Cell Phones Should Not Be Banned - 976 Words

The use of smartphones is becoming more common, but at times the use of cell phones can cause problems for a school system. Cell phone usage during school has increased significantly since technology has allowed us to access the internet or social media and text or call anyone whenever we desire. In certain circumstances, however, the use of cell phones should not be allowed such as in class. Some students may face a challenge by putting their phone away just for a split second, and they cannot resist the urge of using their device while in class, thus this could be a serious problem not only for them but for the people surrounding cell phone users. The device creates distractions, not only to the user, but for others as well, causing the user to be disrespectful to his or her classmates and the instructor, and perhaps leading the user to something that is unacceptable by all institutions, cheating. When students are waiting for the instructor to walk into the classroom, the majorit y of the students will be on their phone. Some students will be checking their school e-mail or checking up on someone if needed, but they will put their phones away when the instructor enters the classroom. Others, however, will be scrolling down their social media news feed and will proceed to do so even after the instructor comes in the classroom and initiates his or her lesson. The users in a classroom are less likely to pay attention to the lesson and will possibly not do as well asShow MoreRelatedCell Phones Should Not Be Banned1222 Words   |  5 PagesCell phones can definitely be educational tools in school What’s are everybody’s opinion on cell phones during school? Why should or shouldn’t they be allowed? I’ve always used mine as a helpful tool. I’ve heard many different sides of this debate, mostly they have been positive. I’ve used mine for reading a book in study hall and playing a game to benefit for a vocabulary test. Cell phones are educational tools and should not be banned. This is a debate that can go both ways. Lots of bigger schoolsRead MoreCell Phones Should Not Be Banned910 Words   |  4 PagesCell Phones Should be Allowed in School Seventy eight percent of 12-17 years old have cell phones as of a survey taken in 2013. Cell phones have boomed and its time to let them shine. Cell phones becoming a major part of peoples life’s. Cell phones are welcomed every where this days. There allowed in restaurants and hospitals, but one place they are not welcome are schools. Cell phones should allowed in schools. Cell phones are used by around third of the population. With teenagers being a very bigRead MoreCell Phones Should Not Be Banned4313 Words   |  18 Pagesthat ban cell phone usage while driving completely. Even though the statistics are clear and that there is a problem, there is still yet to be a bill passed that eliminates the use of cell phones across all states, altogether. Many people believe that such a bill would limit their freedom even more than the government already has. With millions of Americans driving, and the many that use cell phones while driving, the problem is very real and very grave. Laws that prohibit using cell phones nationwideRead MoreShould Cell Phones Be Banned?979 Words   |  4 PagesCellphones in class By: Easton Stackis Have you ever wanted to use cellphones in school? Cell phones have many benefits and positive uses that help students during school a lot. Although cell phones can be distracting they should be allowed in school in case of an emergency, to teach responsibility, and to help in school like homework and research. Cell phones are very helpful in emergencies. With cell phones, parents know if their children alright in an emergency. Which takes a lot of stressRead MoreCell Phones Should Not Be Banned1299 Words   |  6 PagesThe usage of a cell phone is dramatically increasing today, especially for students. 98% of parents of cell-owning teens say that a major factor why their child has a cell phone is so that they can be in touch no matter where the child is. That statement can be true, but considering that we’re living in the 21st century, do we really think that’s the biggest reason why students own cell phones, just to make calls and keep in touch with their fellow parents? Keep in mind, it’s the 2016-more advancedRead MoreCell Phones Should Not Be Banned904 Words   |  4 Pagesseeing a smart phone. Technology is everywhere we can t escape it even if we tried. We have advanced so far that we often forget that technology in certain places can be counterproductive espec ially in schools. The cell phones shouldn t be used during school days because it can lead to cheating, texting it makes sounds, and is distracting all this put together makes for an unneeded school accessory. First reason why the cell phones shouldn t be in school it leads to cheating. Cell phones are filledRead MoreCell Phones Should Be Banned in Schools Essay527 Words   |  3 PagesPeople in many schools regularly sneak around on their cell phones, trying to hide them from teachers or administrators. Cell phones were originally against school rules. Honestly it makes a lot of since for students not to be able to use their cell phones during school hours. Cell phones should be banned in schools because they distract students, allow cheating in Schools, and they can be dangerous. Cell phones distract students in school. Whenever people text in class it gets other people’sRead MoreShould Cell Phones Should Be Banned While Driving?1125 Words   |  5 PagesShould phones be banned while driving? I agree with the fact that phones should be banned while driving. This is because phones have become a major cause of accidents lately and many people are losing their lives in the event. As a person, there are numerous times I have had to run into people while texting or talking on a phone. If this is the case while just walking, what comes out when one is using a phone while driving? The most worrying issue is the fact that most people are valuing their convenienceRead MoreCell Phones Should Be Banned from Classrooms540 Words   |  2 Pagesbut was supervise by parents. In today’s world third graders are now getting cell phones and they are creeping into our schools/ classrooms. Because of cell phones in our classrooms our students are not learning. Cell phones are a good asset to our world because they keep in touch with persons or family all around the world but it must be eradicated from our classrooms all around the world. Cell phones should be banned in the classroom b ecause they distract students from learning by encouraging cyberRead MoreCell Phones Should Not Be Banned from School Property693 Words   |  3 Pagestelephones in hand. One may say the use of cell phones should be banned on school property, however there are many instances in which that may not be the best idea. Parents need to know that their children are safe and those children need a way in which to contact their parents if an emergency arises. If their child is not permitted to have their cellular telephone with them at school, the parent loses that sense of security. Cellular telephones should not be banned for students’ use on school property

