The killer inside me by Jim Thompson Research Paper

The killer inside me by Jim Thompson - Research Paper Example More than the description of the crimes, what is more important is his cynical state of mind, which gets reflected in the way he needles people around him especially by his words which often bore them. He declares his sickness to be perhaps of psychosomatic origin. However Lou Ford on the outside leads the normal life of a respectable cop who is well like by his superiors especially Sheriff Maples. It is the perversion of Lou’s mind, whether it is about sexual encounters or pure cases of murder that gives shape to the plot with an underlying motive of exploring the bifurcated personality of Ford. The novel begins with Lou’s encounter with the proprietor of a restaurant and before that a waitress of the same place. Lou Ford comes to the readers as a fine, polished kind hearted person unless he begins drawling his sentences during his conversation with the proprietor. Lou does not carry a gun because he does not think about crooks like the way people do. Despite being a c op, he thinks that people are â€Å"a little misguided. You don’t hurt them, they won’t hurt you. They’ll listen to reason† (Thompson 4). ... The author switches the opinions about Ford quite briskly as the narrator states, â€Å"I liked the guy—as much as I like most people, anyway—but he was too good to let go. Polite, intelligent: guys like that are my meat.†(Thompson 4) the last phrase gives a hint about his perversion of mind. He purposely tries to bore him with philosophical talks while he knows very well that people dislikes a bore and â€Å"If there’s anything worse than a bore, it’s a corny bore† (Thompson 5). The moment he begins drawling out long sentences he finds that the proprietor is eager to quit the conversation. So Lou gets a sadistic pleasure in teasing people around him. The novel also introduces us to Bob Maples, the sheriff who trusts Lou a lot and is ready to back his decisions without knowing what they are. The readers come to know of his sickness directly for the first time when he meets Joyce Lakeland. One comes to know of the sickness he went through and encountered for the first time when he was fourteen years old. With a deeper thought one can perceive that this sickness is related to sexual perversion. It is aroused once again after a long time when he meets Joyce. His sexual perversion is aroused when he enters into a bickering with Joyce after she finds him holding her gun. By revealing his identity she begins to get violent with him and hits him hard. It brings out the long dormant sickness inside him and he is engaged into a violent sexual assault on her. Even a while before this happens he tries to get away as fast as he can because he fears that â€Å"She’s talks. She’d yell her head off. And people would start thinking, thinking and wondering about

Global leadership and management Essay Example | Topics and Well Written Essays - 3000 words

Global leadership and management - Essay Example They understand that the leadership tools help them in solving complicated problems and thus give them way to be success. Those leaders who are best are certainly keen on learning more to sharpen their qualities and skill to be constructive and efficient .A leader can turn out to be disorganized and unfocused, if he does not evaluate and analyze himself at the right time and in the right manner. A stressed and unfocused leader can be a disaster and failure and can also de-motivate the team which he is leading. The performance standards of the leader can be enhanced only if he makes use of an appropriate leadership assessment tool. These tools provide assessment in various areas of management like sales, customer service, team building, and time management and so on. The overview of the proposed leadership assessment tool The proposed leadership assessment tool is focused on determining the ability of the person to work with tasks and people. In this assessment, a person needs to resp ond on 18 questions which evaluate their skill on task and people. This assessment studies the leader’s skill and ability in leading a project by giving attention to all areas of working. It also evaluates the person’s ability in achieving a task or objective in the appropriate manner Also, the person’ s ability to coach the team regarding new tasks and procedures are also analyzed in this proposed leadership assessment tool. His ability to carry out different complicated task at one time is also kept in consideration during the assessment. Managing the time is an important aspect of a successful leadership and this tool give much value to it. A leader can perform a task efficiently only if he is expert in analyzing problems and managing team work. He should also honor the limits and restrictions of his employees and plan things accordingly. However, if a leader can counsel his employees well, he has done half of his job. Once the person has responded to the que stions listed, his scores are recorded on a form which has the two columns with a specification of task and people. The total marks for both areas are totaled and jotted on a chart. The graph has task has the horizontal axis, and people as the vertical axis. According to the intersection of lines on graph, the leadership will be categorized as team leader, country club type, authoritarian or impoverished. In the following pages we can see the results of 10 respondents who have used this tool. Leadership assessment results of 10respondents Respondent One : The first respondent is not very keen in involving the team in decision making process, coaching them , reading literature to training, leadership and psychology as the score is two .Although, he is averagely good with accomplishing tasks ,keeping accounts of minute details of projects, correcting mistakes, time management and encouraging employees, since his score is three. He has proved too competent with analyzing problems, mult i- tasking, explaining the task to employees and honoring their limits as he scored four. The person has gives least importance in breaking large projects to smaller task and monitoring the schedule of the project, since he has scored one .However, the score is five in areas like building a great team, on counseling skills and carrying out and implementing innovative procedures. Finally, by

