskam advocates the use of coal. After all, he says, â€Å"America is the Saudi Arabia of Coal,† holding perhaps one fifth of the world’s coal supply (Roskam, 2008). According to Roskam, coal is cleaner than it used to be, and can be used to create gasoline and diesel fuel. Coal can also be used to produce electricity (Roskam, 2008). Indeed, Stein submits that the Co2 emissions from coal-powered electricity are much lower than those produced by traditional horsepower (Stein, 2008). According to Romm, creating Hybrid cars is costly, but, he says, if the government aids consumers with tax credits, such cars will become affordable. Furthermore, according to Romm, electric energy is the only alternative fuel source that costs less than gasoline. â€Å"It has a per-mile cost about one fifth that of gasoline, even when made from low-carbon sources,† he says (Romm, 2008, p. 14). He also points to the practicality of a move toward electric energy, stating that Israel and Denmark are already moving toward using fully electric vehicles. Although he does not expect America to jump to fully electric cars so quickly, he says that Americans will make the transition by investing in hybrid cars that can go up to forty miles on just electricity. Because, he says, most Americans only travel thirty miles per-day, the fuel savings would be substantial. â€Å"Cars could pay for themselves in fuel savings,† he says (Roskam, 2008, p. 14). He also nods to Toyota, GM and Volkswagen, who plan to release this sort of hybrid in the next two years. Meanwhile, Representative Upton argues for the use of nuclear power, saying, â€Å"â€Å"Nuclear power is the cleanest, most efficient, and most reliable source of electricity. † (Upton, 2008, p. 1) Not only that, says Upton, but nuclear energy can be recycled. Furthermore, unlike solar and wind power, nuclear energy can be used around-the-clock. France, Upton says, is remarkably energy independent, while Germany, which phased out nuclear power, is completely energy dependent. While the United States is currently independent as far as electricity is concerned, says Upton, we may not be, down the road, if we continue to avoid using nuclear energy. Stein supports Upton’s remarks, saying that NASA scientist Steve Lovelock believes that the only way to escape harmful global warming is to begin using nuclear energy (Stein, 2008). Yet, each alternative has a negative aspect to it as well. According to Romm, America should not engage in off-shore drilling, because it will not meet the needs of the American consumer, nor will it truly reduce energy dependence, because it will leave Americans addicted to oil, which they will obtain from foreign sources, once domestic sources dry up. Drilling in Alaska, says Romm, â€Å"would cut gas prices only 2 cents by 2025. † (Romm, 2008, p. 14) Romm also sees harm in the use of bio-fuels. â€Å"Using crops to make energy is unwise,† (Roskam, 2008, p. 1) he says. It will not, according to Romm, reduce greenhouse gasses substantially Meanwhile, as energy prices go up and the world’s population increases, while at the same time, climate change makes less land usable, people will need to use the land they have for crops and they will need to use the crops they have for food, or they will starve (Roskam, 2008) Stein (2008) also agrees that using food for energy is not a good idea. Furthermore, according to Asrar, Ethanol has a very high production cost (Asrar, 2007). Romm doesn’t think America’s current hybrid efforts go far enough either. Current laws, he says, require only that cars get 35 miles per gallon by 2020. This is less, he points out, than what cars get in either Europe or China. â€Å"We should aim,† he says, â€Å"for all new cars to get more than 100 miles per gallon by 2040. † (Romm, 2008, p. 14) Meanwhile, Upton admits that the current system for disposing of nuclear waste is not adequate. But he says, if the government invests in it, that waste can decrease, from the size of a soda can, per individual, to the size of a half-dollar (Upton, 2008). According to Stein, Greenpeace and the Sierra Club also sees harm in using nuclear energy. They will not even consider using the fuel, because they are afraid that an accident could have catastrophic effects, like those brought about by the accident at Chernobyl (Stein, 2008). Environmentalists also worry about wind power. They are afraid that windmills might cause harm to migratory birds. Although, Stein says, harm to such birds could be avoided by making windmills higher, environmentalists also worry that