Millions of people all over the world depend on the ocean for their survival. The commercial fisherman trying to make a living, one man trying to find food to feed his family, or whole countries that depend on the oceans to export and import their goods, all depend on the oceans. The oceans are the highways to life and need to be protected. They need to be protected from the pollution brought on by vessels; barges, ocean liners, cruise ships. Although there are many laws and regulations set by the international community, nationally and locally against the dumping of non-processed gray water, bilge, black water and ballast water, vessels continue to illegally dump their pollutants into the oceans and must be stopped because it is damaging to marine life, is harmful to corals and the organisms that live within them, and is harmful to swimmers and divers and those who depend on the oceans for their survival.
Argawal, H. et al. “In-use gaseous and particulate matter emissions from a modern ocean going container vessel, Atmospheric Environment 42 (2008) 5504–5510 >http//www.sciencedirect.com
This article gives a good overview of the effects from emissions from ocean container vessels. It is pretty detailed in the information-a little technological, but the studies they did help support the thesis.
Barnes, James- > http//news.bbc.co.uk/2/hi/science/nature/7317421.stm
This article is by James Barnes is an international environmental lawyer who has spent 35 years working on environmental treaties. He is currently executive director of ASOC. The Green Room is a series of opinion articles on environmental topics running weekly on the BBC News website . I found it informative and interesting. He is talking about Antarctica and how it is becoming more and more polluted due to the increase in ship traffic. At the end there were blogs by people all around the globe-who all had their own opinions about the situation.
Crye, J. Michael “At Issue: Is a new federal law needed to stop cruise ships from polluting?” CQ Researcher, 11/4/2005, Vol. 15 Issue 39, p949-949, 1/2p; (AN 18890155)
I chose this article because it focuses on the other side-this focuses on perhaps the industry is doing enough and there is not enough proof that the pollution generated by the ships is really damaging.
Congressional Research Service ˜ The Library of Congress
“Cruise Ship Pollution: Background, Laws and Regulations, and Key Issues”
This is a very informative document, summarizes what the laws and regulations and key issues facing the industry are. “This report describes the several types of waste streams that cruise ships may discharge and emit. It identifies the complex body of international and domestic laws that address pollution from cruise ships. It then describes federal and state legislative activity concerning cruise ships in Alaskan waters and recent activities in a few other states, as well as current industry initiatives. Issues for Congress are discussed.”
>http://www.epa.gov/owow/regulatory/vesseldisch.html
This sight gives a brief synopsis of what the EPA is doing to develop a water permit program for pollutant discharges. It talks about the permits that will be required as of September 30, 2008. It also has other sights to get information from that discuss ballast water, gray water, and no discharge zones.
Machine Design, 6/19/2008, Vol. 80 Issue 12, p22-22, 1/2p, 1 diagram; (AN 32815287)
This was a little technical but offers solutions and possibilities for the vessels to be able to be at sea and still cleanly get rid of their oily waste and pollutants. I liked it because is shows that something can be done.
>http://www.oceana.org/uploads/Chapter_8.pdf
This article talks about the millions of people who take cruises to enjoy the natural beauty of the oceans and the coast. It then talks about the pollution generated by these ships. This is a little more geared to the coast of Florida-which gets the most cruise ships in the us and the impact they are having on the marine life and environment.
Oil Spill Intelligence Report, Preview, 8/28/2008, Vol. 31 Issue 36, p4-4, 1/2p; (AN 34160990). “Company Sentenced for Illegal Dumping.” - >http://www.usdoj.gov/opa/pr/2008/July/08-enrd-594.html.
This was a good report on the illegal charging by a large shipping company. “Shipping company B.Navi Ship Management Services (B. Navi) has been sentenced to pay US $1.5 million, and to serve three years of probation, in connection with the illegal dumping of oily sludge, bilge wastes, and oil-contaminated ballast
water. In February 2008, the company pled guilty to two counts charging it with violating the US Act to Prevent Pollution from Ships and making materially
false statements to the US Coast Guard (USCG) (see OSIR, 28 February 2008).”
Oil Spill Intelligence Report, Preview, 7/31/2008, Vol.31 Issue 32, p4-4, 2/3p; (AN33517052),”Two Plead Guilty to Falsifying Records.”
I chose this article because it talks about the falsifying of records by a ship company. It is another example of companies not abiding by the laws and regulations set by the international and national boards.
Oil Spill Intelligence Report, Preview, 8/2/2007, Vol. 30 Issue 32, p3-4, 2p; (AN 26074474), “Firm Nabbed for Oil Record Book Violations” - >http://www.usdoj.gov/opa/pr/2007/May/07_enrd_371.html.
This report talks about another firm who has violated maritime laws. It is a good example of how some in the industry try to get by the laws. It also shows that it is very easy for a ship to abide by the laws and use the proper equipment.
Peng, H.; Tremblay, A.Y. Desalination, Sep2008, Vol. 229 Issue 1-3, p318-330, 13p; DOI: 10.1016/j.desal.2007.10.018; (AN 33135944) “The selective removal of oil from wastewaters while minimizing concentrate production using a membrane cascade.”
Another technical document, but interesting as to a fix to the problems. It isn’t just with the ocean vessels, but also inland and what industries can do to increase the good that goes into the land and water vs. the pollutants.
Pollution Engineering, Jul2008, Vol. 40 Issue 7, p38-41, 3p; (AN 33251395) JULY2OO8 - > http://www.pollutionengineering.com
This article centers on the New ballast tank discharge legislation passes the House of Representatives as part of the Coast Guard bill. The article talks about the moves by the US Government to pass laws and regulations to help end the discharges of ballast. “The legislation, part of the Coast Guard Authorization Act of 2008(H.R. 2830), requires installation of technology meeting current International Maritime Organization ballast discharge standards by as early as 2009. Ships would then he required to begin installing treatment equipment in 2012 to meet a more rigorous standard that is 100 times more stringent than the international standard. "These standards and timeline are both aggressive and achievable…”
Schmidt, Kira, Report prepared by, Bluewater Network, March 2000/
> http://www.bluewaternetwork.org/reports/re-_ss_cruise_trouble.pdf
This was a great article as far as explaining what all of the different discharges that ocean vessels create. It helped me understand just what pollutants they all have and what harm they can do to the environment. Of course it is a little slanted because it was written for the bluewaternetwork-an environmental organization, but it had good information nonetheless.
Spracklin, Beth, “Environmentally friendly cruise ships an oxymoron? >http://oncampus.richmond.edu/academics/journalism/outlook/cruise.html
I found this article informative and full of information about the cruise ship industry that accounts for a large part of the pollutants being dumped into the oceans. It talks about the incinerators and technology that cruise ships are supposed to have on board. There is even a diagram from Royal Caribbean Cruise Line’s of their system. It was informative and not really biased-which surprised me.
Thurston, Harry, Canadian Geographic, 07062168, Sep/Oct2005, Vol. 125, Issue 5 Database: Academic Research Premier. “SEABIRDS IN THE WAKE”
This is a good report about the effects of the oily waste dumped by ships and the effects they are having on the seabirds of Newfoundland and the inadequate response by the Canadian government to handle the situation.
Friday, October 31, 2008
Thursday, October 23, 2008
Final Draft-Essay #2 Teenage Drivers-Are they Safe?
FINAL DRAFT-ESSAY #2
Teenage Drivers-Whose responsibility is it to teach them safe driving?
One of the most anticipated rights of passage for teenagers is getting their learner’s permit and then their driver’s license. It’s a sense of pride for both the teenager and their parents. It’s also the No. 1 killer of teenagers in this country. Although the State of Alaska has one of the toughest set of laws for teen drivers in the country, it should fund mandatory driver's education classes in high schools because car crashes are the No. 1 killer of teens, teenagers do not understand the dangers of driving with friends, cell-phones or the importance of wearing their seat belts at all times, and parents may not be able to afford the driver's education classes available through private businesses.
Having a license to drive means freedom for the teenager. Freedom to drive to school, the mall, movies, sporting events, after school activities, dances and work. It gives them the freedom to hang with their friends, boyfriends and girlfriends. It’s the freedom to be cool. For the parents it’s the freedom of not driving their teenager to school and all of their activities, the freedom to send their teenage driver to the store to pick up a few forgotten items. It’s the next step to adulthood or is it? With this freedom comes the responsibilities of being a driver of a 3,000-pound, moving mass of steel.
The State of Alaska laws for teenage drivers are some of the toughest in the country. Under Alaska Statute AS 28.15.055 (1/1/99) & AS 28.15.057 (1/1/05) the following recap applies to anyone under the age of 18:
"Anyone 14 years and older can apply for a learner’s permit. Anyone 16 and older not buckled up can be sited and fined. They must pass a written test, must be accompanied by someone age 21 and over that has a minimum 1 year of driving experience along with a valid driver’s license. A teen 16 and older can apply for a provisional driver’s license as long as they have had a learner’s permit for at least 6 months and have had no infractions. If they do have traffic citations numbering 6 or more point within 12 months or 9 or more in 24 months they must attend a nationally certified defensive driving course, if they do not take the course the DMV can suspend their driving privilege. Their legal guardian or parent must provide proof that they have had at least forty (40) hours of driving experience including at least ten (10) hours of driving in challenging weather conditions (rain and snow) and nighttime driving." (1)
In addition to the laws recapped above, the State of Alaska has the following restrictions for the provisional licensee up to the age of 18: “You MAY NOT carry passengers under the age of 21, except siblings,” and “You MAY NOT operate a motor vehicle between the hours of 1:00 am and 5:00 am.”(2) The State of Alaska has also just passed a law prohibiting texting on your cell phone while driving, which will impact the teenage driver.