Graphic Organizers in the Classroom Essay Example for Free

Graphic Organizers in the Classroom Essay A graphic organizer is a visual tool the helps students grasp the relationship between facts, terms and other ideas within a specific learning task (Hall Strangman, 2002). Graphic organizers are called by a variety of different names including knowledge maps, concept maps, story maps, cognitive organizers, advance organizers and concept diagrams (Hall Strangman, 2002). However, graphic organizers have a valuable place within classrooms because they have the potential to improve learning outcomes for all students (Hall Strangman, 2002). Graphic organizers are so useful for both students and teachers because they can take many forms and be used in a variety of different ways to meet the needs of each individual student. Graphic organizers can be used in a variety of different educational situations and can be modified to meet the learning objectives of specific lessons (Bellanca, 2007). Teachers can use a graphic organizer to make sense of classroom discussions among students. Students can use graphic organizers to gather information from a single lesson in order to find meaning. Students can also rely on graphic organizers to keep track of an ongoing lesson or theme that lasts throughout the entire school year (Bellanca, 2007). An analysis of graphic organizers is offered as they relate to overall learning achievement in the classroom. Graphic organizers have the potential to improve the learning outcomes of all students because they blend the linguistic mode of learning with the non linguistic mode of learning so that words and phrases work with symbols to form meaningful relationships (Marzano, Pickering Pollock, 2001). The use of graphic organizers is intended to meet six different learning objectives that regularly appear in classroom curriculum: descriptive patterns, time-sequence patterns, process/cause effect patterns, episode patterns, generalization/principle patterns and concept patterns (Marzano, et al, 2001). Descriptive patterns are used to represent facts about people, places, things and events (Marzano, et al, 2001). For example, if students were learning about the Underground Railroad, they could create a graphic organizer centered on the Underground Railroad by branching different facts about this historical event off, including important people, places, things and events associated with the Underground Railroad. Similarly, time-sequence patterns are used to form representations of the chronological sequence of events (Marzano, et al, 2001). This type of graphic organizer could take the form of a student created time line. The remaining four types of graphic organizers deal with more complex processes but are equally as useful for teachers and students. Process/cause effect patterns organize information in such a way that allows it to lead to a specific outcome (Marzano, et al, 2001). Using the Underground Railroad example, this graphic organizer could list all of the different events that led to the creation of the Underground Railroad. Episode patterns are similar in that they organize information about specific events including setting, people, duration, sequence of events and cause and effect (Marzano, et al, 2001). This type of graphic organizer allows students to form a clear and cohesive picture of what they are studying so that all of the necessary information is included in one place. Generalization/Principle patterns allow students to focus on one topic so they are able to collect a variety of different examples that support that topic (Marzano, et al, 2001). This type of graphic organizer is particularly useful in math because it allows students to show a multitude of examples that prove specific math concepts. Finally, concept patterns organize information around a word or phrase that represent people, places, things or events as entire categories (Marzano, et al, 2001). This type of organizer allows students to show many examples about one particular subject. The types of graphic organizers described above are highly useful in the classroom because students in modern society are very visual human beings (Sousa, 2007). Modern students are surrounded by visual technology including computers, television, video games, cellular telephones, movies and DVD players (Sousa, 2007). Graphic organizers build on the reliance that students have on visual technology by capturing their attention in order to provide them with authentic opportunities to improve their understanding, meaning and retention of specific subjects (Sousa, 2007). Teachers who incorporate the use of graphic organizers into the classroom are able to reach all students because they appeal to the highly visual children that make up society today. Further, the use of visual techniques such as graphic organizers have the potential to increase learning outcomes while also ensuring future recall. The national No Child Left Behind Act has increased educational focus onto assessment (Struble, 2007). Graphic organizers have a very valuable place in classrooms both as ongoing and formative assessment measures (Struble, 2007). Graphic organizers are powerful tools for analyzing and assessing the ongoing understanding and performance of students throughout the school year and across a wide range of subject material (Struble, 2007). The use of graphic organizers as part of an ongoing assessment measure allows teachers to modify instruction as necessary while also ensuring that all students are learning what they need to know (Struble, 2007). Further, the use of graphic organizers has been shown to increase overall meaning but also to increase future retention (Nesbit Adescope, 2006). Over the past several years, fifty-five studies have been conducted associated with the use of graphic organizers by 5818 student participants. Results from these studies using post tests measuring recall and transfer after the use of graphic organizers prove that they increase knowledge retention (Nesbit Adescope, 2006). Ultimately, graphic organizers have the potential to capture the interest of students so they are able to form a meaningful relationship between linguistic and non linguistic skills in order to increase the potential for future recall of curriculum material. Bellanca, James A. (2007). A guide to graphic organizers: helping students organize and process content for deeper learning. Thousand Oaks, CA: Sage Publications. Hall, Tracey Strangman, Nicole. (2002). Graphic organizers. Wakefield, MA: National Center on Accessing the General Curriculum. Retrieved on April 16, 2009 from http://www. cast. org/publications/ncac/ncac_go. html. Marzano, Robert J. ; Pickering, Debra J. Pollock, Jane E. (2001). Classroom instruction that works: research based strategies for increasing student achievement. Alexandria, VA: Association for Supervision Curriculum Development. Nesbit, John C. Adescope, Olusola O. (2006). Learning with concept and knowledge maps: a meta-analysis. Review of Educational Research, 76 (3): 413 – 448. Sousa, David A. (2007). How the brain learns mathematics. Thousand Oaks, CA: Sage Publications. Struble, Janet. (2007). Using graphic organizers as a formative assessment. Science Scope, January 1.

