Business & Society ( Ethics & Stakeholder management) Essay

Business & Society ( Ethics & Stakeholder management) - Essay Example A.2: A CEO has to lead by example and John Mackey must be aware of this basic ethical tenet. Else, he would neither have taken the trouble to hide his identity nor chosen the Yahoo! Finance Stock Forum, to air his messages. Yet he persisted with this deception in spite of knowing the implications of his activity. The loss of prestige in the event of his being found out probably did not bother him too much. I would qualify his attitude as being ‘indifferent’ in setting high ethical standards for his company. A.3: A firm’s image is the sum total of its products and social responsibilities. Firms go to great lengths to reinforce their positive images in fields such as corporate governance, social responsibility, environmental compliance etc., in order to attract various stakeholders – employees, suppliers, consumers, investors and regulatory authorities. John Mackey’s activities are definitely harmful for the future of Whole Foods. The specific example of the difficulties faced in its attempts to acquire Wild Oats can be seen A.1: The reality of the situation (or, ‘what is’) is that my boss used official resources for his personal purpose, however insignificant it may be. This was not a one time, inadvertent practice, but indulged periodically with the full knowledge of himself and his subordinates. The normative (or, ‘what ought to be’) behavior demands that personal works are not carried out at the expense of the business. A.2: The boss’s practice is not ethical. He is trying to justify his action by rationalizing. Neither his length of service with the company nor the limit put by himself on the maximum postage at 60 cents, offer any justification for his conduct. If this issue is ignored, one has to answer the logical ends up to which such behavior can be accepted as ethical, in an infinite number of situations. A.3: If his argument of low pay being compensated by his unauthorized use of company resources

Civil Rights Activist Essay Example | Topics and Well Written Essays - 750 words

Civil Rights Activist - Essay Example The Civil Rights Movement is often compared to the "David against the Goliath" fable because it was a tough battle against overwhelming odds. On one hand were the oppressors who were extremely powerful in terms of strength, numbers and political power, while on the other hand were the oppressed, and all they had was a dream, and an undying tenacity to achieve that dream. What makes it one of the most important events in the annals of world history is that this movement was largely successful. This is bolstered by acts such as The Brown decision in 1954, the Civil Rights Act of 1964, and the Voting Rights Act in 1965 all of which helped bring about the demise of the entangling web of legislation that bound blacks to second class citizenship (loc.gov, nd). During these turbulent times, there were several visionaries who surfaced to make a change. These were great men who saw and understood that what was happening around them and to them was unfair. The Civil Rights Movement is largely associated with the life and struggle of Martin Luther King JR, however, it would be unfair not to identify the work done by several other men and women of that time in this regard. One such person who is unfortunately barely ever mentioned or completely ignored in the pages of history was Medgar Evers. It was in an oppressive world of White domination that Medgar Evers was born, on July 2 1925 to James and Jesse Evers in Decatur, Mississippi (Evers & Marable, 2005). Having taken birth in a devout Christian family, Medgar was instilled with virtues such as self-reliance, pride and self-respect right from a very young age. This made him an assertive boy. He was seen as mean by the local neighborhood. In the autobiography it has been documented that a lync hing of a neighbor that he eye-witnessed, had a profound impact on Medgar's feelings about the racist conditions that surrounded him (Evers & Marable, 2005). In 1943 Medgar left high school and joined the Army. He served the Army in World War II and was stationed in England and France. When he came back home, he joined Alcorn College in Mississippi majoring in Business. Medgar was a very popular student and also received the recognition by being named in the Who's Who in American Colleges. In 1951, Medgar married Myrlie, a freshman girl from his college. By 1952, Medgar had started in his own ways, several attempts to improve the lives of the black American people. In 1952, he became the founding member of Regional Council of Negro Leadership (RCNL) and in that capacity, started assisting the rural blacks to register to vote and promoting memberships in NAACP. Unlike Martin Luther King JR, Medgar was not a supporter of non-violence. He believed that oppressed blacks must fight back, and if necessary also cross the line. In 1954 he was appointed Mississippi's first field secretary for the NAACP. In this role he actively worked for the betterment of the lives of black Americans. He ran several boycott campaigns against racism and institutions that supported it. He also worked towards integrating schools instead of racial segregation. He took up cases where black Americans were not granted their rights in form of denied admissions or rejected loans, and fought for them to obtain justice. Increasingly, Medgar was asked to give public spe eches to inspire