this makes them an obstruction and that placing such technology around America will disturb animal habitats. They also argue that the amount of land needed to create wind farms will lead to the loss of farmland and recreational space (Stein, 2008). If farmland is lost, Americans could face the same problems they would face if they used bio-fuel. Yet, if land becomes unusable due to global warming, Americans would have plenty of recreational space. According to Roskam (Roskam, 2008), Nancy Pelosi stands in the way of any Coal-to-Liquid programs – not even letting bills providing for investment in such technology come to a vote in the senate. Yet, according to Stein, coal-to-liquid is not an effective alternative, anyway, as it is still polluting and because synthetic fuel cannot compete with the real deal. Yet, using coal to produce electricity is, he says, a good idea (Roskam, 2008)X. While the experts agree that relying on bio-fuel is more harmful than it is helpful and that drilling will not meet the needs of Americans, most of the other options have some merit. Of all the alternatives, nuclear energy is the cleanest. Modern technology has made the use of it very safe. France’s successful use of nuclear energy shows that it can be harnessed and effectively used. Therefore, the government ought to invest more heavily in nuclear power. Meanwhile, because America is so coal-rich, the government ought to invest in finding ways to produce electricity through coal more cleanly. Government incentives for hybrid and electric cars ought to be increased, and the government’s requirements for automakers ought to be made more stringent. Works Cited Asrar, G. R. (2007). Americas Farms: Growing Food, Fiber, Fuel And More. Agricultural Research , 55 (4), 2. Boehner, J. A. (2008, July 15). We Need an `All of the Above Energy Strategy. US Fed News Service, including U. S. State News . Bryce, R. (2008). Gusher of Lies: The Dangerous Delusions of Energy Independence. New York: Perseus Publishing. Romm, J. (2008). End This Addiction Immediately: Record gasoline prices are affecting every aspect of the U. S. Economy, and the nations burgeoning energy problems have become a frontline issue in the presidential election. U. S. News and World Report , 145 (2), 14. Roskam, P. (2008, July 14). Energy Independence A Question of Will. US Fed News Service, Including U. S. State NEws . Stein, S. (2008). Energy Independence is Not Green. Policy Review (148), 3-18. Tucker, P. (2006). Thinking Globally, Acting Locally on Energy Use. The Futurist , 40 (4), 8-9. Upton, F. (2008). Recycling of Spent Nuclear Fuel Offers Great Promise. US Fed News Service, Including US State News .

Teenage Pregnancy Essay Example for Free

Teenage Pregnancy Essay In years past teen pregnancy created problems in several countries. However in the United States among teenagers, teen pregnancy rose, but there was no help from programs like the National Geographic’s channel, and Teen Mom that aired on MTV. Individuals saw a version of what might have been with cameras rolling, however if the cameras are not rolling then life takes on a different meaning. When someone is not paying for your chance at fame out in the world and your problems are exposed on television all you would have to turn to are yourself and your newborn baby. Anonymous. Issues in science and Technology, Jan 1, 2005, Vol .21, No 3 (Spring 2005), P 65-70 Retrieved April 7, 2013, from ProQuest database. This article represented the work of Sarah S. Brown and what she has done with the campaign for preventing teen Pregnancy the article was well done and depicted lots of information about Sarah work. Sarah represents the director of National Campaign for Teenage Pregnancy. The article gives an explanation of why teenagers should refrain from having sex, and it’s the best way of preventing pregnancy between teenagers. This article shows that it was peered reviewed. Malcolm, D Targeting teenage single mothers. The Lancet, Vol. 342, No. 8877 (October 16, 1993), p. 978. Retrieved April 7, 2013, from the ProQuest Database. The article was very interesting, and described that there was 45,000 single teenaged mothers in the United Kingdom in 1993, which is a growing concern for teenagers around the world and not just the United Kingdom. In th e United States the article stated that President Clinton will face challenges pertaining to women’s Health. The article also presented lots of information pertaining to the United States and the United Kingdom. This article was also peered reviewed.

