Junk Food Essay Example for Free

Junk Food Essay Hello, my name is Daniela and I am here today to share my opinion about banning junk food, and hopefully I change your opinion, if you disagree with me. Well, junk food is food that’s very high in fat, sugar, and calories. It hardly has protein, vitamins, or minerals. I know it may be very tasty and good, but it’s not so good for your body. Eating junk food can cause your brain to get addicted to it in a way like drugs do. You’ll constantly think you need it, when you don’t. If you go a couple weeks without junk food and you’re use to eating it, you’ll want it even more, which is bad. Poor eating habits as a kid, become worse when you’re an adult. Eating it for years can cause obesity. Over 31. 8% of children in America are obese or overweight. This all leads to heart problems, diabetes, and other health problems. It can also cause cavities and other dental problems. Junk food also has a lack of oxygen, which is what feeds the brain and the rest of the body. Lack of oxygen causes fatigue and lack of concentration. A lot of studies also show that kid’s grades are sliding down very fast, due to being tired and lack of concentration. They can’t keep all the information they’re learning in their head. Parents should monitor their kid’s diet, but at school they can’t. Therefore the school should help the students in deciding what’s better for their nutrition. Kids do what they see other people do no matter if it’s bad or good. They see us eating a lot of junk food; they’ll eat a lot of junk food. They see us being healthy; they’ll want to become healthy. So why teach them that eating a lot of junk food is healthy? At home, maybe some parents may not care what their kid eats; therefore they should at least have one healthy meal provided by the school. Many students like to go and socialize with their friends during lunch since they can’t really talk or see each other any other times during school. Therefore, they’ll want to just grab a quick snack, like a type of junk food, and just leave to go talk with their friends. They aren’t eating a good meal and are just putting junk in their body. It’s much better if the school bans it and replaces the junk food with a healthy snack so at least the person can be eating something good for them. What if the school makes you take P. E. more than you’re required to since they decided to keep junk food? I know many of you hate it. So I don’t know about you, but I rather be eating healthy, than be trying to lose those calories I got from the junk food. I rather not even be taking P. E. another year just because they decided to keep that junk. Also, students are taught in health classes about healthy eating, and if the schools promotes and sells junk food, then the school contradicts its purpose of teaching this. The money you waste on junk food funds most of the cool and new stuff we get for our school. The school board should be paying for this stuff. They’re basically making money off your poor health choices. I hope you see things my way now and think about supporting the idea of banning junk food in school. Thank you for your listening!

Legal And Ethical Aspects Of Social Care

Legal And Ethical Aspects Of Social Care This essay will discuss the students role within a residential care home in relation to legal and ethical aspects of health and social care. The essay will be looking at legislation that is in place to protect both the residents and staff of the home which is run for the care of young children. This will also look at values and ethics and why they are important. This will then go on to discuss the students role as a support worker and their duties towards the residents. This essay will also look at ethics and values and how we learn these throughout our lives. Ethics is about making commitment towards positive values to help with the well being of the individuals within the society Warnock (19980) cited in (Banks 2006). Ethics refers to beliefs and value system to moral community, social and professionals groups.   To live in the society and to have flourishing people within the society individuals must have rules and regulations in place so that people can be prevented from any kind of harm and so that they can live a healthy life style. Ethics promotes education and training to assist individuals to develop the skills needed to compete and to achieve the response for moral action. Warnock (19980) cited in (Banks 2006) states that are three types of ethics and these are Metaethics which relates to moral judgement, it comprises of critical and analytical thinking of whether something is good, right or duty. Normative ethics is about morals; it attempts to find answers for problems for example the morally right of action in some cases cou ld be if an individual is a morally good human being or if lying is always wrong.   Descriptive ethics is about individuals moral opinions, beliefs and how people would react with certain issues. For example in Britain people always morally believe that abortion is wrong. Values are about the standards of evil and good and they govern peoples choices and behaviour.   Peoples values are derived from the government and the society Timms (1983) cited in Banks (2006).   Values are mostly used to refer to moral cultural, religion, ideological beliefs, attitudes, political, options and preferences.   Values can be regarded as several types of beliefs that individuals hold about what is valuable or worthy. Giddens (1993) cited in Kirby et al (2000) sates that  values can be seen as a fundamental belief that underpins communities, societies and provide general principle for the human behaviour.   