Once a teenager has passed the provisional licensing period, they may apply for a regular license. But are they ready and is this enough? Are teenagers ready intellectually and emotionally to face the responsibilities? Questions arise as to how much time should a teenager have behind the wheel before they become a licensed driver? How old should a teenager be? Sixteen? Seventeen? Whose responsibility is it to ensure that we have safe teen drivers? With the State of Alaska pulling the funding for Driver’s Education, the onus has fallen on the parents and the teens themselves.
These questions are raised with good reason. According to the insurance industry the numbers are staggering. Vehicle accidents are the #1 killer of teenagers in this country. In a comprehensive report in the August 2008 Readers’ Digest Magazine, “Each year over 5,000 teenagers die on America’s highways each year.” (3) Why? Because “anytime you have immaturity combined with inexperience, you have the potential for disaster, “ says Nicole Nason, head of the National Highway Traffic Safety Administration.”(4)
Distractions are a major cause of teen accidents. Fiddling with the radio, loud music, talking or texting on their cell phones, having other passengers in the car with them are major distractions. Speeding, drinking and driving and falling asleep at the wheel are all dangers the teenage driver can face. All of these distraction increase the risk for an accident to happen. All it takes is one second to look away, one second of lost concentration for an accident to happen. It's not a surprise that a majority of the teens do not see these as being dangerous distractions. A sense of “it won’t happen to me” is prevalent. They are not experienced enough to know how to react, or more likely, how not react to a situation while driving. These distractions cause most of the accidents recorded on teenage drivers but the biggest killer of teenage drivers is not wearing their seatbelts. Even though Alaska has a no-nonsense approach to the wearing of seatbelts, it's up to the parents to teach their teen to wear them. While this is a good start, we need to do more to ensure that our teenagers are ready for the road.
Schools in Alaska used to have a mandatory driver’s education class for all high school students. The students were taught in a classroom with simulators and then drove with the driving instructor. They were taught how to drive in inclement weather, how to handle a spin, how to change a tire; they were even taught the parts to a car engine and what might cause problems. But that ended in the early 1980’s. Up until 1984-1986 the State Education had a line item in the budget for funding Driver’s Education classes. After that they pulled the funding and it was up to the School Districts' themselves to fund the program. When the “No Child Left Behind” act came about, there was grant money to help with the fees in after schools programs but the schools were mandated to help those who were having problems with passing school, not to help those who were becoming teenage drivers.
Now the only choice parents have is to put their teen through the privately owned driving schools. With the economic troubles that parents are now facing, the fees that range from $395-$500 can be too much. These schools offer in class sessions that cover safety, rules of the road, safety maneuvers and the technical aspects of driving a vehicle. They also have 8 hours of driving time with a trained instructor. After a student has taken the course they can take the driver's road test for another $50. For those fortunate enough to be able to afford these schools, they can be somewhat comforted that their teen driver will be a safer driver. There is also an added benefit in that some insurance companies will offer a lower rate because of the training.
There are those who will argue that the taxpayers should not have to pay for something that affects a small portion of the population or that the cost to bring back the programs will be more than the cost to respond to an accident. They should be reminded that as a taxpayer they ultimately pay for the response by the Troopers or Fire Department or Ambulance, that they pay for their salaries and vehicle expenses and their training. They ultimately pay for the higher insurance rates the industry sets because of accidents and rising repair costs. The most important thing they should remember is that by asking for funding of the Driver’s Education program in ours schools, they ultimately will be saving a life.
Given the fact that the State of Alaska has a huge budget, we need to write our legislatures, our governor, and our school districts and ask that the funding be reinstated for driver’s education classes; we need to have that line item put back into the budget. We need to have safe drivers on our highways.
What can be more important than saving children’s lives? Why shouldn't we use the resources that we have available? Having mandatory classes will help train teenagers for the responsibilities that go with driving a motorized vehicle.
Work cited:
(1)www.state.ak.us/local/akpages/ADMIN/dmv/ako/teenlaw.htm
(2) www.state.ak.us/local/akpages/ADMIN/dmv/ako/teenlaw.htm
(3) Special Report: The Dangers of Teen Driving, By Joseph K. Vetter with Fran Lostys, Reader’s Digest, August 2008 Issue
(4) Special Report: The Dangers of Teen Driving, By Joseph K. Vetter with Fran Lostys, Reader’s Digest, August 2008 Issue
Teenage Drivers-Whose responsibility is it to teach them safe driving?
One of the most anticipated rights of passage for teenagers is getting their learner’s permit and then their driver’s license. It’s a sense of pride for both the teenager and their parents. It’s also the No. 1 killer of teenagers in this country. Although the State of Alaska has one of the toughest set of laws for teen drivers in the country, it should fund mandatory driver's education classes in high schools because car crashes are the No. 1 killer of teens, teenagers do not understand the dangers of driving with friends, cell-phones or the importance of wearing their seat belts at all times, and parents may not be able to afford the driver's education classes available through private businesses.
Having a license to drive means freedom for the teenager. Freedom to drive to school, the mall, movies, sporting events, after school activities, dances and work. It gives them the freedom to hang with their friends, boyfriends and girlfriends. It’s the freedom to be cool. For the parents it’s the freedom of not driving their teenager to school and all of their activities, the freedom to send their teenage driver to the store to pick up a few forgotten items. It’s the next step to adulthood or is it? With this freedom comes the responsibilities of being a driver of a 3,000-pound, moving mass of steel.
The State of Alaska laws for teenage drivers are some of the toughest in the country. Under Alaska Statute AS 28.15.055 (1/1/99) & AS 28.15.057 (1/1/05) the following recap applies to anyone under the age of 18:
"Anyone 14 years and older can apply for a learner’s permit. Anyone 16 and older not buckled up can be sited and fined. They must pass a written test, must be accompanied by someone age 21 and over that has a minimum 1 year of driving experience along with a valid driver’s license. A teen 16 and older can apply for a provisional driver’s license as long as they have had a learner’s permit for at least 6 months and have had no infractions. If they do have traffic citations numbering 6 or more point within 12 months or 9 or more in 24 months they must attend a nationally certified defensive driving course, if they do not take the course the DMV can suspend their driving privilege. Their legal guardian or parent must provide proof that they have had at least forty (40) hours of driving experience including at least ten (10) hours of driving in challenging weather conditions (rain and snow) and nighttime driving." (1)
In addition to the laws recapped above, the State of Alaska has the following restrictions for the provisional licensee up to the age of 18: “You MAY NOT carry passengers under the age of 21, except siblings,” and “You MAY NOT operate a motor vehicle between the hours of 1:00 am and 5:00 am.”(2) The State of Alaska has also just passed a law prohibiting texting on your cell phone while driving, which will impact the teenage driver.
Once a teenager has passed the provisional licensing period, they may apply for a regular license. But are they ready and is this enough? Are teenagers ready intellectually and emotionally to face the responsibilities? Questions arise as to how much time should a teenager have behind the wheel before they become a licensed driver? How old should a teenager be? Sixteen? Seventeen? Whose responsibility is it to ensure that we have safe teen drivers? With the State of Alaska pulling the funding for Driver’s Education, the onus has fallen on the parents and the teens themselves.
These questions are raised with good reason. According to the insurance industry the numbers are staggering. Vehicle accidents are the #1 killer of teenagers in this country. In a comprehensive report in the August 2008 Readers’ Digest Magazine, “Each year over 5,000 teenagers die on America’s highways each year.” (3) Why? Because “anytime you have immaturity combined with inexperience, you have the potential for disaster, “ says Nicole Nason, head of the National Highway Traffic Safety Administration.”(4)
Distractions are a major cause of teen accidents. Fiddling with the radio, loud music, talking or texting on their cell phones, having other passengers in the car with them are major distractions. Speeding, drinking and driving and falling asleep at the wheel are all dangers the teenage driver can face. All of these distraction increase the risk for an accident to happen. All it takes is one second to look away, one second of lost concentration for an accident to happen. It's not a surprise that a majority of the teens do not see these as being dangerous distractions. A sense of “it won’t happen to me” is prevalent. They are not experienced enough to know how to react, or more likely, how not react to a situation while driving. These distractions cause most of the accidents recorded on teenage drivers but the biggest killer of teenage drivers is not wearing their seatbelts. Even though Alaska has a no-nonsense approach to the wearing of seatbelts, it's up to the parents to teach their teen to wear them. While this is a good start, we need to do more to ensure that our teenagers are ready for the road.
Schools in Alaska used to have a mandatory driver’s education class for all high school students. The students were taught in a classroom with simulators and then drove with the driving instructor. They were taught how to drive in inclement weather, how to handle a spin, how to change a tire; they were even taught the parts to a car engine and what might cause problems. But that ended in the early 1980’s. Up until 1984-1986 the State Education had a line item in the budget for funding Driver’s Education classes. After that they pulled the funding and it was up to the School Districts' themselves to fund the program. When the “No Child Left Behind” act came about, there was grant money to help with the fees in after schools programs but the schools were mandated to help those who were having problems with passing school, not to help those who were becoming teenage drivers.
Now the only choice parents have is to put their teen through the privately owned driving schools. With the economic troubles that parents are now facing, the fees that range from $395-$500 can be too much. These schools offer in class sessions that cover safety, rules of the road, safety maneuvers and the technical aspects of driving a vehicle. They also have 8 hours of driving time with a trained instructor. After a student has taken the course they can take the driver's road test for another $50. For those fortunate enough to be able to afford these schools, they can be somewhat comforted that their teen driver will be a safer driver. There is also an added benefit in that some insurance companies will offer a lower rate because of the training.
There are those who will argue that the taxpayers should not have to pay for something that affects a small portion of the population or that the cost to bring back the programs will be more than the cost to respond to an accident. They should be reminded that as a taxpayer they ultimately pay for the response by the Troopers or Fire Department or Ambulance, that they pay for their salaries and vehicle expenses and their training. They ultimately pay for the higher insurance rates the industry sets because of accidents and rising repair costs. The most important thing they should remember is that by asking for funding of the Driver’s Education program in ours schools, they ultimately will be saving a life.
