Response Journal 4 Essay Example | Topics and Well Written Essays - 250 words

Response Journal 4 - Essay Example Several bigger high-tech companies were noted to be actively searching for EEs such as Intel Labs Europe, ARM Holdings, and other companies in Belgium like Agfa-Gevaert Belgium, Alcatel-Lucent, Belgacom, Cisco Systems, and Nuance Communications International are looking for very specialized skills (Schnederman 1). The shortage in engineers was identified to be the result of an ageing workforce and the limited number of students pursuing the degree. The report provided optimistic information that could encourage more students to go into the engineering field, especially to develop specialized skills in areas where high demand has been projected. It identified potentially high growth opportunities for engineers in the field of space research and new technologies (solar energy), among others. The most relevant aspect deemed necessary to entice more students to pursue this endeavor is to make compensation and benefits highly competitive to other professions within the area. But like any other profession, more than the compensation, other factors need to be considered to make the career more attractive and encouraging.

Leadership-Development Programs Essay Example for Free

Leadership-Development Programs Essay 1.0 Background At the senior executive staff meeting of August 1, 2012, the director of operations suggested that Cliffside Holding Company of Massapequa (CHCM) establish a leadership-development program to prepare junior financial executives for future advancement into executive positions. Specifically, the proposal was to send 20 employees off-site each year for a three-week program offered by the Aspen Leadership Institute of Colorado at a cost of $5,000.00 USD per student. The total cost to CHCM would be $100,000.00 per year plus approximately the same amount for lost time on the job. 2.0 Discussion CHCM has been in business for over 50 years. Our average growth rate is 12% per annum. None of our twelve senior executives has attended a leadership development seminar and yet our company has been prosperous. This calls into question whether a leadership development program is even necessary. Moreover, since our leadership has been successful and effective without  such programs it appears that leaders are born, not made. In fact, I surveyed your senior staff and all but one agreed with this notion. To quote the famous economist Dr. Irwin Corey, each of us is â€Å"born into this world accompanied by a rich, psychical disposition, which furnishes him ready-made all his motivations of conduct†¦He can show a demand for nothing that is not prompted by this galaxy of instincts.† The online reference site Wikipedia defines leadership as â€Å"the ability of an individual to influence, motivate, and enable others.† There exists an entire school of leadership theory which holds that leaders have certain traits in common. Winston Churchill, Mother Theresa, Martin Luther King, Jr. – all possessed such leadership traits as ambition, self-confidence, and intelligence. These cannot be learned; they are innate. Two well-respected research studies that support the notion that personality traits can predict leadership were published in the Journal of Applied Psychology and in the Leadership Quarterly. In my own experience, I’ve also noted that a tall physical stature is possessed by leaders. Certainly no one can increase his or her heightit is determined by genetics. Note the heights of some of the greatest leaders in United States history in the table, below. Source: http://www.laughtergeneology.com , http://www.imdb.com and http://www.imdb.com/name/nm1682433/bio In fact, all members of your senior staff are over six feet tall with one exception: Ms. Florence Forsythe, the person advocating leadership development training. Moreover, I am suspect as to her intentions. Is it possible that she may covet my position as the human resources VP? Or is she motivated by the liberal notion that all citizens of a free nation have the right to pursue education and can achieve anything they desire? I suspect she is motivated by both personal gain and bleeding-heart liberal intentions. Once we start sending some people for leadership training, we will start getting numerous requests for expensive training that we simply cant afford. Regardless, if we spend our money on leadership development, we will not have enough to spend on recruitment. And, from the discussion above, it would be more logical to select and recruit those with leadership traits than to try and develop those who are not. Moreover, if we spend money sending the wrong people to leadership training, the whole program will be a waste of money. There are plenty of people who are already leaders; we don’t need to â€Å"train† those who are not. 3.0 Conclusion and Recommendation I speak for truth and common sense. CHCM should not invest in the proposed initiative to send its junior executives for annual leadership training. Leadership development programs are wasteful because the money is not well-spent. The advocate of this idea, Ms. Forsythe, is not really concerned about developing leaders for Cliffside Holding Co. Instead, Ms. Forsythe has a personal agenda to discredit me personally and push the theories of the Aspen Institute. As VP of Human Resources, I dont think  those theories are appropriate for the culture of CHCM.