the history and background of teaching homophones

the history and background of teaching homophones Introduction: Grammar teaching in schools is usually approached from a rule learning perspective and this leads to lessons that are boring. In the past, the teaching method that was adopted was mainly teacher-centered and this lead to the â€Å"drill and kill† type lessons, especially when it came to language and grammar. There is a common misconception that all learning should be serious in nature and that if one is having fun while learning, it is actually not learning (Lee, 1995). In fact, â€Å"many experienced textbook and methodology manuals writers have argued that games are not just time-filling activities but have a great educational value† (Uberman, 1998). Most language games make learners use the language instead of thinking about learning the correct forms (Lee, 1986). There are many advantages of using different techniques such as games, pictures, group work etc. in the classroom. These techniques can lower anxiety which makes the acquisition of input more likely and in a relaxed learning atmosphere learners remember things faster and better (Uberman, 1998). They are highly motivating and entertaining, and they can give shy students more opportunity to express their opinions and feelings (Uberman, 1998). Different techniques are an excellent way to break the usual routine of the classroom (Lee, 1995). In this essay different techniques to teaching language structure and/or vocabulary will be explored. To illustrate how these different techniques can be used examples will be given. The language structure which will be focused on in this essay is homophones. Homophones are words which sound the same but are spelt differently and have different meanings (homo = same, phone = sound). Due to this it is a language structure that many learners misuse and misunderstand. Homophones can be taught in a number of fun and exciting ways. This essay will explain how to teach homophones to a grade three class over four 45 minute lessons. Each lesson will act as a follow up of the previous lesson. This will be the introductory lesson to homophones. The purpose of this lesson is to introduce homophones to the learners in a fun way that will keep the learners interested. This lesson involves group work. Group work is good technique as it involves the learners themselves and all learners participate, giving everyone an equal opportunity to aid in their and their peers learning experience. In this lesson the teacher acts as a facilitator which means that learners are not merely given the answers but need to find them for themselves. The teacher will introduce the lesson by handing out a flash card to each learner in the class. These will be handed out upside down so learners cannot see what word they have received. Once all the learners have a card the teacher will ask learners to look at their word. The teacher will then ask learners to find the person in the class that has the same sounding word but that word means something else (i.e. homophone). This activity will be noisy but the teacher must keep it as controlled as possible. Once the learners have found their homophone partner learners must sit on the mat with their partner. The teacher will check that learners are partnered right and if not they must keep looking. A time limit of five minutes should be kept in order to keep control. Once all learners have found their partners and are settled on the mat the teacher will call one pair up at a time. The learners will show their words to the class and say them out load so they can hear they sound the same. T he learners will then be asked to give the meaning of their word so they can see that even though the two words sound the same they have different meanings. This activity can be done with bigger classes by adding pictures to the word pairs. This will mean that four learners will need to find each other. For example: the word son/sun and a picture of a young boy with a parent and the sun in the sky. To conclude this lesson the teacher will explain that in each group/pair the words that they have matched up are called homophones and this will be explained to the learners. This lesson will make use of pictures as a technique. â€Å"Pictures are versatile and useful resources for teaching aspects of grammar that require a structure-meaning match† (Celce-Murcia Hilles, 1988). Pictures add fun and enjoyment and make the understanding more solid as learners can see the actual object being discussed. To introduce the lesson the teacher will recap what a homophone is. The teacher will show a blown up picture to the class. This can be a picture of the beach, for example, where a lot of activity is taking place. Some examples of this could be a picture of a bear on a beach ball and a bare child. The homophones in the picture will not be obvious to the learners which will pique their interest and make them think. The teacher will then ask the learners to draw up a table listing the different homophones they can find. A time limit can be placed in order to create a little competition for the stronger learners. Once learners have completed this, the teacher can go through some of the answers the learners came up with. After the answers have been discussed, a worksheet will be handed to each learner which they will need to complete. See appendix 1. This lesson will make use of stories as a technique. â€Å"Stories are traditional in almost all cultures †¦ [which] provides a realistic context for presenting grammar