Individuals are socialised through the family, community, peer groups, education and mass media.   According to Giddens (1993) cited in Kirby et al (2000) there are two types of socialisation: primary and secondary socialisation.   Primary socialisation is given to the child from parents, grandparents and siblings.   This involves learning the basics of communication and the language the child is born in.   This is the first stage in a lifelong process and the child is taught the basic norms and values. Secondary socialisation is followed on from primary socialisation and this is given through many multiplicities of agencies that involve in secondary socialisation. This is given through education, religion, mass media, peer groups and books.   Children who are socialised will know how to behave and to interact with people from different backgrounds and will learn to become independent and acquire both personal and social identity.      I do voluntary work at a private residential care home which is not a part of the NHS.   The home provides twenty four hour care for young people.   It also has the facilities for an onsite private school, where the young people are provided with an education according to their ability.   Some of the young people have never been to school or have had a fractured education.   The principle teacher plans lessons for each individual young person and provides one to one to support to help them meet their education requirements so that they can achieve one of the five outcomes of every child matters.   These young people are in residential care due to many different circumstances some have suffered abuse, neglect, behavioural problems, misuse of substances and disadvantaged backgrounds. Ethical issues within a work place come in many different forms.   Banks (2006) identified four types of issues that frequently have resulted in ethical problems or dilemmas.   There are issues on public welfare, issues on individual rights and welfare, issues around relationships, boundaries and professional roles. There are many ethical issues within the residential home. My role as a student support worker is to assist the teacher in preparing and delivering lessons to the young people, as these young people have a history of absconding, vandalising and could harm themselves or others, the home has to ensure they are under strict supervision twenty hours a day. During the week l take the young people for various activities, such as going to the gym, swimming, bowling and shopping so that they are given the opportunity to interact and socialise with other members of their community.     While we were at the gym, one of the service users, who is thirteen years old started a conversation about his personal life.   A service user divulge to me that when he absconds from the residential home he goes to see a young woman and has unprotected sex with her, when I questioned him about how old this young women was, he said fifteen years old, I was shocked to discover this and asked him where her parents were when he goes to see her, he told me that her parents were at work and she is on her own.  Ã‚   The service user then asked me to keep this confidential.   I explained that I could not make this promise, as part of my role was to report concerns to qualified staff, if l discovered information which could be potentially dangerous to a service user or other members of the public (REF job description). Therefore I made him no promise as this was an ethical issue, where both these young people were having unprotected sex and were under age. Miller (2000) argues that it is very important to promote anti-discriminatory practice. The advantages of implementing anti-discriminatory practice would be that staff would be able to work together as a team, communicate with each other, improve their practice, would acknowledge any problems or concerns and would agree with each other on appropriate changes.   Team work can provide opportunities to take collective actions based on consensus.   This will look good and benefit the service users.   However if a practice does not promote anti-discriminatory practice it will suffer lack of support from colleagues or management, lack of interest, resources, time and staff.   If staff is unable to communicate with each other they will not be able to provide a good standard of service and as a result service users can leave the practice and go somewhere else where they would feel they are receiving better service. The residential home promotes anti-discriminatory practice and all th e staff communicates and supports each other, because of this it was not difficult for me to approach my manager about this issue, my manger took immediate action to protect both young people.   She made the young womans parents aware of the issue and then contacted the relevant department and reported this incident and also asked me to update the log book, where everything is logged to keep an up to date record. There are many legislations relating to looked after children.   The residential home has to comply with all of them to ensure that the young people are protected and safeguarded.   The childrens Act (1989) was an act to reform the law relating to children in community homes, voluntary homes, residential care homes or any other organisation. The Care Standard Act (2000) is an act to institute a National care Standards Commissions and it replaces the registered Homes act (1984). The National Minimum Standards for Childrens Homes (2000) are the latest standards that the Childrens home should work towards.   