The Components Of Attitude Education Essay

The Components Of Attitude Education Essay Attitude influences the way in which an individual behaves towards an object, institution, or a person. Our attitude towards a particular object may be influenced by our parents, school, teachers and society in which as an individual we live. According to Thurton (1929) attitude may also be defined as the sum total of mans inclination, feelings, threats and conviction about any specific topic. Karlinger (1973) holds that attitude is an integral part of personality to think, to feel, and perceive to behave towards a referent and cognitive object. Attitude is very important as it decides the behavior pattern of a person. Attitudes can be implicit and explicit. Implicit attitudes are unconscious, but still have an effect on our beliefs and behaviors. Explicit attitudes are those about which we are consciously aware of and they clearly influence our behaviors and beliefs. In the opinion of Bain (1927), an attitude is the relatively overt behavior of a person which affects his status. Jung (1921) defines attitude as a readiness of the psyche to act or react in a certain way. Components of Attitude Harrison (1976) has identified three components in attitude as under: Beliefs are what one considers desirable and undesirable. Attitudes are accompanied by emotions and influence each other. The individual displays his attitude through his action (behavior). However, Wenden (1991) proposed a broader definition of the concept attitude. He has introduced these terms with a little change, although the theme is almost the same. He says that the term attitude includes three components as Cognitive Affective Behavioral Cognitive component is made up of the beliefs and ideas or opinions about the object of the attitude. Rosenberg and Hovland (1969) suggest that cognitions include perceptions, concepts, and beliefs about the attitude object and these are usually expressed by verbal questions. Ajzen (1988) categorizes cognitive components into verbal and non-verbal responses. Cognitive responses of a verbal nature are expressions of beliefs about an attitude object. According to him, cognitive responses of a nonverbal kind are more difficult to assess, and the information they provide about attitudes is usually more indirect. Baker (1992) believes that the cognitive component involves thoughts and beliefs. Affective component refers to the feelings and emotions that one has towards an object, likes or dislikes, with or against. Ajzen (1988) believes that affective responses involve evaluations of, and feelings towards, the attitude object. Verbal affective responses can be expressions of admiration or disgust, appreciation or disdain. On the other hand, facial expressions and other bodily reactions are assumed to show nonverbal affective responses. Baker (1992) suggests that the affective component concerns feelings towards the target language, which may be love or hate of the language, a passion for the poetry of the target language, or an anxiety about learning it. Also, Hermann-Brennecke (2000) defines the affective component as a feeling-based evaluative component. The behavioral component refers to ones consisting actions or behavioral intentions towards the object. Rosenberg and Hovland (1969) evaluate the behavioral component towards a situation with regard to a persons overt actions or verbal statements concerning behavior. These components of attitude consist of a tendency of an individual to behave in a particular way towards and object. Only this component of attitude is visible as the other two can only be inferred. Kinds of Attitude There are three kinds of attitude; Positive Attitude is a kind of attitude that people are likely to act consistently with. Negative Attitude is a kind of attitude where people act inconsistently with. Neutral Attitude refers to a situation where people feel themselves reluctant to take any definite decision and find it difficult to make a choice either to go with something or not. With respect to positive attitude, people may become respective to the said attitude and tend to understand every situation which corresponds to it. On the other hand, with a negative attitude a persons act will not be consistent due to the distortion he wanted to accomplish. Attitude Formation Attitudes may be learned from the experiences we have. These include mostly mundane events such as being praised by our parents for expounding liberal attitudes, but also major life and world events. Â  The basic processes through which we learn attitudes remain the same throughout life, though as we grow older the attitudes we learn may be more complex, and the ones we already hold may become more resistant to change. Attitudes are learned from our experience of the social context around us. Research has indicated that there are several ways in which attitudes are acquired. One of the earliest agents of attitude formation is parents. Later on world experience, interaction with the outer world plays a significance role in the formation of attitude. Some of the psychological factors which play a vital role in attitude formation are discussed below: Operant