For drugs and body class Essay Example | Topics and Well Written Essays - 250 words

For drugs and body class - Essay Example ecommending the secure , more convenient disposal methods for unused medication; reducing the prevalence of heroin production and doctor shopping through enacting strict laws. Formalities may take a very long time to do a drug raid as this will soley depend on their ability to provide concrete evidence with the regards to the the type and amount of drug in that drug house. The formalities will have to do a thorough investigation and have a good case to thr District Attorney. Additionally, this raid might take more time as they would want to arrest the king pins. Seneca County has been a safe haven for drug dealers. This county has reported numerous case of drug smuggling. For example, numerous law enforcement agencies executed a search warrant in a Tiffin smoke shop and seized a large amount of synthetic drugs. The Seneca County Drug Task Force in conjunction with the Ohio Highway troopers were able to arrest a 62 year old man trafficking

WEEK 3 APLICATION 1 Essay Example | Topics and Well Written Essays - 500 words

WEEK 3 APLICATION 1 - Essay Example dly, the decision of the researcher to use of project management office staff, project planner, or portfolio manager in carrying out the surveys was quiet significant in drawing the relationship between e-leadership styles and the success of virtual project managers. As such, the researcher effectively addressed the research problem using the Leadership Behavioral Analysis II-Self (LABII-Self) surveys and direct project staff thus avoiding bias in the study. Indeed, the concurrent triangulation mixed methods design research helps to attain the consistency of the study and thus its results. Ideally, since the project managers took part in the study, the results realized would help the project managers to improve the practice of managing virtual projects and thus their success (Lee, 2010). Nevertheless, since the project management office staff, project planner, or portfolio managers taking part in the Leadership Behavioral Analysis are stakeholders in the study, their emanates a slim chance of biased information due to competing interests among the sample population. Actually, the results of such a study equally depended on the independence, diligence, and honesty of the interviewees. Indeed, as seen in the results of the study, the researcher established varying results in the quantitative and qualitative responses on situational leadership techniques with reference to effects on running virtual projects. The lack of the study to establish distinct levels of success between managers with high e-leadership styles and those with low scores proves that there is a discrepancy in the results (Lee, 2010). Because of this, more and detailed research on this and other related topics is necessary in deducing the e-leadership styles that determine the success of virtual proje cts. This equally calls for the application of the situational leadership theory for attainment of reasonable results relating to virtual projects. Indeed, had the researcher considered other