America’s Greatest Challenge in the 21st Century Essay Example for Free

America’s Greatest Challenge in the 21st Century Essay Throughout the 21st century, United States of America has been plagued by so many crisis and challenges that put the integrity and strength of its government on test. But perhaps the most harrowing ordeal the country has ever experienced was the terrorist attack on September 11, 2001 which claimed more than two thousand lives, mostly innocent civilians. United States has considered terrorism, coupled with nuclear threats, its greatest challenge ever. Organized terrorists from hostile nations target America. Since the nation is very superior in conventional warfare compared to its adversaries, terrorists deviate from non-conventional warfare and resort to nuclear terrorism. Technology is helping these criminals to undertake their evil scheme. In nuclear terrorism, the terrorist use nuclear weapons, including radiological weapons, to cause massive destructions to humanity to attain their political or religious ideals. Terrorists pose great threats by utilizing or exploiting nuclear in a number of ways: 1) They can attack nuclear facilities for the purpose of melting down the nuclear reactor and releasing the toxic substance inside.  The power plant will cause radioactive contamination and will result into great casualties. Such incident my equal or exceed the catastrophe brought by the Chernobyl in 1986. 2) They can create dirty bomb which is loaded with radioactive materials and a conventional explosive. Upon detonation, it releases radioactive and highly poisonous particles in the air. Terrorists find this appealing since it is very successful in instilling fear and panic. Further, its contaminating effect is long-lasting. 3) They can create improvised nuclear device (IND). This bomb uses low-grade nuclear substance but the effect is still devastating. ) They can buy ready-made nuclear weapons in the black market. This way, all they have to do is read the manual, set the weapon and detonate it. Presto! Hundreds of civilians lie lifeless on the street. 5) They can create a full- blown nuclear bomb. This may not be highly probable, but it is still possible. Organized terrorists, including those who are supported by the hostile nations, have the technology, money and capability to design and fabricate a nuclear bomb. The danger is very clear: the spectre of nuclear attack on the American soil looms and it is getting clearer each day. Wrong hands are holding nuclear weapons; the wrong hands who desire nothing but to kill Americans and destroy American power. America is a powerful and rich country. It can easily build a nuclear weapon and bomb those nations who cuddle terrorists. † Fight fire with fire. † However, that is easier said than done. There are several and less violent, yet effective, ways for America to fight nuclear terrorism. First, all nuclear weapons, materials and facilities must be secured and well-protected. This way, it prevents any plan of the terrorists to attack, sabotage or steal these things. This includes the intensive drive of the government to eliminate or confiscate all nuclear weapons and materials held by unauthorized individuals and arrest anybody who is caught selling these deadly things. Second, stiff sanction must be imposed to any nation or country that sponsor any act of terrorism. America should be firm with this one. Without any sponsor and a base, terrorism and terrorist will surely cease to prosper. Third, investigating and counter-terrorism tools must be upgraded to match the sophistication of terrorists. Aside from that, the agencies must not keep the reports to themselves. They must share information not to the public but with the other agencies. They must have transparency to compare notes and information. Lastly, the American citizens must be educated about all kinds of terrorism. Information drive should be conducted. If possible, civilians should be given authority to make an arrest if necessary. This way, ordinary citizen can help distinguish any terrorism even before the act is committed. With knowledgeable civilians around, detection of terrorism will not be limited to the authority alone; thus the long arm of the law is made even longer and prevention rate of terrorism will be much higher.

