Who Killed the Electric Car Essay Example for Free

Who Killed the Electric Car Essay In 1996, electric cars began to appear on roads all over California. They were quiet and fast, produced no exhaust and ran without gasoline.. Ten years later, these futuristic cars were almost completely gone. Who Killed the Electric Car is a documentary which unfolds a complex set of events around the development and demise of the modern electric car. The story stems from California from the early 1990s to 2006. Chris Paine, the film maker has woven together interviews and archival footage of over 65 people involved with the events. The narrative begins to unfold with a brief history of the first electric cars created in the early twentieth century. These electric vehicles were killed off nearly 100 years ago as gas/petroleum powered internal combustion engine (ICE) cars became cheaper. The worsening problems of gas/petrol cars are illustrated: smog, high child asthma rates, CO2 emissions and global warming. [Later we also see the use of the US Military in the Middle East. The loss of life and financial cost of war are not mentioned]. The film then commences the story of the modern EV in 1987 when General Motors and the SunRaycer, won the World Solar Challenge, a solar electric car race in Australia. General Motors CEO, Roger Smith challenged the same design team to build a prototype practical electric car which became known as the Impact when announced in 1990. The project expanded to small scale production vehicles with the aim that it would give GM several years lead over any competitor car companies. The Californian Air Resources Board (CARB) saw this as a way to solve their air quality problem and in 1990 passed the Zero Emissions Vehicle (ZEV) Mandate. The ZEV Mandate specified increasing numbers of vehicles sold would have to be Zero Emission Vehicles. For the car companies, there was only two options: Comply with the law or fight it. In then end, they would do both. The movie continues to reveal what the various suspects did to kill the reality of the electric car, and the efforts of EV supporters to save them. Oil companies stood to lose enormous profits if EV sales took off and they colluded with others to kill the electric car. To comply with the ZEV Mandate, in 1996, GM started leasing small numbers of the production car, called the EV1. Other car companies also produced electric vehicles by converting existing production models and leased them to drivers. But the GM board of directors never really wanted the car to succeed as they didnt think they would make profit from the car. They saw losses from development costs and the virtual absence of maintenance and replacement parts which, for gas cars, bring ongoing profits. They were worried that the popularity of the car was growing and that other US states were considering ZEV Mandate laws which meant that they may have to convert all their cars to electric drives which represented even bigger losses.