Given the fact that the State of Alaska has a huge budget, we need to write our legislatures, our governor, and our school districts and ask that the funding be reinstated for driver’s education classes; we need to have that line item put back into the budget. We need to have safe drivers on our highways.
What can be more important than saving children’s lives? Why shouldn't we use the resources that we have available? Having mandatory classes will help train teenagers for the responsibilities that go with driving a motorized vehicle.
Work cited:
(1)www.state.ak.us/local/akpages/ADMIN/dmv/ako/teenlaw.htm
(2) www.state.ak.us/local/akpages/ADMIN/dmv/ako/teenlaw.htm
(3) Special Report: The Dangers of Teen Driving, By Joseph K. Vetter with Fran Lostys, Reader’s Digest, August 2008 Issue
(4) Special Report: The Dangers of Teen Driving, By Joseph K. Vetter with Fran Lostys, Reader’s Digest, August 2008 Issue
Week #7-Visual Argument
Page 908-Question 2:
Why might the US government create such a visual argument? After 9-11 the public unfairly and harshly dealt with many Muslim people in this country and by those is law enforcement. This visual argument/ad is from the US Justice Department and seems like a training poster for those is law enforcement, Immigration, airport security. It is explaining some very important aspects for a Muslim-respect, privacy, searches by same sex, and explanations as to why the person is being stopped and possibly searched. If you look at the pictures you can see that there are many different ways a woman can wear her headscarf. And if you look at the images, you can see many different nationalities of women wearing headscarf’s. They are wearing them for a reason and this poster is letting those who may not be familiar with the Muslim faith know why and how they might be wearing them. The images also portray a young Muslim man wearing the traditional skullcap. The poster would not be as effective if there were not images to go with the descriptions. It would not be effective if there were only verbiage-people associate better visually and the descriptions of the headscarf’s would not be as clear. The images that people had after 9-11 were not correct and needed to be corrected. This poster sets out to do just that. As for the information at the bottom of the poster from the American Arab Anti-Discrimination Committee, it does ad credibility to both the images and the descriptions. Theya re saying that they are part of this country, and part of the solution to some of the problems associated with Muslims in America.
Why might the US government create such a visual argument? After 9-11 the public unfairly and harshly dealt with many Muslim people in this country and by those is law enforcement. This visual argument/ad is from the US Justice Department and seems like a training poster for those is law enforcement, Immigration, airport security. It is explaining some very important aspects for a Muslim-respect, privacy, searches by same sex, and explanations as to why the person is being stopped and possibly searched. If you look at the pictures you can see that there are many different ways a woman can wear her headscarf. And if you look at the images, you can see many different nationalities of women wearing headscarf’s. They are wearing them for a reason and this poster is letting those who may not be familiar with the Muslim faith know why and how they might be wearing them. The images also portray a young Muslim man wearing the traditional skullcap. The poster would not be as effective if there were not images to go with the descriptions. It would not be effective if there were only verbiage-people associate better visually and the descriptions of the headscarf’s would not be as clear. The images that people had after 9-11 were not correct and needed to be corrected. This poster sets out to do just that. As for the information at the bottom of the poster from the American Arab Anti-Discrimination Committee, it does ad credibility to both the images and the descriptions. Theya re saying that they are part of this country, and part of the solution to some of the problems associated with Muslims in America.
Wednesday, October 22, 2008
Week #7-Reading Response #2-NIMH
Question #1:
The ad is trying to reach out to the Latino community-especially the men. It is trying to break through the cultural barrier- the barrier of silence that the Latino community has. That “No one in the Latino community suffers from depression.” They suffer in silence and this ad is trying to reach them and say that it is ok to admit that you suffer from depression. The statement by the man in the picture is saying that a man should suffer in silence, that a man should work hard and to give into their depression or admit that they are depressed is “like letting life defeat you.” They need to be a man. In other words in the Latino community a man should just bear down and accept what life has thrown him and should not admit that he needs help. But the ad is counteracting that thought process.
By using the terms “Real Men. Real Depression” in English they want that part to stand out; to ad impact to what they are saying. A real man would ask for help. A real man would admit he has a problem, would admit he is depressed. They are saying that it is ok to feel this way. Real men do, so why can’t you? Why can’t you ask for help? The man in the photo is real, is of Latino heritage and is depressed. But he asked for help and so can others. They ad is trying to break the stigmatism with depression, the cultural manhood of the Latino community, and the silent sufferers who could use help. “You have to be brave to ask for help. Rodolfo did.”
The ad is trying to reach out to the Latino community-especially the men. It is trying to break through the cultural barrier- the barrier of silence that the Latino community has. That “No one in the Latino community suffers from depression.” They suffer in silence and this ad is trying to reach them and say that it is ok to admit that you suffer from depression. The statement by the man in the picture is saying that a man should suffer in silence, that a man should work hard and to give into their depression or admit that they are depressed is “like letting life defeat you.” They need to be a man. In other words in the Latino community a man should just bear down and accept what life has thrown him and should not admit that he needs help. But the ad is counteracting that thought process.
By using the terms “Real Men. Real Depression” in English they want that part to stand out; to ad impact to what they are saying. A real man would ask for help. A real man would admit he has a problem, would admit he is depressed. They are saying that it is ok to feel this way. Real men do, so why can’t you? Why can’t you ask for help? The man in the photo is real, is of Latino heritage and is depressed. But he asked for help and so can others. They ad is trying to break the stigmatism with depression, the cultural manhood of the Latino community, and the silent sufferers who could use help. “You have to be brave to ask for help. Rodolfo did.”
Week#7-Reading Response #1-Marquez Pg. 754
Question #1:
In her essay Marquez says that the reason she and her family speak their native tongue in public places is not because they are being rude or want alienate anyone; it’s because it’s a matter of respect to her parents and for their own comfort in their cultural roots. She says that it’s not that they are un-American-in fact her family has been here for over 40 years, and that they do understand and speak the English language. They just choose to converse in their native tongue to keep their traditions and culture alive. I say that is part of what being an American is. Being able to have the freedom to live in this country and still keep the culture that you were born into to. Like she says in one paragraph “Being an American has very little to do with what language we use during our free time in a free country."
The second part of the question asks what fear does she acknowledge on the part of those who don’t speak Spanish? Simple-people think they are talking about them and might consider it rude. She responds by saying that her family understands that English is the common language, and that to get ahead in this country one should speak English. But she also says that they shouldn’t have to stop speaking their native tongue as if ashamed of who they are and where they are from. She goes on to tell how throughout our nations history immigrants have always kept their native language alive and how this country has always tolerated it. In fact in the 1800’s German ballots were printed in Pennsylvania. Again they should not have to forget their language and their heritage. I liked the part where she said that she does not tolerate it if there is a person who only speaks English in the group and the others start talking in Spanish.
I am married to someone from another country and he speaks his language when he is with our friends most of whom happen to be from that same part of the world. Interestingly they do not all speak the same language but are able to understand each other. And they do switch between their language(s) and English. And like Marquez they ask me if it bothers me and if I mind. At first I would get annoyed but after 26 years it does not bother me at all. I am able to understand the language and their kids are able to speak and understand. They are continuing their culture-but they also know that it is because of this country they have become what they are and it is because of this country they have the freedom to speak and talk as they wish. And I can say with experience “they are not talking about you.”
In her essay Marquez says that the reason she and her family speak their native tongue in public places is not because they are being rude or want alienate anyone; it’s because it’s a matter of respect to her parents and for their own comfort in their cultural roots. She says that it’s not that they are un-American-in fact her family has been here for over 40 years, and that they do understand and speak the English language. They just choose to converse in their native tongue to keep their traditions and culture alive. I say that is part of what being an American is. Being able to have the freedom to live in this country and still keep the culture that you were born into to. Like she says in one paragraph “Being an American has very little to do with what language we use during our free time in a free country."
The second part of the question asks what fear does she acknowledge on the part of those who don’t speak Spanish? Simple-people think they are talking about them and might consider it rude. She responds by saying that her family understands that English is the common language, and that to get ahead in this country one should speak English. But she also says that they shouldn’t have to stop speaking their native tongue as if ashamed of who they are and where they are from. She goes on to tell how throughout our nations history immigrants have always kept their native language alive and how this country has always tolerated it. In fact in the 1800’s German ballots were printed in Pennsylvania. Again they should not have to forget their language and their heritage. I liked the part where she said that she does not tolerate it if there is a person who only speaks English in the group and the others start talking in Spanish.
I am married to someone from another country and he speaks his language when he is with our friends most of whom happen to be from that same part of the world. Interestingly they do not all speak the same language but are able to understand each other. And they do switch between their language(s) and English. And like Marquez they ask me if it bothers me and if I mind. At first I would get annoyed but after 26 years it does not bother me at all. I am able to understand the language and their kids are able to speak and understand. They are continuing their culture-but they also know that it is because of this country they have become what they are and it is because of this country they have the freedom to speak and talk as they wish. And I can say with experience “they are not talking about you.”
Grammar Girl Episode #45 Comma Splices
Grammar Girl-Episode #45-Comma Splices:
Ah, the comma splice. What a tricky, thing, it is. If you read my introductory blog you would understand that one of the main things I remember from my last formal English class which was a long time ago longer than some of you have been around ☺ was that I was always getting comma faults on my papers and it’s not that I had a problem with run-on sentences and didn’t use commas it was more, that, I, would use them, unnecessarily. I know that the paragraph I just wrote is full of grammatical errors including comma splices; or I should say lack thereof. I do remember from grade school the coordinating conjunctions and, but, or, nor, for, so and the odd yet. If used correctly commas are a great way to separate one’s thoughts. Used correctly a comma will make a sentence clear and not confusing. I do think that people often use commas the way they speak vs. the way it is intended to be used. It is easier for me to find faults in someone else’s writing than in my own. I also believe that I will continue to have issues with the comma. I’m trying hard to abide by the rules of the comma and I will use our writer’s reference section P when I have questions.