The Childrens Homes regulation Act (2001) is an act where OFSTED observe on how the standards and regulations work together in practice.   The Data protection Act (1998) is an act for the service users so that they safeguard the integrity of the young people, other workers and clients.   The Protection of Children Act (1999) is an Act where everyone who is involved in work ing with the children has to complete a CRB check to ensure that they are the right people and trusted to work with the young service users. The residential home follows a code of conduct (see appendix) where all employees have to follow the rules and regulations accordingly as it is a guidance for safe working practice for adults who work with young people and children distributed by the government. All members of staff and visitors have to adhere to the policy as to ensure that everyones behaviour constitute a safe practice and which behaviours should be avoided. It aims to ensure that the duty of promoting and safeguarding and wellbeing of the young people is achieved. All staff at the home have duty and are accountable for the ways in which they exercise authority, use resources, manage risk, and how to protect young people and children from physical, sexual and emotional harm. All employees must understand the responsibility of their role and be aware that disciplinary action can be taken against them if these provisions are breached. All employees have access to the confidentiality files and can only be shared with other agency when it is in the best interest of the young person. If for any reason things goes wrong or the children make a complaint through advocacy or social workers, the residential home would be accountable to the OFSTED and any further action would be taken from there. The code of conduct sets clear boundaries between the employees and the service users. (See appendix code of conduct) There are many theories based on how a person should act morally. According to Kant (1948) cited in Edwards (2009) Deontological theory emphasis on moral duty. Kant argues that lying is morally wrong. Kant only believes in telling the truth regardless of what the circumstances and consequences are. Whether it makes someone happy or sad, one should not morally lie For example telling a very critical person that he has not long to live, would be the last thing they want to hear, but on the other hand it will give them a chance to do things as informing their member of family about his last wishes. However Mill (1962) cited in Edwards (2009) Utilitarianism theorist disagrees with Kant, as he argues that acts are morally right if by lying you can make someone happy. For example telling someone that a member of their family died peacefully, although he died with a lot of pain, would make them feel a bit better, however if they reveal that he died in a lot of pain and agony can also jeopardise the relationship with the professionals and they would not trust them. This essay has demonstrated how values and ethics are an important part in peoples lives and how individuals are socialised through primary and secondary socialisation. It has also discussed the students role within a residential care setting and how important it is to follow recognised codes of conduct. The issue of reporting moral or ethical issues, respecting all individuals and maintaining confidentiality at all times has also been addressed. This essay has also looked at different theories and how they can contradict each other. It has also looked at legislation that protects the service user and employee. Working in a care profession you must always make sure that every individual is treated with respect and not to make judgements on anyone regarding their backgrounds, sexuality, race, culture.

Effect of Love Stories on Real Life

Effect of Love Stories on Real Life Okikioluwa Akinbiyi Akindele How do love stories (in the media) affect our understanding of romance in real life? Romance is something that exists all around us. It can be said that many of us grew up with hearing epic love stories such as Cinderella, Snow White and the likes. Romantic movies have played a significant role in the entertainment industry. According to a recent survey carried out by the U.S. Bureau of Labour Statistics, romance is the third highest grossing genre coming behind adventure and action which are 1st and 2nd respectively (USBLS, 2013). However these romantic movies and love stories have played a part in the distortion of the understanding and expectation of love in real life. According to Jake and Melissa Kircher, â€Å"because of media and technology, the ways in which people fall in love, connect within relationship and experience sexuality are different than any other generation before this one.† (Kircher, 2011). They go ahead to point out that the root of any romance is love. This over-emphasis on love in this generation is encouraged by the media that tells s tories, sings songs and writes books about how true love conquers all, is ultimately fulfilling, brings a never-ending wealth of happiness and is rarely marred by significant conflict. As beautiful a picture that is, it does not happen that way in real life. However, the tantalising and intriguing images which are seen by these people give them a certain picture on how romance should be. These people get disappointed when they realise that sometimes romance gets boring. The appeal of fantastic love stories is undeniable. (Galloway, 2011). According to Bachen and Illouz, the contemporary portrayals of romantic love are a â€Å"visual affair†, reiterating the fact that where the written word may fall short, images impressed upon us can elicit strong emotional arousal. They go ahead to explain that mediated images and representations-such as those used on television, in films and adverts- â€Å"evoke strong mechanisms of identification, are intensely realistic and are the privileged discourse of sexual and romantic desire â€Å"giving them an air of credibility.