Approaches to Adult Learning

Approaches to Adult Learning Annotated Overview The focus of this writing will be on the themes of the assigned chapter readings for Week 6. These chapter reading from Learning in Adulthood: A Comprehensive Guide was in the following chapters: 8, 9, and 10. This paper will also include additional learning resources (media video and instructors notes) and will outline points of interests gained from their viewing and reading. Week 5 Annotated Chapter Assignment This weeks study involved our reading of three chapters, viewing two media videos and article reading. This paper will touch on the points of interest that resonated with me in my reading as well as thoughts that I explored from the supportive learning resources (media video and instructors notes). The paper will conclude with a summary/discussion of what was gained through this learning experience and discuss ways this learning can be implemented. Understanding and Facilitating Adult Learning: A Comprehensive Approach Chapter 8 Theme The overall theme of this chapter highlighted an integrated approach to learning which shows the synergistic connection and combination of the mind, body, and spirit in learning called embodied learning. It also discussed the significance of learning through storytelling and heightened learning outcomes of narrative teaching. This section will address the points of interests that inspired to onto further study. Narrative Learning There are events that happen in our life which are unique. Some are uniquely dull and some can be uniquely exciting. However, the case each has a unique storyline that when told can help others to better understand and know something of the storytellers world that may lead to a significant discovery in their own. The writer points out that Narrative knowing are not so much driven to find out more about the tangible outcomes of an event: its facts, logic and such, than they are about discovering meaning, and gaining understanding of the same event (Merriam, Baumgartner, Caffarella, 2007). Narrative Learning Formats. The writer pointed out that that narratives as a conduit for learning comes in three distinct formats which are storying the curriculum, storytelling, and autobiography (Merriam et al., 2007). Overall as Foote points out the stories told through narrative learning be it a story with connotations that are based on culture, tradition, social or spiritual implications each has been in its unique way the means of knowledge impartation since time began (Foote, 2015). Educationally, storytelling provides the presenter with a powerful means of helping the learner to make salient connections which improves the learning experience. Narrative Learning, Adult Development, Transformational Learning. I appreciated what the writer stated concerning life narratives being a retrospective activity that is continually in the process of revealing itself unfolding. For when one views life from a narrative perspective the result leads to empowerment. This happens because its not what happens to anyone that matters it how the event it translated that matters (Merriam et al., 2007). My thoughts are, re-storying based that is devoid of the positives found even in the most negative of situations seriously retards ones transformative development. Nemec says that in stating that a transformation which shifts one perspective is not always easy because there is a cause for disequilibrium in ones life. However, if one chooses to, one can regain a new balance in life from what is learned through that life experience by changings ones perspective of the issue at hand (Nemec, 2012). Chapter 9 Theme The theme of this chapter encourages one to take on the perspective of learning and knowing by using lenses of no-westerners. In this way one is better suited to understand the dynamics of the meaning of ones learning and knowing is based solely by the beholder and not on ones location. This section will address the points of interests concerning which I found to be enlightening The Western/Non-Western Dichotomy, Culture, and Indigenous Knowledge According to the writer in order to fully appreciate the differences in western and nonwestern learning and knowledge one must take in deliberation the following perceptions: Western versus non-Western, culture and indigenous knowledge (Merriam et al., 2007). Western/Non-Western Dichotomy. According to Merriam, many non-westerners do not accept the false narrative typically held by some in the west concerning the promotion of the assumption that westerners learning and knowledge is superior to all others (Merriam et al., 2007). The cited writer points out that what is thought of as western knowledge is often traced to classical Greek culture (Paul Pedersen, 1980). Culture. Merriam points that culture can be defined as a representational manifestation of the shared behavior and meaning held by a same group of people (Merriam et al., 2007). Cultures from East Asians are known for their renowned ability to pay attention on a global and local level. In comparison to their western counterparts, the west is no match. A plausible reason for that is in how each culture implicitly obtains diverse knowledge and process the information. (Qiufang