Introduction of Computing in Aviation Assignment - 1

Introduction of Computing in Aviation - Assignment Example The activity involves creating of a social media page, in both facebook and twitter, for class members, and encouraging the members to engage in one or both of the social media actively and honestly engage with information that the involvement will be used for learning purposes. A class member is then asked to make anonymous posts with different research topics in both social media. The Action Social media Monitoring tool is then used to collect data on the responses by class members per research topic and frequencies of the responses from both media recorded for further analysis. This will identify the effectiveness of research topics in generating responses (Actionly, p. 1). Â  The activity is important to the course because of the scope of the course the development of computer-based applications in aviation that should consider users’ opinions before developments. The activity and its later report to the students will, therefore, prepare the students to appreciate the significance of research in developing products and the need to develop appropriate research topics in research.

The report about new business plan-KFC Essay Example | Topics and Well Written Essays - 2000 words

The report about new business plan-KFC - Essay Example However clinching fact would be the expected enthusiastic response from target population of locals, students and visitors of Aberystwyth town. Typically, an established brand name's franchise business would be less risky than other new ventures because the business idea has been tested and the KFC products enjoy global acceptance and saleability. Studies have reported that franchises are safer than other capital deployments in businesses with a failure rate of less than 5 percent rate compared to 90 percent failure rate for some independently initiated restaurants. Banks are also more liberal in extending finance to a franchising business, given above facts, and can finance up to 70 percent of the initial capital costs. Taking up a small business model franchisee of KFC appears to be a challenging, profitable and safe business opportunity. In the following paragraphs a business plan is taken up to commence this business systematically. We believe we have a good head start in Aberystwyth Market as there are just three competitors in fast foods and we will be specializing in chicken products which enjoy global acceptance and popularity. ... 1.3 Founder of the creation of Kentucky Fried Chicken & History /KFC Brief BackgroundKFC operates in 74 countries and territories throughout the world under the name "Kentucky Fried Chicken" and/or "KFC." It was founded in Corbin, Kentucky by Colonel Harland D. Sanders, an early developer of the quick service food business and a pioneer of the restaurant franchise concept. For the Colonel, perfection was the only acceptable level of performance for a KFC restaurant. This perfection was extended to both "finger lickin' good" food and warm, friendly hospitality. These same standards continue today with our goal of excellence for every eating experience in KFC restaurants. In the beginning of KFC, there was nothing-save a chicken recipe and a promise. "The recipe was, of course, Harland Sanders' special blend of eleven herbs and spices cooked in his own secret way. There was no striped red building, no cardboard bucket with the illustrated icon known as "the Colonel." There was no fiber glass replica of the diminutive and rotund man standing in the corner in a string tie"(Howell,2000). Sanders' signed up his first franchisee in 1952. KFC changed management several times and was under John Y. Brown and Jack Massey, Heublein and R. J. Reynolds. By the time KFC was acquired by PepsiCo in 1986, it had grown to approximately 6,600 units in 55 countries and territories. Now it is under Tricon.It is important to observe that despite frequent management turnover the KFC continued to have very detailed and effective franchisee agreement which allowed substantial leverages to franchisee units to improve the group working by their innovative methods. This unit would like to attempt the same by taking special initiatives in use of technology and dcor as

Feasibility Report Guide Essay Example for Free

Feasibility Report Guide Essay Intro Samsung Electronics is based in Seoul, South Korea and operates in 65 countries worldwide with 157,000 people working for the company. Samsung Electronics products include semiconductors, hard drives, digital displays, home electronics, mobile phones, and others. All Samsung products have the same tone when the device is turned on, so that customers can easily get used to them and this tone is mentioned when Samsung products are being advertised as well. â€Å"Smarter Life† theme was introduced recently in Samsung that is based on the innovative approach in improving the company’s current products, and introducing new products to the market. For instance, Android-based Samsung Galaxy Player 50 is to be introduced soon, containing a range of innovative features the product is expected to change the current media players’ market condition significantly SWOT Samsung Samsung Strength as Becoming a world known brand (over 200 countries) RD (investing on scientific talents) Innovation (new digital technology) Customization (new products every year) New allocation of marketing resources (M-Net). Samsung enjoys the widest range of product portfolio which includes : Mobile phones Tablet TV/Audio/Video,Camera,camcorder, Home appliance Pc‟s,Laptop, peripherals, printer, memory cards and Well diversified and differentiated product line toother accessories meet changing customer needs . Samsung electronics has 4business areas to cover customer electronics needs. Practice the good leadershipBrand value through multiple sponsorships High market share that continues to growtheory (Mobile Phones and Design with an attractive styling that interestsmemory chip)and LCD the customer, as the result of the development of Samsung‟s new products that involve team of product designers. product variation