A Critical Analsysis Cultural Event Essay

School shootings has been a popularized term in both the United States and Canada for describing gun violence at educational institutions around the country. This especially applies to mass killings or shooting sprees perpetuated by the students or members of the faculty. School shootings are differentiated from acts of terrorism in that they are usually randomly targeted victims and involve students, faculty or alumni of the institution involved. This marked difference can be seen when we differentiate the Beslan School Hostage Taking (BBC News, 2004) from the Columbine Massacre. For our purposes, we would use the Columbine Massacre as our cultural event to be analyzed. This massacre has been well documented by a mountain of resources and has been extensively analyzed by researchers, law enforcement officers and medical practitioners. The Columbine Massacre is a well-known tragedy in the United States. It was a tragic day where two students who attended Columbine High School shot at their fellow students and teachers. This tragedy ended with more tragedy when the two students took their own lives. The abrupt and sudden death of the two students gave rise to more questions regarding this tragic incident. After the death of so many lives, no one was left to answer what motivated these two seemingly common boys to do such inhumane acts. Main Argument The purpose of writing a critical analysis of this event is to uncover the â€Å"deeper† implications of the event of school shootings on culture as a whole and on the writer as an individual. We will delve at the issue of school shooting from different angles that would show issues in our culture. It is the argument of this writer that school shootings can be prevented. To do this, we must pass stricter laws in gun control, prevent school violence, and reduce the amount of violence in multimedia and the Internet. Our effort to handle this tragedy has led to a valiant effort to rationalize and find solutions to prevent another Columbine. We must use this information and take responsibility by taking adequate measures in law and in practice. School shootings then as an event has brought to light the following issues: gun control, school violence, violence in multimedia and the internet, our culture on handling tragedies and our own responsibility towards preventing future killings. Support for Argument – Different Angles Gun Control The issue of gun control has been front and center in the debate regarding prevention of another Columbine Massacre. To support my main argument that stricter gun control laws can prevent another Columbine, it is argued that our laws on gun control are too lax. The access by which the shooters had to guns of high caliber and quantity of explosives prove the inherent laxity of our country’s gun control laws. In his movie, â€Å"Bowling for Columbine†, Michael Moore illustrates how guns are given away even when you open bank accounts in America. Even in Wal-Mart stores, guns were readily available. It has only been recently that Wal-Mart has pulled out guns from a third of its US stores. Even then, the company cites marketing decisions rather than lawful restrictions in its decision. (Pioneer Press, 2006) Stricter gun control laws will ensure that access and availability of guns will only be reserved for law enforcement. The consuming public, much less our children, must not be able to readily access guns without adequate reason. This reason must be well-defined in law and properly implemented to prevent young children from getting their hands on high-caliber weapons. Violence in Multimedia and the Internet The role of violence in multimedia and the Internet was a critical issue in determining what could be done to prevent another Columbine. Both shooters played violent games and were taking active part in online communities that catered to such games. Henry Jenkins, director of Comparative Media Studies Program at the Massachusetts Institute of Technology, cautioned the Senate Commerce Committee from totally shunning the Multimedia and the Internet. In his testimony before the senate, he reminds us that media consumption is active and not passive. They are tools that we can use and mold to our advantage. It must also be remembered that media content is a process that is developed over a period of time. Different consumers react to media in different ways. When all else fails, real life would always trump media. It is read against our perception of the world. It is in this light that the writer argues that meaningful recommendations for law making can be legislated in order to control media to lessen the amount of violence available to our youth. Such legislated can be done without trampling on our bill of rights by asking media content providers to be more creative and our schools to use media in K-12 education. These are just some of the recommendations by Jenkins in order to prevent violence in media use for institutions. More will be discussed with regard to school violence in the succeeding paragraph. School Violence The issue of school violence had come front and center as one of the reasons for the Columbine Massacre. After the event, every circumstance surrounding the life of the two shooters was examined. They were part of â€Å"goth† groups and were not considered generally popular with the students in early reports. Some of the myths would even say that they were loners and only a few students knew them. The truth however, cannot be farther. Even though they were part of â€Å"goth† groups, both shooters had a steady group of friends and were not exactly alienated from the student populace. Recent studies have cautioned on inciting a sense of â€Å"moral panic† in reacting to the problem of School Violence. â€Å"Moral Panic† is a reaction to school shootings where teachers and other students would view fellow students and faculty as â€Å"threats† to public safety. This is not the environment that will lead to the prevention of School Violence. (Jenkins, Part I, 1999) In preventing school violence, the National Association of Independent Schools have come up with the following measures: 1) more support for the youth using digital communities, 2) use media education in K-12 institutions, 3) more respect and knowledge by adults for popular culture of children, 4) more tolerance in the school environment 5) establishing parental discussion groups on appropriate media content, 6) illicit more creative responses from media producers. (Jenkins, Part IV, 1999) Our Culture on Handling Tragedies The deeper implication of this event to our culture is that it is reflective of the way we handle tragedy. It shows the need of our culture to rationalize and put blame. But more so, it shows the resilience of our