Wilfred Owen War Poet Essay Example for Free

Wilfred Owen War Poet Essay The first Word War which took place mostly in Europe from 1914 to 1918 left millions dead and shaped the modern world. After World War I poets started to write about their experiences. Most of these poets had been soldiers who wrote the poetry to reflect the horror of their experiences in an immediate and realistic way. Trench warfare in particular and the chaos of war in general were the source of the poems indignation and disgust. The high death rate and the horrific conditions suffered by those fighting in the trenches meant that the concept of ‘heroic sacrifice’ in service to one’s country became meaningless. Patriotic poetry was therefore replaced with poems that were to symbolize the futility of war, protesting against the waste of life and forcing its readers to engage emotionally with reality. Within this essay I will look at the effects the war had on soldiers who fought in the trenches and how they dealt with the unimaginable numbers of deaths they encountered daily. I will explore the way they were able to cope with the grief and loss and how attitudes towards death and mourning changed as a result of the war. Throughout this piece I will focus on one particular soldier, Wilfred Owen, and the poetry he wrote about the loss of lives and the effect that his writing had on the mourning and memories of those left behind. In writings on World War 1, the enactment of grief is often overshadowed by the drama of battle, as in the wider conflict where loss is born; grief leaves no one unaffected by its devastation. Writing, whether in the form of poetry or letters, allowed the soldiers to share their anguish as a way of coming to terms with their harrowing loss and sense of guilt as survivors. Before the war there was a system of both public and private grieving and mourning. Mourners wore black and the period of mourning was dependent upon the relationship to the deceased. Funerals could be elaborate affairs depending on social class and many of these conventions were shaped by religious and Christian beliefs which enforced a public respectability in the grieving process. After the war broke out however, death in combat demanded that soldiers and their relatives express their grief in a new way. Without the remnants of a body, or the ritual of a funeral, their descriptions through their writings were more than just words. The details of death which soldiers conveyed, offered an emotional comfort to families, but at the same time their words would also scar those families for life. Surrounded by unimaginable numbers of their comrades who had died prematurely, soldiers fumbled to find a voice to convey the meaning of such circumstances. Letter writing for many became a way they could attempt to control the chaos which surrounded them, but a few soldiers began to make sense of it all through poetry. Some critics believed Wilfred Owen to be the most individual and best of the war poets. He forged a new kind of elegy upon the anvil of modern industrialised warfare. The best of Owens poems were to be written between the summer of 1917 and autumn 1918 after meeting another poet, Siegfried Sassoon, at Craiglockhart Hospital. Owens poetry after his experiences in the trenches moved his poems towards a powerful realism where the observations are disturbing, for him the war was a tragedy and beneath the surface disgust, lays a pity and compassion that raised his poetry above simple propaganda. Some of his poems from the war help us to rethink the elegiac triad of; mourning poet, mourning reader, and mourned victim, suggesting that even in war elegies; both poet and reader may partly create the victimisation they mourn. He brought a profound but sceptical understanding of the resources available to the mourning poet in the sonnets ‘Anthem for Doomed Youth’ and ‘Futility’; he resisted the traditional conventions of an elegy. ‘Anthem’ is a collective elegy for the nameless many and ‘Futility’ an elegy for a single man. Critics often treat the elegy as a therapeutic device: working through grief, creating an aesthetic substitution for loss, the elegist masters or at least manages pain. Many of Owens elegies do not fit this therapeutic model. Their task, it seems, is to maintain a certain amount of suffering, not to effect a cure; they produce not a yield of pleasure but an aggravation of pain. Some of Owens critics accuse him of consolatory mourning in ‘Anthem for Doomed Youth’ suggesting that Owen participates in the religious ideology of compensatory exchange, urging us to accept memory as a substitute for human lives. The enormity of the loss of lives precludes any of the traditional rituals of consolation mourning; all that remains is the suffering of unfocused grief down an endless recession of time, and ‘each slow dusk a drawing down of blinds’. ‘Anthem for Doomed Youth’ was written whilst Owen was in Craiglockhart with the encouragement of Sassoon. It is in sonnet form and is an elegy where he relates to the youth, these were very young men whose lives were most definitely doomed. Owen immediately engages readers with the use of questions as though interrogating them. He asks a question in the first line of each stanza, following with his answers for the remainder of the stanza. His first question ‘What passing-bells for these who die as cattle? ’ (1) suggests he feels the tribute made to dead soldiers is insufficient. Are they merely cattle being sent to slaughter whose lives of little importance? His second question, ‘What candles may be held to speed them all? ’ (9), shows his belief that people do not understand the nature of these deaths as he looks at how the community responds to their loss through ritual. Where we might expect the religious lexis to offer hope in a time of despair, he sees it as a mockery of the sacrifices being made. For Owen, it is not the outward show of public rituals, ‘the candles’ and ‘flowers’ that is meaningful, but inner reflection. The first part of the poem contains words made to sound like the war and weapons, ‘guns’, ‘rifles’, ‘shells’ which are ironically linked to religious imagery – ‘bells’, ‘orisons’, ‘prayers’ and ‘choirs’. In line 8 things switch from the fighting to