points and holds and focuses students attention in a way no other techniques can† (Celce-Murcia Hilles, 1988). Learners are inclined to listen to stories more inventively and therefore remember the story and knowledge learnt long after the lesson has ended (Celce-Murcia Hilles, 1988). The teacher begins the lesson by reading the story from appendix two to the learners. The teacher will then handout the worksheet to the learners (appendix 3). The teacher will then read the story with the learners again while the learners follow. The learners will then be given a few minutes to read the story again by themselves. Once the learners have read the story they must follow the instructions on the worksheet. The second part of the worksheet requires learners to continue the story some of the homophones provided. Learners â€Å"are marvelous storytellers† (Celce-Murcia Hilles, 1988) and this creativity should be encouraged. As a homework activity, appendix 4 will be used. This will consolidate what was done in the lesson. Due to the fact that this is the last lesson on homophones for the week it will be more of a relaxed lesson as games as a technique will be used. Games â€Å"enable learners to acquire new experiences †¦ which are not always possible during a typical lesson† (Uberman, 1998). It has been said that games are â€Å"a good way of practising language, for they provide a model of what learners will use the language for in real life in the future† (Uberman, 1998). The game that will be played is called â€Å"Homophone Hop†. This game has been taken from Primary Resources (2010). This is how the game works: In pairs or small groups learners work their way around a board using a dice and counters. When they land on the star squares they have to pick up a homophone card. One of the other children will read out the card which will say, for example, â€Å"Which spelling is required for ‘their in this sentence? ‘The children rushed to get their coats? Move an extra 5 spaces if you got it right†. The child must identify the correct homophone by spelling it aloud to their partner. If they get it correct, they will move 5 spaces. If they do not, they stay where they are. The object of the game is to reach the finish line first. This game is a great way to consolidate all the homophone knowledge that was learnt during the week. It gives learners a chance to have use the knowledge that they have dealt with and can use it in real life terms. Conclusion: As seen from the above activities there are many different ways to teach homophones. This therefore means that other language structures and/or grammar can also be taught using these different techniques. By using these techniques, lessons will not be boring and learners will be more interested in learning new things. Language is very complex and often not an easy concept to get across. If teachers plan ahead and take the time to think of new ways to teach language, they will find there are many reasons to why language teaching does not have to be from a rule learning perspective, but rather from a interesting, and appealing perspective.

Starship Troopers Essay -- Analysis, Heinlein

The Novum presented in Starship Troopers is the rule of the Veterans and the resulting primacy of the military. This Novum sets the novel up as a utopic pandering to a readership demographic that the author himself is a member of. This is a normative sci-fi construction. Starship Troopers deviates in that the true target readership is the young man who has not yet been given a chance to join up. He is meant to gain a favorable understanding of the military man by sharing in his dream. The dream then - the world created – is the persuasive device. Heinlein begins by claiming historical inevitability for his Novum. Once our decadent civilization falls, the veterans; as the faction best equipped to counter anarchy, will simply take over police and then government functions. Further, â€Å"those [early] veterans, since they were finding it necessary to hang some veterans, decided that, if they had to do this, they weren't going to let any "bleedin'†¦ unprintable" civilians have any say about it.† (198). Which is to say that the distinction between soldier and civilian was built on the soldier’s resentment of their task. This implies that the soldiers blame the societal collapse on the decadence of the civilians. This is partially countered when veterans are stated to be just as likely to commit a crime as non-veterans (199) but more fully reaffirmed when it is stated that â€Å"[democracy] failed because the people had been led to believe that they could simply vote for whatever they wanted†(76). Re gardless, this is where Heinlein introduces his system of franchise, and it too is conceptualized as an organic and obvious development. These two classes are essential as the book is a bildungsroman and its action is of comparison between the t... ...the appeal of the life of the soldier and even of the validity of his Novum as a government form (he makes explicit reference to Technocracy, the nearest equivalent (199)). I do find the argument convincing, but perhaps not as much for the younger reader. The best advantages of military service presented are acquiesce and contentment, in short, the death drive - the desire to live less – a desire I hope is not well formed in the young reader. The arguments for the superiority of the military man are less convincing since they rely on a pretty problematic altruism founded on species survival over the individual but they are serviceable and no one