culture to heal, move on and adapt to the changing times. The event itself as described above shows two things. The first part of our description culled from the CNN report is a depiction of the extent of violence imparted by the two boys. What happened in Columbine was distinctly violent and ruthless. The second part of our description culled from the Jefferson County report is a depiction of our need as culture to rationalize such violence. The process of compiling, examining and connecting all the 4,400 leads to more than 80 investigators from the federal and local government to piece together. It took 10 months to complete and amounted to painstaking work and expense. Yet, it was needed for a sense of closure to most of the families of the victims. It is clear from the 10 different findings of the Jefferson County Report that no stone was left unturned. Myths were formed regarding a third shooter or another boy who has principally induced the shooters. A lot of these myths were debunked by the official Jefferson County report. The need to rationalize by our culture does not end there. We hope to do better the next time around. We hope that tragedy will not be repeated. We rationalize and we move on. The mountain of sources that pile up to rationalize, prevent and defend our schools abound. Our psychiatrists (Block, 2007), law enforcement officers (US Secret Service, 2002), and brother citizens (Cullen, 2004) have all come up with their ways and means to justify and contribute to the growing number of literature meant to keep the discussion alive. Some have even sued gaming manufacturers of violent games and are seeking financial damages they allege that: â€Å"Absent the combination of extremely violent video games and these boys’ incredibly deep involvement, use of and addiction to these games and the boys’ basic personalities, these murders and this massacre would not have occurred. † (Wade, 2001) For the psychiatrists who have reviewed the cases, some have even suggested being careful in removing restrictions to virtual outlets of rage. It is notable that the boys who perpetuated the violence were deprived abruptly of these virtual outlets. (Block, 2007) These are all indicative of the ways we cope up with tragedy. These are ways we rationalize and learn from our mistakes. As a culture, the event has deep implications with how we handle seemingly irrational events by acting human in all respects. We pride our rationale as a civilized nation and try to make it prevail over all odds and tragedies. In the end, whether or not there is a rationale explanation to the shootings, it would be hard to know. Adding insult to injury, the shooters in this tragedy also killed themselves. This is perhaps why the Columbine School shooting has left such a distinct memory in all those touched by it. There is seemingly a distinct lack of closure because no one can be held to blame. Our Responsibility in Preventing Future killings As an individual, the writer is very much affected to reflect on what is happening with his own life. The deeper implication of this event is to cause the writer to pause and reflect his actions and his responsibility. Any other student in our society can easily relate to the deaths of these students. We have all lived a rigid classroom to classroom, day and night existence. Everyday, we do our work, travel to school and sleep towards the next day to come. Those who died in the tragedy never got the chance to finish their lives as students or graduate into adulthood. Reading all these accounts and reflections about the lives of these students has made the writer focus more on living rather than continuing on the never ending effort to rationalize. Human life seemed to be less significant in light of the quick and abrupt way the lives of thirteen people were ended. School shootings as a phenomenon did not end with Columbine. Recent school shooting such as the one by Pekka-Eric Auvinen in Tuusuola High School happened only this year. (Xinhua, 2007) The greatest implication to the writer as an individual is to live a life of responsibility. The mountain of information available to implement ways of preventing another Columbine is there. With the rationalization done by our culture and the efforts we have made to move on, it is but proper that live a life of responsibility by implementing all studies made to prevent more shootings in law through gun control measures and in practice by guiding future generations to be more tolerant of other people. Conclusion The tragedy of the Columbine is only illuminated by the facts that can be culled from the events. However, the deeper problems that lie beneath can only be solved by careful and patient assessment of these facts and what can be done to prevent it from happening again. It is the argument of this writer that school shootings can be prevented. To do this, we must pass stricter laws in gun control, prevent school violence, and reduce the amount of violence in multimedia and the Internet. Our effort to handle this tragedy has led to a valiant effort to rationalize and find solutions to prevent another Columbine. We must use this information and take responsibility by taking adequate measures in law and in practice. The implementation of the suggestions by the National Association of Independent Schools through Henry Jenkins would be a good start in harnessing the power of media to lessen violence in school institutions. References CNN. com. â€Å"In depth Specials: Columbine† (n. d. ) Columbine. Retrieved 15 November 2007, from . Ward, Mark. â€Å"Columbine Families sue Computer Game Makers†. 1 May 2001. BBC News. Retrieved 15 November 2007, from Block, Jerald. â€Å"Lessons from Columbine: Virtual and Real Rage† American Journal of Forensic Psychiatry, Volume 28, Issue 2 (July, 2007) United States Secret Service. â€Å"The Final Report and Findings of the Safe School Initiative: Implications for the Prevention of School Attacks in the United States† May 2002. United States Department of Treasury. Retrieved 15 November 2007, from < http://www. treas. gov/usss/ntac/ssi_final_report. pdf> Xinhua. â€Å"US Teenager chats with Finnish School Shooter about Massacre† 13 November 2007. English-Xinhua. Retrieved 15 November 2007, from < http://news. xinhuanet. com/english/2007-11/13/content_7060867. htm> BBC News. â€Å"Attackers Storm Russian School† (1 September 2004) BBC NEWS EUROPE. Retrieved 15 November 2007, from < http://news. bbc. co. uk/2/hi/europe/3616868. stm> Pioneer Press. â€Å"Wal-Mart halting Gun Sales by Area† (15 April 2006) Free Republic. Retrieved 15 November 2007, from < http://www. freerepublic. com/focus/f-news/1615500/posts> Jenkins, Henry. â€Å"Lessons from Littleton† (1999) National Association of Independent Schools. Retrieved 15 November 2007.