Britain’s ‘sad shires’ where loved ones mourn, changing the tone to rueful contemplation from bitter passion. ‘And bugles calling for them from sad shires’(8) the Bugler’s ‘last post’ was traditionally interpreted as a strain of farewell at a serviceman’s funeral, whereas here Owen hears it as an unanswerable call to return to the alliterated ‘sad shires’. Owen being from Shropshire, thought of the typical Englishman as a ‘Shropshire Lad’ and the traditional, united country life where each individual was know as part of the community, his loss would be grieved by all. Owen carefully sets the chaos of the trenches against the subdued atmosphere of church. Phrases like ‘passing-bells’ (1) and ‘holy-glimmers’ (11) and ‘voice of mourning’ (6) symbolise the sanctity of life – and death – whilst suggesting also the inadequacy, the futility, even meaninglessness of organised religion against the cataclysm of war. Once again in lines 9 – 14 religious images and illusions are dominant. The ‘candles’ in the ‘hands of boys’ and the ‘pallor of girls’ brows shall be their pall’ suggesting that these things are meaningless, you just need to look into their eyes and the pale faces of the women left behind to learn the truth about war, their silent minds stand as the most fitting tribute to the sacrifices made. Owens poem begins to envisage the chaos of war as an unending condition of modern existence with every individual bearing somewhere its scars. The constant reference to religious imagery seems symbolic, representations of the spiritual, which he sees as a ‘mockery’(5), just as in his eyes, ‘candles’, ‘flowers’ and the ‘drawing down of blinds’(14) are no more gestures in a public mourning which bears no resemblance to individual experience. This moving image of closure brings the sonnet to a quiet close. The ‘drawing-down of blinds’(14) is linked to the English tradition of closing curtains or drawing down blinds in a house of mourning. As ‘Anthem for Doomed Youth’ ends with the sun at dusk, the end of a day and a representation of the end of many lives, ‘Futility’ begins with the sun at dawn, the beginning of the day yet still the end of a life. Shortly after writing the poem ‘Futility’, Owen categorised his poems, placing this one under the heading of grief. Although Owen appeared to know the dead soldier written about, the anonymity allows it to be universal; it could be describing any soldier as he ponders nature’s power to create life, setting it against the futility of extinction. It takes the form of a short elegiac lyric where he uses the sun as a metaphorical framework. ‘Move him into the sun’(1), the poem begins with an instruction which seems a gentle command especially as many of the words throughout the first stanza reinforce this softness of emotion, ‘gently’(2), ‘whispering’ (3) and ‘kind’ (7). The sun is personified ‘gently its touch’(2), ‘whispering’ just as he uses personification in ‘Anthem for Doomed Youth’ to give a powerful images to demonstrate the lives that are ruined through war. Once again in this poem, along with ‘Anthem for Doomed Youth’, he refers to how young the soldiers were that died, ‘fields half sown’(3), a metaphor for lives not fully lived yet, they had not had time to experience life before they died at war. War for Owen was senseless, for so many men to lose their lives, especially at a young age, made him question the purpose of our existence. He was convinced that many of the people, who remained in England and hadn’t experienced the warfare, didn’t understand how the soldiers were suffering and therefore couldn’t express true sympathy. He felt by writing ‘Futility’ he would be able to portray the worthlessness of war, the uselessness of human life and arouse pity and grief in those who read it. (Mahmud 2008) The dead soldier in ‘Futility’ is not given a name perhaps to represent every soldier who was killed in the war. C. W. Gillam (1965) states that ‘the sight of the dead soldier makes the writer wonder why creation ever happened if it was to end only in such futility’. The persona wonders if we were created for this, and if this is the case, then our existence seems meaningless. Consequently, the experience of loss is universalised, the reader imagines this soldier to be a potential close relative or any human who is caught up in a chaotic world. The ‘O’ indicates the bitterness of this discovery, the poem produced an initial emotion of hope, but ends with the feeling of hopelessness. The contrast between the peacefulness of the first stanza against the grief and anger of the second makes this a poem that conveys its message of the meaningless of life and a protest against the wisdom of creating people only to have them die in such horrific circumstances. The First World War had a drastic effect on the poetry of many poets of the twentieth century. Poets like Siegfried Sassoon and Wilfred Owen, as well as many others gave us their firsthand experience of war and described the fatal effects whether physical or mental upon those who participated and those left behind. Many of the poets suffered from psychological problems during and after the war due to shell shock and the horrible mutilation they witnessed on the battlefield. Some of the poetry can help us understand the sense of grief and anger at the pointlessness of war and the anger at the sheer numbers of soldiers sent to battle to be massacred like ‘cattle’. Early on the morning of 4th November 1918 Wilfred Owen was killed by enemy fire. When the telegram arrived to inform his parents of his death the local church bells could be heard, ironically linking him to his own poetry ‘passing-bells for these who die’ even though the bells were in celebration of the Armistice. Owens’s poetry is not for everyone as it combines graphic descriptions of war and the reality for those involved on the front line. He is generally acknowledged as being both the most successful, and best, poet of wars reality. The reason why may be found in the preface to his poetry, of which a drafted fragment was found after Owens death: Yet these elegies are not to this generation, this is in no sense consolatory. They may be to the next. All a poet can do today is to warn. That is why the true Poets must be truthful.