Disaster Management Approaches For Libraries

Disaster Management Approaches For Libraries Abstract The present paper highlights the disaster and its management in general and in libraries in electronic age. The paper also suggested the management methods of disaster in libraries. Libraries are the custodian of our history, culture and civilization. They are keeping the heritage of the nation in safe for last thousands of years. The safeguard against disaster for the libraries is very important. Safeguard should be in such planned ways that save the resources of library without any damage. In India libraries are not concentrating on disaster management due to unawareness and paucity of funds. Libraries and reputed Information Centres should organise program on disaster management in libraries. There should be training and workshop program for library personnel as well as for library users. Library and managing authority should make necessary arrangement for the effective program of disaster management in libraries. Disaster management program should be implemented from the initial stage (from the construction of building for any organisation). Key-Words: Disaster, Disaster Management, Natural Disaster, Man-Made Disaster,  Disaster Management – Libraries, Artificial Disaster 1. Introduction: Now libraries of India transforming themselves from traditional library to modern library or we may say automated, electronic, digital, virtual or hybrid libraries. With the development of technology changes, the development of adversity also increased. Adversity or disaster may be natural an artificial also. Disaster and its management (Disaster Management) now becomes the burning topic in many field due to natural disaster as cyclone, tornado, earthquake, fire due to heavy rain, water flood etc. and artificial disaster as power grid failure, network failure, fire, server fail, short -circuit etc. In libraries, authorities and libraries are not giving their attention for management of any kind of disaster. In India except some advance libraries, most of libraries have no prearrangement for disaster. Libraries have our history. Civilization and culture in books and in electronic form, if any disaster occurred they will lose valuable history, Civilization and culture. 2. Disaster Disaster is an unexpected, disastrous happening carrying excessive mutilation, damage, and destruction and devastation to life and property. The mutilation caused by disasters is incalculable and differs with the topographical location, climate and the type of the earth surface/degree of susceptibility. These effects may be mental, socio-economic, political and cultural state of the affected area. Disaster may be men made (Artificial) and natural. Some definition of disaster as follow: An occurrence causing widespread destruction and distress; a catastrophe.† Emergency â€Å"A serious situation or occurrence that happens unexpectedly and demands immediate action[1].† (American Heritage Dictionary. 3 rd. ed., 1996) In contemporary academia, disasters are seen as the effect of hazards on vulnerable areas. Hazards that occur in areas with low vulnerability do not result in a disaster; as is the case in uninhabited regions. (Quarantelli 1998)[2]. A disaster is a natural or man-made (or technological) hazard resulting in an event of substantial extent causing significant physical damage or destruction, loss of life, or drastic change to the environment. A disaster can be extensively defined as any tragic event stemming from events such as earthquakes, floods, catastrophic accidents, fires, or explosions. It is a phenomenon that can cause damage to life and property and destroy the economic, social and cultural life of people.[3] 2.1 Natural Disaster A natural disaster is an implication when a natural danger touches creatures and/or the built atmosphere. The resulting damage is governed by on the capacity of the population to support or fight the disaster: their resilience. This understanding is concentrated in the formulation: disasters occur when hazards meet defencelessness. A natural danger will hereafter never result in a natural disaster in areas without exposure. Numerous singularities like, landslides, earthquakes, eruptions, volcanic, cyclones and floods are all natural hazards that kill thousands of people and destroy moneys of territory and goods every time. Followings are the main natural disasters: Earthquakes Floods Volcanic eruptions Cyclones Biological agents (micro-organisms, insect or vermin infestation) Fires (wildfires) Rain 2.2. Artificial (Men Made) Disaster With the technological development the hazards