† (Bachen Illouz, 1996). Galican points out that the source of much appeal is the absolution of any real personal responsibility in a romantic relationship. (Galician, 2009). If a relationship fails miserably, then obviously â€Å"this one† was not â€Å"the one† and individuals must continue to wait patiently for their damsel in distress or knight in shining armour as is in the case of stories like Rapunzel, Snow White and so on. As people get attached to these images of romance from the media, they begin to yearn for a romance that is filled with happiness and personal fulfilment. When it does not happen this way, these people believe that love is gone and this has led to the end of beautiful relationships that would have created ultimate happiness for both parties (Kircher, 2011). I will investigate, using relevant literature, and find out to what extent epic love stories affect our understanding of love in real life. I will then outline my proposed methodology which will be used and I will give the potential implications. Literature Review Movies as mass communication Many epic love stories are produced to the public in the form of movies. When one thinks of movies, the cinema immediately springs to mind. Over the years the cinema has been a neutral destination where couples go on dates, single people look for romance, friends go to relax, or to just have good family fun. According to Matzkin (1999) cited in Galloway (2011) movie audiences have become more â€Å"fragmented† and â€Å"homogenous† since the cinema’s inception and are â€Å"largely composed of young movie goers between the ages of 12 and 29† (Galloway, 2011). In the USA and Canada alone, multitudes numbering approximately 1,343,000,000, visit the cinemas each year. (Motion Picture Association of America, 2013). However more and more people are beginning to reduce their movie going because they would rather rent movies ands stay at home for free rather than pay at the cinema. Also staying at home saves time and energy as mobility is reduced. The advancement of technology has made the movie watching experience a lot better and more engaging. With the creation of 3D TV screens and surround sound system, movie viewers are able to have and enjoy the cinema experience in the comfort of their homes. Accordig to Anne Jackel ‘†¦powerful players in the film industry argued that a larger number of screens would provide greater diversity and more choice. (Albertazzi Cobley, 2010). She goes on to point that digital distribution offers a wider choice and has the capability to promote cultural diversity. The use of the internet is another way people are able to access these movies. With the ability to stream videos online, infrequent theater goers are able to watch newly released movies in the comfort of their own homes. With the furtherance of digital technology, viewers are susceptible to watch these movies and allow themselves be fed with different love myths. Love Myths â€Å"A basic function of the media is the creation of representation or simulations- reproduced versions of reality† (Foss, Foss, Trapp, 2002). There are certain themes or rather myths that are usually present in romantic stories which has an effect on the audience. Cassady Green (2013) points out that the audience often leaves the movie theatre yearning for a love similar to the one on the silver screen. She goes ahead to explain the problems involved as women and adolescents begin to expect similar qualities in their own love life, many of which are improbable or even unobtainable in reality. One prevalent myth in love stories is the notion of the soul mate. Two parties being â€Å"destined† or â€Å"made† for one another. These stories or movies leads to both soulmates finding each other. In the movie â€Å"Down To Earth (Weitz Weitz, 2001), Lance played by Chris Rockrides is riding on his bike when he spots Sontee(Regina King). They both share a moment of attraction. Unfortunately he is hit and killed by a truck, prematurely. To fix the mistake he is offered the body of an old grouchy unloving billionaire. When he sees Sontee at the billionaire’s house, he believes that Sontee is his soulmate and hence agres to take the body of Charles Wellington III, just to be with her. In the short while before he is killed, Lance and Sontee fall in love while Lance is still in the body of the old man. Even after he is killed and he comes back as another person, Joe Guy, who is not supposed to remember anybody from Lance’s past, he is still able to make some sort of connection with Sontee and the movie ends with both of them going out for coffee. This reiterates the myth of soulmates: no matter what happens both parties are destined to end up together. Cassady Green (2013) observes that â€Å"soulmates is a notion that can be particularly detrimental to real life relationships. This is because viewers are led to believe that they can have a one of a kind relationship which is special and unlike no one else’s. The likelihood of this happening is very slim and this goes a long way in explaining the impact these stories have on the viewer. Also there are instances where one person has incredibly strong feelings for someone, a â€Å"love epiphany† so to say. These movies give viewers the impression that it is not strange for someone to suddenly getstrong feelings of love for nother person. This has the power to lead to the dissatisfaction of one’s ownlove life due to the high expectations that viewers have for th eir relationships which are demonstrated in popular films. Another love myth is the notion of ‘love at first sight’. According to Gallician (2004) cited by Galloway (2011), â€Å"In the â€Å"reel† world, there is, in fact, â€Å"such a thing as love at first sight†. A fleeting gaze exchanged in a minute’s time registers as a moment of revelation, foreshadowing the fulfillment of an otherworldly bond between two strangers whose fates are inextricably intertwined. Often visual portrayals of these two myths emphasize the loneliness and lack that plagues one’s life prior to finding his or her â€Å"one and only.