Samsung’s Opportunities unique products and existing products introduce userwith variety friendly mobile phones could launch sub brandsat affordable price. to the company. Samsung’s Opportunities O open more stores Newmore customers O Launch creative products Technology, Innovative Products, and Creative Solutions. WeaknessAver age pr i ces of pr oduct s seem t o bea l ow qual i t y pr oduct s-Not pr o-act i ve intro oduci ng a newpr oduct s. low cost competitors in China2. legal war between Samsung and its competitors such as Apple nokia. ThreadsLow-cost competitors Samsung is facing threats from many other low cost companies in China. While Samsung was busy competing with others, Huawei a company which focus on low cost products; is now a leader in fixed-line networks, mobile-telecommunications networks, and budget smart phones. Market share- Samsung Mobile eyeing 60% marketshare in India. The Indian mobile handset market is estimated to reach 251 million units in 2013, an increase of 13.5% over this year. The threat of potential new entrants (Low)- New entrants would have issues with overcoming patent issues if they didn’t plan on investing in their own RD to create a unique product. These things together would require a new entrant to establish a competitive brand name while achieving economies of scale via investments in a supply chain process and developing a distribution infrastructure to remain competitive. The costs of accomplishing these things make a very strong barrier to entry. The threat of substitutes (High) Market share-Holding a revenue market share of 20.6%, Vodafone India is the countrys second largest telecom operator by revenue share after Bharti. Strengths: * Diversified geographical portfolio with strong mobile telecommunications operations in Europe, the Middle East, Africa, Asia Pacific and to some extent the US * Network infrastructure   * Leading presence in emerging markets such as India Weaknesses: * Little focus of impact of mobile on climate.   * Negative return on assets (ROA) under perform key competitors like ATT, Airtel, Uninor etc * US business not nearly as strong as European/rest of the world operations * 80% of its business is generated in Europe. Opportunities: * Improve accessibility to wide range of customers * Focus on cost reductions improving returns * Majority stake in Hutchison Essar in India * Research and development of new mobile technologies Threats: * Highly competitive market * Still lags behind major competitors in the India and other countries. * Extremely high Porter’s five forces Buyer power The bargaining power of buyers in the telecommunications industry is high due to the cutthroat competition and lack of differentiated products. The strong buyer power effectively reduces the cost prices in the industry though not to the level of its competitors. As such, Vodafone will keep making reasonable profits compared to its competitors. Supplier power Vodafone’s suppliers have a high bargaining power since the company operates with greater margins compared to its competitors. As a leader in the market, the market share is large meaning that it can easily absorb any price increments from the suppliers more than its competitors can. As such, Vodafone can easily maintain low prices from its suppliers and continue making profits (MarketLine, 2012, p. 9). Threat of substitutes Vodafone faces a considerable threat for products and services. The landline and CDMA services are fast declining while broadband services are fast becoming common. Video conferencing, VOPI such as Skype, Google Talk and Yahoo Messenger, email and social networking have emerged as substitutes to mobile services. However, due to the strong buyer power and effective economies of scale, Vodafone does not need to pass down the costs attributed to substitution to consumers (MarketLine, 2012, p. 8). Threat of entrants The threat of fresh market entrants is low because of barriers to entry. Companies wishing to enter the market must pay huge licensing fees coupled by spectrum availability and regulatory issues attached to the industry. Similarly, the costs of setting up network infrastructure are high, and the rapidly changing technology make is difficult for new entrants to cope. However, Vodafone can cope with this by maintaining high-level efficiency of its services to unrivaled heights. Industry rivalry Vodafone faces extremely high rivalry from its competitors due to the low call rate prices charged by its closest competitors. Similarly, the competitors constantly provide innovative products and services to the customers, which mean that Vodafone has to provide the same to its customers. Vodafone PEST Analysis. PEST analysis is a strategic tool used to analyse external factors affecting the business and stands for political, economical social and technological factors. The main political factors affecting Vodafone include EU Roaming Regulation that aims to decrease charges for mobile phone usages Economical factors also affect Vodafone main of which are the growth of GDP and the level of inflation rate within markets where the company operates. Generally any external economic changes affecting Vodafone can be classified as external economic factors. There is a range of social factors as well that affect Vodafone. For instance, changing work patterns that are becoming very popular make people work from home increasingly relying in communication technologies. Also, there are issues like people going ‘green’ and ageing population in developed countries that are going to affect Vodafone directly or indirectly. The impact of technological factors on Vodafone is without any doubt due to the nature of the telecommunications industry. Specifically, a technological innovation in communications and emergence of alternative means of communication such as online chatting, and Yahoo! Messenger are going to affect Vodafone strategy in a way that the company is left with a choice of either to form strategic alliances with above companies or to commit to considerable amount of research and development in order to introduce innovative products and services to the market.