The symbolism of fire in literature

The symbolism of fire in literature Looking Past the Smokescreen â€Å"Fire represents many things to many people and cultures. It is recognized as a purifier, a destroyer and as the generative power of life, energy and change. It represents illumination and enlightenment, destruction and renewal, spirituality and damnation† (Varner). Throughout history, fire became a very significant element in the principle of human development because of its versatility, such as lighting, communicating, and protection from predators. In Fahrenheit 451, Bradbury takes the representation of fire to a whole new level. Imagine living in a world where people are not in control of their own thoughts. Imagine living in a society populated by non-readers, people with no sense of their own history, a government that has banned books. Imagine being Guy Montag, a fireman in Fahrenheit 451 who burns books for a living. In Montag’s world, firemen produce fires instead of eliminating them to destroy any works of literature, for they promote creativity and free thinking, which is a threat to the government. Set in the 24th century, in the midst of a nuclear war, this dystopian novel tells the story of a futuristic period of time when books are illegal, and the punishment for whoever holds one in possession is to have his books and house burned to ashes. While walking home from work, Montag meets a young, bright girl named Clarisse. She tells him that firemen once used to put fires out instead of starting them, which he thinks to be nonsense. Later on, Montag realizes that fire can mean much more than what he uses it for. Throughout the novel, fire is present to imply several meanings that can be made explicit by referring to destruction, warmth and beauty, and resurrection. Fire seems to have many symbols throughout the novel, but the most recognisable is destruction. At the beginning of the book, Montag is shown as a fireman that is filled with pleasure as books are burned. The very first passage in the novel states, â€Å"It was a pleasure to burn. It was a special pleasure to see things eaten, to see things blackened and changed† (Bradbury, 1). This narration by Montag expresses his love for fire and the ruin that follows. Fire is destruction, fire is power. One flame can burn a whole house down to the ground. After meeting Clarisse, she asks about his job, his marriage, why he burns books, and if he is truly happy. Being faced with these questions, Montag realizes that he is not happy with his life, and he thinks that books might contain answers for the reason of his unhappiness. Although he is an enforcer of the law of books being banned, Montag is found a lawbreaker himself. Later in the novel, Montag starts stealing a couple of books from collections he is sent to burn. He brings these books home and hides them in the furnace, secretly reading them day by day. However, his wife Mildred has a different point of view when it comes to books; she did not quiet agree with her husband’s actions. One day, Montag leaves for work, not knowing that his wife has other arrangements. While on the job, the alarm goes off, meaning another house to burn. Montag realizes that the address shown on the screen of the alarm, is his own. Once he arrives with his co-workers at their destination, he sees his wife driven away in a taxi with a suitcase. He realizes that his wife must have called in the alarm on him. Beatty, the captain of the fire department, orders Montag to burn his own house with his flamethrower. In the process of burning the house, Montag narrates, â€Å"The house fell in red coals and black ash. It bedded itself down in sleepy pink gray cinders and a smoke plume blew over it† (Bradbury, 54). At that moment , it is evident that Montag sees fire as a negative force, a destructive nature of firemen. Although Montag sees pleasure in burning in the beginning of the novel, his view of fire changes to destruction when he loses his books and home. In contrast to destruction, in the course of the novel, Montag’s opinion on fire changes once more, making him interpret fire to be beautiful and a source of warmth. It is beauty. â€Å"He hadnt known fire could look this way. He had never thought in his life that it could give as well as take. Even its smell was different† (Bradbury, 68). In his eyes, everything about fire cried beauty, from its intense colours to its dancing flames. Another way fire is expressed to be beautiful is when Beatty says, â€Å"Its real beauty is that it destroys responsibility and consequences. A problem gets too burdensome, then into the furnace with it† (Bradbury, 53). The reason to why books are burned is because the government wants its people to not worry about problems, for it is believed that with too much knowledge comes responsibilities and complications. After breaking the law, Montag runs away and finds a camp fire where he meets a man named Granger and many other intellec tuals. He realizes that the camp fire was welcoming, much different than he has always known it to be, destructive. He is surprised by his thought when he sits around the fire with the others by narrating, â€Å"It was not burning; it was warming! He saw many hands held to its warmth, hands without arms, hidden in darkness [†¦] How long he stood he did not know [†¦] He stood a long time, listening to the warm crackle of the flames† (Bradbury, 68). Through the symbol of ‘the hearth’, which is usually found in the centre of homes as a source of heat, it is revealed that fire can be warming as well. Although at the beginning of the book, Montag has a love for the destructive side of fire, by the end of his journey, he is able to see a beautiful, warming side to it. Equally important, fire gives a symbolic meaning of resurrection when referring to the Phoenix. There was a silly damn bird called a Phoenix back before Christ: every few hundred years he built a pyre and burned himself up. He must have been first cousin to Man. But every time he burnt himself up he sprang out of the ashes, he got himself born all over again†¦Ã¢â‚¬  (Bradbury, 76). After the nuclear war and the bombing of the city, Granger associates mankind with the Phoenix bird that burns itself up in flames and is reborn out of its ashes. â€Å"It looks like were doing the same thing, over and over, but weve got one damn thing the Phoenix never had. We know the damn silly thing we just did. We know all the damn silly things weve done for a thousand years, and as long as we know that and always have it around where we can see it, someday well stop making the goddam funeral pyres and jumping into the middle of them. We pick up a few more people that remember, every generation (Bradbury, 76). The difference between humans and the phoenix is that humans have the ability to identify their mistakes, and are aware of not committing them over and over again. The fire brings the death of old, and the birth of new. This similarity is effective because it provides the reader with a sense of self-renewed hope for humankind. In the last section of the novel, fire is represented as the rebirth of mankind by building another society where man would embrace knowledge instead of be afraid of it. Destruction, warmth and beauty, and resurrection are three of the most noticeable representation of fire in Ray Bradbury’s Fahrenheit 451. At first, Montag only knows the damaging power of fire, yet gradually comes to appreciate that fire can be engaging and renewing. The author uses the symbol of fire as a destructive force by burning books and homes of characters in the novel. When Montag realizes that fire can be used for more than just destroying houses, he associates it with warmth and beauty. Last but not least, the Phoenix signifies fire because it destroys itself in flames and is then reborn, just as Montag’s world is destroyed by the nuclear weapons in order to start a new beginning. Ray Bradbury was telling us that fire impersonates the actions of the characters, and how they view fire to be a negative or a positive force. The author successfully shows the various interpretations of fire through the development of Montag’s mind, and the same fire that h ad control over Montag before, will now assist him in creating a new intellectual world. Works Cited Primary Sources: Bradbury, Ray.Fahrenheit 451. Ed. Book Club. New York: Simon and Schuster, 1967. http://lhsblogs.typepad.com/files/complete-text.pdf>. Secondary Sources: Varner, Gary. Fire Symbolism in Myth and Religion. AuthorsDen, 2009. Web. 12 July 2014. http://www.authorsden.com/categories/article_top.asp?catid=62id=43114>.