Ah, the comma splice. What a tricky, thing, it is. If you read my introductory blog you would understand that one of the main things I remember from my last formal English class which was a long time ago longer than some of you have been around ☺ was that I was always getting comma faults on my papers and it’s not that I had a problem with run-on sentences and didn’t use commas it was more, that, I, would use them, unnecessarily. I know that the paragraph I just wrote is full of grammatical errors including comma splices; or I should say lack thereof. I do remember from grade school the coordinating conjunctions and, but, or, nor, for, so and the odd yet. If used correctly commas are a great way to separate one’s thoughts. Used correctly a comma will make a sentence clear and not confusing. I do think that people often use commas the way they speak vs. the way it is intended to be used. It is easier for me to find faults in someone else’s writing than in my own. I also believe that I will continue to have issues with the comma. I’m trying hard to abide by the rules of the comma and I will use our writer’s reference section P when I have questions.
Proposal Essay Workshop for itsaKarmathing.blogspot.com
Proposal Essay Workshop for itsakarmathing.blogspot.com
Flex work time
Thesis:
1. Restate the thesis in your own words. If the thesis is a question and not an assertion, make it an assertion. Make sure the words “although” and "because" are in it.
Although the Fairbanks North Star Borough has regular business hours from 8:00-5:00, it should allow it’s employees the opportunity to work flexible schedules because this will allow the employees to better serve their work and their home lives, would cut down on absenteeism due to other commitments which take away from work time, employees would have better attitudes towards their work and their co-workers, and would increase their work production.
2. Does the thesis propose a solution to a problem stated in the introductory paragraph (it should!)? Is it at the end of the first paragraph?
Yes it does-Employees with their department managers approval, would be able to choose their own work hours within the guidelines set by the FNSB.
The thesis is the first paragraph and the solution is either in the same paragraph or starts in the next. Might be how I copied the essay into my word document.
3. The thesis should follow this very basic formula: " X should do Y b/c of A, B, and C.” Does it?
Yes, the thesis follows the set formula. (X) The Fairbanks North Star Borough should (Y) allow for flexible work hours because employees who area better able to balance home life with work responsibilities, (A) have less absenteeism, (B) better attitudes towards their co-workers and (C) an increase in work production.
Reasons:
List below the author's reasons for holding his or her position. Are they listed in the thesis, or in the body of the paper? They should be listed in the thesis, and expanded upon in the body of the paper.
1. Better attitudes, 2. Less absenteeism, 3. More productivity in their work
Yes, the author lists the reasons in the thesis and expands on them in the body of the paper such as able to handle family responsibilities better, able to take care of daycare problems, attending college classes. She also has interesting point from Fortune 500 companies.
Audience:
Who is the author's audience? It should be the Sun Star readers. Do they already agree with the author, or is the author writing to the opposition? How can you tell? Give specific examples.
Well, I think the audience would have to be the Borough employees, the Borough Assembly and the Borough Mayor. This could also be a paper geared toward employees of the University and other government entities.
Counterargument: List the counterarguments (arguments of the author’s oppositions) used in the paper (there should be at least three). Does the author adequately address these arguments? Do you think there are other arguments that could be addressed? Do you see any logical fallacies?
1. Parents can relax and be more focused on work.
2. Being able to attend college courses improves employee’s attitudes and self esteem.
3. Un-fulfilled employees=disgruntles employees=customers and fellow employees who see the brunt of the attitudes.
4. The FNSB cold even extend its business hours to accommodate those who need to be seen after normal 8-5 business hours.
As for counterarguments I would have to say:
1. The Borough Assembly would have to approve the new longer hours.
2. The Borough would have to pay more for security after normal hours, more for heat and electricity
3. There are chronic “problem” public who would come into the Borough building
4. Many of the Boroughs employees are Union members-how would this fit into their agreement?
5. Staffing may have to be more to cover during the day when most business happens.
6. It could be a nightmare for timekeepers and payroll to input all of the various shifts and hours worked.
7.
Title:
Does the paper have an interesting title? If not, help author come up with one.
No-I didn’t see one. How about “A flexed employee is a happy employee?”
Introduction:
Is there a catchy lead sentence? What is it? If there isn't one, what would you...
I didn’t really see a catchy lead sentence. The paper starts off with the thesis statement. I think the conclusion could be a good lead sentence “Everyone benefits from a flexible work schedule-A happy employee means a happy employer and a happy public” or something to that effect.
That’s all the questions I had from the Assignment section.
Flex work time
Thesis:
1. Restate the thesis in your own words. If the thesis is a question and not an assertion, make it an assertion. Make sure the words “although” and "because" are in it.
Although the Fairbanks North Star Borough has regular business hours from 8:00-5:00, it should allow it’s employees the opportunity to work flexible schedules because this will allow the employees to better serve their work and their home lives, would cut down on absenteeism due to other commitments which take away from work time, employees would have better attitudes towards their work and their co-workers, and would increase their work production.
2. Does the thesis propose a solution to a problem stated in the introductory paragraph (it should!)? Is it at the end of the first paragraph?
Yes it does-Employees with their department managers approval, would be able to choose their own work hours within the guidelines set by the FNSB.
The thesis is the first paragraph and the solution is either in the same paragraph or starts in the next. Might be how I copied the essay into my word document.
3. The thesis should follow this very basic formula: " X should do Y b/c of A, B, and C.” Does it?
Yes, the thesis follows the set formula. (X) The Fairbanks North Star Borough should (Y) allow for flexible work hours because employees who area better able to balance home life with work responsibilities, (A) have less absenteeism, (B) better attitudes towards their co-workers and (C) an increase in work production.
Reasons:
List below the author's reasons for holding his or her position. Are they listed in the thesis, or in the body of the paper? They should be listed in the thesis, and expanded upon in the body of the paper.
1. Better attitudes, 2. Less absenteeism, 3. More productivity in their work
Yes, the author lists the reasons in the thesis and expands on them in the body of the paper such as able to handle family responsibilities better, able to take care of daycare problems, attending college classes. She also has interesting point from Fortune 500 companies.
Audience:
Who is the author's audience? It should be the Sun Star readers. Do they already agree with the author, or is the author writing to the opposition? How can you tell? Give specific examples.
Well, I think the audience would have to be the Borough employees, the Borough Assembly and the Borough Mayor. This could also be a paper geared toward employees of the University and other government entities.
Counterargument: List the counterarguments (arguments of the author’s oppositions) used in the paper (there should be at least three). Does the author adequately address these arguments? Do you think there are other arguments that could be addressed? Do you see any logical fallacies?
1. Parents can relax and be more focused on work.
2. Being able to attend college courses improves employee’s attitudes and self esteem.
3. Un-fulfilled employees=disgruntles employees=customers and fellow employees who see the brunt of the attitudes.
4. The FNSB cold even extend its business hours to accommodate those who need to be seen after normal 8-5 business hours.
As for counterarguments I would have to say:
1. The Borough Assembly would have to approve the new longer hours.
2. The Borough would have to pay more for security after normal hours, more for heat and electricity
3. There are chronic “problem” public who would come into the Borough building
4. Many of the Boroughs employees are Union members-how would this fit into their agreement?
5. Staffing may have to be more to cover during the day when most business happens.
6. It could be a nightmare for timekeepers and payroll to input all of the various shifts and hours worked.
7.
Title:
Does the paper have an interesting title? If not, help author come up with one.
No-I didn’t see one. How about “A flexed employee is a happy employee?”
Introduction:
Is there a catchy lead sentence? What is it? If there isn't one, what would you...
I didn’t really see a catchy lead sentence. The paper starts off with the thesis statement. I think the conclusion could be a good lead sentence “Everyone benefits from a flexible work schedule-A happy employee means a happy employer and a happy public” or something to that effect.
That’s all the questions I had from the Assignment section.
Wednesday, October 15, 2008
Essay #2-First Draft: Teenage Drivers
Teenage Drivers-Whose responsibility is it to teach them safe driving?
One of the most anticipated rights of passage for teenagers is getting their learner’s permit and then their driver’s license. It’s a sense of pride-both for the teenager and their parents. For the teenager it means freedom. Freedom to drive to school, the mall, movies, sporting events, after school activities, dances and work. It gives them the freedom to see their friends, boyfriends and girlfriends. It’s the freedom to be cool. For the parents it’s the freedom of not driving their teenager to school and all of their activities, the freedom to send their teenage driver to the store to pick up a few forgotten items. It’s the next step to adulthood- or is it? With all of this freedom come the responsibilities of being a driver of a 3,000-pound, moving, mass of steel.
Although the State of Alaska has one of the toughest set of laws for teen drivers in the country, it should fund mandatory driver's education classes in high schools because car crashes are the No. 1 killer of teens, teenagers do not understand the dangers of driving with friends, cell-phones or the importance of wearing their seat belts at all times, and parents may not be able to afford the driver's education classes available through private businesses.
The State of Alaska laws for teenage drivers are some of the toughest in the country. Under Alaska Statute AS 28.15.055 (1/1/99) & AS 28.15.057 (1/1/05) the following applies to anyone under the age of 18:
Anyone 14 years and older can apply for a learner’s permit. Anyone 16 and older not buckled up can be sited and fined. They must pass a written test, must be accompanied by someone age 21 and over that has a minimum 1 year of driving experience along with a valid driver’s license. A teen 16 and older can apply for a provisional driver’s license as long as they have had a learner’s permit for at least 6 months and have had no infractions. If they do have traffic citations numbering 6 or more point within 12 months or 9 or more in 24 months they must attend a nationally certified defensive driving course, if they do not take the course the DMV can suspend their driving privilege. Their legal guardian or parent must provide proof that they have had at least forty (40) hours of driving experience including at least ten (10) hours of driving in challenging weather conditions (rain and snow) and nighttime driving. (1)
The State of Alaska also has the following restrictions for the provisional licensee up to the age of 18 “You MAY NOT carry passengers under the age of 21, except siblings,” and “You MAY NOT operate a motor vehicle between the hours of 1:00 am and 5:00 am.”(2)
Alaska has also just passed a no texting while driving law that will have the most effect on the teenage driver.