Sociology Of Health And Illness Assignment Social Work Essay

Sociology Of Health And Illness Assignment Social Work Essay The aim of this assignment is to discuss the strengths and limitations of the social model of disability and how nurses can promote anti-discriminatory practice in relation to people with disabilities. Defining disability is said to be very difficult due to the fact that disability is a complicated, multidimensional concept (Altman 2001). Furthermore Slater et al (1974) has gone as far as stating that constructing a definition that would fit all circumstances is in reality nearly impossible. However attempts have been made by various different people, legislation and models in different ways. According to Altman (2001) these attempts are the reason why there has been a lot of confusion and misuse of disability terms and definitions. The Disability Discrimination Act defines a disabled person as a person who has a physical or mental impairment that has a substantial and long-term adverse effect on his or her ability to carry out normal day to day activities. (DDA 2005) However the medical model of disability sees disability as the individuals problem and that it should not concern anyone other than the disabled person, for example, if a student who is in a wheelchair is unable to get into the building due to the steps, the medical model would assume that it is due to the wheelchair rather than the steps. Whereas on the other hand the social model would say that the steps are acting as a barrier to the student, therefore the barrier should be removed. The social model of disability was brought about by activists in the Union of the Physically Impaired Against Segregation (UPIAS) during the 1970s. This model is seen as the main theory which tests disability politics in Britain (Shakespeare et al 2002). The UPIAS argued that there is a major difference between impairment and disability. They defined impairment as lacking part or all of a limb, or having a defective limb, organ or mechanism of the body. They have also defined disability as the disadvantage or restriction of activity caused by a contemporary social organization which takes no or little account of people who have physical impairments and thus excludes them from participation in the mainstream of social activities (Giddens 2006). The social model of disability can be defined as an idea that it is society that disables an individual with the way everything is constructed to meet the needs of the majority who are not disabled (Shakespeare et al 2002). Whereas, the social model can be compared with the medical model of disability which tends to focus purely on finding a cure and that to be able to fully participate in society they need to treat their impairment (Crow 1996). The model has several key points. First it describes disabled people as an oppressed social group (Shakespeare et al. 2002) meaning that on top of their impairment, disability is something more deep that excludes and isolates them from participating in society (Oliver 1996). The difference between the impairments that people have to deal with and the oppression which they experience is fundamental to the British social model. Finally, the model defines disability as a form of social oppression, not a form of impairment (Shakespeare et al. 2002). Therefore the aim of the model is to empower disabled people so that they dont feel as though their condition is the problem, but that society is the problem due to the number of barriers it places on disabled people (Giddens 2006). For example, everywhere you go there will be steps, steps to get into a building, steps to climb floors and it is this barrier which causes problems for disabled people therefore the social model provides a soluti on saying that ramps and lifts should be fitted in all buildings, the problem of not being able to stand for too long should be tackled by placing more seats in public places. It is barriers like these that the social model aims to find solutions to. The British disability movement has found great importance in the social model in various different ways. Hasler (1993) describes it as the big idea of the British disability movement. For example, identifying a political strategy to remove barriers in society that played a large role in disabled peoples lives, which was also the main strength of the social model (Shakespeare et al. 2002). Examples of barriers that disabled people faced in all areas of life were the inability to access public transport systems due to the fact that a person was in a wheelchair or had visual or hearing impairment, their inability to find work because employers felt that the disabled person was incapable of doing the job, housing problems and so forth (Thomas 2004). The removal of such barriers would mean that if those people with impairments felt disabled by society then by taking away these barriers would help to empower and promote the inclusion of people with impairments (Shakespeare et al. (2002). The model tries to bring about change in society to suit the individuals need rather than taking up a medical view where you try and look for a cure, or rehabilitation (Shakespeare et al.2002). For example, people who have schizophrenia have to take medication in order to live normal lives. However it is argued that the social models complete view of changing society has become too simplistic or rather an over- socialised explanation. Furthermore, Vic Finkelstein (2004) argues that the social model looks at enabling people to be human in a society rather than having access to their rights. However the medical model of disability has a different perspective. They believe that people with disabilities need to be assessed, that they are incapable of making their own decisions, that they are the problem and that people with disabilities have to be adapted to fit into the world, but if this is not possible then they are placed in specialised institutions or isolated at home where only basic needs are met (Rieser, 2009). A second strength seen from the model was the actual impact on the disabled people themselves. The social model made disabled people feel free as they lifted the view of a medical approach, where the problem was the individual and placed it on society saying that social oppression was the root of the problem. This as a result made people feel liberated and empowered as they were made to believe they were not at fault: society was, that society was in need of the change: not the individual (Shakespeare et al. 2002). The social model helped to bring disabled people to come out like raising feminist consciousness in the seventies, or lesbians and gays coming out (Shakespeare et al. 2002). The social model has played a very important part in many disabled peoples lives, however, despite these strengths to the model there are a number of limitations. Firstly, the social model has been criticised for being unable to deal with the realities of impairment (Oliver, 2004), meaning that the model is not about peoples personal experience of impairment (Oliver, 1996) but about peoples collective experiences of disablement in society (Oliver, 1990). Another point criticised is that other social divisions such as race, gender, ageing, sexuality and so on are not incorporated in to the social model (Oliver, 2004). However Oliver (2004) that just because the social model hasnt incorporated these divisions does not mean that they are unable to. Oliver (2004) states that those who criticise the model are the ones who should try and forge the social model into action when dealing with issues such as race and gender and age and sexuality. Cultural values have also been pointed out to be ignored by the social model. There is an argument about the issue of otherness, meaning that it is the cultural views that people hold which place disabled people as others, not the physical and environmental barriers (Oliver, 2004). Furthermore, another limitation of the social model is that it clearly neglects and ignores the experiences of impairments and disability which are the main cause of problems in most disabled peoples lives (Giddens, 