Fu, Zoltan Dienes, Junchen Shang, Xiaolan Fu, 2013). Indigenous Knowledge. Cultural knowledge and learning is that which is shared within a group. Analogous to that definition is indigenous knowledge but on a larger scale. This is knowledge that is known as local knowledge that is generated and shared, by a group of people, over a period but within a specific geographic and historic region. This is knowledge is community-based and supported knowledge that deals directly with local issues within the region for the betterment of the community(Merriam et al., 2007). Chapter 10 Theme The theme of this chapter looks at learning from the context of learning taking place on a more global perspective within society. The chapter looked at the working of power and various other learning themes. This section will touch on aspects that I found interesting. Critical Theory and Adult Learning According to Merriam, when one compares andragogy and transformational learning, are unaware of the potential that lies within the potentially of critical theory potential. The vastness of topic of this theory surrounding adult learning, lends itself to further examination of the concepts that impact adult education. I found the following to be interesting reads: reflective discourse and the seven learning tasks involved with critical theory. Ideal Conditions for Reflective Discourse. Merriam cites Habermas stating that as a form a form of knowledge Habermass ideal conditions for reflective discourse, closely resembles it. The forms of knowledge being technical, practical and emancipatory knowledge(Merriam et al., 2007). Merriam goes on to state that according to Mezirow, when two are in discussion if there is no doubting the authenticity of what is being shared or the truthfulness of the speaker, or how appropriate the information is in light of relevant norms, one is prone to seek the best judgment of one that is judged to be informed, objective, and rational (Merriam et al., 2007) Critical Thinking. Merriam states that because lifeworld and the system interconnect it would behoove one to critically focus ones attention on the concerted workings of the two. Merriam goes on to quote Collins (1995) stating that, The juxtaposition of lifeworld and system concepts is clearly significant in enabling us to think deeply and realistically about the systemic blockages to the achievement of a more fully democratized society' (Merriam et al., 2007). Bohman and Rehg (2014) point out that Habermass criteria there are four conditions when applied to interactions of discourse between adults that are at play that would result in authentic discussion. They go on to state that crux of Habermass Theory of Discourse is expression of valid facts and information that is based purely on the merits of a disinterested pursuit of truth (Bohman Rehg, 2014). This holds true in an any interchange involving rational adults who are sharing truth from a level personal knowledge and understanding while at the same time seeking mutuality of understanding and knowledge. Integrating the main themes The chapter readings for week six gave me a better sense of self-involvement in learning. Whereas the tone of week five reading was on the role of facilitation in the learning process; the implications in the statement of one being personally involved in learning was spoken loud and clear throughout week six chapters. In reflecting on the theories and principles of transformative learning I can say that one of the enlightenments that I take away is through the means that transformative learning, ones internal and external awareness is enhanced within that transformative learning experience. What I mean by that is, I learned that learning is more than just sitting in a room assimilating data. Cohen points out, that when one embodies the learning the learning experience, there is an opportunity created where any portion of the information being received can connect with meaning that initiates ones conscious awareness that brings about a reflective moment which ushers in a revelation of ones higher self. Transparently speaking, this reading brought up some thoughts that I had not previously considered. Consequently, these three eye-opening chapters demand a deeper review and reflection on my part, if for nothing else than for the sake of growth through perspective changing and social enlightenment, which is the message I felt the writer was conveying within these three chapters. Incorporating Media and Instructor Notes The video, New Approach to Learning was an expose on the creator of Khan Academy. He is a former Hedge Fund analysis who started a free on line e-learning you tube website. This is a unique approach to sharing information with others that assister the self-directed learner supporting their ongoing learning settings. The presenter points out that his approach is simple and effective and attracts the attention of youth and adult learners around the world. The benefit of this approach to learning is that the learner can have ready access for a variety of learning event while learning at their pace. Mr. Khan points out that according to research information the length of the content is at the right amount that facilities learning. The presenter