Essay on The Enduring Loyalty, Love, and Compassion of...

Imagine leaving your wealth, home, family, and even country behind for twenty years. While away, people will inevitably attempt to steal your possessions, seduce your spouse, and act as though you will never return. Most likely, more people will try to harm your estate than those who will continue working and behaving in an honest manner. This notion holds true in Homer’s epic poem, The Odyssey. While Odysseus wages war and struggles to return to Ithaka , a multitude of suitors court his wife and live at the cost of his possessions. On the other hand, a few people like Eumaios remain steadfast to the truth and work to maintain Odysseus’ estate and possessions. Eumaios, Odysseus’ swineherd, embodies compassion, love, and loyalty.†¦show more content†¦Eumaios feels the pain and hardship that Laà «rtà ªs endures, as he feels that the distressed Laà «rtà ªs needs instantaneous notice of his grandson’s return. In addition to being empathetic throughout the poem, Eumaios loves those who need it most: Odysseus, Telà ©makhos, and the swine entrusted to him. When everyone else had finished dinner and went to bed for the evening, Eumaios â€Å"took a sharpened lance, and went to rest / under a hollow rock where swine were sleeping† (14.629-30). Homer uses this as an opportunity to show that Eumaios truly treasured his swine; instead of sleeping like the others, he ventures out into the cold to watch over the vulnerable swine. Later, when Telà ©makhos returns from searching for Odysseus, it is remarked that Eumaios â€Å"kissed the young man’s head, his shining eyes / and both hands, while his own tears brimmed and fell† (16.21-2). In Odysseus’ absence, Eumaios essentially assumes the paternal role in Telà ©makhos’ life, and Eumaios was ecstatic to see that his son had returned safely to Ithaka and avoided the murderous suitors. Another emotional scene takes place when Odysseus reveals himself to the faithful swineherd and cowherd. When Eumaios hears the news, he puts his â€Å"arms around the old soldier, weeping, / kissing his head and shoulders† (21.251-2). Eumaios beams with excitement and joy when he finds out his long-last master has finally returned;