† (Galloway, 2011). This myth already conditions the mind of the viewer to believe that if in real life, a scenario where they come in contact with other people for the first- if that moment does not contain characteristics of a â€Å"love at first sight† moment, then the relationship is not meant to be. Another myth that we are shown in romantic stories is the idea that ‘all you need is love’. (Galician, 2009) This is when people begin to behave out of reason just because of love. According to Galloway (2011), â€Å"characters in television shows and movies give up or alter their own systems of belief in exchange for affection†. Characters in these stories believe that ‘problems will work themselves out in the name of love’ (Galloway, 2011). An example is The Little Mermaid (Clements Musker, 1989) where the protagonist,Ariel chooses to trade her voice for human parts just because she fell in love with Prince Eric. At the end of the movie, she gets her voice and still stays a human. This gives viewers the idea that because of love, you are able to have your cake and eat it. In the story of Snow White, where she had eaten the fruit and had gone into a deep sleep. It was an act of love, a kiss from a prince that broke the spell and woke her up and the â€Å"lived happily ever after†. The 2013 film â€Å"Frozen† is another example of how love is the ultimate. After plunging the kingdom into a never ending winter, Elsa finally realises that love is the way to end the problem. (Buck Lee, 2013). Another myth that is portrayed in the romantic stories is the idea that â€Å"the love of a good woman can change a man from a â€Å"beast† in to a â€Å"prince† (Galician, 2009). An example is the movie Beauty and The Beast (Trousdale Wise, 1991). Through the ‘power of love’ and the â€Å"goodness of her heart† Belle was able to change the scary, abusive,monstrous Beast into a handsome loving prince. According to Mary-Lou Galician, (2009), â€Å"Belle’s attempts to reform her captor would be most unwise in real life. We cannot change others- especially not abusive â€Å"heroes† who have a good heart inside if only the woman can be â€Å"good enough† to bring it out. This fallacy underlies much domestic violence.† Social Cognitive Theory This is a theory that suggests that individuals commit to memory behaviours they have observed to be later used as models on which to base their own behaviour. (Green, 2013). These behaviours are more likely to be modeled when they have been modeled by accompllished people whom the world agrees with and if the outcome of the behaviour appeals to the audience. When we talk about romantic stories in this case, the theory suggests that the audience may actively observe the behaviour within relationships depicted by the media in order to gain understanding in how they themselves could behave in their own relationships. (Green, 2013). This theory works for fashion trends also. If a celebrity decides to make a fashion choice, chances are that trend will take off and everyone will begin to dress as such. An example is David Beckham. Over theyears, he has managed to set trends for young men, especially in the UK when it comes to hairstyles. According to SS, (SS, 2009)â€Å"Beckhams differen t hairdos are talked about just as much as his soccer skills, and a new season often means a great new style.† Proposed Methodology I plan to organise a focus group comprising of people from different courses at my university. In this focus group, the main theme will be my topic: How love stories affect our understanding of love and romance in real life. We would also be discussing other questions like â€Å"what do you think is the reason why people believe the notions embedded within these stories and also what they feel about the importance of language within stories. I plan to do this because I would like to find oout According to Galloway(2011) content analyses of romantic media are useful. I would implement this methodology because one may find that the nature of modern movies has evolved to represent realistic relationships or regressed, depicting only mythic love storie (Galloway, 2011). Also I am planning to conduct an interview with members of a book club and get their views on romance from romantic books they have all read. In addition to organising the focus group, I plan to make use of questionnaires to carry out a survey. My aim of the questionnaires is to find out which gender is easily persuaded or more prone to believe the romantic myths given to us by media producers. I intend to utilise the questionnaire used by Lauren Galloway (2011) in her article. ‘Does Movie viewing cultivate unrealistic expectations about love and marriage’ as a guideline in building my own survey questionnaires. I would use the results and findings I have gathered to develop a series of recommendations concerning love stories and their ability to deceive us into believing something that we are not supposed to. So these are the three methodologies I intend to use to tacke this research: focus group and interviews, content analysis and discourse analysis. The Association of Qualitative Research (AQR, 2013) defines the Focus group/interviews as a â€Å"term often applied to a group discussion carried out for market research purposes. Participants unknown to each other are brought together, in a particular neutral location, for the specific purpose of discussing an issue, or responding to ideas or materials of interest to the client of the research.