also brought in a interviewee who expressed how this type of learning is a valuable asset to locations around the world that may not have access to any formal or informal means of education (Vantage Siam Co., 2011). The video, Gen Y New Approaches to Learning Training was interview centered on Generation Y and their approach to learning. The interviewee pointed out the demographic range of this new type of learner and the desires of the Gen Y group of learners to be taught in accordance to the technological society we live in. They want to be free in their ability to use the knowledge with the technology they have grown up with as compared to previous generations who did not have similar types of access. Both the interviewer and interviewee agreed that the responsibility of the teacher is to move away from former methods to incorporate this new desire for learning by making it easy for student involvement and encourages participation. This move will not only affect the present generation but it will prepare them for the upcoming one Gen Z.(Award1956s channel, 2010). The video, Koren Alberich on New Approaches to Learning was interview on three examples of learning using alternate reality games and virtual worlds. The interviewee explained how the games and worlds can be made to adapt to any environment and setting. Each can be structured to simulate desired learning outcomes. Two salient outcomes of these new approaches are: 1) the scalability. The environments and settings can meet any size of learning audience, 2) as for the use of virtual worlds they can be create real-time global location via internet that can bring global locations into one location (Clarey, 2011) Conclusion The overall thought of this weeks lesson has been an approach to learning that has helped me in synthesizing my life to what has been presented within these three chapters, as well to the previous lessons. Subjects like the principles of embodied learning with its lesson on spiritual and narrative learning are very insightful. I am a Pastor of a small congregation and I teach using the preaching method of expository preaching. After reading about narrative learning I have added storytelling as an element of preaching to help the listener gain a richer understanding of the content of my message. This is one example of how I have applied what I am learning. I believe that knowing and not applying what one knows means that knowledge remains as theoretical information. However, when that same knowledge is put into action then it takes on another essence, by becoming reality in the life of the one that has applied it. As I further reflect on what take away from the chapter dealing with Le arning and knowing I now look at with I know and have learned through new lenses. Taking others perspectives, especially other cultures, will be hard to do. That is if one is not willing to, at the least, empathetically look at life from someone elses perspective. I agree with the chapter writer concerning our western egotism when it comes to learning that inders us in that aspect. Our pride should not be the thing that keeps us from learning and knowing from other cultures. The truth is, in many cases other cultures have truly learned and know more than our does. Any barrier to intellectual growth must be overcome if we as a whole world round if we are to grow together. And as barriers, such as cultural pride and others come down that gives way to areas of growth in realms such as meaningful dialog brought about by the ethos of critical theory, as well as acceptance of ideals founded in postmodern and feminist perspectives. When approached with a mindset of open-mindedness, these theories and concepts are enlightening and the means of growth. Light makes things grow. Needless to say, I feel I have grown to have a deeper appreciation for what I have experienced thus far and look forward to what more is to come. References Award1956s channel (Producer), Award1956s channel (Director). (2010, December 8,). Gen Y new approaches to learning training. [Video/DVD] Retrieved from https://www.youtube.com/watch?v=o-SXIdXMqeA Bohman, J., Rehg, W. (2014). JÃ ¼rgen habermas. Retrieved from https://plato.stanford.edu/entries/habermas/#HabDisThe Clarey, J. (Producer), Clarey, J. (Director). (2011, April 22,). Koreen olbrish on new approaches to learning. [Video/DVD] Foote, L. S. (2015). Re-storying life as a means of critical reflection: The power of narrative learning. Christian Higher Education, 14(3), 116-126. doi:10.1080/15363759.2015.1028580 Merriam, S. B., Baumgartner, L., Caffarella, R. S. (2007). Learning in adulthood (3. ed. ed.). San Francisco, CA: Jossey-Bass. Nemec, P. B. (2012). Transformative learning. Psychiatric Rehabilitation Journal, 35(6), 478-479. doi:10.1037/h0094585 Paul, Pedersen. (1980). The cultural boundaries of education and non-eastern alternatives.1 Retrieved from http://journals.sagepub.com/doi/abs/10.1177/014303438000100507 Qiufang Fu, Zoltan Dienes, Junchen Shang, Xiaolan Fu. (2013). Who learns more? cultural differences in implicit sequence learning. PLoS One, 8(8) doi:10.1371/journal.pone.0071625 Vantage Siam Co., L. (Producer), Vantage Siam Co., L. (Director). (2011, 15 July). New approaches to learning. [Video/DVD]