Life The Courage To Change :: essays research papers

Cruel Intentions, is a film about a young man, Sebastian, and his stepsister, Kathryn, who together do everything in their power, sexual or not, to better their own reputation. They try everything, even if it means ruining someone else’s life, reputation or well being, just to better themselves. They manipulate, use, and belittle every human being possible that comes in the way of their perfect life. Cruel Intentions, a film that uses the setting to produce the irony portrayed at the hand of the characters, also uses this irony and characters actions to contribute to the theme.   Ã‚  Ã‚  Ã‚  Ã‚  The setting of the film in a high-class society, a society in which only the high-ranking members live. A society in which as you drive down the road each house is bigger than the first. These people live in a society where each child has their own car and not to mention bank account. The people in this society crave competition and seek to be better. This particular setting shows forth the attitudes the characters uphold, that make them believe they upscore others around them. This too in fact portrays the irony of the film. For example, Kathryn believes that if a certain man cannot hold a relationship with her he cannot involve himself with anyone at all. Kathryn sets out to ruin his life and ruin the life of his significant other, getting her to fall in love with her music instructor rather than following her heart. This type of behavior leads the audience to believe that Kathryn uses her ranking and her setting in life to achieve personal happiness. In this fi lm come two morals, first you may not always be set in your ways something good can happen in life something that can change everything. Sebastian, the type of person who sleeps with anyone, does not have the best reputation among the ladies. Although in the plot to ruin the young man’s life Sebastian meets a young girl named Annette and slowly falls in love with her. Not for her body or for his sexual pleasure but for how she made him feel loved and wanted he enjoyed this feeling. Albeit a feeling that makes him confused it turns into a feeling he decides will make his life better. Proving that your are not always set in your ways, good or bad ways. Change occurs with life. The second moral state that what goes around comes around.