also grows. Artificial disasters also can be caused by humans. Dangerous materials emergencies include chemical tumbles and groundwater pollution. Workplace fires (caused by short-circuit etc.) are more common and can originate substantial property mutilation and loss of life. Communities are also defenceless to these threats posed by fanatical groups who use ferocity against both people and property. In Artificial disaster, targets may include military and civilian government facilities, international airports, high-profile landmarks and large cities. In Cyber-terrorism involves attacks against computers (server down, virus attack, hacking and unauthorised access etc.) and networks done to intimidate or pressure a government or its people for political or social objectives. 3. Disaster management It is a discipline that includes making, holdup, and rebuilding society when natural or human-made disasters occur. In general, any Crisis management is the unceasing process by which all individuals, groups, and communities manage hazards in an effort to avoid or perfect the impact of disasters resulting from the hazards ‘Disaster management can be defined as the organization and management of resources and responsibilities for dealing with all humanitarian aspects of emergencies, in particular preparedness, response and recovery in order to lessen the impact of disasters.[4] 4. Disaster in Libraries Disaster either natural or manmade may occur in any organisation and at any place of the world. Its seriousness may be distinguished on preventive, pre-arrangement and other security methods. Now, libraries have entered in the age of electronic age but with the advent of technology in libraries, the technological (Artificial) disaster has also generated. Natural disaster like flooding, earthquake, cyclones, rain and Volcanic eruptions etc. are identical and not changed but going toward uncertainty due to global warming. Day to day man-made disaster as power cuts, network failure, cooling- heating, theft of books, network tower failure, conflict, noise, and violence may occur in libraries. Besides these, fire, sever failure, crashing of computer also are major disaster in libraries. Sometimes some misshaping may convert in major disaster in libraries. 5. Disaster Management in Libraries: Libraries are our guardian or custodian of our history, culture and civilization. They are keeping these records in printed and non-printed document. Students, scholar expectation are also linked with libraries. So maintenance and security of libraries are essential from disaster etc. In this concern Indian libraries (especially government and public libraries) frustrated us. Libraries are not so secured in this concern. Most of the libraries have not installed fire alarm system in their libraries. If installed, the maintenance of these systems is zero, only they became show peace. Libraries are also faces many day to day disaster like power-cuts (No having generators), no heating-cooling system etc. Libraries are information centre are also organising many workshop, conference and seminar of ICT but neglected the topic like disaster management in libraries[5]. This is ill-fated of Libraries as they are providing reading material (books, journals and encyclopaedias etc.) on disaster management to their users for research but for them, there is no such perpetual program in this concern. Funds are also a barrier in this concern as libraries not getting adequate funds for purchase books etc. and these disasters are the secondary phase for the libraries. I personally observed in many libraries that there was no such preventive equipment and measurement for this disaster (natural and man-made). Disaster controlling plan is a must be assimilated in preliminary planning of founding a library and information centre. Numerous minor pointers for a complete disaster management plan, which are independent of each other but are interwoven. Libraries either academic or public and authority (Government- Non-Government) should make the following provision in their libraries against disaster management: Fruitful Plan: Each disaster has three phases: before, during and after. A variability of plans is required to manage with each of these phases. There should be fruitful plan for disaster management. Disaster plan must cover complete of the library and information centre including staff, readers, sources of information, equipment and infrastructure and it must be a cooperative team effort. Mirror Server/ Backup: There should be arrangement of mirror server and daily backup of work should be taken on regular base by the competent