The Things They Carried By Tim O Brien - 862 Words

In the repeated use of ideas of weight throughout his short story â€Å"The Things They Carried†, Tim O’Brien highlights its pivotal symbolism: the intense burden of fear, especially of their own mortality, experienced by the soldiers, and thus weight’s role as the most important word in the text. O’Brien accomplishes this effect through recurring references to weight in relation to Ted Lavender’s death, and his frequent use of weight and weightlessness metaphors in the dreams of Lieutenant Jimmy Cross and the other soldiers. Using the character’s ideas of weight to investigate their emotional reality, O’Brien’s explores heaviness and lightness in both physical and metaphysical connotations providing ample evidence for weight’s central symbolic purpose within the text. The role of weight in Ted Lavender’s death, and its frequent reference by characters within the story, reinforces the weight’s relationship with fear. Lavender was said to have â€Å"dropped like so much concrete† due in part to being ‘†exceptionally burdened† when he was shot (O’Brien 472). Tim O’Brien connects the importance of the weight of the soldier’s physical gear to their emotional state by explaining â€Å"Ted Lavender, who was scared, carried 34 rounds when he was shot and killed outside Than Khe†¦Ã¢â‚¬  (472). 34 rounds were 9 more than required, and thus more than five and a half pounds of extra weight (O’Brien 472). More than the extra ammunition, Lt. Cross described that Lavender fell under the weight of â€Å"allShow MoreRelatedThe Things They Carried By Tim O Brien892 Words   |  4 PagesThe Vietnam War was a long, exhausting, and traumatic experience for all of the soldiers and those who came with them. The Things They Carried, by Tim O Brien illustrates the different affects the war had on a variety of people: Jacqueline Navarra Rhoads, a former nurse during the Vietnam war, demonstrates these effects within her own memoir in the book, The Forgotten Veterans. Both sources exemplify many tribulations, while sharing a common thread of suffering from mental unpredictability. DesensitizationRead MoreThe Things They Carried By Tim O Brien1377 Words   |  6 Pageslove to have it as good as we do. Tim O’Brien’s The Things They Carried discusses many veterans who experience the burden of shame and guilt daily due to their heroic actions taken during the Vietnam War. The book shows you how such a war can change a man before, during, and after it’s over.     Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   As I reflect on the many conflicts America has been a part of, none can compare to the tragedies that occurred in The Vietnam war. As told in The Things They Carried (O’Brien), characters such as NormanRead MoreThe Things They Carried By Tim O Brien1457 Words   |  6 Pagesthe theme pertains to everyone regardless of their background. It conveys the same ideas to people from all across our society. Lastly, a classic is timeless, which means it has transcended the time in which it was written. In Tim O’Brien’s novel, The Things They Carried, he offers a new, intriguing way to view war or just life in general and also meets all of the crucial requirements mentioned above to qualify it as a book of literary canon. Though this book is technically a war novel, many peopleRead MoreThe Things They Carried By Tim O Brien1242 Words   |  5 Pagesâ€Å"Tim O’Brien is obsessed with telling a true war story. O Brien s fiction about the Vietnam experience suggest, lies not in realistic depictions or definitive accounts. As O’Brien argues, absolute occurrence is irrelevant because a true war story does not depend upon that kind of truth. Mary Ann’s induction into genuine experience is clearly destructive as well as empowering† (p.12) Tim O’s text, The Things they Carried, details his uses of word choice to portray his tone and bias. Tim O’BrienRead MoreThe Things They Carried By Tim O Brien1169 Words   |  5 Pagesbut are set in the past and borrows things from that time period. A story that fits this genre of literature is The Things They Carried. The story is about Tim O Brien, a Vietnam veteran from the Unite States, who tells stories about what had happ ened when he and his team were stationed in Vietnam. He also talks about what he felt about the war when he was drafted and what he tried to do to avoid going to fight in Vietnam. The Things They Carried by Tim O Brien was precise with its portrayal of settingRead MoreThe Things They Carried By Tim O Brien1004 Words   |  5 Pages Tim O’Brien is a veteran from of the Vietnam War, and after coming home from his duty he decided to be a writer. His work â€Å"The Things They Carried† is about a group of soldiers that are fighting in the Vietnam War. The first part of the story talks mostly about physical items that each soldier carries, and also mentions the weight of the items as well. Though, there is one exception to the list of physical things. Lieutenant Cross is a character of the story, and Tim O’ Brien quickly states theRead MoreThe Things They Carried By Tim O Brien896 Words   |  4 PagesTrouble without a doubt is what First Lieutenant Jimmy Cross c arried around his shoulders because he was out in war, where mistakes happen. Lost and unknown of his surroundings he had to lead his men into safety, while destroying anything they found. First Lieutenant Jimmy Cross only holds onto one thing for hope and that is Martha, the woman who he hopes is a virgin to come back to. Tim O’ Brien introduces symbolism by adding a character that has a meaning of purity and a pebble, which symbolizesRead MoreThe Things They Carried By Tim O Brien Essay832 Words   |  4 PagesSummary: â€Å"By and large they carried these things inside, maintaining the masks of composure† (21). In Tim O’brien’s The Things They Carried, the American soldiers of the Vietnam War carry much more than the weight of their equipment, much more than souvenirs or good-luck charms or letters from home. They carried within themselves the intransitive burdens—of fear, of cowardice, of love, of loneliness, of anger, of confusion. Most of all, they carry the truth of what happened to them in the war—aRead MoreThe Things They Carried By Tim O Brien1369 Words   |  6 PagesMany authors use storytelling as a vehicle to convey the immortality of past selves and those who have passed to not only in their piece of literature but in their life as an author. In Tim O’Brien’s work of fiction The Things They Carried, through his final chapter â€Å"The Lives of the Dead,† O Brien conveys that writing is a matter of survival since, the powers of s torytelling can ensure the immortality of all those who were significant in his life. Through their immortality, O’Brien has the abilityRead MoreThe Things They Carried By Tim O Brien1407 Words   |  6 Pages       Our introduction stated that in â€Å"The Things They Carried,† author Tim O’Brien tells us not directly of the soldiers of Vietnam, or the situations they find themselves in, but about the things they carry on their shoulders and in their pockets. These â€Å"things† identify the characters and bring them to life.   I find that to be true as the author unfolds the stories about war and the uncommon things one carries in to war both inadvertently and on purpose.  Ã‚  Ã‚  As it was noted: Stories about war –