Essay --

1. PAPILDYTOS REALYBÄâ€"S MIKROPROGRAMÃ… ² SAVYBÄâ€"S IR REIKALAVIMAI 1.1 Papildytos realybÄâ€"s samprata ir savybÄâ€"s Papildyta realybÄâ€" (angl. augmented reality, lietuviÃ… ¡kai dar vadinama iÃ… ¡plÄâ€"stine tikrove) – tai sparÄ iai populiarÄâ€"janti nauja technologija, leidÃ… ¾ianti realiu laiku per vaizdo stebÄâ€"jimo Ä ¯rangÄ… matomÄ… vaizdÄ… papildyti virtualiais objektais ir informacija (1 pav.). Tarp daugybÄâ€"s skaitmeniniÃ… ³ nuotraukÃ… ³, televizijos reklamÃ… ³ ir video filmÃ… ³ kartais sunku suprasti, kur prasideda papildyta realybÄâ€", o kur tik skaitmeniniai elementai. Grafikos redagavimo programa (pavyzdÃ… ¾iui „Photoshopâ€Å" ar „Corel Drawâ€Å") nuotraukos realÃ… ³ vaizdÄ… papildÃ… ¾ius 2D iÃ… ¡galvotais objektais, papildyta realybÄâ€" nebus sukuriama – nÄâ€"ra 3D elementÃ… ³ ir interaktyvumo, o tai yra labai svarbios Ã… ¡ios technologijos sÄ…lygos. Ã…  iai technologijai taip pat nepriskiriami filmai ir televizija. Kai kurie filmai, tokie kaip „JÃ… «ros periodo parkasâ€Å" ar „Avatarasâ€Å" gausiai naudoja erdvinius ir virtualius objektus, sklandÃ… ¾iai perdengtus su realia 3D aplinka, taÄ iau jie nÄâ€"ra interaktyvÃ… «s ir negali bÃ… «ti priskirti papildytai realybei. Siekiant plaÄ iau Ä ¯sigilinti Ä ¯ papildytos realybÄâ€"a sÄ…vokÄ…, iÃ… ¡skirsime tris pagrindines jos savybes [9]: 1) galimybÄ™ sujungti tikrÄ… ir virtualiÄ… informacijÄ…; 2) papildyta realybÄâ€" yra interaktyvi realiu laiku; 3) papildyta realybÄâ€" veikia ir yra naudojama 3D aplinkoje. Papildytos realybÄâ€"s sistemos dÄâ€"l naudojamÃ… ³ platformÃ… ³ gali bÃ… «ti skirstomos Ä ¯ dvi kategorijas: mobilias ir fiksuotas. Mobili papildytos realybÄâ€"s sistema suteikia vartotojui judÄâ€"jimo laisvÄ™ daugybÄâ€"je aplinkÃ… ³, o fiksuota sistema atvirkÃ… ¡Ã„ iai – negali bÃ… «ti perkelta ir yra naudojama tik ten, kur yra Ä ¯rengta. IÃ… ¡skiriamos keturios papildytos realybÄâ€"s platformos: 1) asmeniniai kompiuteriai su internetinÄâ€"mis kamero... ...aguoja Ä ¯ Ã… ¾mogaus ar kitÃ… ³ objektÃ… ³ prisilietimus, ir suteikia jiems virtualiÄ… informacijÄ… realiu laiku. Tinkamiausias pavyzdys Ã… ¡iam metodui suvokti yra „Microsoftâ€Å" projektas „LightSpaceâ€Å", kuriame panaudota papildyta realybÄâ€" ir 2007-ais metais iÃ… ¡leistas „Microsoftâ€Å" stalinis kompiuteris „Surface. „LightSpaceâ€Å" sukuria aplinkÄ…, kurioje bet koks pavirÃ… ¡ius ir netgi erdvÄâ€" tarp tÃ… ³ pavirÃ… ¡iÃ… ³ yra visiÃ… ¡kai interaktyvÃ… «s [12]. Kombinacija tarp pavirÃ… ¡inÄâ€"s kompiuterijos ir papildytos realybÄâ€"s yra vadinama erdvine kompiuterija (angl. spatial computing). „LightSpaceâ€Å" kameros ir projektoriai yra sukalibruoti Ä ¯ 3D realaus pasaulio koordinates, kurios Ä ¯galina tas kameras ir projektorius atvaizduoti bei stebÄâ€"ti grafines projekcijas ant bet kokio pavirÃ… ¡iaus – tam nÄâ€"ra reikalingas skaitmeninis pavirÃ… ¡ius. Ä ®diegus tokiÄ… sistemÄ… Ä ¯ bet kokiÄ… patalpÄ… ji tampa skaitmenine, interaktyvia erdve [13].