library staff. Data backup should not kept in library and be placed at minimum two places. A responsible staff may take this backup with them. AMC of library server and UPC may be an alternative security measure for this. Power Supply: There should be one main switch of light system of library and place to place MCV- Light controller should be installed in the library to avoid short-circuit in light system. Responsibility: There should be fixation of responsibilities on staff and suitable should be identified and succession should be fixed in written and verbally. Suitable senior and junior staff should be incorporated in disaster planning. Power-Cuts: There should be installation of Solar Power System and UPS to cater the the uninterrupted power supply. Sound proof power generator may be installed for this system. Fire: Fire alarm system and smoke detector should be installed in library on each level so that any type of smoke and fire is detected. The staff training is essential to handle such system and should openings for staff to be alert of what is expected of them in the event of disaster. Library should identifying imperative parts of the building, collections, allocating rescue primacies, recognizing substitute storage sites, providing satisfactory fire protection. Additional Funds Arrangement: There should be an additional fund arrangement to procure the preventive equipment and for making such disaster arrangement in libraries. Rain- Floods: It is impartial as important to determine where the water is coming from and should to stop it at its cause as it is to cover up the books. There should be arrangement of water security out system around the library. The access of water should go in direct to down to earth. User Awareness Program: There should be a user awareness program regarding the disaster management. This program may be included in user education/ orientation program of the library. Workshop/Training and Conference: Time to time library and information centers should organize training and workshop program on disaster management in libraries. Disaster Management Agency: Library and information centers may hire Disaster Management Agency for disaster management. Library may contract with such type of agency (Government and Private). There are many such types of agencies are available (online – offline) for disaster management. 6. Conclusion: Now the range of disaster has increased, natural disaster is increasing due to global warming and artificial disasters (man-made) are increasing with the advent of Information Communication Technology. Pre-planning for disaster is very important as this management is inter-linked on each other. These planning should be implemented from the initial phase (from the point of construction of building of any organisation like libraries). Time to time mock drill should also implement for testing of the program. Maintenance of such procedure is also very important. Government, non-government and managing authorities should also pay more attention on this issue. Government should also make such positive policies for libraries and information regarding the implementation of disaster management. Related Bibliography Aparac-Gazivoda, T. and Katalenac, D. (1993) Wounded libraries in Croatia, Zagreb: Croatian Library Association. Archives, Aldershot: Ashgate. Featherstone, Robin M., Lyon, Becky J, and Ruffin, Angela B. (2008).Librarian’s Role in Disaster Response: an Oral History Project. Journal of Medical Library Association, 96,256-282.doi 10.3163/1536-5050.96.4.009. Golrick, Michael A. (2009). Disaster management: Steps in the process. Retrieved from:http://michaelgolrick.blogspot.com/2009/03/disaster-management-plan-steps-in.html. Matthews, G. and Eden, P. (1996) Disaster management in British libraries. Project report with guidelines for library managers, London: The British Library. Matthews, Graham, Eden, Paul. (1996) Disaster management training in libraries, Library Review, Vol. 45 Iss: 1, pp.30 – 38 Riedlmayer, A. (2007) ‘Crimes of war, crimes of peace: destruction of libraries during and after the Balkan wars of the 1990s’, Library Trends 1 (56), 107-132. [1] American Heritage Dictionary. 3 rd. ed., 1996 Houghton Mifflin; 3 editions (August 20, 1992). [2] Quarantelli E.L. (1998). Where We Have Been and Where We Might Go. In: Quarantelli E.L. (Ed). What Is A Disaster? London: Rutledge. pp146-159 [3] http://en.wikipedia.org/wiki/Disaster [4] 1International Federation of Red Cross and Red Crescent Societies Disaster Management. Accessed 12-12-13 [5] http://digitalcommons.unl.edu/cgi/viewcontent.cgi?article=2204context=libphilprac

