Charlie Chaplain’s Modern Times: an Economic Analysis Essay

From what I have seen of modern times, Charlie Chaplain works in a factory under a supervisor, who answers to the head honcho boss upstairs. His life is affected by intensity of work, his employer, technological advancement, and even a feeding machine. As he slaves away with his coworkers, they begin to panic as the workload increases. His boss orders an increase in the speed of the workers output multiple times. This is brought on by the desire of the boss to increase production and ultimately profit. Instead of hiring more workers he chooses to overwork the ones he has. This results in a decrease in moral, which leads Charlie to be confronted by his employer. The factory’s employees do not communicate directly with their employer, instead supervisors and television screens that depict an image of the boss serve to bark orders. In one particular scene, the boss watches as Charlie smokes a cigarette in the bathroom, he then appears on a TV screen and orders Charlie to â€Å"quit stalling and get back to work.† This is not only an infringement on Charlie’s rights as an employee but it is also strange that the boss oversees his workers like a big brother. Throughout this scene, large machines and pulsating electronic sounds give the feeling of ever-advancing technology. The boss has installed an observation network within the factory, as well as multiple monitors to communicate with his employees. These technologies as well as the introduction of the feeding machine symbolize innovation in the work environment. A spokesman arrives at the factory with a rather peculiar looking machine. This machine, designated â€Å"the feeding machine† is advertised to limit employee’s free time in order to further increase production. The boss decides to give it a go and tests this contraption on Chaplain. During his lunch, the machine malfunctions and goes berserk; Charlie is subject to the wrath of technological failure. Once the commotion ends the boss is unimpressed and refuses to buy the feeding machine. This is an example of a failed attempt at innovation. In this scene of modern times, we sympathize with Chaplain’s character as he experiences the trials of post-depression industrialism. New technologies, a ruthless employer, and an intense workload plague this character. Through it all we are introduced to this old world, and the ideals that still exist in big business today.