Analysis of Green Mountain Coffee Roasters Essay Example for Free

Analysis of Green Mountain Coffee Roasters Essay Introduction Green Mountain Coffee Roasters (GMCR), a leader in specialty coffee and coffee makers, was founded in 1981 by Bob Stiller (Green Mountain Coffee Roasters [GMCR], n. d.). From a small cafà © to a company listed on NASDAQ and then to a company with more than $2.6 billion net sales revenue by Sep 24 2011 (GMCR, 2011), GMCR enjoyed great financial successes. Besides, it has been recognized consistently as a socially responsible company. Key Factors in GRMC’s Success After studying GMCR case, several key points are identified which together contribute to the success of GMCR as both corporation and corporate citizen. First, GMCR convenes members from all parts of its system for important company activities. In many companies, most of the staff in the lowest level of organizational structure are excluded from company activities. But representatives from GMCR’s whole system get together in its annual summit meetings (Mary 2008). The get together is useful in helping its participants better understand their importance within the organization and realize they can do more to better serve the system. People from all parts of GMCR also go to training programs (Mary 2008). These programs are a platform for staff to learn necessary knowledge with which they can better serve the customers. Including members from all parts of the system gives them a sense of personal involvement which encourages them to align their own interest with that of company. When employees feel that they are truly part of the organization, they tend to internalize the needs of the company rather than just treat their jobs as externally imposed obligations. They may also find their job meaningful and pleasant, have a stronger feeling of belonging and eventually are likely to work harder and exhibit increased labor productivity. In a nutshell, Bob Stiller makes all members truly participate in his venture and sparkles their potentials to better serve GMCR. Bob Stiller also take employees from different parts of the company to coffee farms(Mary 2008). Therefore employees can have personal experience about coffee farming which may increase their awareness and attention. For example, roasters may learn that lots of hard working is needed to harvest organic coffee bean and hence may pay more attention when roasting coffee bean which cause less waste of bean. Second, GMCR’s decision making process is based on the interest of all stakeholders rather than the company itself. For example, GMCR works to add social value by engaging in education programs for the children from farming families and communities (Mary 2008). Assisting these children builds stronger relations between GMCR and its farming families. GMCR also provides interest free financial resources to the farmers (Mary 2008), which eventually results in smooth supply of high quality bean. By taking all members’ interest into account, Bob Stiller builds a strong, desirable and sustainable network with all members within the system, which in turn supports the growth of GMCR. Third, GMCR has committed to organic coffee and creates social value by offering a much healthier lifestyle. Besides, GMCR’s success sets an example for other companies want to join organic market. GMCR improves environment by protecting coffee farm from the bad impact of chemicals and assuring the future generations a viable farm (Mary 2008). It is difficult for farm owners to keep coffee trees alive as long as possible (Mary 2008) and the support from GMCR makes it possible. Therefore farmers are able to make a living out of coffee beans, and more importantly, they have a higher satisfaction because they can preserve and pass the farm to their future generations(Mary 2008). GMCR’s partnership with its farmers not only guarantees a smooth bean supply but also increases farmers’ spiritual wealth and again strengthens their relations. For trade-off problems, Bob Stiller always adhere to â€Å"future thinking† (Collins Porras, 2002), making decisions based on long term benefits for the whole interconnected system rather than GMCR itself. Besides, Bob Stiller has committed to creating wealth which not only incorporates financial value but anything brings value to the whole system and the whole society. References Collins, J., and Porras, J. I. (2002). Built to Last: Successful Habits of Visionary Companies. New York: Harper Business Essentials. Green Mountain Coffee Roasters. (n. d.). Corporate review. Available at http://www.gmcr.com/about-GMCR.html, accessed August 24, 2012. Green Mountain Coffee Roasters. (2011). Consolidated Statements of Operations. Green Mountain Coffee Roasters Inc. Form 10-K. Available at