conditioning. It involves voluntary responses. It is usually involve with the behavioral component of attitude. Behaviors tend to be repeated if they are reinforced. Similarly behaviors tend to be stopped when they are punished. Direct instruction. The adoption of attitudes is directly told by the parents, schools, community, friends, as well as the impact of religion etc. Social learning. It is based on modeling and observation. We observe others, if they are rewarded and receive appreciation for certain behaviors, we are reinforced and it is more likely, that we behave in the way to express this attitude. Rational analysis. It involves the careful weighing of evidence for, and against, a particular attitude. In other words it involves the careful observation of the evidence in order to take the right decision. Language Attitude Language attitudes are the feelings people have about their own language or the languages of others (Crystal, 1992). Language attitude is different from other general attitudes in the sense that they are specifically about language. It is normally considered that language attitudes are related to the language itself, its variety, its sound system, its semantic quality so on and so forth. In fact, the term language attitude is applied by sociolinguists today, includes the outlook and our affiliation towards the speakers of a particular languages. Fasold (1984) suggests that attitudes towards a language are often a reflection of attitudes towards members of various ethnic groups. Language attitudes are changing all the time because the economic situation of a country may change, for the better or the worse, and so produce a different language attitude among its speakers or potential speakers. The same changing language attitude goes for the choice of a foreign language where the niche and the needs determine the language status. In this respect, Calvet (2006) states: Human beings are not always able to choose their languages, their choice is determined first and foremost by the milieu in which they find themselves, by the languages that coexist in this niche and then by their needs, and very little by the typological situation other coexisting languages. Second Language-Learning Strategies All language learners use language learning strategies either consciously or unconsciously when processing new information and performing tasks in the language classroom. Since language classroom is like a problem-solving environment in which language learners are likely to face new input and difficult tasks given by their instructors, learners attempts to find the quickest or easiest way to do what is required, that is, using language learning strategies is inescapable. The term language learning strategy has been defined by many researchers. Wenden and Rubin (1987) define learning strategies as any sets of operations, steps, plans, routines used by the learner to facilitate the obtaining, storage, retrieval, and use of information. Richards and Platt (1992) state that learning strategies are intentional behavior and thoughts used by learners during learning so as to better help them understand, learn, or remember new information. Faerch Claus and Casper (1983) stress that a learning strategy is an attempt to develop linguistic and sociolinguistic competence in the target language. Classification of Language Learning Strategies by OMalley OMalley (1985) divides language learning strategies into three main subcategories Metacognitive strategies. It can be stated that metacognitive is a term to express executive function, strategies which require planning for learning, thinking about the learning process as it is taking place, monitoring of ones production or comprehension, and evaluating learning after an activity is completed. Among the main metacognitive strategies, it is possible to include advance organizers, directed attention, selective attention, self-management, functional planning, self-monitoring, delayed production, self-evaluation. Cognitive strategies. Cognitive strategies are more limited to specific learning tasks and they involve more direct manipulation of the learning material itself. Repetition, resourcing, translation, grouping, note taking, deduction, recombination, imagery, auditory representation, key word, contextualization, elaboration, transfer, inference are among the most important cognitive strategies. Socioaffective strategies. As to the socio affective strategies, it can be stated that they are related with social-mediating activity and transacting with others. Cooperation and question for clarification are the main socioaffective strategies (Brown 1987). Attitude and Motivation in L2 Learning In the field of language attitudes, the term attitude and motivation are closely connected and related (Gardner, 1985). He believes that languages involve the acquisition of skills or behavior patterns which are characteristic of another cultural community. He discusses that the relative degree of success in second language acquisition depends, to a certain extent, on the individuals attitude towards the other community as well as the beliefs in the community, which are relevant to the language learning process. He