2006). Shakespeare and Watson (2002) argue that we are not just disabled people, we are also people with impairments, and to pretend otherwise is to ignore a major part of our biographies. Against this accusation, Oliver (2004) finds it difficult to accept that disabled peoples experiences are not considered because it is after all the main reason why the model emerged to begin with-due to a number of disabled activists in the 1970s. Furthermore defenders of the model argue that the social model merely focuses on social barriers that disabled people face rather than denying them of everyday experiences due to their impairment (Giddens, 2006). The social model has been criticised as being inadequate as a social theory of disablement (Oliver 2004). Corker and French (1998) talk about social model theorists and then conclude that the social model is not a theory, however Oliver (2004) argues that how can people criticise the social model for something it has never claimed to be? Oliver (2004) states that most people who have developed the social model have claimed that they have said the social model of disability is not a theory of disability. Leading on from the strengths and limitations, there is a substantial amount that nurses can do to promote anti-discriminatory practice in relation to people with disabilities by maintaining a positive attitude towards people with disabilities as they are constantly involved with the treatment and care of people with physical or intellectual disabilities (Klooster et al. 2009). Nursing schools as like other professions, tend to be based around the medical model of care where they aim to diagnose and treat diseases (Klooster et al. 2009). However as Byron et al (2000) has stated that not all disabled people are unwell and may not have a disease. Nurses have an important role, like other health professionals, in influencing a disabled persons response to treatment (Oermann Lindgren, 1995). Therefore Carter et al (2001) has stated that inappropriate attitudes and behaviours from staff are the biggest barriers which disabled people face, which has led to further research indicating that nursing students should move away from the medical model of care when working with people with disabilities and should focus on a more social model perspective (Scullion, 1999). Further research has indicated that nursing students attitudes towards disabled people may be improved by educational programmes which can help nurses to be in direct contact and to work with disabled people (Oermann Lindgren, 1995). However, the research literature suggests that this is currently not happening in nursing practice (Klooster et al 2009). For example, Brillhart et al (1990) found that nursing students had more negative attitudes then the person with the disabilities themselves. Nurses can help to provide clear information as Hammel (2003) states that professionals need to listen to what people are telling them and that actions and non-verbal messages can speak very loudly. Nurses can form strategies to communicate with disabled people in order to make their life easier (Hammel, 2003). However it is common that fewer health care professionals are reluctant to provide services for disabled people as they age (Hammel, 2003). By providing clear information nurses also involve other people who are important in the disabled persons life and ensuring that they are informed about options and benefits for the disabled person as well as themselves. Nurses can also act as advocates for disabled people so that they have equal use of services or even provide information of advocacy groups for the disabled person for example Centres for Independent Living (Hammel, 2003). Furthermore, where young people are concerned nurse can give advice to families about possibilities for independence and can also refer them to community resources that may help young people pursue further education, find a job and live independently (Blomquist et al. 1998) Lastly the Disability Discrimination Act is a guide for nurses to help them provide better care for people with disabilities and also how they can develop their practice (Aylott, 2004). There are many aspects with which nurses can help promote anti-discriminatory practice in relation to people with disabilities however, nurses need to keep a positive attitude towards people with disabilities in order for the anti-discriminatory practice to work. In conclusion for there to be equal rights for people with disabilities, Oliver (2004), states that people spend too much time discussing the strengths and limitations of each model therefore he suggests that both models should be integrated, ideas of both models should be put together and used in concordance so as to actually help people with disabilities. Oliver (2004) claims that if we imagine that throughout history carpenters and builders of the world had spent their time talking about whether the hammer was an adequate tool for the purpose of building houses, we would still be living in caves. Therefore there is a hammer in the disability movement and if it was used properly then the social model of disability can become the hammer of justice and freedom for disabled people (Oliver 2004). References Altman, B.M., (2001). Disability definitions, models, classification schemes and applications. In G.L. Albrecht. K.D. Seelman, M. Bury, (eds.) (2001). Handbook of Disability Studies. Sage, California. Ch.3. Aylott, J., (2004). Learning disabilities. Autism: developing a strategy for nursing to prevent discrimination. British Journal of Nursing, 13(14), 828-833. Blomquist, K.B., Brown, G., Peersen, A., and Presler, E.P., (1998). Transitioning to independence: challenges for young people with disabilities and their caregivers. Orthopaedic Nursing, 17(3), 27-35. Brillhart B.A., Jay H. Wyers M.E. (1990) Attitudes toward people with disabilities. Rehabilitation Nursing. 15(2), 80-82. 85. Byron M. Dieppe P. (2000) Educating health professionals about disability: attitudes, attitudes, attitudes. Journal of the Royal Society of Medicine, 93(8), 397-398. Carter J.M. Markham N. (2001) Disability discrimination. British Medical Journal, 323(7306), 178-179. Crow, L., (1996). Including all of our lives: Renewing the social model of disability. In C. Barnes. Geof Mercer, (eds.) Exploring the divide. Leeds: The Disability Press, pp.55-72. Finkelstein, V., (2004). Representing Disability. In J. Swain., S. French., C. Barnes., and C. Thomas, (eds.) Disabling Barriers- Enabling Environments. 2nd edition. Sage, London. Ch.2. Giddens, A. (2006). Sociology. 5th edition. Polity Press, Cambridge. Hammel, J., (2003). Technology and the environment: supportive resource or barrier for people with developmental disabilities. The Nursing Clinics of North America, 38(2), 331-349. Klooster, P.M.ten., Dannenberg, J.W., Taal, E., Burger, G., and Rasker, J.J. (2009). Attitudes towards people with physical or intellectual disabilities: nursing students and non-nursing peers. Journal of Advanced Nursing, 65(12), 2562-2573. Oermann M.H. Lindgren C.L. (1995) An educational programmes effects on students attitudes toward people with disabilities: a 1-year follow-up. Rehabilitation Nursing 20(1), 6-10. Oliver, M. (1990). The Politics of Disablement. Macmillan Press, Basingstoke. Oliver, M. (1996). Understanding Disability: From Theory to Practice. Macmillan Press, Basingstoke. Oliver, M. (2004). If I had a hammer: The social model. In J. Swain., S. French., C. Barnes., and C. Thomas, (eds.) Disabling Barriers- Enabling Environments. 2nd edition. Sage, London. Ch.1. Rieser, R. (2009) The Social Model of Disability [online article]. Available from [accessed 6th January 2010]. Scullion P.A. (1999) Conceptualizing disability in nursing: some evidence from students and their teachers. Journal of Advanced Nursing. 29(3), 648-657. Shakespeare, T., Watson, N. (2002). The Social model of disability: an outdated ideology?. Research in Social Science and Disability, 2, 9-28. Thomas, C., (2004.) Disability and Impairment. In J. Swain., S. French., C. Barnes., and C. Thomas, (eds.) Disabling Barriers- Enabling Environments. 2nd edition. Sage, London. Ch.3.