Dark Tech: The Effect of the Cell Phone on Health

Today’s technologies are advancing at such an astonishing rate. This can make it difficult for even the most avid â€Å"techie† to keep pace. Technology is that wonderful thing that brings comfort and convenience to our lives. But, with that comfort and convenience, there often comes a price; and the technology of the cell phone proves no exception. Arguably, as a communication tool, the cell phone has no equal in how it has changed and affected our lives. Mostly, the effect has been positive in many ways. But, as it is with anything, overuse and abuse has brought out its dark side and the effect of unintended consequences.One of the unintended consequences of the cell phone is its effect on the health of its users and even the health of those around them. What is the effect of the cell phone on our health? Researchers are examining the health risks associated with cell phone use. This research has focused on traffic accidents, germs, cancer, electromagnetic radiation, and vision health. Traffic Accidents and Cell Phones Cell phone users knowingly, or unknowingly, put themselves and others in potentially hazardous situations by using a cell phone while driving.A recent study by the Centers for Disease Control and Prevention focused on cell phone distracted drivers in the United States. According to the study, sixty-nine percent of drivers in the United States, ages 18-64, reported that they had talked on their cell phone while driving within the last thirty days. Additionally, within that same demographic, thirty-one percent of U. S. drivers reported that they had read or sent text messages or email messages while driving at least once within the 30 days before they were surveyed.One must note that these percentages reflect only those drivers that â€Å"admitted† to the cell phone activity in question. Activities, such as texting, take the driver’s attention and hands away from driving more frequently and for longer periods than othe r distractions, making it proportionately more dangerous. Younger, inexperienced drivers under the age of 20 may be at a higher risk; they garner the highest proportion of distraction-related fatal crashes. The National Safety Council reports that at least 23 percent of all traffic crashes, or at least 1. 3 million crashes, involve cell phone use.This number can be broken down to an estimated 1. 2 million crashes each year involving drivers using cell phones for conversations and the remaining 100,000 or more additional crashes can be related to drivers who are texting. Analyzing this data shows that cell phone conversations are involved in 12 times as many crashes as texting. This seems to dispel the common myth that a texting driver is the more commonly dangerous cell phone activity. Additionally, and maybe surprisingly to some, it is not just our drivers causing dangerous situations on the roadways.Many times, pedestrians entranced with their cell phones are just as dangerous as drivers using them. A study published in Injury Prevention in 2012 reflects that one in three pedestrians is distracted by a mobile device while crossing busy streets. This type of distraction leads to accidents that injure both pedestrians and drivers. Germs and Cell Phones Cell phones not only carry important data, but nasty germs also. The greasy, oily residue you usually see on your cell phone after a week, or only a day, of use can often contain more disease-laden germs than those found on a toilet seat.In 2011, researchers from the London School of Hygiene & Tropical Medicine at Queen Mary, University of London found that one in six cell phones is contaminated with some sort of fecal matter. These fecal deposits find their way on to the handsets often because their owners did not wash their hands with soap and water after using the toilet. Some of the phones were found to harbor E. coli bacteria from fecal origin. If this bacterium is transferred into the mouth and ingested in to the body, it can cause fever, vomiting, and diarrhea.In another recent study, students in an Environmental Health course at South University, Columbia sought to find out what germs live on cell phones. After swabbing a sample of 60 phones belonging to students, they found that phones were frequently contaminated with methicillin-resistant Staphylococcus aureus (MRSA). According to Dr. Robert J. Wolff, PhD, program director of Health Science at South University, â€Å"Staph aureus is always dangerous and MRSA forms are worse because they cannot be stopped easily.†Staph skin infections, including MRSA, can quickly turn into deep, painful abscesses. The bacteria might remain confined to the skin, or burrow deeper into the body to cause potentially life-threatening infections in bones, joints, and surgical wounds. Once established in the body, the infection can infiltrate the bloodstream migrating to the heart valves and lungs tissues where it can wreak havoc on critical physi o-biological systems. Radiation and Cell Phone Usage Our cell phones certainly provide an efficient and easy way to communicate with friends, family, and co-workers.But, multiple research projects have suggested that excessive use of these communication devices may take a long-term toll on the user’s wellbeing. Cell phones use transmitting radio waves through a series of cell towers where radiofrequency (RF) waves create electromagnetic fields. Although cell phones are considered to be low-powered RF transmitters, your handset transmits power when it is on, and therefore it is important to increase your distance from the handset to reduce RF radiation exposure.The Federal Communications Commission (FCC) suggests cell phone users to keep a minimum distance of 20 centimeters from their handset to significantly reduce RF radiation exposure. Adults and especially children can suffer the long-term effects of radiation waves on the brain. According to Dr. Devra Davis, director for environmental oncology at the University of Pittsburgh, â€Å"Young children particularly need to be careful. We do not have enough information nor do we have enough time to be sure that cell phones are safe, and there's reason for concern that they may be harmful.†The University of Pittsburgh also warned its faculty and staff to limit their cell phone use due to the possible cancer risks. Vision and Cell Phones For those of you with smart phones, staring at your mobile device can cause problems in your vision later in life. Since screens on mobile devices tend to be smaller than computer screens, you are more likely to squint and strain your eyes while reading messages. According to the Vision Council, more than 70 percent of Americans don't know or are in denial that they are susceptible to digital eye strain.Additionally, smart phones and other hand-held devices are designed for reading at close range, so users’ eyes must constantly refocus and reposition to process the display’s text and graphics. As much as one-third of U. S. adults reported spending as many as four to six hours a day with their cell phones or related electronic devices. As digital device use increases, so do potential vision problems, including eye strain. Symptoms of this â€Å"digital† eye strain may include dry eyes, eye redness or irritation, blurred vision, neck and back pain, as well as headaches.Conclusion We know that today’s cell phone is the new wonder of modern technology that makes our lives richer and fuller as each new model is introduced. It is technically a microcomputer hidden beneath the cloak of a phone that puts the information super highway in our hip pocket for instant access at any time or place. Oh yeah, we can use it to communicate with our friends, family and co-workers too. So, are cell phones hazardous to our health? Well, if cell phones were handguns, they might be banned, or at the very least restricted by all means of laws and regulation.If cell phones were automobiles, an owner would probably need to take a safety course to get an operator’s license. To be serious, the cell phone is just a tool. If used in a safe manner and a little common sense, it is no more dangerous than any other tool (Said the three-fingered shop teacher). Unfortunately, not every cell phone user is endowed with common sense. So, until legislation catches up with the technology, the cell phone will have its dark side fraught with danger. Until then, to stay safe, we can clean our hands and cell phones regularly to keep the toilet germs and other assorted pathogens away from our mouths.We can keep our phone’s possible cancer causing RF at bay by using hands-free devices as much as possible. We can keep our eyesight a little longer by limiting device usage and eye strain. Last, but most importantly, we need to keep our cell phones in our pockets and purses while driving. If we need to make or answer a call, hand it to a passenger, pull over, or wait until we reach our destination to use the device. Just remember, when using your cell phone, think â€Å"safety first†; your health depends on it!