Finding Athena free essay sample

Coffee hits the bloodstream like an elixir, and again starts another day like most days of lethargy: classes, exams, high school. It’s not that I don’t love it, I do. I love holding a new book in my hands, daunting and unbelievable lists of classics and bestsellers, learning about everything from women’s rights to international culture to subculture of entertainment. But there’s so much you take from five days of school and ten hours of studying each day. There are so many capes I’ve put on: girl, scholar, otaku (Japanese for comic/anime-book geek), etc. It seems that whenever I surprise someone I surprise myself. A burst of laughter or unexpected expletive manages to register higher on the social Richter scale than a hidden tattoo or dropped mutilated frog (which is actually pretty common for a co-ed bio class.) Yet I’ve managed to become a girl who forgets to smile, who seems to take herself too seriously, too quiet to be anything but nice. We will write a custom essay sample on Finding Athena or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page Sometimes, when I come home, I realize just how long I’ve held my breath, how my face had turned to clay from my own carving. Sometimes, you need to take off your own mask. But, soon night creeps over, like a shadowy cloak, sporting a few sequins called stars and one moon. Water runs down my throat, scentless, tasteless, unperceptively vital and powerful. Donning pants that seem whiter than kabuki makeup while a dark belt encompasses my waist. There is no Gotham and there is certainly no Batman. There are no special gadgets or secret bat caves. But just two blocks away, is a small place with transparent walls and warriors inside, already training as I arrive. I step into my Taekwondo studio, alone and ready. It took me 13 years to finally register for martial arts. Years of unrequited efforts toward various athletic activities: tennis, modern dance, hip-hop, etc., had left me feeling embarrassed and inadequate. I had already had a deep respect for sports like karate, but needed the initiative to sign up myself. Martial arts are probably one of the best things left in this world that had such a gorgeous history and mythology and power behind it. Most people think Martial arts is about violence. It isn’t. It’s empowerment; owning your anger, your body, your strength. Martial arts was probably one of the best things left in this world that had such a gorgeous history and mythology and power behind it. Growing up I had no lack of beautiful strong women who encouraged and inspired me to do nothing less than what I was capable of, such as my grandmothers, my sister, and my mother. But growing older and more aware of my society, I see the lack of attention brought to strong, intelligent female depictions without five-inch cleavage or leather. But each year that minority grows larger with more beauty and hope and I hope to become someone inspired by such, or someone who inspires such strength This isn’t some Bruce Lee feature or feminist tirade. Taekwondo was about finding something that was mine, which allowed myself to become something other than a scholar or a twin, but also a warrior, which is always genderless. Strength meant finding and sticking to passion, diligence, and myself.