Violence in America: Guns under Fire Essay

Guns are used for protection against mayhem when the unexpected happens. As the citizens of the United States of America, the amendments are there to protect the freedom of the people. The second amendment protects the right of each individual to keep, and bear arms, and to defend our property, and most importantly ourselves. In James Q. Wilson’s New York Times article, â€Å"Just Take Away Their Guns,† Wilson argues that restraining people from legally purchasing firearms do not have any effect on the illegal use of guns, and reducing the amount of people who are illegally carrying one. He adequately reasons how the eradication of illegal guns on the streets should be the main focus regarding toughening American gun control regulations, which are the most frequently debated topic in America. Wilson claims that frisks and stops will eliminate illegal guns, and not multiplying the forms one fills to purchase a gun. James Q. Wilson targeted legally gun owners as his audie nce, uses logos and ethos to his rhetorical approach, and an effective, but could have had an overall stronger argument. Law abiding citizens such as legally gun owners are the intended audience in his topic, because of the, â€Å"legal restraints on the lawful purchase of guns† (p.124). To eliminate illegal use of guns there must a compromise between the government, and the citizens of rightfully legal gun owners. Toughening gun control legislation will have little effect on the illegal use of guns, which essentially decrease the amount of citizens buying guns. Wilson claims that roughly 200 million guns are owned by law abiding citizens, although, these guns are not the ones that are generally used for illegal and unlawful acts. Illegal uses of guns are usually obtainable through stolen, borrowed, or privately purchased that are used for gang related activities, burglaries, and or violent crimes. Wilson then makes a point that an increase in gun control regulations would take a big hit on none other than those law abiding citizens. The main purpose of owning these guns is for self-defense and to protect their loved ones, and properties. Collins Professor of Management and Public Policy at the University of California, James Q Wilson noted that, â€Å"Many cities suffer from a shortage of officers† is the exact reason why the citizens of the United States of America cannot reply on the government officials, such as the law enforcement to protect  the people, and their properties (p.125). Even if the gun control legislation successfully reduce the amount of lawful citizens to own guns. How will the government reduce the amount of people who are illegally owning guns in the present as well as the future? Wilson stated in his story that, â€Å"The average police officer will make no weapons arrests and confiscate no guns during any given year† Which will result in more illegal guns out on the streets than the law abiding citizens with registered guns (p.125). That will definitely strikes fear into the people’s mind knowing they can’t protect themselves, and quite frankly, not enough police officers to protect each, and every individual people in America at any given point of time. Law abiding guns owners are the intended target audience because Wilson’s claim is â€Å"legal restraints on the lawful purchase of guns will have little effect on the illegal use of guns† (p.124). James Q. Wilson strengthens his argument through the use ethos and logos to elaborate and emphasizes his thesis and claims of â€Å"Our goal should not be the disarming of law-abiding citizens. It should be to reduce the number of people who carry guns unlawfully, especially in places- on streets, in taverns- . . . â€Å"(p.124). The use of ethos helps Wilson to reinforce his claims and establishes credibility in his essay by using the fourth amendment of the constitution, Mark Moore, who is a professor of public policy at Harvard University, Gary Kleck, who is a criminologist at Florida State University, and The National Rifle Association to back up his argument. The use of ethos is effective in this essay for this topic, because the topic requires valid examples, statements, and statistics to anchor Wilson’s claims of gun control legislation, and the reduction of illegal guns on the streets. James Q. Wilson points out; â€Å"The Fourth Amendment to the constitution bans à ¢â‚¬Ëœunreasonable searches and seizure.’†(p.125). The amendment caused, â€Å"ample law-enforcement personnel worry about having their cases thrown out for constitutional reasons or being accused of police harassment† which results in shortage of police officers throughout cities in America (p.125). Harvard University is one of the top colleges in America, and with Mark Moore, a professor of public policy at Harvard University stated, â€Å"found that most weapons arrests were made because of a citizen complained, not because the police were out  looking for gun.†(p.125). Wilson uses a professor from Harvard University is an exponential clever way of supporting his claim for the gun control legislation, and making his argument even more effective. Gary Kleck is a credible guy, because of his career as a criminologist at Florida State University, and he, â€Å"has estimated that every year, guns are used- that is, displayed or fired- for defensive purposes more than a million times, not counting their use by the poli ce†(p.124). This statement by Gary Kleck supported Wilson’s examples of guns that are used to defend ourselves, and our properties, and as well as the law enforcement usage of guns to protect the country. Finally, Wilson uses a quote from The National Rifle Association and its allies that, â€Å"’guns don’t kill people, people kill people’† to emphasize the importance of, â€Å"urge the government to punish more severely people who use guns to commit crimes† instead of worrying too much about how to ban guns from law abiding citizens (p.126). James Q. Wilson uses logos for logical argument about gun control legislation, and its restraint on guns purchase that fails to have great effect on the illegal use of guns. Most people would argued that less guns mean less violence, but what they don’t know is that most crimes committed by guns are illegal that was stolen, borrowed, or bought from the black market. Wilson uses logos in his essay with organized structure along with a clear and concise thesis created an effective argument that is easily understood and followed by his target audience that generated a well-planned essay. Wilson backed up his argument by giving facts such as, â€Å"In 1992 the police arrested about 240,000 people for illegally possessing or carry weapon. â€Å"This is only about one-fourth as many as were arrested for public drunkenness† (p.125). That number is considered low if it is divided by every state in America. Considering these illegal gun holders are protected under the fourth amendment of unreasonable searches and seizures, which most of them probably got away with. â€Å"The reasonable –suspicion test is much less stringent than the probable cause standard the police must meet in order to make an arrest . . . more than just a hunch; it must be supported with facts include someone acting in a way that leads an experienced officer to conclude criminal activity . . . someone fleeing at the approach . . . a person who fits a drug courier profile; a motorist stopped for a traffic  violation who has a suspicious bulge in his pocket . . . Supreme Court has also upheld frisking people on probation or parole† (125). A criminal who know how to use the law to their advantage could potentially get away for their crimes and wrongdoings, and it puts the people in danger by knowing these illegal gun users might n ot go to jail, but set freed on parole and/or probation. Wilson used logos to rationalize appeal to the reader by stating facts and statistics to prove his claim and blended it with ethos to establish credibility for his argument. James Q. Wilson effectively presents his argument in a persuasive approach that uses different techniques such as ethos, logos, and organization. Wilson makes his ideas easy to follow by making the flow more sinuous which results in the contribution of the cohesiveness of his overall argument. The structure is clearly well planned and constructed that consisted of claims followed by statistics, counterclaims, and rebuttals. Even though Wilson made his argument effective, he concluded his counterclaim with frisks and stops made by police officers by patting down individual that seems suspicious. â€Å"Innocent people will be stopped. Young black and Hispanic men will probably be stopped more often than older while Anglo males or women of any race† (p.127) However, When Wilson made this point; he alludes to the idea of racial profiling, and he loses credibility by such reasoning. James Q. Wilson argument in this essay presents claims that were debatable in an informative way, and his thesis suggested solutions to the central problem regarding gun control legislation, and its legal restraints on lawful purchase of guns. Through the use of many techniques, Wilson created a well-organized and effective argument. However, had he addressed the issue of racial profiling with evidence, then he could have had an improved and sturdier effective argument. Works Cited Wilson, James Q. â€Å"Just Take Away Their Guns.† Current Issues and Enduring Questions. By Sylvan Barnet and Hugo Bedau. 9th ed. Boston: Bedford/St. Martin’s, 2011. 124-27. Print.