Once a teenager has passed the provisional licensing period, they may apply for a regular license. But are they ready and is this enough? Are teenagers ready intellectually and emotionally to face the responsibilities? Questions arise as to how much time should a teenager have behind the wheel before they become a licensed driver? How old should a teenager be? Sixteen? Seventeen? Whose responsibility is it to ensure that we have safe teen drivers? With the State of Alaska pulling the funding for Driver’s Education, the onus has fallen on the parents and the teens themselves.
These questions are raised with good reason. According to the insurance industry the numbers are staggering. Vehicle accidents are the #1 killer of teenagers in this country. In a comprehensive report in the August 2008 Readers’ Digest Magazine, “Each year over 5,000 teenagers die on America’s highways each year.” (3) Why? Because “anytime you have immaturity combined with inexperience, you have the potential for disaster, “ says Nicole Nason, head of the National Highway Traffic Safety Administration.”(4)
Distractions are a major cause of teen accidents. Fiddling with the radio, loud music, talking or texting on their cell phones, having other passengers in the car with them; speeding, drinking and driving, falling asleep at the wheel are all dangers the teenage driver can face. All of these increase the risk of an accident happening. All it takes is one second to look away, one second of lost concentration for an accident to happen. Surprisingly, a majority of the teens do not see these as being dangerous distractions. A sense of “it won’t happen to me” is prevalent. They are not experienced enough to know how to react or more likely how not to react to a situation while driving. These distractions cause most of the accidents recorded on teenage drivers but the biggest killer of teenage drivers is not wearing their seatbelts. Alaska thankfully has a no-nonsense approach to the wearing of seatbelts. While this is a good start, we need to do more to ensure that our teenagers are ready for the road.
Schools in Alaska used to have a mandatory driver’s education class for all high school students. The students were taught in a classroom with simulators and then drove with the driving instructor. They were taught how to drive in inclement weather, how to handle a spin, how to change a tire; they were even taught the parts to a car engine and what might cause problems. But that ended in the early 1980’s. Up until 1984-1986 the State Education had a line item in the budget for funding Driver’s Education classes. After that they pulled the funding and it was up to the School Districts themselves to fund the program. When the “No Child Left Behind” act came about, there was grant money to help with the fees in after schools programs but the schools were mandated to help those who were having problems with passing school, not to help those who were becoming teenage drivers.
Now the only choice parents have is to put their teen through the privately owned driving schools. With the economic troubles that parents are now facing, the fees that range from $395-$500 can be too much. These schools offer in class sessions that cover safety, rules of the road, safety maneuvers, and technical aspects of driving a vehicle. They also have 8 hours of driving time with a trained instructor. After a student has taken the course they can then for another $50 take the drivers test. For those fortunate enough to be able to afford these schools, they can be somewhat comforted that their teen driver will be a safer driver. There is also an added benefit in that some insurance companies will offer a lower rate because of the training.
Given the fact that the State of Alaska has a huge budget, we need to write our legislatures, our governor, our schools and ask that the funding be reinstated for driver’s education classes. We need to have that line item put back into the budget. We need to have safe drivers on our highways.
What can be more important that saving our children’s lives? Having mandatory classes will help train teenagers for the responsibilities that go with driving a motorized vehicle.
Work cited:
(1)www.state.ak.us/local/akpages/ADMIN/dmv/ako/teenlaw.htm
(2) www.state.ak.us/local/akpages/ADMIN/dmv/ako/teenlaw.htm
(3) Special Report: The Dangers of Teen Driving, By Joseph K. Vetter with Fran Lostys, Reader’s Digest, August 2008 Issue
(4) Special Report: The Dangers of Teen Driving, By Joseph K. Vetter with Fran Lostys, Reader’s Digest, August 2008 Issue
One of the most anticipated rights of passage for teenagers is getting their learner’s permit and then their driver’s license. It’s a sense of pride-both for the teenager and their parents. For the teenager it means freedom. Freedom to drive to school, the mall, movies, sporting events, after school activities, dances and work. It gives them the freedom to see their friends, boyfriends and girlfriends. It’s the freedom to be cool. For the parents it’s the freedom of not driving their teenager to school and all of their activities, the freedom to send their teenage driver to the store to pick up a few forgotten items. It’s the next step to adulthood- or is it? With all of this freedom come the responsibilities of being a driver of a 3,000-pound, moving, mass of steel.
Although the State of Alaska has one of the toughest set of laws for teen drivers in the country, it should fund mandatory driver's education classes in high schools because car crashes are the No. 1 killer of teens, teenagers do not understand the dangers of driving with friends, cell-phones or the importance of wearing their seat belts at all times, and parents may not be able to afford the driver's education classes available through private businesses.
The State of Alaska laws for teenage drivers are some of the toughest in the country. Under Alaska Statute AS 28.15.055 (1/1/99) & AS 28.15.057 (1/1/05) the following applies to anyone under the age of 18:
Anyone 14 years and older can apply for a learner’s permit. Anyone 16 and older not buckled up can be sited and fined. They must pass a written test, must be accompanied by someone age 21 and over that has a minimum 1 year of driving experience along with a valid driver’s license. A teen 16 and older can apply for a provisional driver’s license as long as they have had a learner’s permit for at least 6 months and have had no infractions. If they do have traffic citations numbering 6 or more point within 12 months or 9 or more in 24 months they must attend a nationally certified defensive driving course, if they do not take the course the DMV can suspend their driving privilege. Their legal guardian or parent must provide proof that they have had at least forty (40) hours of driving experience including at least ten (10) hours of driving in challenging weather conditions (rain and snow) and nighttime driving. (1)
The State of Alaska also has the following restrictions for the provisional licensee up to the age of 18 “You MAY NOT carry passengers under the age of 21, except siblings,” and “You MAY NOT operate a motor vehicle between the hours of 1:00 am and 5:00 am.”(2)
Alaska has also just passed a no texting while driving law that will have the most effect on the teenage driver.
Once a teenager has passed the provisional licensing period, they may apply for a regular license. But are they ready and is this enough? Are teenagers ready intellectually and emotionally to face the responsibilities? Questions arise as to how much time should a teenager have behind the wheel before they become a licensed driver? How old should a teenager be? Sixteen? Seventeen? Whose responsibility is it to ensure that we have safe teen drivers? With the State of Alaska pulling the funding for Driver’s Education, the onus has fallen on the parents and the teens themselves.
These questions are raised with good reason. According to the insurance industry the numbers are staggering. Vehicle accidents are the #1 killer of teenagers in this country. In a comprehensive report in the August 2008 Readers’ Digest Magazine, “Each year over 5,000 teenagers die on America’s highways each year.” (3) Why? Because “anytime you have immaturity combined with inexperience, you have the potential for disaster, “ says Nicole Nason, head of the National Highway Traffic Safety Administration.”(4)
Distractions are a major cause of teen accidents. Fiddling with the radio, loud music, talking or texting on their cell phones, having other passengers in the car with them; speeding, drinking and driving, falling asleep at the wheel are all dangers the teenage driver can face. All of these increase the risk of an accident happening. All it takes is one second to look away, one second of lost concentration for an accident to happen. Surprisingly, a majority of the teens do not see these as being dangerous distractions. A sense of “it won’t happen to me” is prevalent. They are not experienced enough to know how to react or more likely how not to react to a situation while driving. These distractions cause most of the accidents recorded on teenage drivers but the biggest killer of teenage drivers is not wearing their seatbelts. Alaska thankfully has a no-nonsense approach to the wearing of seatbelts. While this is a good start, we need to do more to ensure that our teenagers are ready for the road.
Schools in Alaska used to have a mandatory driver’s education class for all high school students. The students were taught in a classroom with simulators and then drove with the driving instructor. They were taught how to drive in inclement weather, how to handle a spin, how to change a tire; they were even taught the parts to a car engine and what might cause problems. But that ended in the early 1980’s. Up until 1984-1986 the State Education had a line item in the budget for funding Driver’s Education classes. After that they pulled the funding and it was up to the School Districts themselves to fund the program. When the “No Child Left Behind” act came about, there was grant money to help with the fees in after schools programs but the schools were mandated to help those who were having problems with passing school, not to help those who were becoming teenage drivers.
Now the only choice parents have is to put their teen through the privately owned driving schools. With the economic troubles that parents are now facing, the fees that range from $395-$500 can be too much. These schools offer in class sessions that cover safety, rules of the road, safety maneuvers, and technical aspects of driving a vehicle. They also have 8 hours of driving time with a trained instructor. After a student has taken the course they can then for another $50 take the drivers test. For those fortunate enough to be able to afford these schools, they can be somewhat comforted that their teen driver will be a safer driver. There is also an added benefit in that some insurance companies will offer a lower rate because of the training.
Given the fact that the State of Alaska has a huge budget, we need to write our legislatures, our governor, our schools and ask that the funding be reinstated for driver’s education classes. We need to have that line item put back into the budget. We need to have safe drivers on our highways.
What can be more important that saving our children’s lives? Having mandatory classes will help train teenagers for the responsibilities that go with driving a motorized vehicle.