debates with someone who wants to sacrifice himself anyways. Overall, if the capitalist game of meritocracy appears a bit too rigged and the death drive kicks in a bit early, military service is shown to be a good option. Starship Troopers Essay -- Analysis, Heinlein The Novum presented in Starship Troopers is the rule of the Veterans and the resulting primacy of the military. This Novum sets the novel up as a utopic pandering to a readership demographic that the author himself is a member of. This is a normative sci-fi construction. Starship Troopers deviates in that the true target readership is the young man who has not yet been given a chance to join up. He is meant to gain a favorable understanding of the military man by sharing in his dream. The dream then - the world created – is the persuasive device. Heinlein begins by claiming historical inevitability for his Novum. Once our decadent civilization falls, the veterans; as the faction best equipped to counter anarchy, will simply take over police and then government functions. Further, â€Å"those [early] veterans, since they were finding it necessary to hang some veterans, decided that, if they had to do this, they weren't going to let any "bleedin'†¦ unprintable" civilians have any say about it.† (198). Which is to say that the distinction between soldier and civilian was built on the soldier’s resentment of their task. This implies that the soldiers blame the societal collapse on the decadence of the civilians. This is partially countered when veterans are stated to be just as likely to commit a crime as non-veterans (199) but more fully reaffirmed when it is stated that â€Å"[democracy] failed because the people had been led to believe that they could simply vote for whatever they wanted†(76). Re gardless, this is where Heinlein introduces his system of franchise, and it too is conceptualized as an organic and obvious development. These two classes are essential as the book is a bildungsroman and its action is of comparison between the t... ...the appeal of the life of the soldier and even of the validity of his Novum as a government form (he makes explicit reference to Technocracy, the nearest equivalent (199)). I do find the argument convincing, but perhaps not as much for the younger reader. The best advantages of military service presented are acquiesce and contentment, in short, the death drive - the desire to live less – a desire I hope is not well formed in the young reader. The arguments for the superiority of the military man are less convincing since they rely on a pretty problematic altruism founded on species survival over the individual but they are serviceable and no one debates with someone who wants to sacrifice himself anyways. Overall, if the capitalist game of meritocracy appears a bit too rigged and the death drive kicks in a bit early, military service is shown to be a good option.

Man vs. Himself: Betrayal and Abandonment Shown in Arthur Miller’s Deat

Arthur Miller’s Death of a Salesman tells the story of a man trying and failing to obtain success for him and his family. Willy Loman, a traveling salesman, has been trying to ‘make it big’ for the majority of his life. Miller’s play explores the themes of abandonment and betrayal and their effects on life’s success. Willy sees himself as being abandoned by his older brother, Ben, and constantly views his sibling’s betrayal as one that changed his prospects forever. Willy, in turn, is guilty of a different type of abandonment and betrayal of his sons, especially Biff. Willy first experiences abandonment through the actions of his brother, Ben Loman. In the first act, Willy sees Ben in his dream, â€Å"walking away down some open road; I was going to find father in Alaska†¦Ã¢â‚¬  (Miller 1575). Willy continues a discussion with his brother in which Ben lies and jokingly admits going to Africa. Willy regrets not going with Ben to Africa, because that is where Ben became rich. Because he was not as successful as his brother, Willy views Ben’s going to Africa as a betrayal. Willy’s issues with abandonment began at a young age. He suffered a lot emotionally and he strived to find a role model. This emotional instability and lack of a role model continued to affect Willy later in life physically, Centola makes the comment â€Å"something which often surfaces in his contradictory statements and emotional outbursts† (1). Willy would be vigorous, energetic, and nimble for one minute and then moody, sulky, and cheerless the next. This abandonment and self-worth continued to suffer and became evident when he started a family of his own. This motif of abandonment and betrayal is carried through to Willy’s son, Biff. Biff feels betrayed whe... ... in a cyclical fashion. The Loman family gets so wrapped up in betrayal that it eventually takes someone’s death for the family to finally be ‘free’. Works Cited Centola, Steven R. "Family Values in Death of a Salesman." CLA Journal 37.1 (Sept. 1993): 29-41. Literature Resource Center. Web. 7 Dec. 2010. Martin, Robert A. "The Nature of Tragedy in Arthur Miller's Death of a Salesman." South Atlantic Review 61.4 (Fall 1996): 97-106. Literature Resource Center. Web. 3 Dec. 2010. Miller, Arthur. â€Å"Death of a Salesman.† The Norton Introduction to Literature. By Alison Booth, J. Paul Hunter, and Kelly J. Mays. New York: W.W. Norton, 2005. 1556-1621 Print. Ribkoff, Fred. "Shame, Guilt, Empathy, and the Search for Identity in Arthur Miller's Death of a Salesman." Modern Drama 43.1 (Spring 2000): 48-55. Literature Resource Center. Web. 2 Dec. 2010.