The Paradox of Revenge in Edgar Allan Poes The Cask of Amontillado Ess

The Paradox of Revenge in Edgar Allan Poe's The Cask of Amontillado ?The Cask of Amontillado? raises a question pertaining to the multiple character of the self (Davidson 202); Can harmony of one's self be restored once primal impulses have been acted upon? This question proposes the fantasy of crime without consequence (Stepp 60). Edgar Allan Poe uses first person point of view, vivid symbolism and situational irony to show that because of man's inner self, revenge is ultimately not possible. Edward Davidson suggests that Montresor, the main character of the story, "has the power of moving downward from his mind or intellectual being and into his brute or physical self and then return again to his intellectual being with his total self being unimpaired" (202). However, Poe tells this story from Montresor?s point of view. The use of first person narration provides the reader with insight into Montresor's inner struggles. First person narration is Poe's method of insuring the reader understands that Montresor is not successful at this harmony. The thoughts and feelings of Montresor lead the reader to conclude that he is not successful at revenge. Montresor says in telling his story, "You, who so well know the nature of my soul, will not suppose, however that I gave utterance to a threat" (153). By communicating in this way, the question arises of who Montresor is actually speaking to, and why he is telling this story fifty years later. One can only conclude that it is for one of two reasons: he is either bragging or finally giving confession. As he tells the story, it becomes obvious that he has not yet filled his need to win, and now a half of a century later, is still struggling with his conscience. As Gregory Jay s... ...onscious self is obsessed with an evil, the conscious must overcome it or a paradox will result in which both selves parish. Works Cited Barbour, Brian. "Poe and Tradition." Bloom 63-81. Bloom, Harold. Interpretations: The Tales of Poe. New York: Chelsea House, 1987. Davidson, Edward H. Poe: A Critical Study. Cambridge: Harvard UP, 1980. Frieden, Ken. "Poe's Narrative Monologues." Bloom 135-48. Gargano, James. "The Question of Poe's Narrators." Regan 164-71. Jay, Gregory. "Poe: Writing and the Unconscious." Bloom 83-110. Poe, Edgar Allan. "The Cask of Amontillado." Literature for Composition. Sylvan Barnet, et al, eds. 4th ed. New York: HarperCollins, 1996. 153-57. Regan, Robert. Poe: A Collection of Critical Essays. Englewood Cliffs: Prentice-Hall, 1967. Stepp, Walter. "The Ironic Double in Poe's "The Cask of Amontillado" Bloom 55-62.

The Life of Serial Killer, Theodore Robert Bundy Essay -- Expository E

   On a chilly afternoon in late 1977, a young, newly-wed woman of 26 was dropped off at her Volkswagen Beetle by her sister-in-law. Her name was Gini McNair. She waved goodbye to her companion, unlocked the driver's door, and stepped into her vehicle. Sitting at the wheel, with the key in the ignition, she glanced around the deserted Boulder Canyon Road located outside of Boulder, Colorado. While waiting for her dusty red Volkswagen to warm up, she saw another one, light blue, heading down Sugarloaf Road towards her. When she glanced at the driver as he went past, he took the opportunity to look her over as well. With piercing eyes, Ted Bundy quickly examined Gini as he drove by her. When his eye caught hers, Gini immediately felt like she had just been delivered a swift punch in the stomach. He turned around at the bottom of Sugarloaf Road and drove over to where she was parked. As he walked over to her window, she rolled it down. He leaned in close and asked, "Are you having car trou ble?" "No." she replied quickly. "Oh...well I am!" he retorted back in an alarming loud voice. She looked at him with surprise, she knew she had to get away. "Well, I'm sorry, but I don't really know anything about cars. I don't think that I would be able to help you." He got suddenly angry and said, "Well, maybe you COULD!" She told him again that she could not and rolled her window up and drove away. Gini didn't tell many people the story of that day, she figured that it was just one of those weird things that happen sometimes. One night, a few months later, she and her husband were watching the news and a story about Ted Bundy came on. While the young couple watched for a few minutes with a mixture of disgust and interest, it showed a p... ....html    Dobson, J. (1995). Fatal addiction. Pure Intimacy.org Retrieved March 12, 2003, from http://www.pureintimacy.org/online1/bundy.html    Larsen, R. W. (1980). Bundy: the deliberate stranger. Prentice-Hall, Inc.    Sands, R. Ted Bundy. Retrieved March 7, 2003, from http://web.ukonline.co.uk/ruth.buddell/bundy.htm    Summers, C. Ted Bundy. BBC - Crime Case Closed. Retrieved March 7, 2003, from http://www.bbc.co.uk/print/crime/caseclosed/tedbundy1.shtml    Ted Bundy: 10 years later. Angelfire.lycos.com. (1999) Retrieved March 12, 2003, from http://www.angelfire.com/oh/yodaspage/news36.html    Ted Bundy - A serial killer. Ted Bundy. Retrieved March 11, 2003, from http://www.auschwitz.dk/mcbundy.htm    Ted Bundy: psychiatric testimony. Serial Murder: Through the Looking Glass. Retrieved March 12, 2003, from http://serial- killers.virtualave.net/bundy2.htm