† In this case, focus groups are important because they are useful in finding out an audience’s opinion on the representation of romance in movies. Content analysis is another interesting way because it shows how often something is represented. Satu Elo and Helvi Kyngas (2007) define content analysis as a method of analysing documents. Content analysis allows the researcher to test theoretical issues to enhance understanding of the dat a. (Elo Kyngas, 2007) In this case, it is important to know how often romance is represented in the movies and stories. Finally, discourse analysis/semiotics can be defined as explicit, systematic account of structures, strategies or processes of text or talk in terms of theoretical notions developed in any branch of the field. (Dijk, 2013) exists to find out what the representation means. Videography Buck, C., Lee, J. (Directors). (2013). Frozen [Motion Picture]. Clements, R., Musker, J. (Directors). (1989). The Little mermaid [Motion Picture]. Trousdale, G., Wise, K. (Directors). (1991). Beauty and The Beast [Motion Picture]. Weitz, C., Weitz, P. (Directors). (2001). Down To Earth [Motion Picture] Bibliography Albertazzi, D., Cobley, P. (2010). The Media: An Introduction. Essex: Pearson Education Limited. America, M. P. (2013). Theatrical Market Statistics. USA. AQR. (2013). Focus group. Retrieved April 2014, from Association of qualitative research: http://www.aqr.org.uk/glossary/?term=focusgroup Bachen, C. M., Illouz, E. (1996). Imagining romance: Young peoples cultural models of romance and love. Critical Studies in Mass Communication, pp. 279-308. Dijk, T. A. (2013, November 1). What do we mean by Discourse Analysis. Retrieved April 2014, from Discourse in Society: http://www.discourses.org/journals/das/whatisdiscourseanalysis/index.html Elo, S., Kyngas, H. (2007). The qualitative content analysis process. Journal of Advance Nursing, 107-115. Foss, S. K., Foss, K. A., Trapp, R. (2002). Contemporary: perspective on rhetoric. Waveland Press Inc. Galician, M.-L. (2009). Sex, Love and Romance in the Mass Meida: Analysis and Criticism of Unrealistic Portrayals and Their influence. New York: Routledge. Galloway, L. F. (2011, August). Does Movie Viewing Cultivate Unrealistic Expectation About Love and Marriage. Nevada, U.S.A. Green, C. (2013). The Effects of Romantic Comedies on Women and Female Adolescents. The National Conference On Undergraduate Research (pp. 400-403). Georgetown: Georgetown College. Kircher, J. K. (2011, April 12). Does Media Distort Love. Retrieved April 2014, from Relevant: http://www.relevantmagazine.com/life/relationship/features/25275-distorting-love SS. (2009, June 24). David Beckham: Hairstyles of a Celebrity Trendsetter. Retrieved April 2014, from Thehairstyler.com: http://www.thehairstyler.com/features/articles/celebrity/david-beckham-celebrity-trendsetters USBLS. (2013, January 1). Motion Picture Industry Statistics. Retrieved April 2014, from Statistic Brain: http://www.statisticbrain.com/motion-picture-industry-statistics/

Hershey :: essays research papers

Milton Hershey was born in Derry Church, Pennsylvania in 1857. He was raised on a farm and never got passed the fourth grade. When he was eighteen his parents sent him to live with a chocolate maker so that he would learn the trait. After several failures, he founded his first successful business, the Lancaster Caramel Company. The Lancaster Caramel Company was doing so well that Hershey decided to open another Company to manufacture the chocolate. Hershey grew more wealthy and powerful; he opened the new chocolate factory in the town in which he was born. The town thrived on the factory because of the new jobs it created and Hershey donated money for schools and parks. Because of what he did for the town the community was renamed Hershey. Hershey died in 1945 at the old age of eighty-eight. The Hershey Food Corporation was still young and had not branched out into other products besides chocolate. One of the original products was the Hershey kiss. Later to come were produces such as Mr. Goodbar 1925, Hershey’s syrup 1926, chocolate chips 1928, and the Krackel bar 1938. The Reeces Company started out as a separate organization but because they were so similar the Reeces Company merged with the Hershey Food Corporation. The production of the new food products helped people deal with the great depression by creating more jobs. During World War II the Hershey Food Corporation produced a field ration bar. Some Hershey factories were even used to build parts for weapons that the military would use in the war. Just recently the Hershey Food Corporation has expanded its products. Hershey’s now own the rights to Twizzlers licorice, Ronzoni Foods, Rowntree, and Y&S candies. Hershey Foods Corporation currently has 14,000 full-time employees throughout the worldwide offices and factories. The current President, and Chief Executive Officer is Richard H. Lenny and the Senior Vice President is Marcella K. Arline. Last year Hershey Foods Corporation earned $4.2 billion in Sales. The Hershey's corporate headquarters is located 100 Crystal A Drive, Hershey, PA 17033 the town where it all began.