Slavery in America :: Slavery Essays

Slavery in America By 1850, ninety-two percent of all American blacks were concentrated in the South, and about 95 percent were slaves. Pre-civil war slaves in America went through a great deal of turmoil and discontent in the South. Slavery has had a huge effect on our country. Many slaves were beaten to death and some did not survive the ruff life of slavery. Slavery then went on to cause the War between the North and the South known as the â€Å"Civil War†. In 1916, a Dutch ship brought twenty enslaved Africans to a Virginia Colony at Jamestown. Slaves were sold all over the United States to work on small farms and plantations. The slaves worked hard day in and day out to finish their jobs. Slave owners would whip and beat the slaves that would not work right or that tried to escape the plantation. Many times on a small farm the master would be in the field watching the slaves. Usually on larger farms the master would hire an overseer to make sure the slaves work and do not try to escape. (Slavery in America)   Ã‚  Ã‚  Ã‚  Ã‚  Slaves were taken from several areas of Africa such as Timbuktu, Benin, and Fut Tur. The African west coast was a very dangerous place during the triangular slave trade. First, the slave traders leave Europe and are directed to African West coast. Then they go from African West coast to West Indies or America. Finally they sail home from America. A complete trip lasts about 12 months. Slaves were brought by ships from Africa to be sold in America. (Pre-Civil War)   Ã‚  Ã‚  Ã‚  Ã‚  Runaway slaves used the Underground Railroad to escape slavery. They used the North Star for guidance to the northern United States. They would travel through waterways, swamps, forests, mountains, and back roads to escape slavery. Free blacks, Quakers, whites, and Native Americans would also help the slaves escape.   Ã‚  Ã‚  Ã‚  Ã‚  In conclusion I have learned that slaves in the Pre-civil war ear went through a great deal of trial and tribulation.

Easton Baseball Bats vs. Demarini Baseball Bats

Ever since the invention of the metal bat, creators have been perfecting the specific ingredients to it in order to create the best performance possible for an athlete. Over the past decade, two particular brands of baseball bats have revolutionized the way that players hit the baseball and perform at high levels. The common brands for baseball players are the Demarini and Easton brand baseball bats. Not only are both baseball bats reliable, they also perform at the highest level to create exemplary satisfaction. But an argument remains for both bats; which is the most reliable, which bat is the most effective on the field, and which bat do the players prefer the most? The elements of these particular brands are corresponding in a way to create an exceptional evaluation, but based on overall performance and player nostalgia the Easton bat has the upper hand. The Demarini brand of bats was established with the common goal in mind of revolutionizing the feel of the ball off the bat, and ultimately increasing the velocity of the ball off the bat. As a result, the manufacturer conjured the idea of â€Å"composite† metal, which is a softer and more flexible metal then the normal aluminum used in bats from the past. The baseball would basically bounce off this new type of bat with higher velocity. The composite idea took off, and soon players all over the world loved the feel of this now material as it struck a baseball. Climactically, the new Demarini bat was a better performer on the baseball field than its counterparts; with the exception of the Easton brand. As a result to the evolutional upgrade to the Demarini baseball bat, Easton turned the competition up a notch with the creation of stronger, more reliable bats that lasted a player several years of pertinent performance. Demarini bats were known to crack and lose â€Å"pop† over time, even with the risk of completely breaking! Easton bats were now tougher and more durable than the competitors, specifically Demarini. They also created the perfect balance on the baseball bat. Some bats feel â€Å"top heavy† (more weight is on the end of the bat causing an uneven swing), but Easton perfected balance creating more weight towards the handle. With the upgrades established by Easton, they were now on top of the baseball performance mountain, and no one has touched them to this day. Players across the nation and world have enjoyed the Easton bat’s performance on the field. Organizations have committed specifically to reviewing and studying the performance of baseball bats. According to baseballbat-reviews. com: Easton has produced top-of-the-line sporting equipment and for years has been one of America’s first choices, especially when it comes to aluminum baseball bats. There is no doubt [sic] all of Easton baseball bats will get the job done. Players have also personally shown their appreciation of the Easton baseball bat and how it has improved their performance on the field. John Stalton in Littleton, CO stated to Easton’s personal website, â€Å"†¦this is the best bat I have ever used over the course of 3 years; I will never buy a different brand of bat. † Player nostalgia is the most important argument to proving the level of performance a baseball bat brings to the table, and Easton went above-and-beyond in customer satisfaction. Demarini had many player disapprovals regarding reliability and, sometimes, performance. John Stalton said, â€Å"I have tried to use a Demarini, but it created too many problems. After 2 weeks, there was a rattling in the bat when I swung it. † Performance and reliability are the two major components to how bats are evaluated by players in modern day baseball. The Demarini and Easton brand baseball bats have been widely praised for their performance on the field, but no other brand can compare to Easton’s reliability to the players. Players have voiced their opinions regarding the performance and reliability of these particular brands, and a result; the Easton baseball bat has been considered the best metal bat in baseball today.