50 Synonyms and Idioms for Give

50 Synonyms and Idioms for Give 50 Synonyms and Idioms for â€Å"Give† 50 Synonyms and Idioms for â€Å"Give† By Mark Nichol It’s better to give than to receive, and it’s easier to precisely describe giving than receiving, thanks to numerous synonyms for give. Here are dozens of them, with connotative definitions. 1. Accord: to give what is due 2. Administer: to give medication, to perform a religious ritual, or to carry out a punishment 3. Afford: to give in a manner consistent with the giver, usually something inanimate (for example, â€Å"The complication afforded us additional time to prepare†) 4. Allot: to give a portion or share, or by lottery 5. Apportion: to give in shares 6. Award: to give something that is deserved 7. Bestow: to give as a gift, with the possible connotation of condescension 8. Chip in: see contribute 9. Comp: to give something free that is normally paid for (a truncation of complimentary) 10. Confer: to give graciously 11. Contribute: to give among other providers or supporters 12. Convey: to give something originating from one party to another party 13. Deliver: to give something to the intended recipient 14. Devote: to give something useful or valuable 15. Dispense: see administer and allot 16. Dish out: to give criticism; also see administer and allot 17. Distribute: to give to a number of recipients 18. Dole (out): to give in small amounts 19. Donate: to give to an organization or other entity as an act of charity 20. Endow: to give an income to someone, or to give money for long-term maintenance or support 21. Endue (or indue): see endow and provide 22. Extend: to give so as to make available; see also proffer 23. Fork over (or fork out or fork up): to give money 24. Furnish: see provide and supply 25. Grant: to give consent or to concede; see also bestow and transfer 26. Hand down: to give an inheritance, either of material goods or of characteristics 27. Hand out: to distribute 28. Hand over: to give something intended for or due to another 29. Impart: to give from a supply 30. Kick in: see contribute 31. Lavish: to give generously 32. Mete (out): see dole (out) 33. Offer: to make available, or to give an exhibition or performance 34. Pay: to give in exchange for a product or a service, or to give or forfeit as penalty, or to give something intangible such as attention 35. Pitch in: see contribute 36. Present: to give in a ceremonial or formal manner 37. Produce: see offer 38. Proffer: see offer and tender 39. Provide: to make available 40. Pungle (up): see contribute and pay 41. Render: to give in return or retribution; see also administer, deliver, pay, and yield 42. Reward: to give in return for a service 43. Sacrifice: to give something at a loss or to give something for a belief or an ideal or for a purpose 44. Supply: see provide 45. Tender: to give something that is to be accepted 46. Transfer: see convey 47. Transmit: see convey 48. Volunteer: to give services freely 49. Vouchsafe: to give a reply, or to grant as a favor or privilege; see also bestow 50. Yield: to give as is appropriate or required, or to surrender oneself or a possession Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Vocabulary category, check our popular posts, or choose a related post below:Grammar Test 1"Wracking" or "Racking" Your Brain?Prepositions to Die With