The Importance of Training to Quality

Introduction Many theorists have suggested that it is crucial to adequately train stuff in order to improve the overall quality of the service or product offered. Today employers are increasingly depending on the skills of all their employees for improvements in efficiency, quality and customer service (Motwani, Frahm, & Kathawala, 1994a). This review will focus on the findings of the main theorists in the quality management field and their views on the importance of employee training. It will outline the factors which influence employee training and suggest how quality training should be implemented. The review will also provide some insight into alternative methods of quality employee training. The Importance of Training to Quality Motwani, Frahm, & Kathawala (1994b) state that training is the critical variable in the success or failure of a company’s quality improvement programme. They go on to say that training enables a company’s workforce to acquire the skills needed to improve and maintain the quality production process. As the challenge of improving product and service quality becomes more important for all organizations so does the challenge to the training and development profession (Motwani, et al. 1994a). Motwani, et al. , (1994a) agree with other authors such as Cocheu (1992) and Ishikawa (1976), that quality begins and ends with training. According to Kaeter and Cothran (1992), training influences the process that help to improve quality. Ishikawa (1976) who has been a leader in stressing employee participation and the man who advocated the use of cause and effect diagrams (also known as ishikawa diagrams) to diagnose quality problems, has stressed that it is crucial to train managers and employees to improve quality. Deming (1982) notes that all employees should be trained continually as the needs of the customers are constantly changing over time. It is not enough to hire good people for the business organisation. They constantly have to acquire new skills for new materials and new methods of production. Deming (1982) considers training to be a long-term investment in people and the future of the company. Continuous training helps employees to improve their quality performance and the quality of the work processes they are responsible for (Deming 1982). When identifying key practices of quality management, most authors agree that training is an important factor. Saraph, Benson & Schroeder (1989) list training as one of the eight critical factors of quality management. Lakhal, Pasin, & Limam (2006) go on to state that employee training and employee participation are two of the eight critical factors of quality management. Eight key employee practices to improve quality have also been suggested by Smith (2001) and they are: recruiting, selection, retention, teamwork, training and development, appraisal, rewarding quality and employee involvement. Just knowing that training is important is not enough; training must also be effective (Cocheu, 1992). Cocheu (1992) proposes that to improve quality, organizations can use a six-step strategy, which includes: 1. Preparation, 2. Planning, 3. Awareness, 4. Deployment, 5. Implementation, and 6. Continuous improvement. This strategy should be supported by a six-phase training approach: 1. Understanding and commitment, 2. Quality management systems, 3. Improvement teams, 4. Customer service, 5. Process improvement, and 6. Advanced quantitative methods. Each phase of the quality training curriculum should build on the preceding hase of the training to give people at every level of the organization the knowledge and skills they will need. This includes both the employees and the management. (Cocheu, 1992) The Importance of Management to Training Most authors agree that quality management is crucial for the successful training of the employees. Without the wholehearted commitment of top man agement, spending time on quality training is pointless. Employees look to management to see if a company is really serious about quality training. If the management does not commit itself to change than the workers will not do so either (Motwani, et al. 1994b). Successful implementation of any change programme requires proper education and training of those who would be involved in the implementation process (Ernest Osseo-Asare Jr & Longbottom, 2002). Management needs to be sincere and to devote adequate time and resources to the on-site training effort so that employees believe it is important. Whether on-site or off-site training is employed, the skills learned by employees need to be applied immediately. If this is done, employees will receive the quality message (Motwani, et al. , 1994b). Anjard (1995) argues that it is no longer a luxury or a question as to whether Total Quality Management (TQM) philosophy should be adopted. He states that â€Å"unless we adopt the concepts of continuous improvement, we are guaranteeing organizational