believes that the acquisition of a second language is a long and tough task so that any concept of motivation must include in it an attitudinal foundation to sustain the motivation. He proposes that attitudes play a role in language learning through their influence on motivation. Educators accept that students have individual learning styles and vary in their attitudes towards learning in general (Deci, Flaste 1995). Two major clusters of motivation have been introduced by Gardner and Lambert (1972). Integrative Motivation Instrumental Motivation When students want to learn a language to become part of a speech community (integrate). People who immigrate to new countries are some examples of people who may want to identify with the community around them. An important aspect of this form of language learning is using language for social interaction. This form of motivation is thought to produce success in language learners. Learners may make efforts to learn an L2 for some functional reason; to pass the examination to get a better job, or to get a place at university. In some learner context an instrumental motivation seems to be the major force determining success in L2 learning. For example, in settings where students are motivated to learn an L2 because it opens the educational and economic opportunities for them (Ellis, 1997). . Starks Paltridge (1996) mention that learning a language is closely related to the attitudes towards the language. Karahan (2007) suggests that positive language attitude let learner have positive orientation towards learning English. As such, attitudes may play a very crucial role in language learning as they would appear to influence students success directly. Ellis (2000) mentions that positive attitudes towards the L2 and its speakers can be expected to enhance learning while negative attitudes impede it. So, attitudes have an impact on the level of L2 proficiency achieved by individual learners. The learners with positive attitudes, who experience success, will have these attitudes reinforced. Similarly, learners negative attitude may be strengthened by lack of success. Holmes (1992) states that people develop attitudes towards languages which reflect their views about those who speak the languages, and the contexts and functions with which they are associated. Hermann-Brennecke (2000) points out the relationship between language and attitude language does not consist only of forms, patterns and rules but is simultaneously bound up with the social, subjective and objective world, since it also carries the attitudes, habits and cultural characteristics of its speakers. The Status of English in Pakistan In Pakistani community where different languages co-exist, language attitudes play an important role in the lives of the users of these languages. Today there are more non-native than native users of English and English has become a world language. English language enjoys a high status in Pakistan as it is the language of education, law, science, technology, Government and a lingua franca among the provinces. It has become a status symbol, a refine medium of communication. English in Pakistan is used as an official and a second language. It is spoken and used by a relatively small but extremely influential portion of countrys population in the domain of government administration, law, the military, the higher education, commerce and mass media (Baumgardner 1993). According to Ghani (2003) English in Pakistan serves as a gateway to success, to further education and to white collar jobs. It is the language of higher education and wider education and not the home language of the population except in the upper strata of society where it is spoken as a status symbol. Socially, English adopted as a second language has had a significant impact both economically and educationally. It continues to play an important role in the countrys commercial and industrial development and outside the government sector. Attitude of Pakistani Students towards Learning English Language policies have frequently failed in Pakistan where students attitudes to English language learning and use are mainly neglected. It is, therefore, important to study attitudes of students because if the learners have unfavorable attitudes to a target language, language policy implementation is unlikely to be successful (Baker,1992). Shahid Siddiqui (2007) discusses the present scenario in Pakistan and states that every student up to Intermediate level has to study English as compulsory subject. He further states that there are a large number of students who question the very existence of English as a compulsory subject. He claims that most of the students who belong to the rural background are not motivated to learn English. In Many cases the parents are not educated and cannot appreciate the purpose of learning English. As a result the students feel that English is perhaps the privilege of the elitist class and only the bright students can acquire it. There is a small group of students who realize the importance of English as it is a passport to employment. Most of the students are willing to learn English just to get degrees instead of attempting to