Leonardo da Vinci :: Essays Papers

Leonardo da Vinci Leonardo was born on April 15, 1452, near the town of Vinci. His artistic talent revealed itself early, for he was apprenticed in 1469 to a leading Renaissance master. In the Florence workshop, where he remained until 1476, Leonardo acquired a variety of skills. He entered the painters guild in 1472, and his earliest works date from this time. Works such as the Madonna with the carnation which although are traditional, include detail such as curling hair which only Leonardo could have done. In 1478 he was asked to paint an altar piece for the Palazzo Vecchio in Florence. Three years later he painted the Adoration of the Magi for the monastery of San Donato a Scopeto. It is the most important of all his early paintings. In it, Leonardo shows for the first time his method of organizing figures into a pyramid shape, so that interest is focused on the principal subject. This project was interrupted when Leonardo left Florence for Milan about 1482. Leonardo worked for Duke Lodovico Sforza in Milan for nearly 18 years. Although he was still an artist, painting portraits, he began to become interested in the mechanic and scientific field. But these interests did not stop him from completing his most famous work, The last supper. In 1499 Leonardo left Milan to find another job. For about four years, he switched from job to job. He returned to Florence in 1503, and attempted several significant artistic projects, including the Battle of Anghiari mural for the council chamber of the Town Hall, the portrait of Mona Lisa, and the lost Leda and the Swan. Around this time he began to become more involved in anatomy and performed some dissections. Leonardo returned to Milan in June 1506. He was called to work for the new French government. He remained in Milan for 7 years. The artistic project on which he focused at this time was the equestrian monument to Gian Giacomo Trivulzio, which was also never completed. Around this time he became so involved in science that his art became a reflection of it. Leonardo da Vinci :: Essays Papers Leonardo da Vinci Leonardo was born on April 15, 1452, near the town of Vinci. His artistic talent revealed itself early, for he was apprenticed in 1469 to a leading Renaissance master. In the Florence workshop, where he remained until 1476, Leonardo acquired a variety of skills. He entered the painters guild in 1472, and his earliest works date from this time. Works such as the Madonna with the carnation which although are traditional, include detail such as curling hair which only Leonardo could have done. In 1478 he was asked to paint an altar piece for the Palazzo Vecchio in Florence. Three years later he painted the Adoration of the Magi for the monastery of San Donato a Scopeto. It is the most important of all his early paintings. In it, Leonardo shows for the first time his method of organizing figures into a pyramid shape, so that interest is focused on the principal subject. This project was interrupted when Leonardo left Florence for Milan about 1482. Leonardo worked for Duke Lodovico Sforza in Milan for nearly 18 years. Although he was still an artist, painting portraits, he began to become interested in the mechanic and scientific field. But these interests did not stop him from completing his most famous work, The last supper. In 1499 Leonardo left Milan to find another job. For about four years, he switched from job to job. He returned to Florence in 1503, and attempted several significant artistic projects, including the Battle of Anghiari mural for the council chamber of the Town Hall, the portrait of Mona Lisa, and the lost Leda and the Swan. Around this time he began to become more involved in anatomy and performed some dissections. Leonardo returned to Milan in June 1506. He was called to work for the new French government. He remained in Milan for 7 years. The artistic project on which he focused at this time was the equestrian monument to Gian Giacomo Trivulzio, which was also never completed. Around this time he became so involved in science that his art became a reflection of it.

German-American relations after the last Gulf War 2003 :: essays research papers

German-American relations after the last Gulf War 2003 There is hope for a future rapprochement between Germany and the USA. The relationships to the USA, since 1949 a leading part of the German foreign politics, deteriorated enormously and in March/April 2003 they hit an all-time low since the end of the Second World War. The administration of George W. Bush considered a military attack on the regime of the Iraqi dictator Saddam Hussein as an important component for the struggle against the terrorism. The German Federal Government considered the war as an unjustified diversion of the conflict with the terror organization Al-Qaida. The intensity and duration of the German-American annoyance in the course of the conflict in Iraq was surprising against the background of a close political cooperation between the two nations over 40 years. Germany made good experiences with the transatlantic relationship in the past. We share the same basic values and we have a similar understanding of representative democracy, human rights, constitutional state and market economy. In the time of the Cold War from 1949-1989 West Germany and the USA could be regarded as ideal cooperation partners because they followed the same aims with complementary capabilities. The interests of Bonn and Washington were the military protection of Western Europe against soviet attacks as well as the encouragement of democracy and market economy in Europe. The USA played a very important role for the German unification in 1989. The process of unification was not only a result of American support but encouraged the German-American relationship. However, with the end of the Cold War, Germany lost its important role it played for the US-foreign policies. In the 90Â ´s during the Balkan wars the power of the USA and the powerlessness of Europe became clearly expressed. All attempts of the European states to form a united policy on their own continent failed. They could not define a united policy. The USA were frustrated because they did not see in Europe a reliable partner for a security policy. The transatlantic annoyance over the war in Iraq was more than a difference of opinion over the best strategy in the struggle against international terrorism. The USA, a country with global security interests, view the thread of international acting terrorism organizations, which might possess weapons of wholesale destruction, with greater concern than European governments, including Germany. Instead of using military means, which they possess only in a limited way, the European governments strive for a legal attempt at conciliation by means of international organizations like the ONU and the international Criminal Court, ICC.