The Development of Video Games Essay -- Technology, Arcade Games

In society’s current era of technological advancement, video games have gone a long way since they were first created. Video games in the twenty-first century are no longer just toys or junk in the lifestyles of the youth. They have become innovative inventions that not only entertain its users, but also help aid the people in both the academic field and in jobs. The influences that video games bring about in the culture of the youth today are, in fact, not the negative influences that most people think. Video games are actually this generation’s new medium for educating the youth. The information they learn are also mostly positive and useful things that they may apply in their future lives (Prensky 4). In a generation that revolves around technology and connectivity, developers and educators have already been able to produce fun and interesting games that can teach and train people. Video game developers and educators should continue to collaborate in order t o create more positive, educational, and appealing games. Society in the 1980s saw games as distraction and a waste of time. Arcade games in 1981 were regarded as a reason for cutting classes. Children and the youth were banned from playing arcade games during school hours and past ten in the evening on weekdays, and past midnight on weekends. Laws against children playing in arcades during the banned hours were implemented in order to prevent further disturbances in their studies (Kent 152). Games to the people in the 1980s were merely forms of entertainment that brought about many video game addicts. However, in the early 1980s video game consoles and personal computers were globally popular. This was because most of the machines that had enough power to... ...design and use of learning games through promoting collaboration among scholars, teachers, developers, producers, and so on.† LGN also hopes to educate the youth through well-designed and developed educational games. They help arrange partnerships with developers, educators, and media specialists, and they try to expand the educational gaming field. Presently, video games aren’t merely toys that negatively influence the youth. They have become an alternative means for people to learn and train for work. Games teach values and essential information, and motivate its players to achieve goals. Soldiers and doctors benefit from video games as well. The collaboration of game developers and educators helps improve the quality of educational games. At present, as technology progresses, one can truly see that video games have become an important factor in learning.

State Task

Task la As a new recruit working in a public service you have been asked to investigate the response to emergency service incidents. You should describe how emergency incidents are graded by a selected public service call centre. Firstly, you should give examples of emergency incidents as described in the Civil Contingencies Act 2004. You should also describe how emergency incidents are graded for a selected public service control room including the grading categories used, and the role of call handlers and incident managers. Look at the guidance notes to see what needs to be covered.Use the box provided to answer this question. Task la (Pl) When you look at an emergency incident. It has to be graded by the public services call centre. An emergency incident can be seen in many different ways of all sorts of backgrounds and serviettes. Some are more serious than others and some need more than one public service to respond to the incident. This is where the call centres grade the emerg ency. They have to make sure that that they use the right grading to get the correct response to the incident and that they ensure peoples safety. When looking at the emergency incident responses system.You also have to look at the civil contingencies act 2004. The civil contingencies act is important because it decides who is under what category of response and how urgent the response is. This act gave a new definition to the term emergency. This definition covers many different things for example it covers terrorism and dangers to people's health. This Act is split in to 3 parts. Part 1 defines the obligations of certain organisations to prepare for various types of emergencies. This puts a legal obligation in place to local uthorities and the public services; these are called category 1 responders.The main job which is put in tront ot them is the Job ot intorming the public ot the incident in which has Just happened. Part one is all about local arrangements to protect the citizen s. Part 2 is about emergency powers which are temporary emergency regulations made in the name of the queen by the order in council these regulations last for a maximum of 21 days but parliament can choose to extend this time if they see fit to do so before it ends. The next part of the act is looking at the definition of ategory 1 and category 2 responders. Every responder has an emergency planning officer.Their main role is to make sure they have good communication with the other responders and that they stay in accordance of the act. Category 1 responders are core responders or â€Å"blue-light† responders. There are 9 different responders for example some of the responders in category 1 are: fire service, police service and the NHS primary care trust. These will normally be the first ones to respond to an incident they get it under control and evaluate if any category 2 responders are eeded and if so which ones. Category 2 responders are key and work with category 1 respo nders they help and support them.Category 2 is utility services and transport organizations Electricity distributors and transmitters and Gas distributors. They also get help for network travel and highway agencies, also the health and safety executive. The police have a certain code they use over the radios to determine how dangerous or life threatening the issue is. When you call the police, the phone call goes to the control room and they will assess the situation and decide on what code o give it the code will play a vital part in whether or not they get to the crime in time.