Overview Of Musical Intelligence English Language Essay

Overview Of Musical Intelligence English Language Essay The third grade student Johnny who seems to involve skill appreciation and composition of the melodic pattern in his performance clearly displays more characteristics on the musical intelligence than linguistic and interpersonal intelligence. Why musical intelligence Since he also vocalizes a variety of sounds during playtime and he can reproduce birdcalls and songs. He has the capability of recognizing and composing musical rhythms pitches and tones. Johnny also has some characteristics of the linguistic intelligence since he has the sensitivity to rhythms and sounds as well as the various language functions. He also has some aspects of the interpersonal intelligence since he is able to sense the feelings of his classmates and respond empathetically to their emotional state thus being able to relate with them very well. On the other hand, his openness and honesty when he expresses himself is also a characteristic of the interpersonal intelligence and his tolerance of his classmates actions and opinions characterizes him as a person who understands the relations between people. The musical intelligence capabilities displayed by Johnny indicate that he appreciates the various forms of music expressed in different moods pitches and rhythms. Teaching and assessment strategies For Johnny who mainly possesses musical intelligence abilities and skills, several teaching and assessment strategies can be employed during his learning processes. When using the multimodal curricular design model the teacher should put a lot of emphasis on Johnnies musical intelligence and see it like a point of entry into the learning content. On the other hand, the single grade and the multi grade classrooms would be the best instructional strategies to adapt. Secondly, on the developmentally based curricular design model the teachers emphasis should be on using Johnnies musical intelligence ability as a tool of instruction in the direction of development and profound knowledge. The instructional strategies for Johnnie based on this model would be based on his choice as a student such that he makes choices in his learning activity. The second strategy that could be used includes, cooperative learning where he learns together with the other students jointly as they all participate in the learning processes since this would also make it easy for the group processing. Another strategy that could be used in his learning is on the development of his life skills. The teacher could also give Johnny less information and allow him to do more application during his learning process. For example, he should be given various sounds, which he should identify, by the tone and rhythm. In this case, this is done in helping memorize more on a taught concept that is presented on a more musical oriented angle. In the assessments, Johnnies teacher should use the skills checklists, portifolis, the S-U lettering grades, as well as the hyperactive card piles. Similarly the teacher could also use both non-graded and the graded music lessons following up with the checklists and the progress charts which highlight the areas of Johnnies achievement and the areas which he needs improvement. Linguistic intelligence For the seventh grade student ,Susie, the most clearly displayed multiple intelligence is the linguistic intelligence since her most preferred learning hints are language and words. She also possesses some characteristics of bodily kinesthetic intelligence since she often uses her hand gestures to express herself and come up with great routines and through this, she conveys her messages very effectively as the junior varsity cheerleader. Why linguistic intelligence The linguistic intelligence for Susie makes her very sensitive to any written or spoken language, which she uses as a way of remembering information. Teaching and assessment strategies The teacher should consider using support materials while teaching Susie to provide some tangibility of the items related to the content for her to examine because of her linguistic nature. The teacher should also review the use of some examples related to sports such as throwing a ball to Susie so that she can answer a question. On the other hand, the teacher should verbally present her content and loudly as Susie questions and look for her feedback. The teacher could also interview Susie, as she should also allow her to make a presentation of her assignments or group work. Susie could also be allowed to prepare class and group presentations as she reads the content aloud as well as be allowed to debate over certain issues in her learning environment. Susie should create chart and graphs which will help her in explaining her written information. In assessing Susie, the teacher should grade her verbal and presentation skills as well as use the hyperactive card files, which would help Susie remember the memorized content. She would also be taught on how to present her work, which would most likely bend on made up stories that she is told to present to other students. Since she is more on linguistic intelligence, it would be of importance that she learns new words and tested on the latter to improve in her work. This should be of great importance both to her and to the assessor. Role-playing could also be a very effective assessment strategy as this can be done through dancing, acting narrating as well as crafts and athletics and this could be done through charts and graphs. This would enable the teacher to follow up with the checklists and the progress charts, which highlight the areas of Susie achievement and the areas, which she needs improvement. Logical-mathematical intelligence Tommy, who is a particular and diligent student, questions events and situations by looking for hidden rationales or reasons has the characteristics of a logical-mathematical intelligent student. His development of a shorthand system for effective note taking, where he always use a prewriting strategy for his major papers and projects make him have traits of the logical-mathematical intelligence. On the other hand, Tommy has introspective intelligence traits, which are highly reflected in his ability to be very single-minded focusing all of his energy and attention to tasks. His preference to work independently and be self-directed makes him an introspective intelligent student and his ability to see his assignments in terms of his own life experiences as well as paying close attention to the events that have correlative importance to his schoolwork. Teaching and assessment strategies Since Tommy possesses both logical-mathematical intelligence and retrospective intelligence, which involves numbers abstractions logic and reasoning. It is assumed that he is naturally intelligent. The teacher should involve him more in activities that are numerical and that require more reasoning and scientific thinking. He should be involved in exercises that involve number sense and numeration too as the assessor by now knows that he is rich in analytical and statistical problem solving. It should be noted that Tommys abilities to evaluate and utilize spatial and quantitative information in solving problems boost his personal self-confidence even when dealing with other life issues.