Work cited:
(1)www.state.ak.us/local/akpages/ADMIN/dmv/ako/teenlaw.htm
(2) www.state.ak.us/local/akpages/ADMIN/dmv/ako/teenlaw.htm
(3) Special Report: The Dangers of Teen Driving, By Joseph K. Vetter with Fran Lostys, Reader’s Digest, August 2008 Issue
(4) Special Report: The Dangers of Teen Driving, By Joseph K. Vetter with Fran Lostys, Reader’s Digest, August 2008 Issue
Sunday, October 12, 2008
Week 6-Visual Argument Response
Question No. 3, page 938
Week #6-Visual Arguments Response
Question No. 3, page 938
Both cartoons by Mike Thompson and Signe Wilkenson focus on the argument that affirmative action allows for a minority, in this case a person of color, to get into colleges that they might not otherwise be able to gain admission. Colleges where a white person could and should easily get in. Both cartoons show a white person extremely upset because of this. Upset because in their minds a minority is being admitted making it seem as if all they had to do was be a minority in their minds. As Wilkonson’s cartoon says “It’s all his fault.” I thought fault was an interesting choice of word. Why is it a fault?
They are different in that Thompson’s focuses on the struggles and adversities that Daniel Lives on Detroits Eastside has to face everyday. He lives in a tough world full of violence and drugs, gangs and poverty, sees racism on a regular basis and has to work hard and focus to overcome the substandard education offered. He has to have affirmative action to be able to have admission and the education he deserves. The white person in the cartoon depicted is a fat, angry woman. The type of person who you can listen to them once, but after that you want to tell them to shut up.
Wilkonson on the other hand is focusing how college admission is often due not because of a persons academics, but because their families are big donors to the college, or their parents are alumni, a sports figure, an out of state student (higher tuition) all focusing on the monetary aspect of the admissions. All because of who they know and how much money they have. Interestingly they are all smiling as if admission is due to them. Then you come upon the minority student granted admission because of affirmative action. Interestingly he is not smiling. The white person who is standing at the end is and saying “It’s all his fault” is whining and crying that he didn’t get in because of affirmative action.
Each cartoon has it’s own merits and each makes a person think about affirmative action.
Week #6-Reading Response
Tania Ralli, Page 641, Question #3
Graythen appeals to his fellow photographers in all three ways; ethically, logically and emotionally with his response to the uproar his photo and caption caused. Ethically he is saying that he as a photographer shot the picture as it happened. In his mind and through the lens he saw the people who "found" the items. He goes on to state that they weren't the only ones who found food; there were others of every race and creed who grabbed the items floating in the water. He looked for the "best picture." The store had no doors, it was full of water and the groceries were floating away. No one-including the couple whose photo he chose to print- broke down any doors, had bags of stuff they couldn't use and didn't swim away with television sets and computers.
Logically he is saying that the items were floating away "a million items floating in the water." These people were desperate and most were homeless and in dire straights. Why shouldn't they take what they could find even though there was a chance that none of the items was edible? It didn't matter at the time.
I think the most poignant paragraph is when he states "I'm not trying to be politically correct. I'm don't care if you are white or black." "I am a journalist and a human being-and I see all as such." Basically he is asking the reader to remember what is important at this point. The couple photographed had some dirty, water logged items that they found in the water-so what?
All around him were people including his family who had lost everything. He himself had spent hours rescuing people, dogs and cats-color was not important. What was important to him was that people realized just how horrible it was, how everyday people lost their homes, their livelihood, their lives. And how this was going to affect everyone-even those who didn't live in that part of the country. A person reading his response can tell how much the hurricane had affected him, his family and anyone else living there. It was bad, really bad and he implored people to help out in any way they could. He implored people to let this photo be what it was. There were more important things to worry about.
As for his typing and spelling errors it only added to the severity of the problem and the emotionality of the time. It did not detract from his argument at all-it only contributed to the overall feeling of desperation that people were feeling at that time.
Week 6-Plagiarism
I can remember from years ago the first time I had to write a paper and how it was extremely important to site other people’s work and ideas and that plagiarism was an unforgivable offence. OK that sounds all fine and dandy. But isn’t the point of what we read and research to “broaden our pitifully narrow horizons”(1), to help us either solidify our opinions or sway us one way or another? When and where does the line between what I think and what someone else thinks considered me copying or plagiarizing? I mean why is it their opinion is thought of being first and mine isn’t? Is it because they published it and put it in writing and I just thought it in my head and heart? Especially now with the Internet capabilities and the technology the chances of having the same thoughts as someone else is enormous. As one of my instructors said “Yes, I have software that can match your phrases with those found across the web.” (2) That seems a little unfair to me. Can’t I have thought of those same phrases?
I’ve had the privilege to read some of my friend’s thesis papers for their PhD’s and to be honest I could barely find any original thoughts or statements. Their papers (I’ve read scientific and business oriented papers) were full of quotes and references to others work. Unless they were reinventing the wheel or came up with some earth shattering research and concept, they were just reiterating others research with their own twist. So yes they did abide by the rules and made sure their sources were diligently referenced, but where was the original thought?
I do understand completely that copying and using others work is not acceptable. I will be diligent and will site all work by others, and will paraphrase when necessary. And I promise to NEVER EVER do it. Or should it be "I promise to NEVER EVER do it." Otherwise would that be considered plagiarism?
Works Cited:
(1) Ms.Stitham, Lathrop High School English Teacher, circa 1977
(2) Dr. Amy Lovecraft, Department of Political Science, University of
Alaska Fairbanks
I’ve had the privilege to read some of my friend’s thesis papers for their PhD’s and to be honest I could barely find any original thoughts or statements. Their papers (I’ve read scientific and business oriented papers) were full of quotes and references to others work. Unless they were reinventing the wheel or came up with some earth shattering research and concept, they were just reiterating others research with their own twist. So yes they did abide by the rules and made sure their sources were diligently referenced, but where was the original thought?
I do understand completely that copying and using others work is not acceptable. I will be diligent and will site all work by others, and will paraphrase when necessary. And I promise to NEVER EVER do it. Or should it be "I promise to NEVER EVER do it." Otherwise would that be considered plagiarism?
Works Cited:
(1) Ms.Stitham, Lathrop High School English Teacher, circa 1977
(2) Dr. Amy Lovecraft, Department of Political Science, University of
Alaska Fairbanks
Wednesday, October 8, 2008
Reading Response-Week #5
Page 666 Question #4:
Taken from the home page of the Tomas Rivera Policy Institute:
“The Tomás Rivera Policy Institute is a nonprofit, freestanding research organization that advances critical, insightful thinking on key issues affecting Latino communities through objective, policy-relevant research, and its implications, for the betterment of the nation.”
TRPI is highly regarded for its ability to conduct and provide reliable surveys and is considered an objective source of information on the Latino community in the United States. It has built its reputation by being able to research large populations by interviewing, surveying and examining key issues that affect the Latino community which in turn affect the nation as a whole. Some of the key issues they have surveyed and examined are education, how do Latino’s participate in the political arena, healthcare, immigration and many other important issues.
The results of TRPI’s research have been referenced and used by the President of the United States, congress, local politicians, journalists and newspapers and education facilities to name a few. Their objectivity lends to the fact that the information gathered is thought of as being unbiased and highly regarded.
TRPI is important to the changing nature of American society because the Latino/Hispanic populations is growing at a fast rate and are quickly becoming a major player in the landscape of America. Consider the fact that the views and information discovered by TRPI are different than say what the white-nonhispanic population. This country has to accept the diversity of the nation and the changes that are happening to our population. It is important for institutions such as TRPI to be a part of this landscape.
Taken from the home page of the Tomas Rivera Policy Institute:
“The Tomás Rivera Policy Institute is a nonprofit, freestanding research organization that advances critical, insightful thinking on key issues affecting Latino communities through objective, policy-relevant research, and its implications, for the betterment of the nation.”
TRPI is highly regarded for its ability to conduct and provide reliable surveys and is considered an objective source of information on the Latino community in the United States. It has built its reputation by being able to research large populations by interviewing, surveying and examining key issues that affect the Latino community which in turn affect the nation as a whole. Some of the key issues they have surveyed and examined are education, how do Latino’s participate in the political arena, healthcare, immigration and many other important issues.
The results of TRPI’s research have been referenced and used by the President of the United States, congress, local politicians, journalists and newspapers and education facilities to name a few. Their objectivity lends to the fact that the information gathered is thought of as being unbiased and highly regarded.
TRPI is important to the changing nature of American society because the Latino/Hispanic populations is growing at a fast rate and are quickly becoming a major player in the landscape of America. Consider the fact that the views and information discovered by TRPI are different than say what the white-nonhispanic population. This country has to accept the diversity of the nation and the changes that are happening to our population. It is important for institutions such as TRPI to be a part of this landscape.
Reading Response-Week #5-Visual Argument
Reading Response Week#5-Visual Argument
Question#1
This set of advertisements while appealing to all people is really trying to get through to the younger crowd, those who are easily swayed. The photos are related to what younger people can identify with. They are trying to get through to them emotionally, visually and mentally. They are not only saying don’t do drugs, they are imploring them to do something about it.
The “courage” advertisement which shows a young, black couple on a city street with the statement that “He might dump me. He’ll think I’m judging him. But I care about him” is hitting on a couple of factors. One is the fact that being in a relationship is important to teenagers. It’s telling them that it is OK; have the courage to confront someone you care about with their drug problems. It is worth possibly losing your relationship if you can save someone. The second thing it is hitting on is that inner city youth have a higher chance of becoming addicted to drugs. By using the photos and captions, the ad is drawing the viewer in emotionally, visually and mentally. It is very effective. The “regret” ad is visually gripping. The image of the bent, pink bicycle tire and the heading which is sad and simple in its message will get through to most people; smoke weed and you will be so impaired that you can kill someone. The next set of ads depicts how television and newspapers portray young people. But the headings show that these are not what typical young people are like-they have accomplished many things and all of them have chosen not to do drugs and alcohol no matter how much pressure they may get from those around them. It is effectively telling young people that it is OK not to be like everyone else.
I found all three sets of advertisements very appealing and down to earth. I thought they were all effective in their message: Don’t do drugs and alcohol and if you know someone who is, confront them and help them.