Battle of Midway in World War II

Battle of Midway in World War II The Battle of Midway was fought June 4-7, 1942, during World War II (1939-1945) and was the turning point of the war in the Pacific. Commanders U.S. Navy Admiral Chester Nimitz, Commander-in-Chief, U.S. Pacific FleetRear Admiral Frank J. Fletcher, Task Force 17 (senior tactical commander)Rear Admiral Raymond Spruance, Task Force 16 Imperial Japanese Navy Admiral Isoroku Yamamoto, Commander-in-Chief, Combined Fleet Background In the months after their successful attack on the U.S. Pacific Fleet at Pearl Harbor, the Japanese commenced a rapid push south into the Netherlands East Indies and Malaya. Driving back the British, they captured Singapore in February 1942 before defeating a combined Allied fleet in the Java Sea. Landing in the Philippines, they swiftly occupied much of Luzon before overcoming Allied resistance on the Bataan Peninsula in April. In the wake of these stunning victories, the Japanese sought to extend their control by securing all of New Guinea and occupying the Solomon Islands.  Moving to block this thrust, Allied naval forces scored a strategic victory at the Battle of Coral Sea on May 4-8 despite losing the carrier USS Lexington (CV-2).   Yamamotos Plan Following this setback, the commander of the Japanese Combined Fleet, Admiral Isoroku Yamamoto, devised a plan to draw the remaining ships of the U.S. Pacific Fleet into a battle where they could be destroyed. To accomplish this, he planned to invade the island of Midway, 1,300 miles northwest of Hawaii. Dubbed Operation MI, Yamamotos plan called for coordinating several battle groups across large expanses of ocean. These included  Vice Admiral Chuichi Nagumos First Carrier Striking Force (4 carriers), Vice Admiral Nobutake Kondos invasion force, as well as the battleships of the First Fleet Main Force. This final unit was personally led by Yamamoto aboard the battleship Yamato. As Midway was key to Pearl Harbors defense, he believed the Americans would send their remaining aircraft carriers to protect the island. Due to faulty intelligence which had reported Yorktown sunk at Coral Sea, he believed only two American carriers remained in the Pacific. Nimitzs Response At Pearl Harbor, Admiral Chester Nimitz, Commander in Chief of the U.S. Pacific Fleet, was made aware of the impending attack by his team of cryptanalysts led by Lieutenant Commander Joseph Rochefort. Having successfully broken the Japanese JN-25 naval code, Rochefort was able to provide an outline of the Japanese plan of attack as well as the forces involved. To meet this threat, Nimitz dispatched Rear Admiral Raymond A. Spruance with the carriers USS Enterprise (CV-6) and USS Hornet (CV-8) to Midway hoping to surprise the Japanese. Though he had never commanded carriers previously, Spruance assumed this role as Vice Admiral William Bull Halsey was unavailable due to a severe case of dermatitis. The carrier USS Yorktown (CV-5), with Rear Admiral Frank J. Fletcher, followed two days later after damage received at Coral Sea was hastily repaired. Attack on Midway Around 9 a.m. on June 3, a PBY Catalina flying from Midway spotted Kondos force and reported its location. Acting on this information, a flight of nine B-17 Flying Fortresses took off from Midway and mounted an ineffective attack against the Japanese. At 4:30 a.m. on June 4, Nagumo launched 108 planes to attack Midway Island, as well as seven scout planes to locate the American fleet. As these aircraft were departing, 11 PBYs took off from Midway in search of Nagumos carriers. Brushing aside the islands small force of fighters, the Japanese planes pounded Midways installations. While returning to the carriers, the strike leaders recommended a second attack. In response, Nagumo ordered his reserve aircraft, which had been armed with torpedoes, to be rearmed with bombs. After this process had commenced, a scout plane from the cruiser Tone reported locating the American fleet. The Americans Arrive Upon receiving this news, Nagumo reversed his rearmament order. As a result, the hangar decks of the Japanese carriers were full of bombs, torpedoes, and fuel lines as ground crews scrambled to reequip the aircraft. As Nagumo vacillated, the first of Fletchers planes arrived over the Japanese fleet. Armed with sighting reports from the PBYs which had located the enemy at 5:34 a.m., Fletcher had begun launching his aircraft at 7 a.m. The first squadrons to arrive were the TBD Devastator torpedo bombers from Hornet (VT-8) and Enterprise (VT-6). Attacking at a low level, they failed to score a hit and suffered heavy casualties. In the case of the former, the entire squadron was lost with only Ensign George H. Gay, Jr. surviving after being rescued by a PBY after spending 30 hours in the water. Dive Bombers Strike the Japanese Though VT-8 and VT-6 did not do any damage, their attack, coupled with the late arrival of VT-3, pulled the Japanese combat air patrol out of position, leaving the fleet vulnerable. At 10:22 a.m., American SBD Dauntless dive bombers approaching from the southwest and northeast struck the carriers Kaga, Soryu, and Akagi. In less than six minutes they reduced the Japanese ships to burning wrecks. In response, the remaining Japanese carrier, Hiryu, launched a counter-strike. Arriving in two waves, its planes twice disabled Yorktown. Later that afternoon, American dive bombers located Hiryu and sank it, completing the victory. Aftermath On the night of June 4, both sides retired to plan their next move. By 2:55 a.m., Yamamoto ordered his fleet to return to base. In the following days, American aircraft sunk the cruiser Mikuma, while the Japanese submarine I-168 torpedoed and sank the disabled Yorktown. The defeat at Midway broke the back of the Japanese carrier fleet and resulted in the loss of invaluable aircrews. It also marked the end of major Japanese offensive operations as the initiative passed to the Americans. That August, U.S. Marines landed on Guadalcanal and began the long march to Tokyo. Casualties U.S. Pacific Fleet Losses 340 killedAircraft Carrier USS YorktownDestroyer USS Hammann145 aircraft Imperial Japanese Navy Losses 3,057 killedAircraft Carrier AkagiAircraft Carrier KagaAircraft Carrier SoryuAircraft Carrier HiryuHeavy Cruiser Mikuma228 aircraft