obsolescence†. TQM is a visionary movement which represents a final recognition of a management philosophy that encourages employees to share responsibility for delivering quality services and products. Commitment from the top as well as a willingness to transform an organization from the bottom up is essential for effective implementation. More importantly Anjard (1995), goes on to say that effective TQM managers lead, coach and mentor amongst other things and that managers must train everyone and provide them with the knowledge, skills and tools needed for continuous quality improvement. Mathews, et al. (2001) add that the training that underpins quality management determines the likely effectiveness of the quality initiatives undertaken. Quality is achieved where employee satisfaction results from high-quality management, which places great importance on employee motivation and morale (Crome, 1998). Clear objectives in line with vision should be shared with staff through proactive leadership, highlighting areas that work well, creating champions of good practice and being supportive and motivational (Curry & Lyon, 2008). Donaldson (2004) states that achieving true quality takes much more than just learning the basic skills and technical concepts, you also have to get the human element right. This means providing education and training opportunities for all involved, plus support and empowerment from above. The author adds that emphasis should be placed on employee empowerment and training to improve quality of service. Bharadwaj & Karkera (2001) add that it is not realistic to think that mangers can achieve control by simply hiring good people, aligning incentives and hoping for the best. Today’s managers must encourage employees to initiate process improvements and new ways of responding to customers’ needs – but in a controlled way. Also, the employees must be told specifically what is expected of them. Specific training makes employees more confident and reduces staff turnover rates. This in turn increases quality (Pollitt, 2006). Smith (2001) agrees and states that employee involvement is positively linked with improved quality. As a result of this employee empowerment, some trainers responsible for self-guidance of the development process, become concerned that the philosophy implies their role within the organization will eventually become redundant. Quality control managers have subsequently discovered that the move to TQM has not reduced the importance of their job role. In fact, quite the reverse is usually the case because the quality manager’s new responsibilities as quality facilitator and mentor across all aspects of the organization’s activities is inevitably more rewarding and demanding than their old role of â€Å"organizational gamekeeper† (Chaston, 1994). Many companies have established written quality requirements for the products that they produce but few have developed internal requirements that must be met as process flows from one operation to another. Still fewer have developed requirements for the process itself – what must be done in what order to produce a conforming output (Oversmith, 1990). The author stresses the importance of using recognition systems that encourage participation and the involvement of employees in the quality process. Oversmith (1990) adds that companies achieve quality by making every single employee a â€Å"quality manager†. Each employee has to know what part they are playing in the quality improvement process. It begins when the employee is orientated into the company. The employee learns the requirements expected of all employees as well as the specific requirements for the job to be performed. This initial training should be followed up within the first few weeks of employment by formal quality education to stress the importance of the individual’s role in the quality improvement process as well as specific actions an employee is expected to take to avoid or eliminate quality nonconformance (Oversmith, 1990). Formal training in group problem solving and the proper use of teams to eliminate quality problems further prepares an employee to participate in improvement process. Smith (2001) also agrees that team based learning is important and suggests that incentives should be used to promote quality. Incentives for Quality and Alternative Methods of Training In order for the employees to use their training and improve the quality of the products/services, the management must provide them with incentives. If valued incentives exist for desired behavior, training that enables such behavior is likely to succeed as well: Many people receive a fixed amount of pay for the hours they work. They will not make more money immediately if they do a better job and they will not receive less, unless they are fired, for doing a poorer job. So, for these people, pay is an incentive for being present and for doing a minimally acceptable job – and not much more than that. Fortunately