Question#1
This set of advertisements while appealing to all people is really trying to get through to the younger crowd, those who are easily swayed. The photos are related to what younger people can identify with. They are trying to get through to them emotionally, visually and mentally. They are not only saying don’t do drugs, they are imploring them to do something about it.
The “courage” advertisement which shows a young, black couple on a city street with the statement that “He might dump me. He’ll think I’m judging him. But I care about him” is hitting on a couple of factors. One is the fact that being in a relationship is important to teenagers. It’s telling them that it is OK; have the courage to confront someone you care about with their drug problems. It is worth possibly losing your relationship if you can save someone. The second thing it is hitting on is that inner city youth have a higher chance of becoming addicted to drugs. By using the photos and captions, the ad is drawing the viewer in emotionally, visually and mentally. It is very effective. The “regret” ad is visually gripping. The image of the bent, pink bicycle tire and the heading which is sad and simple in its message will get through to most people; smoke weed and you will be so impaired that you can kill someone. The next set of ads depicts how television and newspapers portray young people. But the headings show that these are not what typical young people are like-they have accomplished many things and all of them have chosen not to do drugs and alcohol no matter how much pressure they may get from those around them. It is effectively telling young people that it is OK not to be like everyone else.
I found all three sets of advertisements very appealing and down to earth. I thought they were all effective in their message: Don’t do drugs and alcohol and if you know someone who is, confront them and help them.
Tuesday, October 7, 2008
Week 5 Reading Response #1
Week 5-Reading Response #1: Can we talk? By Deborah Tannen
Question 1:
In this essay, Tannen is explaining the relationship between a mother and daughter and how very complex it can be. Clearly in her essay Tannen is saying that the relationship is full of contradictions, passion and hurt. It can be likened to the phrase “walking on eggshells.”
Her paragraphs under the “Small Spark, Big Flare-up” rings true for many mothers and daughters. I think a big part of it stems from the daughter, who from a very young age, wants to be perfect, wants to please the mom. She wants to be just like her and any comment whether it was meant as a criticism or just a comment from the mom, makes the hackles rise so to say. Then the defensive attitude kicks in and both the daughter and the mom become upset. Women tend to be emotional beings and many times react before they truly hear the meaning. So the true meaning gets totally distorted and feelings are hurt.
Most mothers want what is best for their daughters. As a parent the mother has been through many life experiences, both good and bad, and wants to share those with her daughter. Wants to protect her from making the same mistakes that she has made in life. In one paragraph Tannen talks about connection and control. On one hand the mother is trying to connect with the daughter when she makes a comment but on the other hand is there an underlying wish to control what the daughter does as she grows older?
I do think that communication between people is difficult and that the communication between mothers’ and daughters can be extremely complex. I think the relationship between a mother and son is also complex, but at a different level. The communications between a mother and son are at a much more practical level. The mother of a son wants to nurture him as he grows up, but also wants him to be able to able to fend for himself so that he too can become successful and hopefully someday be with a girl just like her. A mother/son relationship is just as important, but is less complex.
Question 1:
In this essay, Tannen is explaining the relationship between a mother and daughter and how very complex it can be. Clearly in her essay Tannen is saying that the relationship is full of contradictions, passion and hurt. It can be likened to the phrase “walking on eggshells.”
Her paragraphs under the “Small Spark, Big Flare-up” rings true for many mothers and daughters. I think a big part of it stems from the daughter, who from a very young age, wants to be perfect, wants to please the mom. She wants to be just like her and any comment whether it was meant as a criticism or just a comment from the mom, makes the hackles rise so to say. Then the defensive attitude kicks in and both the daughter and the mom become upset. Women tend to be emotional beings and many times react before they truly hear the meaning. So the true meaning gets totally distorted and feelings are hurt.
Most mothers want what is best for their daughters. As a parent the mother has been through many life experiences, both good and bad, and wants to share those with her daughter. Wants to protect her from making the same mistakes that she has made in life. In one paragraph Tannen talks about connection and control. On one hand the mother is trying to connect with the daughter when she makes a comment but on the other hand is there an underlying wish to control what the daughter does as she grows older?
I do think that communication between people is difficult and that the communication between mothers’ and daughters can be extremely complex. I think the relationship between a mother and son is also complex, but at a different level. The communications between a mother and son are at a much more practical level. The mother of a son wants to nurture him as he grows up, but also wants him to be able to able to fend for himself so that he too can become successful and hopefully someday be with a girl just like her. A mother/son relationship is just as important, but is less complex.
Thursday, October 2, 2008
Research Paper: Topic: Illegal dumping into the World’s Oceans
The topic I chose for my research paper is illegal toxic dumping into our oceans. Is there really a problem of illegal dumping? Or is it a bunch of tree/water huggers that are making it out to be more than it is? I thought that this would be an appropriate topic because a good part of the tourism trade in Alaska comes from the cruise ships that have been known to dump their waste into the oceans. I also thought that it is more than just the cruise lines, it is also the runoff from the rivers that are polluted by man and machine, that goes into the ocean. How does this affect the subsistence way of life and how does that affect the plants and fish of the rivers and oceans? On a broader scale the harm committed by industries both here in the US and all over the world should be a concern of people. Scientist and environmentalist have been crying fowl for years, but the industries even though they are regulated, still argue that their way is clean and that they do not harm the oceans. Another culprit is the medical waste that ships dump that wash up on the shores of the beaches. Beaches in Californian have been closed because of the dangers. Radioactive material is dumped in the ocean; no one is really sure what the overall effect will be from drums of waste being dropped into the ocean will be.
This subject has been argued for years and the following passage highlights an act passed by the House and Senate in 1988 highlighted below:
Highlights of the "Ocean Dumping Ban Act of 1988" (S. 2030) as passed by the House and the Senate
TITLE I - OCEAN DUMPING BAN ACT OF 1988 (Amends the Marine Protection, Research, and Sanctuaries Act, commonly called the "Ocean Dumping Act")
Makes it unlawful for any person to dump, or transport for the purpose of dumping, sewage sludge or industrial waste into ocean waters after December 31, 1991;
Prohibits, after the 270th day after enactment, any person from dumping, or transporting for the purpose of dumping, sewage sludge or industrial waste into ocean waters unless the person: (1) enters into a compliance or enforcement agreement (which includes a plan negotiated by the dumper, the State, and EPA for terminating dumping as well as a schedule which EPA believes will result in the termination of the dumping), and (2) obtains a permit issued by EPA under authority of sec. 102 of the Marine Protection, Research, and Sanctuaries Act (MPRSA);
Provides for the payment of special fees for dumping and any penalties incurred by a dumper to be deposited into certain funds for use in finding alternatives to ocean dumping.
Of course there will be those who argue that the oceans are so huge that it will take more than illegal dumping to cause the oceans and the ecosystem to change or fail. Industries have such huge budgets and lobbying power and that means the diligence and research must continue and be enforced.
I think that there should be strong fines and charges brought against those who willingly pollute the worlds oceans with toxic waste. I believe strongly that our lives depend on the oceans and their continued stability and that if the marine life is harmed, then so will our lives be harmed. We depend on the oceans and we should take care of them.
Living in Alaska for over 38 years I have seen the result of the Exxon Valdez oil spill on the economies and way of life for people who depend on the ocean. Millions of people all over the world depend on the ocean to survive and we cannot let that be taken away.
But one has to realize that countries depend on ships to export and import their goods and it is unrealistic to expect them not to ship their goods. Commerce must continue. And, It is not unrealistic to ask them to abide by the rules and regulations set out to make the oceans a safe place for both mankind and the animal world. The ecosystem is a fragile thing and it must be taken care of.
Works Cited:
http://www.epa.gov/history/topics/mprsa/02.htm
The topic I chose for my research paper is illegal toxic dumping into our oceans. Is there really a problem of illegal dumping? Or is it a bunch of tree/water huggers that are making it out to be more than it is? I thought that this would be an appropriate topic because a good part of the tourism trade in Alaska comes from the cruise ships that have been known to dump their waste into the oceans. I also thought that it is more than just the cruise lines, it is also the runoff from the rivers that are polluted by man and machine, that goes into the ocean. How does this affect the subsistence way of life and how does that affect the plants and fish of the rivers and oceans? On a broader scale the harm committed by industries both here in the US and all over the world should be a concern of people. Scientist and environmentalist have been crying fowl for years, but the industries even though they are regulated, still argue that their way is clean and that they do not harm the oceans. Another culprit is the medical waste that ships dump that wash up on the shores of the beaches. Beaches in Californian have been closed because of the dangers. Radioactive material is dumped in the ocean; no one is really sure what the overall effect will be from drums of waste being dropped into the ocean will be.
This subject has been argued for years and the following passage highlights an act passed by the House and Senate in 1988 highlighted below:
Highlights of the "Ocean Dumping Ban Act of 1988" (S. 2030) as passed by the House and the Senate
TITLE I - OCEAN DUMPING BAN ACT OF 1988 (Amends the Marine Protection, Research, and Sanctuaries Act, commonly called the "Ocean Dumping Act")
Makes it unlawful for any person to dump, or transport for the purpose of dumping, sewage sludge or industrial waste into ocean waters after December 31, 1991;
Prohibits, after the 270th day after enactment, any person from dumping, or transporting for the purpose of dumping, sewage sludge or industrial waste into ocean waters unless the person: (1) enters into a compliance or enforcement agreement (which includes a plan negotiated by the dumper, the State, and EPA for terminating dumping as well as a schedule which EPA believes will result in the termination of the dumping), and (2) obtains a permit issued by EPA under authority of sec. 102 of the Marine Protection, Research, and Sanctuaries Act (MPRSA);
Provides for the payment of special fees for dumping and any penalties incurred by a dumper to be deposited into certain funds for use in finding alternatives to ocean dumping.
Of course there will be those who argue that the oceans are so huge that it will take more than illegal dumping to cause the oceans and the ecosystem to change or fail. Industries have such huge budgets and lobbying power and that means the diligence and research must continue and be enforced.