Eulogy for Friend :: Eulogies Eulogy

Eulogy for Friend On November 16th each of the individuals on this altar were to take part in what would have been the most special day in Michael’s life†¦ the day he would have taken Stephanie’s hand in marriage. Instead we stand before you today and attempt to eulogize a great friend and beloved brother. Though our hearts are filled with much sadness on this day, our message is not one of despair, but one of hope, love, and celebration. Anyone who had the good fortune of spending time with Mike can attest to the wit and good humor, which he embodied. He loved to laugh and more importantly he loved to make others laugh†¦a job he always seemed to accomplish with ease. He was the type of person who lived his life to the fullest, and took advantage of each and every minute. These were central traits that dominated Mike’s personality. While we mourn the loss of such a great person, we should not lose sight of these ideals which Mike found so important. He would want us to continue living our lives in the same manner he did. He would want us to laugh again. Rather than mourn his death, he would want us to celebrate his life.   In keeping with that spirit, we thought about the many things that Mike did to make us laugh. We remember the time he worked for Menna's meats as a delivery boy. Even while at work he would make us laugh. He would drive by the silver beach parking lot, while we were playing football, in a huge cream colored thunderbird doing his deliveries. As he would pull around the turn we knew it was Mike. As he passed by he would be wearing a huge orange colored crash helmet while giving us the thumbs up, man we would laugh hysterically.    We also remember Mike and his Fantasy Football team. He and Benny would pick the worst team every year. We would all make fun of him for listening to Benny. He would just laugh along with us and watch his team come in last place †¦.. year after year after year. I’m sure he’s laughing at us now because his team is a contender this year.   We also reflected back to the last week of Mike’s life. It was a typical week for Mike. Tuesday, fantasy football night (which Eulogy for Friend :: Eulogies Eulogy Eulogy for Friend On November 16th each of the individuals on this altar were to take part in what would have been the most special day in Michael’s life†¦ the day he would have taken Stephanie’s hand in marriage. Instead we stand before you today and attempt to eulogize a great friend and beloved brother. Though our hearts are filled with much sadness on this day, our message is not one of despair, but one of hope, love, and celebration. Anyone who had the good fortune of spending time with Mike can attest to the wit and good humor, which he embodied. He loved to laugh and more importantly he loved to make others laugh†¦a job he always seemed to accomplish with ease. He was the type of person who lived his life to the fullest, and took advantage of each and every minute. These were central traits that dominated Mike’s personality. While we mourn the loss of such a great person, we should not lose sight of these ideals which Mike found so important. He would want us to continue living our lives in the same manner he did. He would want us to laugh again. Rather than mourn his death, he would want us to celebrate his life.   In keeping with that spirit, we thought about the many things that Mike did to make us laugh. We remember the time he worked for Menna's meats as a delivery boy. Even while at work he would make us laugh. He would drive by the silver beach parking lot, while we were playing football, in a huge cream colored thunderbird doing his deliveries. As he would pull around the turn we knew it was Mike. As he passed by he would be wearing a huge orange colored crash helmet while giving us the thumbs up, man we would laugh hysterically.    We also remember Mike and his Fantasy Football team. He and Benny would pick the worst team every year. We would all make fun of him for listening to Benny. He would just laugh along with us and watch his team come in last place †¦.. year after year after year. I’m sure he’s laughing at us now because his team is a contender this year.   We also reflected back to the last week of Mike’s life. It was a typical week for Mike. Tuesday, fantasy football night (which

Labeling

When a person is labeled as something he or she has become part of that particular sub-culture, and although that person might not consider themselves to be that particular label, society has the majority rule. If society considers a person with tattoos a rebel, that person is now a troublemaker in society’s eyes; he or she carries the characteristics of that certain label, and that title sticks. Labeling in society is a natural human property. Humans label sub-consciously in order to organize the people they may come in contact with in society day-to-day. This action takes place because having a label does not stop at the face; it runs much deeper. Labels carry characteristics, properties, and key traits that can give a person an idea of what someone is like before they even say â€Å"[H]ello†. Every person has a label or title, but how does the labeling of people and groups affect others around them and society as a