for employers, other incentives exist: approval and compliments, respect and trust, access to valued resources – tools, people, a window with a sunny view, awards, increased power and authority, more interesting or desirable assignments (Allen, 2003). Allen (2003) suggests that employers consider providing meaningful and memorable experiences through interactive multimedia to help employees see how the impact of their work determines the success of the group and ultimately affects quality. Burns (2005) suggests use of e-learning to train employees to improve quality. The key being interactivity. E-learning provides the potential to bring quality to life. When people are having fun, they won’t realize how much they are learning. If the average employee doesn’t enjoy learning he or she won’t absorb much about quality. Computers allow simulations to be built as an aid to learning and this is very relevant in lean Six Sigma training where factors such as throughput, work in progress, touch time and cycle time interact could be difficult to demonstrate. This would not just be effective but it will also be more enjoyable and people learn better when they are enjoying the learning experience (Pollitt, 2007). Pattison (2001) agrees that activities and interactivity make learning and training more enjoyable. Burns (2005) adds that humor is another means of providing motivation to learn about quality. Conclusion Upon review of literature on the importance of training to product and service quality it is evident that staff training is a vital part of any quality process. Quality products and services depend on a quality workforce. In order to sustain competitive advantage companies need to develop and implement quality training measures. A strong support from management is needed to constantly motivate and facilitate the employees training. Investing in employees training directly correlates with how the quality of the company’s products and services is viewed. If training continues to improve, if it continues to reinforce quality messages, then employees will believe quality truly is the foundation of their company’s long term culture. References Allen, M. (2003). Training rewards good performance. Quality, 42, 28-29. Anjard, R. P. (1995). Keys to successful TQM training and implementation. Training for Quality, 3(1), 14–22. Bharadwaj, G. , & Karkera, R. (2001). Employee training in quality in the new millennium. Quality Congress. ASQ's †¦ Annual Quality Congress Proceedings, 517-528. Burns, T. (2005). E-Learning: The Future of Quality Training. Quality Progress, 38(2), 50-56. Chaston, I. (1994). Managing for Total Training Quality. Training for Quality, 2(3), 11-14. Cocheu, T. (1992). Training with Quality. Training & Development, 46(5), 10. Crome, M. (1998). Call centres: battery farming or free range? Industrial and Commercial Training, 30(4), 137. Curry, A. , & Lyon, W. (2008). Call centre service quality for the public: a Scottish framework for the future. Managing Service Quality, 18(2), 194-208. Deming, W. E. (1982). Quality, Productivity and Competitive Position. Cambridge: MIT Press. Donaldson, D. P. (2004). Getting the People Part Right. Quality Progress, 37(7), 6. Ernest Osseo-Asare Jr, & Longbottom, D. (2002). The need for education and training in the use of EGQM model for quality management in UK higher education insitutions. Quality Assuarance in Education 10(1), 26-36. Ishikawa, K. (1976). Guide to quality control. Tokyo: Asian Productivity Organisation. Kaeter, M. , & Cothran, T. (1992). Pioneering Quality Training. Training(April 1992), 13-18. Lakhal, L. , Pasin, F. , & Limam, M. (2006). Quality management practices and their impact on performance. International Journal of Quality & Reliability Management, 23(6), 625-646. Mathews, B. P. , Ueno, A. , Periera, Z. L. , Silva, G. , Kekale, T. , & Repka, M. (2001). Quality training: findings from a European survey. The TQM Magazine, 13(1), 61-68. Motwani, J. G. , Frahm, M. L. , & Kathawala, Y. (1994a). Achieving a Competitive Advantage through Quality Training. Training for Quality, 2(1), 35-40. Motwani, J. G. , Frahm, M. L. , & Kathawala, Y. (1994b). Quality Training The Key to Quality Improvement Training for Quality 2(2), 7-12. Oversmith, G. E. (1990). Developing Employee Ownership of the Quality Improvement Process. Hospital Materiel Management Quarterly;, 12(1), 38-45. Pattison, S. A. (2001). Staff meetings: an opportunity for accelerated training of employees. Journal of Workplace Learning, 13(4), 172 ±178. Pollitt, D. (2006). Holiday Extras is flying high Call-center training improves call time, quality and staff retention. Human Resource Management International Digest, 14(7), 22-24. Pollitt, D. (2007). ING Direct banks on the quality of its call centre employees. Training & Management Development Methods 21(4), 579-582. Smith, W. L. (2001). Customer service call centers: managing rapid personnel changes. Human Systems Management, 20 123–129.