Nike Supply Chain Essay

Nike has been able to become a global player in the industry of sports apparel and athlete endorsements because of many different factors that are outlined in the way they manage their company. By analyzing the business plan of Nike we can see how their supply chain is set up as is illustrated above. The supply chain is very important for the transfer of their goods from the supplier of raw materials to a manufacturer, then to a distributer, then to a retailer, to then be available for the customer. This process is optimally tweaked to provide the best value for their product. One factor that Nike has strived to make as a standard for their company is the idea of reverse logistics. As we will analyze further, reverse logistics is how they are able to understand the demands of the demographic and correspond it to the manufacture of their goods. This is seen as a vital tool for product research and development at Nike. As we explore the different parts of the chain, it is important to keep your mind on the big picture and how this process comes together. 1. Contract Suppliers What Nike has implemented into their system with outsourcing the production of raw materials, has been done by many large apparel companies and is seen as something that can be highly profitable rather than producing the materials within the company. So what Nike has done, is brought in contract suppliers from all over the world like Vietnam for instance. To help visualize this part of the process, we must understand that the supplier has its own supply chain and it ends with exporting the products to Nike, which is where Nike’s supply chain begins. In the 90’s there were serious allegations of unethical practices carried out by Nike in terms of their Asian suppliers and how services were being carried out. In an effort to get away from this image that was painted of them, Nike has taken strides to implement disclosure to how the supply chain is run. Over the years, they had been using a â€Å"push† system to measure sustainability based on compliance from overseas suppliers. As of recently however, Nike has turned to a â€Å"pull system† which is focused around incentives for a well carried out process from their contract suppliers. With this system in place, Nike is closely watching the performance of their  suppliers and rating them in colors with the best being gold and descending from silver, bronze, yellow and red. Colors from bronze to gold are seen as successful and are given benefits and opportunities that would not be accessible to suppliers given a rating of yellow or red. These benefits and opportunities are seen as incentives for these suppliers and form the system they have created for managing sustainability. 2. Logistics This part describes the movement of the raw materials from the contract supplier to the manufacturer. This is usually done by either boat or plane and this step varies due to the fact that Nike’s manufacturing plants are located all over the world along with the suppliers. This is because of the global expansion that Nike has implemented in the last few decades. The parties responsible for this transportation are also measured on this new system of incentives. Nike closely records each transaction and is in touch with the supplier and manufacturer to get the best idea of how the transportation was carried out. These third party transporters are rated in the same way as the suppliers and are given rewards for timely deliveries of material. 3. Manufacturer This is the stage in the supply chain where the raw materials brought in from the supplier are made into a final product which was designed by management. This is an important step in the cycle because this is where the ideas set by the research and development team, which are influenced by the target demographic, are made into reality and are kept until further movement of the product. Most Nike manufacturing plants aren’t designed to hold a large amount of products as once which brings us to the following step. Nike has also been known to use manufacturing plant from a third party. Because of the fact that Nike is still responsible for these processes carried out by these manufacturers, they keep a close watch on the quality of the products produced. This is a very important part of the supply chain because it is where the product is built that will eventually be sold to the customer so it is important for Nike to know that these manufacturers are  worth using. For measuring this, they have also been rating these manufacturers in the same ways they rate their other third party contracts for the different parts of their supply chain. 4. Logistics The second time that logistics comes into play is when the final product has to be moved to a distributing warehouse. This step also depends on the location of points A and B for each situation due to how global the Nike Company has become. This transport of products is a crucial part in the flow of the chain to move the manufactured product to a place where it can be stored. Again, we are able to see the rating system built around incentives at work when we analyze the logistics between the manufacturer and the distributor. It is highly possible that both the distributor and manufacturer was third party companies used in Nike’s supply chain and so they have to be closely in tune with the two stages of the supply chain as well as the transportation in between. For this reason they record timely deliveries of products and of course look for damage and inconsistencies that the transportation company may be responsible for. 5. Distributor This stage in the chain is composed of either Nike warehouses set up to store their finished goods until it is demanded by a retail store or other vendor or a third party distributor which would serve the same function. Oftentimes, a third party is used for this step but this all depends on the most cost effective and logical method of distributing the products at hand. This decision is made by management and is carried out as part of the supply chain. The warehouse would hold the product for as long as it is needed but due to how well measured out the manufacture of each product is carried out compared to their well estimated demand for the product, it is usually moved fairly quickly to continue the flow of the chain. Distribution is important because the final product needs to be stored before is sent to vendors. For this reason, Nike also works in monitoring the companies that work with them for warehousing purposes. To do this they closely analyze the inventory of their products being held at these  distributors and make sure everything is kept by the books and reported back to Nike. The rating system is also in place for distributors to better measure this stage of the supply chain to make future decisions regarding what third party distributors they should use. 6. Logistics For the third time in the supply chain, Nike has to move their goods to another part of the process. This time, the product has been stored in a distributing warehouse and is now ready to move to a place where it would be available to the customer. Nike is available all over the world and uses many different systems of transportation for bringing the product to the vendor. We have noted that the â€Å"pull† system in place for rewarding third party companies on merit which serves as incentives are very much used by Nike to handle their logistics. This is no exception with the transportation of the finished goods from the distributor warehouse to the vendors. They are graded on the condition of the products when they arrive to the vendor and how efficiently and timely the delivery was just like in the other parts of the supply chain where transportation of either materials or the finished product were needed. 7. Nike stores/ Retail stores/ Online stores This is the first and only time in the cycle where the finished product becomes accessible for the public. In today’s world, there are many people whom shop online for most of their needs so it is important to mention the distribution of the products to online vendors such as Amazon whom keep the product in their own facility until it is ordered. Retail stores are still a big part of this step because many purchases are still made in stores around the world that are licensed to sell Nike products. Finally, there are specific Nike outlet stores which get direct shipments from the distributor and exclusively sell Nike products. From here, the products are purchased by the customer, but the cycle does not end there. 8. Reverse logistics/ Customer feedback An important part of Nike’s supply chain and business plan is being in tune with the demands of their customers. This helps them to design new products  that they hope will sell efficiently because of the feedback they received from their target demographic. This process is known as reverse logistics and can be implemented through blogs, ratings, customer support, and other services set up by Nike for this purpose. 9. Product Development/ Management Even though this is the last step which I am describing, it is right in the beginning of the process where it comes into play and is where the cycle of reverse logistics and the supply chain meet. This is because the information collected from the customer feedback is researched by management and in turn is used to form a new design or designs. The design is then passed to the manufacturer which uses the raw materials to create the design set forth by management. This way, the cycle is continuous and efficient. This is the part of the cycle where innovations come into play. Ideas like switching to a â€Å"pull† system of managing sustainability are a prime example of what management is tasked with. Nike is constantly looking at ways to improve their processes. An example of this is how they’ve worked on a shoe made to be lighter for athletes but also optimized to produce the least amount of waste as possible. By utilizing a single thread to basically make the entire shoe. By doing this they were able to not only cut waste but also cut costs and therefore became optimal in multiple ways. Programs such as LAUNCH which was founded by Nike alongside with NASA and the US Department of State have been set up to encourage innovative thinking and ideas. These are just a few examples of the work being done by the people in charge of product development and supply and Nike says that their ultimate goal is â€Å"a fully sustainable supply chain†. Nike also hopes that their new rat ing system for parts of their supply chain will help them to soon have all the companies working with them to be rated a bronze level or above. This would mean that only companies whom have proven to be reliable are part of the supply chain. Reference Nike, Inc. 2011. Sustainable Business Performance Summary. Available at http://www.nikeresponsibility.com/report/files/report/NIKE_SUSTAINABLE_BUSINESS_REPORT__ FY10-11_FINAL.pdf Paine, L. S., Hsieh, N., Adamsons, L. 2013. Governance and Sustainability at Nike. Harvard Business School Teaching Case. Porteous, A.H., Cohen, S. A., Lee, H. L., Rammohan, S., V. 2012. Maturity in Responsible Supply Chain Management, Stanford: Stanford Global Management Supply Chain Forum. Available at: http://www.gsb.stanford.edu/scforum/sisscr Schifrin, D., Carroll, G., Brady, D. 2013. Nike: Sustainability and Labor Practices 1998-2013. Stanford Graduate School of Business Teaching Case.