That Evening Sun Essay -- Literary Analysis, William Faulkner

Critical Analysis of That Evening Sun In That Evening Sun, William Faulkner approaches the story through an anecdotal style that gives meaning to the story. The narrator uses the anecdote that happened to him to convey the story’s underlying meaning that people are restricted by social class and race, not realizing this meaning himself at the time. The era of racism pertains to the meaning of the story, discussing the aversion of southern white people to help those different from them, focusing on the restrictions that society has placed on social class and race separation and the desire to maintain the division. The anecdotal style in That Evening Sun allows the narrator, Quentin, to have a viewpoint and an attitude that is more mature. Since he tells the story now that he is an adult, and the anecdote comes from a memory as a child, the details are focused on smaller things. To exemplify, we see how Quentin takes time to notice Nancy’s eyes by recalling, â€Å"they looked like cats’ eyes do† (296). Information is also given to the reader in a vague way, showing how little Quentin understood about the events that took place. Quentin for instance, didn't know what the "swelling" under Nancy's dress was, and without question assumes that the bump is a â€Å"watermelon† because that’s what Jesus says it is. The reader must assume that since Nancy said to Jesus that the baby, â€Å"never come off of your vine, though† that the child is not Jesus’. The reader doesn’t acquire this knowledge from Quentin’s understanding, however, since he is not mature enough, rather interprets it from Nancy’s words. The effect of having Quentin as an adult tell a childhood story is that the reader is made aware of the casual observations that he thought were imp... ...morality of racism, just the fact that racism is present and that’s the way it was at that time. In the story, the reader can see Nancy’s feelings and thoughts, therefore we view her as a real person, but during the time she was simply a black woman and Quentin is showing that it wasn’t racism that was intentional, rather it was an upbringing that shaped the way black people were viewed. Furthermore, Jason’s repetition of â€Å"I’m not a nigger,† is not meant in a callous way, rather is meant in a â€Å"that’s just how it is† way. The social commentary on racism and it â€Å"just being there† is hidden through the children’s ramblings. The comments of the children show how much the children paid attention to the ways adults were presenting racism. The point of this being to show a memory that came from youth and concentrated on blacks just being the lower social class and race. That Evening Sun Essay -- Literary Analysis, William Faulkner Critical Analysis of That Evening Sun In That Evening Sun, William Faulkner approaches the story through an anecdotal style that gives meaning to the story. The narrator uses the anecdote that happened to him to convey the story’s underlying meaning that people are restricted by social class and race, not realizing this meaning himself at the time. The era of racism pertains to the meaning of the story, discussing the aversion of southern white people to help those different from them, focusing on the restrictions that society has placed on social class and race separation and the desire to maintain the division. The anecdotal style in That Evening Sun allows the narrator, Quentin, to have a viewpoint and an attitude that is more mature. Since he tells the story now that he is an adult, and the anecdote comes from a memory as a child, the details are focused on smaller things. To exemplify, we see how Quentin takes time to notice Nancy’s eyes by recalling, â€Å"they looked like cats’ eyes do† (296). Information is also given to the reader in a vague way, showing how little Quentin understood about the events that took place. Quentin for instance, didn't know what the "swelling" under Nancy's dress was, and without question assumes that the bump is a â€Å"watermelon† because that’s what Jesus says it is. The reader must assume that since Nancy said to Jesus that the baby, â€Å"never come off of your vine, though† that the child is not Jesus’. The reader doesn’t acquire this knowledge from Quentin’s understanding, however, since he is not mature enough, rather interprets it from Nancy’s words. The effect of having Quentin as an adult tell a childhood story is that the reader is made aware of the casual observations that he thought were imp... ...morality of racism, just the fact that racism is present and that’s the way it was at that time. In the story, the reader can see Nancy’s feelings and thoughts, therefore we view her as a real person, but during the time she was simply a black woman and Quentin is showing that it wasn’t racism that was intentional, rather it was an upbringing that shaped the way black people were viewed. Furthermore, Jason’s repetition of â€Å"I’m not a nigger,† is not meant in a callous way, rather is meant in a â€Å"that’s just how it is† way. The social commentary on racism and it â€Å"just being there† is hidden through the children’s ramblings. The comments of the children show how much the children paid attention to the ways adults were presenting racism. The point of this being to show a memory that came from youth and concentrated on blacks just being the lower social class and race.

Immigration To Canada Essay -- essays research papers

Immigration to Canada The first immigrants to the territory now constituting Canada were from Western Europe. The first great influx began early in the 19th century when large numbers of Europeans left their homelands to escape the economic distress resulting from the transformation of industry by the factory system and the concurrent shift from small-scale to large-scale farming. At the same time, wars, political oppression, and religious persecution caused a great many Europeans to seek freedom and security in Canada. The century following 1820 may be divided into three great periods of immigration to Canada. During the first period, from 1820 to 1860, most of the immigrants came from Great Britain, Ireland, and western Germany. In the second period, from 1860 to 1890, those countries continued to supply a majority of the immigrants; the Scandinavian nations provided a substantial minority. Thereafter the proportion of immigrants from northern and Western Europe declined rapidly. In the final period, from 1890 to 1910, fewer than one-third of the immigrants came from these regions. The majority of the immigrants were natives of southern and Eastern Europe, with nationals of Austria, Hungary, Italy, and Russia constituting more than half of the total. Until World War I, immigration had generally increased in volume annually. From 1905 to 1914 an average of more than a million aliens entered Canada every year. With the outbreak of war, the volume declined sharply, and the...