A Bintel Brief :: essays research papers

A Bintel Brief   Ã‚  Ã‚  Ã‚  Ã‚  A Bintel Brief, the book of letters from the Jewish daily Forward brought to me the realism of life as a Jewish immigrant. The times were rough on them, they used the â€Å"Bintel Brief† to reveal there problems and to get answers. When I started to read the book I was looking for specific answers to some questions. What do the letters reveal about how immigration was a large part a culrutal process that lasted well after Jews and other immigrants arrived in the U.S.? What was the dominant definition of what it meant to be an American at the time that many Jews arrived arrived in the United States? How did the Jews in the book compare? What hopes did many Jewish immigrants have for life in America? Were the expectations met? What else do the letters reveal about the late 19th Century through the 1920s? These questions really give the purpose of the book itself.   Ã‚  Ã‚  Ã‚  Ã‚  The letters of the Bintel Brief reveal that immigration became a cultural process. When the Jewish immigrants came to the U.S. there culture had to be changed to adapt to the Americans. They shaved their beards and ate non-kosher foods, they slowly had to separate themselves from there homeland. They had to blend in with there surroundings to get a job or even to make friends. In one of the letters, a young Jewish woman would go to work each day knowing that she would be harassed when she arrived. One of her fellow co-workers said the all Galician Jews should be dead. With comments like that, I myself would try to hide the fact that I am of different culture. The Jewish people would have to slowly bring back there heritage after they become treated more equally. Another letter about a 18 year old boy, that is a machinist, would get beaten up as if he was a punching bag. He left the job only to receive the same treatment in the other jobs. â€Å"As soon as they fo und out that I was a Jew they began to torment me so that I had to leave the place,† said the boy (64). The letters do reveal that immigration was a cultural process.   Ã‚  Ã‚  Ã‚  Ã‚  What made you an American during the time of the Jewish arrivals? To be an American in those times, meant that you must be born on the American soil.

Claire McCloud Case Assignment Questions Essay

Strategic Management of Technology and Innovation Class Preparation for In-Class Discussion Feb 2, 2013 (Please prepare two page notes to bring to class) Claire McCloud Case Assignment Questions Please read the Claire McCloud case and the other three assigned articles about the management styles of Selina Lo (at Alteon), Andrea Jung (at Avon), and Christos Costsakos (at E-Trade). Prepare a two-page paper (with a word processor) to address the following questions: (Please hand in one copy of the notes at the beginning of the class.) 1. What are the pros and cons of Claire accepting the general manager position of the Fiber Optics division? What issues should Claire be considering in her decision to accept or decline the general manager position? Pros: A.Become CEO of a subsidiary company for Fiber Optics. Gain experience as an executive B.Fiber Optics is important fast growing business C. Cons A.She lacks technical R&D knowledge. B.She has no line management experience 2.List the functional areas of a business; i.e.., finance, R&D, Manufacturing, marketing, and rate each one with respect to the amount of industry specific knowledge that will be required for Claire to do the job effectively (what the company lacks currently) vs. what she possesses. What does Claire need to know about the technology? (You might set up a table to show your assessments.) 3. What are OWS’s strengths and weaknesses? How do they compare with Claire’s strengths and weaknesses? Function How important for the Company Company’s current strength McCloud’s Strength R&D +++ ++ + Production +++ + + Marketing & Sales +++ 0 ++ to +++ Finance +++ +++ +++ Human resource 4. What are the immediate short and long term tasks Claire will need to address if she accepts the job? Lay out a specific action plan for her to accomplish by i) the two months of her new job, ii) by the end of six months, iii) by the end of eighteen months. i)understand issue by informal meeting, and then call formal meeting to confirm issues. Finally report top management. Solve production issues. ii)solve marketing issue by visiting top 15 customers.