Pollution Due to Vehicular Emissions Case Study

Pollution Due to Vehicular Emissions - Case Study Example It changed from a colonial headquarters to a national capital. It was suddenly the most important and active center for governance, commerce, industry, culture and education. The consequent rise in population and economic activity resulted in the city's unprecedented growth. With civic amenities not being able to keep pace with the city's expansion in terms of population, vehicles, loss of green cover and so on, pollution rose and touched alarming levels. The state government along with non-government organizations and concerned citizens including school children has been aware for some time now about the urgency of keeping pollution under control. Some measures have been taken though the battle against pollution is still far from won. This paper examines the problem of pollution caused by vehicular emissions in the Indian Capital of New Delhi. The steps taken to control it, subsequent results and future intentions are discussed briefly. According to the White Paper on Pollution in Delhi, 1997, 67% of the total air pollution can be attributed to vehicular emissions. The phenomenal increase in number of vehicles in Delhi can be best appreciated when one is confronted with actual numbers. According to the same paper it is learnt that number of vehicles in Delhi rose from two hundred and thirty five thousand in 1975 to two million six hundred and twenty nine thousand in 1996! While in 1975 the number of vehicles in Delhi and Mumbai were about the same, by 1997, Delhi had three times the number of vehicles in Mumbai. Understanding the urgency of the situation the Ministry of Environment and Forests after much deliberation with concerned government agencies, NGOs, experts and citizens, produced a comprehensive Action Plan that prescribed a number of measures to combat Delhi's rapidly increasing pollution. It was quite clear that if the air in Delhi was to be cleared, vehicular emissions had to be addressed first of all in any strategy to control air pollution in the city. Earlier in 1995 the Centre for Science and Environment had succeeded in creating awareness among the people of the dangers of air pollution in Delhi. The CSE campaign called for a shift from use of diesel as fuel for vehicles in Indian cities towards Compressed Natural Gas. Eventually, in December 2002 the Compressed Natural Gas (CNG) program was implemented. All public transport vehicles had to run on CNG only. Air quality in Delhi improved perceptibly yet there was still much scope for improvement. Five years later, by November 2007, an alarm went up again with annual average levels of reparable suspended particulate matter showing an upward swing the previous year. It was believed that the gains from the CNG program had been lost with all first generation options having been exhausted. Sunita Narain, Director CSE said strict measures needed to be taken with a second generation of reforms that would address new challenges. The rate at which the city was adding new personal vehicles each day to its roads doubled that of the pre-CNG days. However, the gravity of the situation was not lost on at least some members of the government and the Chief Minister of Delhi, Ms Sheila

Chemical Welfare in War Essay Example | Topics and Well Written Essays - 500 words

Chemical Welfare in War - Essay Example A study on the wind patterns in the surrounding area had earlier on been undertaken by the German meteorologists to ascertain the most effective location to place the gas cylinders. The opponents of war-the French soldiers were never prepared to face this particular lethal weapon deployed by the German soldiers what immensely resulted in fatal deaths and casualties (Fitzgerald, 2008, p. 611-625). The main objective of the use of the chemical weapons by the German soldiers was to certainly weaken their opponents. There are particularly a number of gases deployed by the different opponents in World Wars depending on the harm these allies wished to inflict on their opponents. Teargas was the first chemical weapon to be used in the World War 1 (Fitzgerald, 2008, p. 611-625). Teargas a 26mm grenade full of the ethyl bromoacetate gas was first used by the French soldiers in 1911. The chemical weapon was later on adopted by the German soldiers who used it against the British soldiers. Mustard gas was popularly used by the German soldiers and perceived to be one of the most effective chemical weapons to have been used in the First World War (Fitzgerald, 2008, p. 611-625). Phosgene gas and the chlorine gas were also deployed by the different allies in World wars. The Phosgene gas and the chlorine gas are perceived to be more deadly for they resulted in more fatal consequences than the Mustard gas even when administered in small amounts. However, through the warring years, the mustard gas was declared the ‘king of Battle Gasses† following its ability to cause eye injuries, lung injuries and result into blisters that were very hard to treat(Fitzgerald, 2008, p. 624). This made the soldiers exposed to the gas keep off the battlefield for quite a long time.

Information Technology Essay Example | Topics and Well Written Essays - 2500 words

Information Technology - Essay Example They target a limited range in which they work and catch the signals. But mobile phone has a technology to support the user to attend and make calls through any network throughout the world. The mobile phone doesn’t only support calls but also other features which are part of their serves. There are many build in services in cell phones for customers and there are many other services provide by cellular networks. Some of them are SMS, emails, GPRS, instant messaging, infrared, Bluetooth, gaming and MMS. Now mobile phones also feature entertainment accessories like MP3 player, video player, radio and camera. Those mobile phones which have modern advanced technology with different features are also known as smartphones The first mobile phone was made by Dr. Martin Cooper from the company Motorola in 1973. That handset weighted almost 2 kg. The company Motorola released the first mobile phone commercially in 1983, the DynaTAC 8000x. In year 1990 almost 12.4 million people all around the world started using cell phones. And by 2009, the number of cell phone customers reached to 4.6 billion. Before the invention of mobile phones other wireless phones were in use of military or intelligence organizations; such as radio phones and codeless phones. These phone were wireless but had a limited access and usage. They didn’t have wide range and were not very handy. They were heavy in weigh and were quite costly as well. Mobile phones are now becoming customized with new features. These features are making the mobile phones more useable. With each new technology mobile phone are becoming portable and useful. Now with the developing technology the mobile phone has become the necessity of person’s life. And they are also fulfilling the necessities of a person very well. Now we have our entire contact list in our hand to which we can contact anywhere. It also gives us entertainment in our

The Mexican War and Manifest destiny Essay Example | Topics and Well Written Essays - 250 words

The Mexican War and Manifest destiny - Essay Example This encouraged western expansion, with the ultimate aim of controlling the entire North America. The federal government policy also served as an incentive to the expansion of the west. This can be related to the Homestead Act of 1862 that encouraged the development of the agricultural west. Another incentive for the expansion of the west was the development of transportation. The economy of the west was based on cultivation of cotton. As a result, the canal system developed because of steam boats. Development of railroads also played a significant role in the development of the west. For example, the transcontinental rail road played an essential role in the growth of the population and trade (Mountjoy, 2009). Despite the expansion of the west, several factors can be associated with the opposition to the expansion. The expansion of the west faced massive opposition from anti-slave Northerners, who believed that additional territories would encourage the legalization of slavery. They purported that western expansion would ensure that slave states outnumbered slave free states. As a result, this would lead to legislation that would favor slavery (Meed, 2002). Although some Native Americans, such as Indians, opposed the expansion of the west, American settlers defeated them. They could not withstand the movement of thousands of settlers because the army defeated them in a number of battles. They were also confined into reservations; the US president, Andrew Jackson, passed the Indian removal act, which encouraged coercive removal of