whole? In the article Decent into Madness: The New Mexico State Prison Riot written by Mark Colvin labeling plays an extraordinary role in the events leading up to the 1980 riot and the events that occurred during the riot. In the prison system being labeled something negative like a snitch can be potentially deadly. The guards would use labeling to coerce inmates into spilling useful information. The labeling in this prison system effects inmates greatly causing amalgams of emotions and an inner battle between what they believe is right and the what they pledged to their gangs. The labeling in a prison system effects directly affects the other inmates, not just a singled out victim. Others might feel betrayed which could lead to a whirlwind of other consequences, actions, and emotions. Another article that shows how society is affected by labels is The New Tattoo Subculture by Anne M. Velliquette and Jeff B. Murray. People with tattoos are constantly being titled rebels, troublemakers, and delinquents, when in fact people with tattoos usually have a very heart-felt story or reason why they ink themselves. To these people, they feel that they are being labeled unfairly and that society is making quick and senseless judgments. When it comes to school, nobody wants to be labeled the school nerd, slut, or anything negative. People only want to be labeled positively, something that gives them perks in school and applies to their own self-interest. The Peer Power: Clique Dynamics Among School Children written by Patricia A. Adler and Peter Adler, talks about the school structure and how labels can either make or break a student’s school career. The article talks about how cliques are labeled by the students who make them, almost like the saying people are what they eat, and school cliques are made by the people who are involved in them. School cliques carry pressures that not only affect the overall environment of the school but, labeling and clique involvement also effects staff and teachers as well as peers not involved in cliques. A hierarchy system is a clear cut way to put people into a certain class. Being at the top involves large amounts of power that effects society around them, while being at the bottom can allow for zero power and their actions hardly effect the environment around them. In the article Gang Business: Making Ends Meet by Martin Sanchez Jankowski the hierarchy system is used organize levels of a gang and individual players. This hierarchy system is one of the most clear cut ways to label an individual, because if a person is labeled a pusher he or she is basically stuck in with that title and the labels responsibilities until they have earned themselves increased respect from their peers. Gangs, governments, militarist and political parties use the hierarchy system to put people in certain ranks, and each rank brings its own traits and characteristics that person must follow or they will suffer the consequences. Labeling could be an incredible blessing to people who need a place in society. With a label such as a punk or a skater, that person now has a chance to identify themselves with a sub-culture that will accept them for who they are without trying to be someone else. Labeling in this manner is a great thing for it helps people, and from that labeled position a person can gain social status in their own group. In 1998 an article written by Patricia A. Adler and Peter Adler stated that â€Å"Cliques are, at their base, friendship circles, whose members tend to identify each other as mutually connected† (Pg. 55). Once a person is labeled as something whether it be a jock or a plastic, these people can now seek out others who are labeled similarly, and by doing so new friendships and relationships are born. Labels can introduce a person to a new set of people, which he or she would never have known if they were not labeled. In an article written by Martin Sanchez Jankowski in 1991 a â€Å"†¦ hierarchy system is used to label members of a gang†¦ † (Pg. 172). This hierarchy system can play a positive role in the life of a gang member because once you are placed on a level there is no ambiguity about a person's position and status; their responsibilities, liabilities, and expected actions are practically lied out for young gang member. Unfortunately labeling, for the most part, is a negative action taken against groups of people who do not comply with societies unwritten rules. When a person is labeled it is usually because said person did something that was unusual, different, and/or out of the social norm. In schools across the United States there is some sort of labeling among the student body, whether it be skin colour, gender, sports, or academics, there is always something that organizes students into different sections. In the movie Mean Girls, the lunch room provides an extreme example of labeling and the cliques that are created through labeling. All the students are divided into different sects depending on their status; popular girls, a. k. a. Plastics sat together at one table while jocks sat together at a different table. Their own independent label had an affect on their peers because their label gave certain students power over others while in reality all people are supposed to be