Walt Disney

The Magic of Walt Disney Jenna Weinstein February 18, 2011 US History 10H Mr. Diamond Period 3 Jenna Weinstein 2/18/11 U. S. History 10H Mr. Diamond Period 3 The Magic of Walt Disney Walt Disney is considered an icon of American pop culture and has made many contributions to the American entertainment industry. A self-made-man from the Midwest, he became an inspiration to all American children and adults. Hailing from the heart of America, he was very patriotic and contributed a great deal to our country in times of need. What was most likeable about Walt Disney was that he was relatable; he came to embody the American values of courage, determination, wholesomeness, innocence, imagination, and self-confidence. Although Walt Disney was influenced by the setting in which he grew up, he shaped the American pop culture and everyday life of virtually the entire twentieth century, and he supported our country in times of need; his legacy continues today. Walt Disney was born on December 5, 1901 in Chicago, Illinois, but his family moved soon after his birth. Although Walt Disney shaped most of twentieth century pop culture, he himself was influenced by his small midwestern hometown: Marceline, Missouri. Walt Disney only lived there for a few years as a child, but it still had a major impact on his life and career. It was a traditional, Midwestern town which made Disney just an average guy, relatable to any other typical American. This ordinary town lacked magical and fantastical features, which could have contributed to his craving for magic and fantasy later in life. He grew up around animals on a farm; so many of his early animations consisted of animals and rural themes. He used a lot of â€Å"outhouse† and farm humor in his cartoons such as outhouse gags, goosing gags, bedpans, Johnny-pots, thinly disguised farts, and cow udders. Even though Disney grew up in a traditional American small-town, his childhood occurred during the onset of the decline of small-town America. Disney loved small-town America so much that he wanted to preserve and live by its values, such as self-determination and hard work, because they were fleeting so fast. Disney brought these values to everything he did in life and tried to encourage them in others. Walt Disney’s first claim to fame was the animated character, Mickey Mouse. Disney created Mickey Mouse in 1928, and from the very moment Mickey hit the public eye he appealed to all Americans. Mickey’s story of â€Å"rags to riches† touched the hearts of many Americans and gave them inspiration to follow their dreams. He was memorable and loveable in that he was the stereotypical hero, coming out victorious in many difficult situations. His courage, strength, will, ingenuity, and faith in himself allowed ordinary Americans to relate to him, and brought hope to them in troubling times. Mickey played many different roles, so many different people could relate to him. Mickey was know all over the world, – Michael Maus in Germany, Michel Souris in France, Miki Kuchi in Japan, Mikkel Mus in Denmark, and Miguel Ratunocito in Spain- and eventually became one of the most well known symbols in the entire world. Mickey Mouse helped bring the world a little closer together, and brought joy and courage to people in times of need. The Great Depression was one of the bleakest periods in American history, but it became a bit more enjoyable with a little help from Walt Disney’s Mickey Mouse Club. The original purpose of this children’s club was to attract more young moviegoers with discounted ticket prices, and its first theater-based club meeting was on January 11, 1930 at the Fox Dome Theater in Ocean Park, California. It gave kids something fun to do during the depression. â€Å"By 1932, there were already over a million boys and girls belonging to the Mickey Mouse clubs all over America. † Local businesses benefitted from the club too: bakeries, ice cream shops, drug stores, and banks all donated prizes for the kids. The free goodies won the kids’ hearts, and the local businesses gained a loyal customer base. The Mickey Mouse Club made kids feel like they were a part of something; at the start of every meeting the club members would recite an oath, and each club member received an ID card with the oath printed on it upon joining the club. Like the Boy Scouts, the Mickey Mouse Club taught kids how to be good and useful citizens, truthful, honorable, to follow their dreams, respect their elders, and take care of the aged, helpless, and smaller children. The Mickey Mouse club instilled values in the children of the depression, which were then carried through the rest of the century and helped make good citizens out of generations of children. Walt Disney’s empire grew from a small â€Å"studio† over a garage to a world famous corporation. Walt Disney Studios was built in 1939 in Burbank California, specifically for the animation process. As Disney Studios became more popular, they began selling products featuring Mickey Mouse, Donald Duck, and other familiar Disney cartoon characters. All of America was covered with Mickey Mouse wallpaper, dishware, cookie jars, ashtrays, salt and peppershakers, watches, clothes, wallets, pocketbooks, lunchboxes, and other household items. Mickey Mouse infiltrated every home and became a part of everyday life. Disney merchandise helped stimulate America’s economy during the Great Depression; people may have been short on cash, but they always had enough for Disney merchandise. Disney sold approximately twenty million dollars worth of merchandise from mid-1933 to mid-1934. Disney even saved several companies from going bankrupt during the depression. Ingerscroll-Waterbury got the license to sell Mickey Mouse watches, and Lionel Corporation got