Evaluation of Hyundai Motor Company Essay Example | Topics and Well Written Essays - 1000 words

Evaluation of Hyundai Motor Company - Essay Example For instance, the company registered revenues of $72.3 billion in FY2009, an increase of 14.7% over FY2008. In particular, Hyundai boosted its operating profit margins over the last three financial periods and it elevated from 4.1% in FY2007 to 5.9% in FY2009. Thus, Hyundai has been able to improve the automobile market share in the global market more than other competitors in spite of the recent world economic recession (Datamonitor, 2010). Origins and Key Developments Hyundai was established in 1967 and it did not have proper technology in order to produce automobiles. As a result, although Hyundai released the Pony, the first export car model in South Korea, with technical assistance from Mitsubishi Motor in 1975, the company struggled with the manufacture of cars until the 1980s (Company Website, 2010). However, Hyundai developed core components independently such as gasoline engines and transmissions for the first time in the 1990s (ibid) and the company began to invest signific antly into its car quality, design, and research in the 2000s. As a result, Hyundai has been able to achieve high sales and a powerful brand value in the world automobile market (Datamonitor, 2010). ...   re, Hyundai was awarded â€Å"car maker of the year 2010† by AM, the UK’s auto trade magazine (AM Website, 2010), and automobile experts from nine Middle East countries selected Sonata, the company’s typical car, as the best mid-size car of the year 2010 (Company Website, 2010). Thus, the company is able to gain more customers and to record high sales due to a strong brand image (Datamonitor, 2010). Nevertheless, Kiley (2007) argues that despite earning a good reputation for a strong brand value, the company still does not establish high sales in the luxury car market. Customers who want to buy a car from Hyundai are mainly considering its inexpensive price and this price story is called the company’s image problem â€Å"The Yugo Factor† (BusinessWeek, 2007). When the company entered the US car market in the 1980s, it was generally compared with Yugoslavian automobiles which have quality problems (ibid). For instance, when the Hyundai’s v ehicle was shown without any company’s logo in research with 200 car traders in the US, 71% of people would buy it. However, when the car’s logo was displayed, there were only 52% of people. This is the reason that Hyundai is still struggling in the luxury automobile market (Kiley, 2007). However, Hyundai