learn the language skills. As a result, they spend most of their time in rote memorization which is considered the best way of passing the examination. Rahman (1999), in his survey of students attitudes towards learning English has found that almost all the students, including the deeni madrassahs want to learn English. However, it seems that the reason for learning English is instrumental for them. Factors Affecting Attitude towards Learning English There are certain factors which can be attributed as to affect the attitude of students towards learning English. Role of Parents. Parents play an important role in the education of their children. Their involvement and encouragement can help a child excel. Alberta Education encourages parents to take an active role in the education of their children and provides resources to support their involvement. Parents are the major socialization agents who play a vital role in shaping childrens attitudes towards ethnic groups and language learning. Parents can also be actively involved in the learning process and promote success by encouraging children to study the foreign language, monitor their performance, correct mistakes, etc. On the other hand, if the parents are not literate in the second language, their children remain deprived in terms of the availability of interaction in a second language at home. Role of Personality Traits in L2 Learning. Personality is considered a very important category of individual differences since the individual is often judged depending on her/his personality. It has been frequently observed that different learners attain highly different levels of L2 proficiency even though the circumstances in which these learners acquire a target language are almost identical. This inter individual variation can be accounted for by learner-internal factors. Extroversion/Introversion. Extroversion and introversion are personality characteristics that can influence language learning in a positive or negative way depending on the measured aspect. It is believed that extroverts, who are sociable and open to other people, are more successful in learning languages than introverts, because they have more contact with L2. On the other hand, well-organized and serious introverts are seen as better learners as far as the systematic study is concerned. Anxiety. Krashen (1985) maintained that anxiety inhibits the learners ability to process incoming language. An interaction is often found among anxiety, task difficulty, and ability, which interferes at the input, processing, retrieval, and at the output level. If anxiety impairs cognitive function, students who are anxious may learn less and also may not be able to demonstrate what they have learned. Therefore, they may experience even more failure, which in turn raise their anexity level. Age. Age has often been considered a major, if not the primary, factor determining success in learning a second or foreign language. Children are generally considered capable of acquiring a new language rapidly and with little effort, whereas adults are believed to be doomed to failure. Although older learners are indeed less likely than young children to master an L2, a close examination of studies relating age to language acquisition reveals that age differences reflect differences in the situation of learning rather than in capacity to learn. They do not demonstrate any constraint on the possibility that adults can become highly proficient, even native like, speakers of L2 (TODD, Marshall 2000). Degree of Instrumentality vs. Integration. It is supposed that the degree of instrumentality is also a an important factor whicvh effect the process of L2 learning. When the learners are motivated to learn a second language for utilitarian purpose i.e, to get a good job the level of success is supposed to be higher as compared to those who learn a second language for integrative purpose. According to Gardner and Lambart (1972 ) when a language is learnt for utilitarian purpose , the success in second language is supposed to be lower than if it is learnt for the integrative purpose but Meenakshi Verma states that this claim seems to be doubtful as the instrumentally motivated students are effectively learning English. The reason seems to be that the instrumental motivation works as a force to get a good job. Role of Teacher in L2 Learning. The role of teacher in affecting the attitudes of students cannot be falsified. A teacher plays a vital role for the students. He can serve as a facilitator, a guide, a fellow traveler, an advisor etc. If a teacher does not provide sufficient exposure to the target language, does not motivate the students, or does not provide them an opportunity to communicate, such teacher proves himself a threat for students. In such circumstances, if the student is asked to interact, the threat of teacher may hinder students progress. As Dornyei (2001) notes, teacher skills in motivating learners should be seen as central to teaching effectiveness. Students need both ample opportunities to learn and steady encouragement and support of their learning efforts. Because such motivation is unlikely to develop in a chaotic classroom, it is important