the license to sell Mickey and Minnie themed electric train toys. These companies were saved from bankruptcy because people could not resist buying anything Mickey Mouse-themed. In the 1950’s the Mousecap was the primary symbol of Mickey Mouse pop culture. Children were proud to wear them and say that they were official members of the club. That decade Mickey â€Å"appeared on five thousand different items, which had contributed a quarter of a billion dollars to the gross national product. Mickey Mouse became an authoritative figure in the merchandise world. Whatever companies Mickey Mouse endorsed, such as General Food, Standard Oil, National Biscuit Company, and National Dairy Products, consumers would always buy their products. Numerous of companies fought to get Mickey Mouse as their spokesperson. Liquor, cigarette, and pharmaceutical companies vied for Mickey’s support, but Disney would not sponsor anything that went against Mickey’s wholesome image. Mickey Mouse had a huge influence on the merchandise industry of the twentieth century, and in doing so Disney Studios extended its power to the economic and everyday part of American life. During World War II Walt Disney expanded his studios to play a role in American politics. After the attack on Pearl Harbor the U. S. government commissioned Disney Studios to create military training videos and propaganda films. Since Mickey Mouse was so popular the government thought they could make military training a little more enjoyable by employing Mickey Mouse and other Disney characters for the movies. Disney Studios became the first and only Hollywood studio the army took over, when 500 US army troops were stationed there. They stored repaired equipment in the soundstage and held ammunition in the sheds. President Franklin Roosevelt used Mickey Mouse as an international symbol of peace to improve the U. S. ’s Good Neighbor Policy; Walt Disney led a Goodwill Tour in South America in 1941 where a vast amount of kids who did not even speak English were eager to meet the creator of Mickey Mouse. Disney was also commissioned by the United States Treasury Department to create a film that would encourage people to pay their taxes. Mickey Mouse appeared as an Uncle Sam type figure and was the symbol of American patriotism during World War II. Mickey was the star of many U. S. nd Allied war posters and propaganda. He appeared on at least 35 home-front insignia designs created by Disney Studios, and he was the mascot for the Red Cross during the war. Disney and Mickey Mouse were such a big part of American culture and the war effort that â€Å"the password for the Allies who stormed the beach at Normandy to crush the German army was ‘Mickey Mouse. ’† Even people on t he Axis Powers looked to Mickey for inspiration during the war. Walt Disney’s help in the war effort further incorporated Disney into the pop culture and everyday life of Americans. One of Walt Disney’s greatest contributions to American pop culture was the amusement park, Disneyland, in Anaheim, California. With Disneyland Walt Disney changed the whole idea of an amusement park. It was not simply a park; it was a whole world; a full imaginative experience. Building Disneyland allowed Walt Disney to live out his imagination, and visiting Disneyland allowed every person to live out his or her wildest dreams. Disneyland appealed to everybody. The park’s traditional turn-of-the-century American main street- Mainstreet USA- made everyone feel at home. Disney filled the park with iconic American images along with images that he had created such as Cinderella, Snow White, the Three Little Pigs, and Mickey and Minnie Mouse. Disneyland exemplified how much Walt Disney had influenced the imaginations of Americans by creating a certain psychological experience in the park; it was not too loud, crowded, or chaotic like other parks, and everything was soft, harmonious, and unthreatening. The park was also appealing in its cleanliness, the efficiency of the lines, the weather, and even the sound of the park. Disneyland manipulated people into being happy by bringing out the child in everyone, but people were fine with the fact that they were being manipulated because it was executed so well. Disneyland also provided a lesson in American heritage; it taught Americans to remember their roots and traditional post-war values before they go on to fulfill their dreams. Disneyland was also a reflection of Walt Disney himself. Walt Disney put every single one of his living fibers into his park. He micromanaged everything and obsessed over every little detail until it was perfect. His commitment to the quality of the park was one thing that made it so successful; he continuously improved the park, came up with new ideas, new angles, and new additions to make Disneyland more attractive. He felt like this park was another chance to create his fantasy world and make everything exactly how he wanted it. Disneyland portrayed Disney’s sense of wish fulfillment, and life experiences and journey with the use of the different worlds of Disneyland. The images and different lands created in Disneyland could also be applied to the history and growth of America. Frontierland displayed traditional turn-of-the-century images and transported the guests back in time. Fantasyland allowed Americans to live out their wildest dreams and imagination. Adventureland depicted America’s desire for excitement and new experiences. Tomorrowland illustrated the promise of coming technological advances and America’s desire for progress. Disneyland was more than just an amusement park: it affected the lives of generations of people. Walt Disney had such a great effect on people because he embodied the idea of a true American. He represented the typical