Thesis on the Decline Effect- based on the article by Jonah Lehrer

On the Decline Effect- based on the article by Jonah Lehrer (2010) - Thesis Example Changes may be seen in experiments when they are replicated, but at one point in time the results were accurate, such as the case involving the antipsychotic medications. The medications did the job they were originally intended to when they were first created and prescribed to patients, despite the fact that the opposite proved to be true further into the future. The symptoms of these patients, as well as new patients, started to increase or even come back (Lehrer, 2010). Even if the results were random, or else based on illusion of the researcher, what was discovered or determined had been true. In some cases, the results might have been coincidental, but then the study needs to be altered accordingly to reduce the chance of coincidence. Part of the issue that has arisen with the decline effect is that scientists are becoming discouraged. Like Schooler, they find themselves doubting their original experiments and outcomes, and they wrack their brains trying to understand what could have changed between the original study and its replications. Instead of being discouraged by the declining effect, though, the failing factor needs to be determined.

Research Methods Essay Example | Topics and Well Written Essays - 2000 words

Research Methods - Essay Example The phenomenon for luxury goods has changed as there has been the emergence of ‘new luxury’ products that are commonly consumed by the middle class. Conversely, ‘old luxury’ products include brands like Dolce and Gabbana, HUGO BOSS and Louis-Vuitton are not as widely consumed as the ‘new luxury’ among the middle income young consumers. In a nutshell, the ‘new luxury’ products stand out among the consumers due to their emotional appeal and superior performance (Silverstein and Fiske, 2008: 35). This paper studies the online behaviour of male consumers between the ages of 25-28 regarding luxury. This section of the population has been observed to be mainly shopping for fashion clothing, electronics, fragrances, entertainment and cosmetics in the online market. Statement of the Problem In the past, luxury brands were for the few privileged shoppers, but now with the invention of online shopping and affordability consumption of these pr oducts has increased among the young males (GoMo News, 2013). Recent studies reveal carried out in the UK market that spending on luxury products has increased by 50 percent in the past ten years as compared to the7 percent increase in spending on basic goods (Keane and McMillan 2004: 30; Frost and Sullivan,2012). In addition to, the rising trend of online spending has resulting to numerous challenges and opportunities to the luxury brands (Goldsmith, 2002: 25; Eroglu et al., 2003: 140). It is therefore imperative for luxury brand mangers to get a comprehensive understanding of why consumers buy luxuries. It is important to note that consumers mainly in the age bracket of 25- 28 years buy to impress (Fan and Burton, 2002: 26; Martin and Turkey, 2004: 464). There has been an emerging view that there are two types of luxury good consumption, personally oriented and socially oriented and they should be considered in the online sales and marketing. The current study seeks to get an unde rstanding of the online behaviour of male consumers between the ages of 25 to 28 regarding luxury shopping. Aims and Objectives Consumer behaviour towards online shopping for luxury goods is highly dependent on age and gender. This is because the older generation views luxury differently from the younger generation due to the effect of the internet (Hauck and Stanforth, 2007: 175). This paper studies on the behaviour for male online shoppers between ages 25 to 28. Past studies have overlooked the motivational factors affection the consumer behaviour in the purchase of ‘new luxury’ goods (Twitchell, 2003: 43; Parker and Schaefer, 2004: 176). The study will analyse the deep motivation factors including image, fashion and media. The paper looks at the shopping tendencies for male shoppers between the ages of 25 to 28 years for luxury goods in the online market and the motivational factors behind their decision making. Objectives To study how the gender and age affects the shopping tendencies of online male shoppers. To study the motivational factors affecting the purchase of luxury products by online shoppers in the UK. To give an understanding of the various internal psychological processes decision making with regards to the consumption of luxury goods. Research Questions Do age and gender impact on the consumers’ perception of luxury products? Why do people in this age bracket opt for the ‘