that the teacher organize and manage the classroom as an effective learning environment. Furthermore, because anxious students are unlikely to develop motivation to learn, it is important that learning occurs within a relaxed and supportive atmosphere (Good and Brophy, 1994). In short, attitude is the sum total of a mans instinctions and feelings, prejudice or bias, preconceived notions, fears threats and convictions about any specified topic (Gardner, 1980). It can be described in other words as a mirror through which the inner emotions, feelings, beliefs, liking, disliking can be depicted. As these are the inner as well as the overt behaviors of individuals, they have a strong impact on decision making and finding the way for further progress. In the same perspective, an attitude towards learning a language depicts the way in which the learner feels about second language. It highlights the beliefs, in relation to the language which is being learnt. An attitude can be influenced by parents, teachers as well as by the society including the religion. Our affiliations, our interest as well as our purpose behind learning L2, all play a vital role in forming attitude towards learning a language. Having a review of the related literature, it may be concluded that these factors have a strong influence on the beliefs, liking and disliking of students and have an impact on their overall achievement in the second language learning. Rationale of the Study This study aims to examine the students attitude towards learning English. It focuses on the relationship between students attitude and their achievements in English language. In the light of this study, it is possible to put forward those factors like students attitude towards teachers, curriculum, and teachers methodologies that can be the causes of students low achievements in exams or their disinterest in the language learning. This study will show students positive or negative attitude towards learning English and their proficiency in it. It will take into account students experience and motivation provided by the teachers. As the aim of this study is to investigate the students attitude towards learning English language, it will show that either students want to learn English for integrative or for instrumental purpose. In short, this study is designed to highlight the attitude of male and female students and also to investigate the difference between the attitude of male and female students towards learning English.

Employing Internet and Networking in the 21st Century Classroom Essay

â€Å"The Internet can bring the virtual world into the walls of the classroom, thus exponentially increasing the knowledge base available for practical use in teaching and learning (Kumari, 1998, p. 365). The use of the internet and online collaboration are skills that are important to employment opportunities and for â€Å"quality of life† (McManus, 2000). Regardless of the individual student’s future profession, the 21st century job market requires the ability to apply internet, collaborative, and networking skills. According to Barbara McManus, in her article â€Å"Creative Teaching with Internet Technology†, internet skills are best learned when applied across a varied curriculum, including â€Å"reading, writing, or mathematics† (2000). Teaching Tool The internet can be applied to the curriculum in many ways, including research, publishing, and virtual interactions. Although the internet is not always the most appropriate teaching tool, in many scenarios it can supplement and enhance a standard lesson (Educational Broadcasting Corporation). Research, publishing, and virtual interactions via the internet can provide authentic, real-world learning experiences for learners. Researching essays, papers, and projects via the internet allows students to utilize a plethora of different viewpoints, primary source documents, and â€Å"conduct original research† to apply to a topic (McManus, 2000). According to Dr. Siva Kumari (1998), the internet has quickly changed the way students and teachers interact with texts and research. The Educational Broadcasting Corporation asserts that the Internet allows students and teachers access to resources for research beyond the traditional classroom setting and decreases the amount of time spent doing said researc... ...ithin a collaborative blog teaches students how to work professionally and respectfully in a group environment – an essential employability skill. Using Facebook as a means of networking has become more popular throughout the Middle East as revolutions spring up across the region. The ability to contact those outside of one’s inner circle through social networking is a skill that is not lost on this Facebook generation. â€Å"Internet technology must be thoroughly integrated into the structure of [a] course (content, learning goals, assessment); the best assignments bring the fruits of internet use into the classroom.† (McManus, 2000). It is imperative that 21st century teachers prepare 21st century learners for the 21st century workforce. This means that teachers must utilize all innovation and technological advances available to them, particularly via the internet.