Advertising and Promotion- the Pills Case Study

Advertising and Promotion- the Pills - Case Study Example Beats by Dre has used this mass communication to reach out to large target customers (Ansell, Harrison and Archibald, 2007, pp. 394-400). Beats by Dre has used Television to deliver its message through its advertisement. The communication process used by Beats by Dre to communicate the Pills campaign will be explained below. Sender Through the pills campaign Beats by Dre wants to send the message that users should destroy the use of cheap generic headphone and instead use their portable wireless speakers. Encoding Through this process Beats by Dre wants to give a sense that their wireless speakers are much more improved as compared to old generic headphones. Though they are small in size it is much louder (Bitner, M. J., Brown, S. W. and Meuter, M. L. 2000, pp. 138-141). Feedback The last process in the communication process is the receiver’s response to the message sent by the source. The Pills campaign resulted in positive feedback from the customers. Answer 1.2 The UK commu nicating industry has a lot of channels through which the messages flow. The traditional form of marketing channel consists of medium, agencies, media and production units. The media is the essential component which serves as the medium through which the campaign runs. There are many forms of media like print media, television media, social media etc. Majority of the companies now uses social media and television media as their medium of communication since it involves considerably lower cost and can be done at a cheaper rate (Botschen, Thelen and Pieters, 1997, pp. 38-42). They are using the social media to drive their advertising. There are many agencies which help in the production process like the pills campaign have been done by R/GA’s London and LA offices. Their job is creating and planning the advertising for their clients. It is an independent company which helps in the efforts of the clients in selling their products or services. They can also handle the whole marke ting and branding strategies of the clients. There are many types of ad agencies in UK consisting of specialized agencies, full service agencies, Interactive agencies etc. There are separate media and production units which creates the advertisement on the basis of concept given by the company. After the production process, they hand over the media content to the ad agencies that can get with the marketing and branding aspects of it (Boulding, Staelin, Ehret and Johnston, 2005, pp. 155-159). Answer 1.3 There are many self-regulatory systems in UK like Advertising Standards Authority (ASA) and Committee of Advertising Practice (CAP). They adjudicate the complaints which they receive and its awards are published widely in the media. It is recognised as established means of protecting the consumers in non-broadcast marketing. There is legal regulation which opposes the unfair competition in the sales promotion activities in UK (Brangule-Vlagsma, Pieters and Wedel, 2002, pp. 267-270). T here are a variety of legal provisions on this. These are Consumer protection legislation, Contract law, Copyright and passing off, Lotteries an Amusement Act. Copyright infringement is not uncommon in the marketing activity. There are number cases like Liverpool daily post and Express Newspaper plc where it was a case of copyright infringement. In case of absence unfair competition, the law of passing off assist the companies in protecting their sales promotion activities against ambush marketing by its competitors (Carson and Coviello, 1996, pp. 51-54). Answer 1.4 Media fragmentation is

Socrates - A Great Teacher Essay Example | Topics and Well Written Essays - 500 words

Socrates - A Great Teacher - Essay Example Therefore, the society in which Socrates lived was the perfect place for his kind of philosophy, which was centred on the idea of teaching about the power of humanity and human law and justice rather than the wrath or benevolence of the Gods. I feel that I can learn from this because even though I am a person who has religion, I think it is important to focus on humanity as well as God. Socrates believed in superhuman power but equated it directly with humanity. The philosopher recognized that his actions were in some way controlled by the moral hesitation that preceded them or the moral retribution that followed them if they were negative. He thought that the voice inside of him that caused him to stop and reflect before performing a certain action was divine, and I think that this is a good lesson to learn and apply in everyday life, by following my conscience. Socrates saw the human conscience as a gift from the gods and therefore continued an expanding humanist tradition in his s ociety by relegating more and more power to humanity as being inspired by the Gods, rather than being directly and explicitly controlled, monitored, punished, and rewarded by them. I think that I can learn from Socrates’ humanism, because he can teach people to be good, and he seems to have good expectations for society. I want to learn this kind of optimism and apply it to my own life. More and more throughout his life, Socrates began to see that goodness was not a reflection of divine destiny or a means to personal advancement, but was inspired by a sense of universal justice. To Socrates, being just to all meant goodness. This reflects the sense of fairness or balance that was a central feature in Socrates’ philosophy, which can be compared to some of the Stoics’ argumentative and unbalanced polemical perspectives previously. I agree that fairness and justice are important things. Most important, Socrates is a great teacher, because he teaches his students  to question.