Neverending Story Turning Points Essay

Turning Points Battle for the Ivory Tower In the novel The Neverending Story, the battle for the Ivory Tower between the two protagonists; Bastian and Atreyu is a very important event to the plot of the novel. They were battling for the possession of the Childlike Empress’ amulet, AURYN: Atreyu tried to defend himself with his own sword. But wielded by Bastian, Sikanda cut in two and struck Atreyu in the chest. Blood spurted from the gaping wound. Atreyu staggered back and toppled from the wall (Ende 370). The battle for the Ivory Tower is a very important event to the plot of the novel ecause one of the major characters in the story is stabbed. Bastian is so arrogant and selfish that he stabbed his own friend just so he could keep AURYN for himself and be the Childlike Emperor of Fantastica. Atreyu only took away the amulet so Bastian wouldn’t lose anymore of his memories. However, Bastian was too self absorbed to realize that Atreyu was only trying to help him. The ba ttle for the Ivory Tower is also very important to the development of Bastian as a character. Bastian went through a change as a result of the battle. He started out very angry at Atreyu:Bastian pointed his sword at the heap of flaming ruins and his voice cracked as he declared: â€Å"This is Atreyu’s doing! For I will pursue him to the end of The world! † (Ende 371-372). However, Bastian began to feel guilty about what he had done: Over and over he lived the moment when Atreyu had set the point of his sword to his chest. And for the first time he asked himself why Atreyu hesitated. Why, after all that had happened, couldn’t he bring himself to strike bastian and take AURYN by force? And suddenly Bastian thought of the wound he had inflicted n Atreyu and the look in Atreyu’s eyes as he staggered and fell (Ende 375-376). After Bastian thought about the horrible crime he had committed, he came to realize that what he did was very wrong. Atreyu hesitated bec ause he felt sympathy for his friend even after all that Bastian had done to him. Bastian changed from being angry at his friend for the damage he had caused to feeling guilty for selfishly stabbing Atreyu. The battle for the Ivory Tower also added to the message that what Bastian did to Atreyu was very wrong and he should be shameful, â€Å"His victory left him with a itter taste in his mouth, but at the same time he felt wildly triumphant† (Ende 371). What Bastian did was a very selfish and horrible thing to do to someone who is just trying to help him. This event gets across the message that although Bastian defeated Atreyu, he should be immensely dishonoured of the the horrible thing he did. The City of Old Emperors The City of Old Emperors is a very important event in the plot of the novel. In the City of Old Emperors, Bastian learns what happens to all of the humans who come to Fantastica and try to crown themselves Emperor:Bastian saw a boy with a heavy hammer trying t o drive nails into a pair of socks. A fat man was trying to past postage stamps on soap bubbles. They kept bursting, but he went on blowing new ones (Ende 381). The City of Old Emperors is a very important event in the plot of the novel because that is where Bastian learns that if he continues making wishes, he will lose all of his memories. With no memories, Bastian can’t make anymore wishes. With no more wishes, AURYN disappears. If AURYN disappears, then Bastian will end up in the City of Old Emperors with no memory of anything.The City of Old Emperors is also very important to the development of Bastian as a character. Bastian went through a change when he learned about the City of Old Emperors. He started out very confused: For a while Bastian stood motionless. He was so stunned by what he had just heard that he couldn’t decide what to do. All his plans had collapsed at one stroke (Ende 384). When Bastian realized that he was taking advantage of Moon Child’ s powers and AURYN, he thought about what he had done to Atreyu at the battle for the Ivory Tower: Bastian dug into the earth with both hands.When the hole was big enough, he unslung the sword Sikanda and put it in. â€Å"Sikanda,† he said. â€Å"I am taking leave of you forever. Never again shall anyone draw you against a friend. No one shall find you until what you and I have done is forgotten† (Ende 385). After Bastian once again thought about the horrible thing he had done to Atreyu, he discovered that the right thing to do was burying Sikanda forever. Bastian changed from being very confused and unsure of what he should do next, to someone who knew exactly what the right thing to do is.The City of Old Emperors added to the message that Bastian learned that he was using AURYN to make too many wishes: Batstian watched a man who had lathered a mirror and was starting to shave it. Once that might have struck him as funny; now it made him break out in gooseflesh (Ende 380). Because Bastian has made many wishes, he has lost a lot of memories from his own world. The sight of the man trying to shave a mirror because he had no memories, gave Bastian goose bumps because he is worried that it could happen to him. This event gets across the message that Bastian has learned that he has made too many wishes.