equals. â€Å"The leaders would decide†¦. † is a popular phrase used in Patricia A. Adler and Peter Adler's article on Peer Pressure ( 1998. Pg. 156). The person labeled the â€Å"leader† has some sort of intangible power over other students, and it is preposterous to think that all of their power is based off a word, â€Å"leader†. Many labels carry meaning that runs deeper than the eye can see. At face value a corporal is just a word used to describe one of the first ranks of an army solider, but that label has depth. Being a corporal could mean constant order taking and back-breaking work. Having a certain label affects everybody not just a person's immediate friends. A powerful label commands respect and these people are treated with privileges and other special perks because of their label. Many labels come with their own with their own home-grown stereotypes. If a person is labeled a doctor this could mean that they earn a quarter million dollars a year, drive a Mercedes-Benz, and go golfing three times a week. Many labels come with their own with their own home-grown stereotypes. Along with perks and privileges labels also have imbedded consequences. In the 1997 article Decent into Madness by Mark Colvin, it is clearly expressed how certain labels could lead to imitate death. Colvin explained that a â€Å"coercive tactic was used to intimidate an inmate by threatening to â€Å"hang a snitch jacket† on him. â€Å"This tactic which involved the threat of labeling an inmate a â€Å"snitch† (or informant) was used to solicit information, and gain control over an inmate†¦. † (1997. Pg. 197). The label of a snitch is an inmate’s worst nightmare because the consequences and after-math of this label could lead to lack of trust with their fellow gang members, and if the leader of a gang found out an inmate actual ly snitched, the man labeled the leader is powerful enough to put a hit on that inmate. The label of snitch is so powerful that it can ruin the life of an inmate even if the accusation is false. Although labels usually carry any where from a minor al the way up to extraordinary negative connotations, they are a crucial part of society. Labels organize people into certain levels of society. People use labels as the first way to asses a person. When a business man walks into a pub and sees a scantily-clad dressed woman next to a women in a business skirt and blouse, that man will nearly always label the half-dressed women as a slut or desperate while he might label the other as more conservative. People use labels as their first line of defense in a situation when they feel something is not quite right. If a person sees a shady fellow on the corner of the street, that person might automatically label that man as a trouble-maker which in turn leads that person to walk away from the fellow on the corner. How a person dresses and holds themselves on the street, in a pub, or at a job interview could lead to the immediate labeling of themselves. This happens because humans label based on their own personality and upbringing; it is an ideology, a non-tangible belief that certain people are going to be labeled a certain way. People are subjected by labels, and this relates directly to powerful labels such as president, leader, boss, captain, etc. When there is a person who is labeled high on a hierarchy system, people will automatically listen and follow that person. Some might call this a power struggle while most will continue to follow in that leaders footsteps. Many people believe that if a person is labeled significantly high it is because they are doing something that is working, and many people will be the follower, not the leader. This is known as the path of least resistance; the ability just to follow a person labeled well above the rest is easier than striving to become the best. That label effects lower ranking members because being a leader carries the characteristic enticing followers. Labeling could be the closest human beings come to before physically marking people into certain levels. Labeling is a way to organize humans, just as a library organizes books. While some labels could improve on a person’s life and social class, labels usually carry a negative connotation. The three articles mentioning labeling as an important part of culture all share a similar opinion that labels are negative. Mark Colvin and the Decent into Madness article clearly state how labels could lead to inner group violence among gangs followed by a larger more devastating super nova. Gang Business by Martin Sanchez Jankowski expresses how a hierarchy system organizes illegal crime by placing pawns into certain levels, each containing their own sets of rules and responsibilities. Labeling in its most exposed form can be witnessed in schools. The Peer Power article written by Patricia A. Adler and Peter Adler states numerous times that people who are labeled leaders have power over others standing at a lower position. Labels are powerful because of the depth that many labels achieve. High-ranking important labels carry large responsibilities and actions that must be followed through by that title holder, because just as quick as a label is given it can be taken away and that person who was once powerful is now just a low ranking pusher.