The classics, Antigone and A Dolls House Essay Example for Free

The classics, Antigone and A Dolls House Essay To understand the relationships and the differences between two stories, one must analyze the story from beginning to end, noting which direction each story heading from the beginning. The plot must be closely looked upon as well as the actors and their actions. Antigone and A dolls house are very similar stories as they both tragic stories of betrayal and mind games. In Antigone, King Creon makes a statewide decree stating that Polynices, the traitor is not to receive a formal burial and is left to rot in the open, but his sister, Antigone, defies his decree even after her sister, Ismenes, refusal to aid in his burial. She buries Polynices and is caught. Soon a Sentry (military officer) arrives at the throne to give news to the king of the violation of his strict decree. The king threatens to take the life of the messenger if he does not come back with news of who has buried this traitor of his kingdom. Later, she is sentenced to be buried alive by King Creon even though she is about to marry the kings son, Haemon. After hearing of the sentencing, Tiresias comes to the throne to speak with the king, along side him, a small boy as an escort. This old prophet is a blind man that in the end of the story, is proven to see better than most able-bodied men of 30 years younger than that of himself. Tiresias proves to the king that gods are not on his side and Creon changes his mind. His final decision is too late. He leaves the throne to personally bury Polynices and speak with Antigone in the cave he sentenced her to die in. He finds that Antigone had hung herself and his own beloved son is no charging at him in full fury but then his blood is spilt at the mercy of his own blade. Meanwhile, back at the throne of King Creon, Eurydice is walking by a room where she hears men speaking of her dead son. She enters the room, where the kings cabinet awaits. She is told the news of her sons death and later takes her own life. Now Creon is all alone. Creon is man that is put into a tight predicament when he issues his decree. Creon is king and all in his kingdom are to obey his laws but what if he were to issue a law that goes against the gods laws. As king, any man would look like a weak fool if someone defied a direct order that he gave to an entire kingdom but what if later on, Creon was to reach the realization that his decree is seen as unjust by the gods as well as the people of his  kingdom. He is torn between looking weak to his entire kingdom by withholding his decree and having Polynices a proper burial service, or looking strong by going on with the death of his sons fiancà ¨e and be looked down upon by the people he serves. In A Dolls House, Nora Helmer runs into a very similar dilemma, which results in the odd twist at the end of the story. This story begins on Christmas Eve when Nora finds out that her husband Torvald has just received a promotion that will boost him to become bank manager. This excites Nora because some time back, her husband was very ill and was on the verge of death. Nora could not afford to keep her husband out of his deathbed so she forged her fathers signature on a contract that she and a man by the name of Krogstad had put together. Krogstad, an employee of Torvalds, has had a shady history and hasnt worked for Torvald long, but is willing to loan Nora the money to have her husband cured. Signing her fathers signature three days after his own death, Krogstad eventually finds out and is considering taking Nora to court because Krogstad has yet to be repaid for the loan. A woman, by the name of Mrs. Linde comes into town looking for employment and Nora recommended her to her husband. Torvald, considering getting rid of Krogstad because of his shady background, decided to replay Krogstad with Mrs. Linde and the rumor gets around the bank. Krogstad stops by and puts a letter in Torvalds box revealing to him the situation at hand. A doctor comes over later on and tells Nora that he is dying and Nora flirts with him trying to seduce him into maybe giving her the money but is interrupted when Krogstad is introduced to the scene. Krogstad meets Nora and tells her that she is going to be brought in front of a judge in a court of law if he looses his job. He would be loosing his only source of income and having children to feed, he would require Nora to pay him back so he intends to blackmail Nora for his job back. Torvald comes home and walks into his office and reads part of the letter. Enraged, Torvald comes out and finds Nora trying to leave. He stops her and goes off on a tantrum exclaiming how severely Nora has just ruined his life  but is interrupted by the maid who brings forth a letter from Krogstad that is addressed to Nora. Taking the letter, Torvald reads it and forgives her because Krogstad has had a change of heart. Previous to Krogsteads termination from the bank, Torvald promised his wife that he would take care of any repricutions from Krogsteads terminations but then falls back on his promise when he explains how Nora has ruined his life. She, in turn, sees what kind of person Torvald and hates what she finds. Nora then decides to leave her husband, family, and maid, to go out and educate herself about the world and her own personal character. Nora and Antigone both share some of the same character traits but they were revealed at opposite times in both of the stories. At the beginning of Antigone, Antigone makes a huge decision on how she is willing to die for her brothers burial procedure and at the end of A Dolls House, Nora makes her big decision about leaving everything she has ever known for her own sake, completely disregarding the needs of her family and prejudging that her husband will be able to take care of them alone, so she can go and have some time to herself to where she can find out who she really is. Creon is comparable to the character of Krogstad in A dolls house. In Antigone, Creon is the deciding factor of the outcome of the story and the same goes with Krogstad because all in all, he is the one that makes the decision whether he wants to bring his opposing character down or not. Creon made a decree stating that Polynices could not be buried and Krogstad made a decree saying that if he looses his job, he is taking Nora down with him. Together, they are both creating a fork in outcome of the stories. Mrs. Linde is like Ismene, Antigones sister, in the fact that they both offer their assistance in helping the main character of both stories towards the climax. Ismene is brought to the throne to speak of her sisters actions and she is truthful in what she says but she argues that Antigone should not be put to death. Mrs. Linde, being an old lover of Krogstad, is asked by Nora try and get Krogstad to not go through with his own decree. In summary, there are many things that bridge these two classic stories together. The stories are just told in reverse order. It can all be tracked from when the decree was made in each story. Antigone and A Dolls House are very much the same.