Material Selection & Design Essay Example | Topics and Well Written Essays - 1000 words - 1

Material Selection & Design - Essay Example ors that may be mentioned, such as optical transparency, ability to retain optical characteristics, ability to be labeled easily and cheaply, aesthetics, and ease of cooling of the container (Callister, 2007, p. 10), but these properties are not the main focus of this report. The main purpose of this report is to provide a comparison of the cost and environmental impact analysis of three beverage container materials in the light of the factors mentioned. Through studies compiled by the Intel Corporation (Intel Corporation, n.d.) under their Design and Discovery program, shows the following statistics with regards to cost associated with these containers in terms of material and manufacturing: This world is our home, and only we can make it better or worse. As a materials engineer, it is not our duty to just focus on the material properties aspect of any choice of materials we make, but also consider the environmental impact of the decisions we make. It is observed that even though awareness campaigns focus on the utility of recycling and promoting that trend, a lot of the beverage containers make their way to landfills. Startlingly, more than twice the recycled amount is thrown away into the landfills (Container Recycling Institute, 2003-2010). This results in generation of toxic waste, greenhouse gases, waste water, and land destruction and occupation. Still, the recycled amount is large enough to suggest its benefits. Aluminum recycling can decrease 4.5lbs of carbon dioxide emission for every recycled pound due to the large carbon emissions during refining of aluminum from ores (Intel Corporation, n.d.). Plastics and glasses do not have that much of an impact on the carbon dioxide emission. Aluminum and plastics have their advantages over glass containers, thus making our discussion boil down to these two only. Beverage containers made out of plastics are cheaper than aluminum. But their recyclability is poor, both economically as well as scientifically.

The Existence of God Essay Example | Topics and Well Written Essays - 500 words - 1

The Existence of God - Essay Example When he does buy it that is not God answering your prayer, but just coincidence. My remarks surprised you because you are a staunch believer in God. You rejected my argument, terming it logically fallacious, saying there is a supreme being that controls our existence and nature. You continued to say that everything that happens does so for a reason, and the reason is God. That was brilliant and so enlightening. Introducing the fallacies of the appeal of faith, I stated that if you do not have faith you could not learn about God and His mysteries. Faith relies on belief and does not base on any evidence, depends on irrationalism in thinking. This implies that, if you do not believe in God, then you surely cannot learn about him. I am not a believer but know little about God, because I believe knowing about Him is not necessarily about faith but interest in learning. You could not agree with me at all from the beginning. Your response was that one has to have faith in God, to understand how mysterious He is, and termed my argument logically fallacious. Also, dismissed my argument saying that you cannot learn about something you do not believe in at all. That was a smart argument and really got me thinking. This was a revelation to me. I also brought forward the fallacy on begging the question or assuming the answer to certain problems in the society. Many people believe that spreading religion among more people in society will instill moral behavior. I did not understand how praise and worship could instill moral behavior in the society, rather than teaching moral behavior and personal choice of people. Being a believer, you explained that from God’s teachings Christians are encouraged to have good moral behaviors. Therefore, spreading religion to more members of society, to have more believers, there will be a change of morality in society. This was a truly factual argument. Receive my