Can Hybrid Cars Reduce the Dependency on Fossil Fuels

Can Hybrid Cars Reduce The Dependency On Fossil Fuels? I am going to talk about hybrid cars and can they reduce the dependency on fossil fuels. The hybrid cars manufactures that I’m going to use is Toyota, Honda Can hybrid cars reduce the dependency on fossil fuels? Hybrid cars can reduce the dependency of fossil fuels because it would stand between the consuming world and its gas guzzling cars by replacing them with fuel efficient hybrid cars.Hybrid cars have lower level of gasoline consumption, therefore environmentally friendly causing less pollution then gasoline- powered cars. They beat electric cars by a long run which gives about 50 – 100 miles in-between    battery charges that require many hours to fully charge up. Even then electric cars made it possible to have development towards hybrid cars. Toyota Prius was the first passenger car with hybrid technology which was brought forth in Japan in 1997. Toyota and Honda introduced hybrid cars to the American mark ets in the beginning of 1999.Hybrid car are a combination of gasoline and electric powered car. Hybrid cars consist of a internal combustion engine that is small and fuel efficient. The hybrid cars internal combustion engine is assisted by the electric motor when the car is accelerating. The electric motor is generated by rechargeable batteries that automatically recharges when the car is being driven. The Toyota and Honda hybrids work and operate in a similar manner. The engine for gasoline    is smaller then the regular conventional cars.Essentially Toyota and Honda hybrids fellow the same concepts as most hybrids, It receives backup energy from the electric motor gets energy that the motor needs to help the engine when accelerating there for not consuming a large quantity of gasoline. However the Toyota and Honda hybrids also have a different source of generating energy. When the driver hits his or her breaks the kinetic energy created by the heat and friction of the break is c laimed by the electric motor and stored in the batteries. Then it comes to transmissions most hybrids and conventional cars are alike.However the Prius has an additional generator and a circle gear complex to make a controlled, yet continues variable transmission, taking away the need for any conventional manual or automatic transmission which use up unnecessary amount of energy that go to waste. The early hybrid gave about fifty to sixty miles per gallon. The exhaust pollution was almost eliminated and also the acceleration of the hybrids were far bettered then the non-hybrid cars. By 2008 almost all car manufactures offered hybrid model cars along with a few sports hybrid cars.Many of the sports hybrid cars however did not give as much mileage and more expensive then the conventional cars. The federal government offers a good amount of tax credits to purchaser of hybrid cars. The key to the future of hybrid–car development lies in battery technology. The early hybrids resem bled the old conventional electrical system that ran with lead-acid batteries. These lead-acid batteries were bulky and carried a heavy weight and were a major factor in holding back the development of hybrid and electric cars.Most of the current hybrids contain nickel metal hydride batteries, which are smaller, lighter, and more powerful. However the cost is a big factor in this development. Nonetheless most car manufacturers are focusing on lithium-ion batteries. The way to using lithium-ion batteries on hybrid cars has opened up promise the development to a generation of new hybrid vehicles. This development of lithium-ion batteries on hybrid cars allows the capability of the cars to be plug in hybrids. The car will have extended distance without the help of their gasoline engine.This development has made hybrid cars more affordable. In the big picture if our country in whole used more hybrid cars in our day to day life it would be just that much less gasoline we would not me usi ng. If there if do get a hybrid car in the long run you a creating a clean friendly environment and saving less trips to the gas pumps, which mean more money in your pockets. Who doesn’t want that with all the rising high gas prices and our economic condition? We need to put more hybrid cars on the road so we are use less gas and better our economy as a whole.