Motivation Theories for Becoming a Teacher

Motivation Theories for Becoming a Teacher ABSTRACT This paper identifies some the motivating factors of selecting teaching as a career. An emailed questionnaire was conducted to identify the key motivating factors they chose to become teachers. A total of 100 questionnaires were sent out asking Why did you choose teaching as a career choice? Sixty-Three men and women that are either current elementary education majors or current elementary school teachers participated. The survey result concludes that the motivating factors included a variety of what individuals valued in a job and what they needed in their life at that particular time. Surprisingly, factors such as financial incentives, vacation, and holidays off were not high on my survey results as being the reason they choose teaching as a career. This study proves that there are individuals that choose to go into elementary school teaching to inform, to guide, to enlighten, and to inspire students. My survey participants made comments in their responses that teaching has many re wards but the most valuable one is that they directly affect the lives of the student they teach. INTRODUCTION The aim of this paper is for me to understand why so many chosen teaching as a profession when the appeal for teaching seems to decline year after year. My study involved undergraduates, postgraduates, and current elementary school teachers in the public and catholic school sector. To choice education as a career you must have some type of striving force behind it, such as motivation. Motivation in spending their day with other peoples children shaping their young minds for tomorrow and shaping a young mind is a challenging task and has always been a challenging task throughout the years. And the truth of the matter is the challenge goes beyond just the student, but the challenge also lies with dealing with parents, the other faculty, and all the problems that go along with student problems at home; such as abuse. Exploring how motivation plays a factor when choosing teaching as a career lead to three main areas from those who decided to make teaching a career. (1) Altruistic reason: a desire to help children succeed, (2) Intrinsic reason: having a special interest or expertise in a subject matter that you want to share or cover, and (3) Extrinsic reason: a person only is interested in the holidays off and summer vacations. My questionnaire results touches on all three reasons. MOTIVATION You must have motivation when choosing teaching in elementary schools as a career. Recto (2005) stated what motivates individuals to go into teaching is very crucial. Motivation is a vital force that drives ones behavior toward initiating and carrying out the tasks that go along with being a teacher. Peoples reason for joining the teaching profession can be explained through their motives to do so. Motivation and understanding the reasons why people enter the teaching profession and what makes them stay or leave is essential, particularly, if we want success in maintaining a stable teaching force that contributes to teacher education quality and excellence. (Soh, 2008). Motivation is the process that gives ones behavior and choice purpose and direction. With such direction, the attention of the individual is focused on a particular goal, which is persistently worked on until it is fulfilled. Real teaching requires having motivation because teachers are constantly asking students to take big risks or to try a new way of thinking. UNDERGRADUATES VIEWS OF TEACHING AS A CAREER OPTION An individual decision to go into teaching or not is believed to be influenced by what they value in a job. (Kyriacou and Newson, 2008). If we are able to identify those factors which individuals consider important in their choice of career, and highlight the factors in teaching which match these, then we might hope to persuade better qualified students to consider teaching. (Johnson and Birkeland, 2003). To help student make the choice of being a teacher should start in elementary school, high school, and in college; teachers should inspire their students so that the students want more than anything else to become a teacher. Teachers need to express to the students frequently that they love teaching. Teachers should also encourage students to become teachers themselves. Overall, teachers must encourage with example, and that example is showing that they love their jobs. Teachers should also encourage directly, suggesting that everyone at least consider teaching as a profession. Thes e were some of the components missing in my own educational career as I prepared as an undergraduate student to become a teacher. In my studies I came across several classmates that appeared to be natural leaders but they opt out of becoming a teacher because they didnt see any personal satisfaction. Its unfortunate that the teacher didnt work more with those individuals to put their talent to work in the classroom, rather than let them slip off and use those talents in a boardroom. Undergrads who start their studies to become teachers made the decision to train as teachers, and the image of teaching as a career has had some influence in their decision. In other words, the view undergraduate student have of what they want from a career and how they view teaching as a career may well differ from the views of those who choose not to enter teaching. If we are to get a clearer understanding of what attracts and motives certain people into teaching, we may find an answer to making the educational program a more successful one in recruiting student to take up teaching as career. If more well-qualified graduates are to be encouraged to decide to teach, we need to identify those factors which are important to them in choosing a career and then be able to persuade them that teaching offers what they are looking for. In general, understanding undergraduates views of teaching as a career option can useful when coming up with teacher recruitment campaigns to target the now shrinking world of teaching. Arellano (2004), stated that public dissatisfaction with schools included dissatisfaction with teacher education. In fact, education schools have been criticized as ineffective in preparing for their work and not responsive to new demands. This observation agreed with McCreights (2000) pointing out that one reason why teachers leave the teaching profession is their discovery that their teacher education program had not actually prepared them for the realities of teaching. I can relate to that statement by McCreight, 2000. At the Western Illinois University graduation in Macomb, Illinois speaker Dr. Marcus Dewitt, an educator for NASA, said Teaching is a way of shaping the young minds of today for tomorrow. Its a challenging task that you the graduation class of 1994 have chosen to make a career. I believe the challenge Dr. Dewitt was referring to was teaching the unteachable. As a 20 year old female coming out of college the challenge I was experiencing within was motivation on how t o get through to the young minds of today. The truth is, teaching was demanding back in 1994 and it still is today. No doubt the choice to become a teacher is a decision to make a significant impact on the future and no career is simply easy or has no problems. But in 1994 I lacked the energy and the conviction that was needed to make a difference in the classrooms. INTERVIEW RESULTS: INTRINSIC, ALTRUISTIC, EXTRINSIC REWARDS A total of 102 questionnaires of the 200 distributed were returned completed. After reviewing the 102 questionnaires: 15 of the sample were male teachers, and 75 were female teachers. Twelve were students at both University of Illinois in Chicago and DePaul University in Chicago. Five are studying Curriculum Arts subjects (such as English and History majors), and 7 are studying Curriculum Science subjects (such as Biology, Chemistry, and Mathematics majors). My results from that questionnaire will be classified into three categories, namely: (1) intrinsic, (2) extrinsic, and (3) altruistic. Intrinsic reasons dwells on the enjoyment of teaching and the school environment. Extrinsic reasons include the motivation behind ones liking teaching such as long summer breaks and holidays. Altruistic reasons include being concerned with opportunities for making a difference in the lives of young people. The result of my questionnaire overwhelming agrees that most people motivations for pursuing a career in teaching was due to the altruistic reward. On the contrary, only 7 were motivated by extrinsic rewards. Other important factors about my questionnaire was the fact that most participates commented that teaching as a career choice is something that they were told would be enjoyable. Interestingly a good starting base salary was said by all the undergraduate students I questioned. Particularly noteworthy in my study there were a number of individuals mentioned they have a desire to work with children, a job where I will contribute to society and a job which gives me responsibility. In my research, Harms, and Knobloch (2005), states that recruitment effort for future teachers should be based on intrinsic motivation. Teachers who chose formal education as a career had intrinsic motives, while those who planned to pursue non-formal education careers had extrinsic motives. Here are some of the other responses to my questionnaire that stood out and is worth noting: Altruistic answers included: 1) The ability to contribute to the development of every child that seeks my help. 2) Promote the value of education to not only kids but to the parents as well. 3) Touch the lives of a child and become part of their success. 4) To make our world knowledgeable. 5) The kids help me keep myself learning and abreast of what is happening in the world. 6) Give direction to our lost generation. 7) Be able to leave a lasting legacy in the world is my desire. 8) Be a role model to a nation of kids. Intrinsic answers included: 1) Enhance my communication skill in and outside the classroom. 2) Develop my self-confidence that I lack. 3) Develop my decision making skills for career advancement. 3) Improve problem-solving skills for my own kids. 4) Enhance my own personal thinking skills. 5) Give myself more leadership skills. 6) Practice my creativity. Extrinsic answers included: 1) Take advantage of an educational scholarship grant. 2) To become popular in the community. 3) To take long summer vacation trips. 4) Enjoy the 2 weeks vacation Christmas break for traveling. 5) Get employed immediately. 6) Being in a union. 7) Being able to enjoy the government and non-government perks of being a teacher. On final note that is worth mentioning in this study results is that none of my participates gave mention about the governments commitment towards education or the dealings with disruptive pupils or even the media images of teachers as a factor in their choice to teach. CONCLUSION Teachers overwhelmingly say they love what they do. They say it allows them to contribute to society and help others. And they would choose teaching again as a career, if they had the choice. If a person has a genuine interest in helping children realize their dreams, and want to play a part in improving our society, then those are enough motivating factors I realize in doing my study to teach. On a personal note just because I have been taught by many teachers does not mean I knew what it would take to be a teacher. The best thing for me was to learn more about the teaching profession, by asking a teacher I knew and admire about how he or she became a teacher and why.