Ophelias Hamlet :: essays research papers

Hamlet’s Ophelia William Shakespeare has written many masterpiece plays and has told a vital story in almost all of them. In the play Hamlet Shakespeare uses melancholy, grief, and madness to pervade the works of a great play. Throughout the play Shakespeare uses such emotional malady within Hamlet, that the audience not only sympathizes with the tragic prince Hamlet, but to provide the very complexities necessary in understanding the tragedy of his lady Ophelia as well. It is the poor Ophelia who suffers at her lover's discretion. Hamlet provides his own self-torture and does fall victim to melancholia and grief, however his madness is feigned. Ophelia and Hamlet each share a common connection: the loss of a parental figure. Hamlet loses his father as a result of a horrible murder, as does Ophelia. Her situation is more severe because it is her lover who murders her father and all of her hopes for her future as well. When looking at her character, one would think she was in grief but quickly turns to madness. Ophelia is made to be this sweet innocent girl but then turns crazy after her father dies and Hamlet leaves for England. People argue that Hamlet has the first reason to be hurt by Ophelia because she follows her father's admonitions regarding Hamlet and his true intentions for their love. Polonius tells Ophelia that Hamlet will not do anything but be fickle with the girls since he is suppose to have an arranged marriage. After telling Ophelia this, Polonius and Claudius try to have Ophelia become bait to find out why Hamlet us acting crazy. Hamlet begins with his overwhelming sarcasm toward Ophelia, "I humbly thank you, well, well, well," he says to her regarding her initial pleasantries (3.1.91). Before this scene, he has heard the King and Polonius establishing a plan to deduce his unusual and grief-stricken behavior. Hamlet is well aware that this plan merely uses Ophelia as a tool, and as such, she does not have much option of refusing without angering not only her busybody father but the conniving King Claudius as well. Hamlet readily refuses that he cared for her. He tells her and all of his uninvited listeners, "No, not I, I never gave you aught" (3.1.94-95). Hamlet has a right to direct his anger to Ophelia because it was her that â€Å"repelled† against him. Her father forced her, and if she did try to disobey her father she could be disowned.