Freud’s Theory

1) You fail to study for your final examination stating that â€Å"all work and no play make Jack a dull person. † According to Freud's theory, how will you explain your behaviour? Sigmund Freud developed a theory about adult personality. Throughout the stages of childhood, the first part of personality, which we are all born with, is called the id. According to Freud id contains a reservoir of unconscious instincts, impulses that strives to satisfy basic sexual, and aggressive drives that operates on the pleasure principle, demanding immediate gratification.He said that adults never lost this part of their personality, as they grew older; they just developed ways of coping with it a bit better. As the child grew older, a second part of the personality developed, which was more in touch with outside reality. This he called the ego. The ego (largely conscious) operates on the reality principle, which mediates among the demands of the id, superego and reality. It satisfies the i d's desires in ways that will realistically bring pleasure rather than pain.For example, if you got very angry with someone, then the demands from your id might be to attack them but that is not very realistic, or socially acceptable. So the ego would take over, and find a way that the id's demand could be satisfied, but in a better sort of way, perhaps by making a very sarcastic remark, or something similar. As the child grows older, another part of its personality develops. According to Freud, for a small child, its parents are representations of absolute authority.They represent society and society's demand on the child. They tell it what it ought to be doing and how it should behave. This function is called the superego. In a way, the superego is kind of internal ‘parents' but a very authoritarian one. The superego represents internalized ideals and provides standards for judgment (the conscious) and for future aspirations. Freud saw personality in adults as being about a dynamic balance between these three aspects.There would be continual give and take between the id and the superego, with the ego acting as a go between. If the impulsive demands from the id become too strong, or the authoritarian superego was asking too much, the ego uses defence mechanisms which cuts out things that might destroy the dynamic balance between the three parts of the mind by allowing one side to get too strong. I failed to study for my final examination stating, â€Å"All work and no lay make Jack a dull person. † According to Freud's theory, because of anxiety I may rationalize unconsciously generating an overcome of cognitive dissonance to hide from myself the real reasons for my actions. My impulsive demand from the id became too sturdy, destroying the dynamic balance, thus the ego fears losing control of this inner war and the result ended in a dark cloud of unfocused anxiety. My behaviour will be self-satisfying but for an incorrect reason.

Japanese Internment essays

Japanese Internment essays If a man feeds off a fellow man he should be treated as a mad dog and be dealt the same fate This is practically the idea our nation went by to avenge Pearl Harbor which was totally unacceptable. On the night of December 6th 1941 no more than 1000 planes were on their way to Pearl Harbor and unfortunately the United States was attacked. That is no excuse for taking more than 120,000 Americans and putting them into internment camps. Our Nations leaders feared its own citizens and decided to lock them up. The morning after the attack on Pearl Harbor most Japanese citizens never even heard of Pearl Harbor and yet all were held responsible for the attack (Wataksuki , Pg 9). The Japanese people were in disarray and confusion about what really happened and what was going to happen to them. Most Japanese Americans tried getting their families together just in case the worst case scenario happened, and it did. As soon as most Japanese Americans really knew what happened, a majority of these citizensburnt or threw a way any items that represented Japan; Flags, letters, priceless kimonos, and even fine antique china. Almost a week after the incident FBI agents started questioning families and taking relatives away. Any individuals that did any off shore fishing or anything that dealt with any Asian country were the first to be taken to interrogation, and eventual Internment. The families eventually knew that the internment was coming so many tried to prepare for its harshness. When the Japa nese tried selling their valuables and of course they received a small fraction of what the object was really worth. Other Japanese Americans decided to store their objects instead of selling them, which was to no avail, Most were ransacked or taken away by the government. Eventually the land the Japanese owned was sold so cheap that it was near one-tenth of its original price (Home). Anyone would lose faith in their country for ma...