I think that there should be strong fines and charges brought against those who willingly pollute the worlds oceans with toxic waste. I believe strongly that our lives depend on the oceans and their continued stability and that if the marine life is harmed, then so will our lives be harmed. We depend on the oceans and we should take care of them.
Living in Alaska for over 38 years I have seen the result of the Exxon Valdez oil spill on the economies and way of life for people who depend on the ocean. Millions of people all over the world depend on the ocean to survive and we cannot let that be taken away.
But one has to realize that countries depend on ships to export and import their goods and it is unrealistic to expect them not to ship their goods. Commerce must continue. And, It is not unrealistic to ask them to abide by the rules and regulations set out to make the oceans a safe place for both mankind and the animal world. The ecosystem is a fragile thing and it must be taken care of.
Works Cited:
http://www.epa.gov/history/topics/mprsa/02.htm
Reading Response-Week #4 Part 1
Reading Response-Week #4:
Part 1: Question 6 Page 840
Lesson learned on this one. Be sure you delete the correct draft on your blog!
Roz Chast’s cartoon Men are from Belgium, Women are from New Brunswick is pointing to the fact that men and women communicate-by not communicating. She is able to do this both with her written statements and her pictures. She does this by having one side saying what the person speaks, and the other side saying what the person is really thinking. The first frame shows the man happily biting into his dinner and asking his wife if the meal was meatloaf-but what he really meant was that he couldn’t tell if it was meatloaf by the taste. The woman responds with a positive of course it is dear which really meant do you have a problem with my food? As you go through the frames you can see the pattern of each person saying something or asking something but not really meaning what they say or ask. Such as the part where he tells her it is delicious when he truly can’t stand the taste. They are both so diplomatic in their conversations-even though they don’t feel that way. The part where he asks if she used a recipe and what he truly means are right on. The food was horrible, and tastes like she threw everything in the kitchen-sink into the meatloaf. But he won’t say that. And she of course responds with a “I was feeling creative…” comment when in fact she wants to tell him so-what if it isn’t the same as always-so what if it tastes different-just eat the darn thing! The kicker is when he tells her next time don’t be shy about using a recipe-because in truth the thing was totally inedible. Her response is great-“Okeydokey” but then the other frame has her thinking he is a social outcast and dimwit and needs professional help.
I have to agree with her on this because many times people do make nice and don’t say what they really mean-whether it is because they don’t want to hurt that persons feelings or they don’t want to have a confrontation. Commendable, but think of how much less confusing our lives would be.
I too have had creative dinner nights and pretty much get the same responses from my family. Of course I will never admit to them that I think the meal is yucky myself!
So men and women communicate by not communicating. Just think how much better our lives might be if we all just tell it how we see it-with diplomacy and discretion of course.
Part 1: Question 6 Page 840
Lesson learned on this one. Be sure you delete the correct draft on your blog!
Roz Chast’s cartoon Men are from Belgium, Women are from New Brunswick is pointing to the fact that men and women communicate-by not communicating. She is able to do this both with her written statements and her pictures. She does this by having one side saying what the person speaks, and the other side saying what the person is really thinking. The first frame shows the man happily biting into his dinner and asking his wife if the meal was meatloaf-but what he really meant was that he couldn’t tell if it was meatloaf by the taste. The woman responds with a positive of course it is dear which really meant do you have a problem with my food? As you go through the frames you can see the pattern of each person saying something or asking something but not really meaning what they say or ask. Such as the part where he tells her it is delicious when he truly can’t stand the taste. They are both so diplomatic in their conversations-even though they don’t feel that way. The part where he asks if she used a recipe and what he truly means are right on. The food was horrible, and tastes like she threw everything in the kitchen-sink into the meatloaf. But he won’t say that. And she of course responds with a “I was feeling creative…” comment when in fact she wants to tell him so-what if it isn’t the same as always-so what if it tastes different-just eat the darn thing! The kicker is when he tells her next time don’t be shy about using a recipe-because in truth the thing was totally inedible. Her response is great-“Okeydokey” but then the other frame has her thinking he is a social outcast and dimwit and needs professional help.
I have to agree with her on this because many times people do make nice and don’t say what they really mean-whether it is because they don’t want to hurt that persons feelings or they don’t want to have a confrontation. Commendable, but think of how much less confusing our lives would be.
I too have had creative dinner nights and pretty much get the same responses from my family. Of course I will never admit to them that I think the meal is yucky myself!
So men and women communicate by not communicating. Just think how much better our lives might be if we all just tell it how we see it-with diplomacy and discretion of course.
Gammar Girl-Proofreading
Grammar Girl-Proofreading
This was a fun project because I grabbed my son and we went over each other’s work. He of course hates it when I read his work and tries as much as possible to avoid that happening. The feelings were somewhat the same when he started reading mine. Both of us tend to be a little territorial with our papers. First off we read our work out loud-something that I try to do because what I write doesn’t always sound the way I want it to. My son was a bit skeptical at first but once he started to hear his work out loud, he picked up on a few things that needed to be changed. I should say that we of course printed our copies first and what she says about missing more on a computer screen than on the printed version is so true. I know that we are supposed to become a paperless society some day, but I like to have the hard copy in my hand. The most fun and the most errors we found were when we read our papers backwards. We both thought this was a little off the wall, but darn if it didn’t make us hear things differently. In fact we found whole sentences that needed to be re-written. We didn’t have time for the give ourselves time, but I have done that many times because it truly does help to have a fresh, clear mind when reading something over.
This was a fun project because I grabbed my son and we went over each other’s work. He of course hates it when I read his work and tries as much as possible to avoid that happening. The feelings were somewhat the same when he started reading mine. Both of us tend to be a little territorial with our papers. First off we read our work out loud-something that I try to do because what I write doesn’t always sound the way I want it to. My son was a bit skeptical at first but once he started to hear his work out loud, he picked up on a few things that needed to be changed. I should say that we of course printed our copies first and what she says about missing more on a computer screen than on the printed version is so true. I know that we are supposed to become a paperless society some day, but I like to have the hard copy in my hand. The most fun and the most errors we found were when we read our papers backwards. We both thought this was a little off the wall, but darn if it didn’t make us hear things differently. In fact we found whole sentences that needed to be re-written. We didn’t have time for the give ourselves time, but I have done that many times because it truly does help to have a fresh, clear mind when reading something over.
Reading Response-Week #4
Part 2: page 1078, Question 1
I’m focusing mostly on the food related photos. It is easy to see from these pictures that American “culture” is fast becoming a reality in many other countries. I say “culture” because I don’t really see big names like McDonalds, Coca-Cola, Marlboro, as being culture. I see them as being a lifestyle that we have become accustomed to. These big corporations see a want and need in these countries and are capitalizing on the opportunity and they shouldn’t be faulted for that. I can’t say that these photos show anything great to share-fast, fatty foods, sugary drinks, smoking are not good, healthy things. Some people might say that the American culture is stepping on their traditional way of life-but traditions are only as strong as the person makes them. Ask someone from India, Iran, China and they will tell you that they have all of these products in their own country and sold in their own ways. The difference is that they did not have the concept of “fast food” until McDonalds and Kentucky Fried Chicken came to their countries. It is interesting to note that the McDonalds in India do not serve the same food as they do here. These corporations have adjusted their market to fit the consumers’ needs in each country. America did not invent the cigarette. Again talking to friends from India they say they have their own brands of cigarettes, and they do not have the same restrictions, as say Marlboro-filtered cigarettes are great. In India they have a very high rate of smoking-not due to America infringing on them-but their own traditions. It should be noted too that they chew some pretty potent tobacco in India. The same goes for Coca-Cola. The drinks in India traditionally are much sweeter and tastier than coke. These corporations have done years of studies to see if the markets in these developing nations would support their products. It doesn’t always work but it has for the three focused on in these cartoons. If you look at the photos it doesn’t seem as if anyone is too bothered by these products from America. They embrace the differences. It is more of one of acceptance to something new and American. True we can be investing in more healthy aspects of our culture. I can’t say I’m proud or not. To me it’s about corporations being able to capitalize on an opportunity.
I’m focusing mostly on the food related photos. It is easy to see from these pictures that American “culture” is fast becoming a reality in many other countries. I say “culture” because I don’t really see big names like McDonalds, Coca-Cola, Marlboro, as being culture. I see them as being a lifestyle that we have become accustomed to. These big corporations see a want and need in these countries and are capitalizing on the opportunity and they shouldn’t be faulted for that. I can’t say that these photos show anything great to share-fast, fatty foods, sugary drinks, smoking are not good, healthy things. Some people might say that the American culture is stepping on their traditional way of life-but traditions are only as strong as the person makes them. Ask someone from India, Iran, China and they will tell you that they have all of these products in their own country and sold in their own ways. The difference is that they did not have the concept of “fast food” until McDonalds and Kentucky Fried Chicken came to their countries. It is interesting to note that the McDonalds in India do not serve the same food as they do here. These corporations have adjusted their market to fit the consumers’ needs in each country. America did not invent the cigarette. Again talking to friends from India they say they have their own brands of cigarettes, and they do not have the same restrictions, as say Marlboro-filtered cigarettes are great. In India they have a very high rate of smoking-not due to America infringing on them-but their own traditions. It should be noted too that they chew some pretty potent tobacco in India. The same goes for Coca-Cola. The drinks in India traditionally are much sweeter and tastier than coke. These corporations have done years of studies to see if the markets in these developing nations would support their products. It doesn’t always work but it has for the three focused on in these cartoons. If you look at the photos it doesn’t seem as if anyone is too bothered by these products from America. They embrace the differences. It is more of one of acceptance to something new and American. True we can be investing in more healthy aspects of our culture. I can’t say I’m proud or not. To me it’s about corporations being able to capitalize on an opportunity.
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