Bourdieu and social class within the educational system

The subject of social class within the educational system seems to be the elephant in the room. Issues of race, gender, discrimination and making safe places are addressed constantly within the pedagogy yet we ignore the realities of social stratification, especially when it comes to the classroom and the curriculum we are expected to teach. According to Bourdieu, the education systems of western societies function in such a way as to legitimatize class inequalities (Bourdieu, 1977).Success in the education system is enhanced by the possession of cultural capital (which is etermined the dominate culture) and Lower-class pupils do not, in general, possess these traits. Bourdieu then supposes that the failure of the majority of these pupils is inevitable. This, he postulates, explains class inequalities in educational attainment. , For Bourdieu, educational credentials help to reproduce and legitimatize social inequalities, as higher-class individuals are seen to deserve their place in the social structure.Place in the social structure is not pre determined and education often is a factor in the upward mobility in SES. Muller and his team describe cross-national imilarities and differences in the two steps in which education intervenes in the process of intergenerational class mobility: the link between class of origin and educational credentials attained, and between these credentials and class position allocated to (Muller et al. , 1989).They conclude that the patterns of association between class origin and education, and between education and class destinations are similar across the nine nations. However, the strength of these associations demonstrates cross-national variations. This paper is one of the first comparative tudies of social mobility, which used the data sets collected in the early 1970s from nine European countries investigated in Comparative Analysis of Social Mobility in Industrial Nations (CASMIN) project.Nevertheless, this article supports FJG hypothesis which argues that class origin inequalities in relative mobility chances will be roughly constant across nations . Social mobility, class and education is further explored through a longitudinal study conducted by Johnson, Brett & Deary (2009). They proposed that social class of origin acts as ballast, restraining otherwise eritocratic social class movement, and that education is the primary means through which social class movement is both restrained and facilitated, thereby giving weight to Bourdieu's theory of Cultural Reproduction.They conclude that parental social class attainment contributes to educational attainment, which in turn contributes to participant social class attainment, suggesting that educational attainment contributed to social class stability. Education is important to social mobility and, thus, appears to play a pivotal role in the association between ability and social class attainment. When looking at the relationship between ability and socia l class attainment, it is useful to also look at the different types of culture capital.Andersen and Hansen (201 1), for example, distinguish between two interpretations of cultural capital: â€Å"narrow' and â€Å"broad. † The narrow interpretation refers a child's exposure to ‘high cultural' products or activities (Bourdieu's concept ot objectified capital): tor example, having objects of art at home, or a tastefully furnished home, visits to the theatre or art museums, or playing the piano (p. 608). These signs of high culture may not mprove a student's work in any objective way, but they are rewarded through subjectivity involved in assessing academic performance.The same is true of the broad interpretation of cultural capital, which is â€Å"general linguistic skills, habits, and knowledge, including cognitive skills,† which are â€Å"used in a strategic manner by individuals, who thereby may receive advantages or profits† (p. 608). This kind of cult ural capital is passed from parents to children through school work (p. 608). Bourdieu's description of educational capital encompasses this outlook. One ofAndersen and Hansen (2011) implications in schools which supports Bourdieu's theory of cultural capital is that: â€Å"Students from classes with highest cultural capital will perform the best academically, on each horizontal level† (of social class) (p 611) This is often seen played out when looking at the Socio Economic Status schools. Bankston and Caldas (2009) examine how legal desegregation of American schools starting in the 1950s and 1960s was countered by de facto segregation due to â€Å"social class, residential patterns† and other forms of social marginalization.Since the verage socioeconomic status of a student population affects a school's educational achievement levels, upper and middle class families eluded and hindered desegregation by moving to different school districts, suburban communities, by ch oosing private schools etc. Bourdieu's concept of education through institutional capital sees education as a place where one acquires the skills to enter different positions within the labour force -and those positions in turn determines one's socioeconomic status..Bankstone and Caldas state that policy assumes that differences in educational achievements are caused by the concrete schools and in articular by its teaching staff. Schools are believed to determine socioeconomic conditions instead of the other way around. As educators, not only must we be aware that class differences are present in the classroom, but, perhaps, look for ways to minimize the gulf between classes and increase capital culture in those who do not possess as much as others. Technology may be one way to do this. There seems to be a push towards using new technologies in the classroom.Considering class inequality and cultural capital, an educational model that aims to bridge the divide by bringing students to gether to the ame level of technological proficiency would be desirable. Kapttzke (2000), following a case-study in an Australian school, concludes that integrating student- based projects using information technology is a way to bring students with tech sa'. n. y back from the brink of alienation. Kapitzke states that â€Å"teachers who ignore the texts, identities, skills and interests of the young do so at their own peril. † (p. 0) Faced with a growing techno-cultural capital gap, educators need to â€Å"view students as fellow explorers and co-workers† (p. 60) and possibly working on innovative rojects like revamping a school's computer network. The student who led the project ended up teaching not only students but teachers too. Not only would cultural capital be affected, it is most likely that a student's social capital Conversely, a study done in Californian schools shows a different side of the story. Cuban (2001) and fellow researchers explored the paradox of high access to technology with low real use.This was explained by traditional constraints on teachers such as time and structure, as well as annoying deficiencies in the technologies, such as computer crashes, that limited teachers' initiatives. The teachers stressed â€Å"that using computers in their classes made demands upon them that made their Job harder. † (p. 828) In the end, â€Å"inadequate time in the daily schedule to plan work together goes to the heart of teacher use of new technologies and their preferred teaching practices† (p. 28) and resulted in the teachers preferring traditional teacher-based discussions, lectures and activities supplemented with some time for technologies. Cuban and his colleagues believe that technology will never revolutionize the classroom; instead, â€Å"historical legacies of high schools in their chool structures and technological flaws will trump the slow revolution in teaching In conclusion, the Kapitzke article highlights an innovative practices† (p. 830). way of maximizing tech-sawy students' cultural capital and thereby pushing for equality and integration.However, as the Cuban article points out, technology will likely be relegated to special projects when deemed appropriate by a teacher relying on various methodologies. While dynamic technologically innovative teaching methods have their place they are not the magic answer to solving cultural capital and class inequalities.