Free Essays on The Beatles

The Beatles were a mystical happening that many people still do not understand completely. Out of The Beatles, arose Beatlemania, a â€Å"generally harmless form of madness which came from Britain in 1963. (Alico)† The media had powerful effects on the public during this time. The media exposed this English rock group so much that their popularity literally sparked overnight. The sole idea of Beatlemania is from a group of four young men from Liverpool, England, known as The Beatles. These great men were John Lennon, Paul McCartney, George Harrison, and Ringo Starr. These four men had buoyant spirits, bottomless charm and unaccustomed and irrepressible wit. â€Å"Their overflowing gifts for songcraft, harmony and instrumental excitement, their spiffy suits and nifty haircuts, their bright quips and ready smiles, made them appear almost otherworldly, as if they had just beamed down from some distant and far happier planet. (Loder)† The Beatles got discovered at a strip joint, the Indra Club in Germany by Brian Epstein. They became the first entertainers to play louder than the audience. Under Epstein’s careful guidance, The Beatles found themselves signing a contract with Britain’s Electric & Musical Industries, Ltd. â€Å"But, exactly how, when, and where Beatlemania got started nobody, not even Epstein can say for sure. (The Beatles Anthology). In less than one year that they achieved popularity in England to the time they came to America, The Beatles achieved popularity and following that is unprecedented in the history of show business in England. They became the first recording artists anywhere in the world to have a record become a million-seller before its release. â€Å"They became the target of such adoration by their fans that they had to cancel one-night bookings because of riots in early 1964. (Alico)† Beatlemania had reached such unbelievable proportions in England, that it became a form of reverse lend-... Free Essays on The Beatles Free Essays on The Beatles The Beatles were a mystical happening that many people still do not understand completely. Out of The Beatles, arose Beatlemania, a â€Å"generally harmless form of madness which came from Britain in 1963. (Alico)† The media had powerful effects on the public during this time. The media exposed this English rock group so much that their popularity literally sparked overnight. The sole idea of Beatlemania is from a group of four young men from Liverpool, England, known as The Beatles. These great men were John Lennon, Paul McCartney, George Harrison, and Ringo Starr. These four men had buoyant spirits, bottomless charm and unaccustomed and irrepressible wit. â€Å"Their overflowing gifts for songcraft, harmony and instrumental excitement, their spiffy suits and nifty haircuts, their bright quips and ready smiles, made them appear almost otherworldly, as if they had just beamed down from some distant and far happier planet. (Loder)† The Beatles got discovered at a strip joint, the Indra Club in Germany by Brian Epstein. They became the first entertainers to play louder than the audience. Under Epstein’s careful guidance, The Beatles found themselves signing a contract with Britain’s Electric & Musical Industries, Ltd. â€Å"But, exactly how, when, and where Beatlemania got started nobody, not even Epstein can say for sure. (The Beatles Anthology). In less than one year that they achieved popularity in England to the time they came to America, The Beatles achieved popularity and following that is unprecedented in the history of show business in England. They became the first recording artists anywhere in the world to have a record become a million-seller before its release. â€Å"They became the target of such adoration by their fans that they had to cancel one-night bookings because of riots in early 1964. (Alico)† Beatlemania had reached such unbelievable proportions in England, that it became a form of reverse lend-... Free Essays on The Beatles Pop Rock has been around for decades with different cultural bands across the world. Back in the 1960’s a British Pop Rock group from Liverpool hit top charts and number one hit singles with their albums. This band was named The Beatles. They visited many countries and cities on tour all over the world. They put a big impact on Pop Rock music and it has influenced more people to listen to them. No one ever thought that a British Pop Rock group would ever make it as far as the Beatles did. John Lennon, George Harrison, Richard Starkey, and Paul McCartney were the four members of the Beatles (DeWitt 1). Before they really were the Beatles a man named Pete Best was a part of the group. Whenever they needed to meet for meetings and clubs Pete was always busy, so they met a man named Richard. Richard started to fill in for Pete while he was busy and couldn’t make it. The Beatles were all supposed to meet in Germany but Pete couldn’t come so they used Richard. They enjoyed playing with him so much that they wanted Richard to be part of the group so they wouldn’t have to worry about Pete (Herring 57). The Beatles before they became number one were not called the Beatles. First they formed a name and called themselves â€Å"Johnny and the Moondogs†, then â€Å"The Silver Beatles† and then finally broke it down to being Plasek 2 just the Beatles (Holdhsip 4). As they got more involved in the music business there were a lot of people who helped to encourage and make them into the best Pop Rock group ever. Bob Wooler was a nice man who promoted the Beatles Music. He also introduced them to the Cavern Club they played in almost every night. He also helped by getting Horst Fisher, which was a retired German boxer. Horst sat at the Cavern Club while the Beatles would play acting like he wa...