self-made, family man that people could look to and think if he can make it big, then so can I. Disney was simple, clean, moral, and innocent, and these qualities were infused into his animations and transmitted to people. His old-fashion values such as hard work, perseverance, generosity, and integrity emanated from everything he did and people were just drawn to him. These qualities and values gave people what they needed in troubling times: hope and the ability to believe in themselves. Disney’s personality made him a beloved figure in millions of middle-class households, and he affected the lives of many Americans. Walt Disney died on December 16, 1966, but his legacy continued long after he was gone. In Disney’s mind his greatest legacy would be his work with the Chouinard Art Institute in Los Angeles, California. Mrs. Nelbert Chouinard created the Chouinard Art Institute in 1921 with the belief that an art school was needed on the west coast of the United States. Disney had been interested in the Chouinard Institute since the 1930’s and when Mrs. Chouinard fell ill could not take care of it anymore he took over the institute. Disney knew how difficult it was to get admitted to art school and become successful, so he wanted to help out aspiring artists as much as he could. He financed the school, expanded it, and eventually combined it with the Los Angeles Conservatory of Music and renamed it the California Institute of the Arts. Walt even said that CalArts would be what he is remembered for. Walt Disney’s legacies continue to have an ongoing impact. Disney’s brother, Roy, once said about Walt Disney, â€Å"There is no way to replace Walt Disney. He was an extraordinary man. Perhaps there will never be another like him. † He distracted people from the strife of the Great Depression, helped our country during World War II, and provided support afterwards. He taught children how to be responsible citizens, while still allowing them to have fun and follow their dreams. He reinforced traditional American values into the minds of Americans. He helped connect the cultures of the world through the use of an iconic cartoon image, while making American culture the most dominant. He recreated the idea of an amusement park and encouraged wish fulfillment. Most importantly he demonstrated how one could turn dreams into reality. Walt Disney inspired the live of millions of children and adults all over the world, and he is considered one of the most influential people of the twentieth century. Works Cited â€Å"Art: Profound Mouse. † Time, 15 May 1933 http://www. time. com/time/magazine/article/0,9171,745525-2,00. html (2 November 2010). Gabler, Neal. Walt Disney The Triumph of the American Imagination. New York: Random House, Inc. , 2006. Heide, Robert, and John Gilman. Mickey Mouse The Evolution, The Legend, The Phenomenon!. New York: Disney Enterprises, Inc. 2001. Press, Petra. A Cultural History of the United States Through the Decades The 1930s. San Diego: Lucent Books, Inc. , 1999. Schickel, Richard. The Disney Version The Life, Times, Art, and Commerce of Walt Disney. New York: Simon and Schuster, 1968. Watts, Steven. The Magic Kingdom Walt Disney and the American Way of Life. Boston: Houghton Mifflin Company, 1997.  Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€œ [ 1 ]. Ibid. , 6. [ 2 ]. Robert Heide and John Gilman. Mickey Mouse The Evolution, The Legend, The Phenomenon. (New York: Disney Enterprises Inc. , 2001). 6. [ 3 ]. Ibid. , 9. [ 4 ]. Art: Profound Mouse,† Time (1933). http://www. time/magazine/article/0,9171,745525-2,000. html (accessed November 2, 2010). [ 5 ]. Heide. 22. [ 6 ]. Petra Press. A Cultural History of the United States Through the Decades The 1930’s. (San Diego: Lucent Books, 1999). 94. [ 7 ]. Heide. 22. [ 8 ]. â€Å"Art: Profound Mouse† [ 9 ]. Heide. 86. [ 10 ]. Watts. 148. [ 11 ]. Ibid. , 148. [ 12 ]. Heide. 101. [ 13 ]. Ibid. , 103. [ 14 ]. Heide. 101. [ 15 ]. Ibid. , 103. [ 16 ]. Ibid. , 71. [ 17 ]. Watts. 228. [ 18 ]. Heide. 72. [ 19 ]. Watts. 231. [ 20 ]. Heide. 73. [ 21 ]. Ibid. , 77. [ 22 ]. Ibid. , 81. [ 23 ]. Ibid. , 76. [ 24 ]. Neal Gabler. Walt Disney The Triumph of the American Imagination. (New York: Random House Inc. , 2006). 632. [ 25 ]. Ibid. , 496. [ 26 ]. Ibid. , 497. [ 27 ]. Gabler. 498. [ 28 ]. Ibid. , 535. [ 29 ]. Ibid. , 499. [ 30 ]. Ibid. , 496. [ 31 ]. Watts. 390. [ 32 ]. Gabler. 492. [ 33 ]. Ibid. , 499. [ 34 ]. Watts. 393. [ 35 ]. Ibid. , 146. [ 36 ]. Richard Shickel. The Disney Version The Life, Times, Art, and Commerce of alt Disney. (New York: Simon and Schuster, 1968). 72. [ 37 ]. Watts. 146. [ 38 ]. Ibid. , 358. [ 39 ]. Gabler. 591-592. [ 40 ]. Ibid. , 631. [ 41 ]. Ibid. , 632. Walt disney Disney is one of the most recognized names in the world, but few know as much about the man behind the Magic Kingdom, not to mention the hundreds of animated cartoons countless feature films and endless toys that bear his name As the man of his time Walt Disney was an innovative animator and created the cartoon character Mickey Mouse that inspired children around the world. Coming up as a kid, Disney had four brothers and one sister.He lived most of his childhood in Marceline, Missouri were he began to start drawing as a kid Disney unlike most was an entrepreneur , as fast as he could draw he would sell his paintings and his pictures o the neighbors and family friends. When Disney was 16 he dropped out of high school to Join the army, but was rejected for being underage. Instead, he Joined the red-cross and was sent to France for a year.Soon after returning from France his brother Roy got him a Job at the Pesman-Rubin art studio where he made commercials based on cutout animation. In the late 1930s and early 1940s were tough times for American businesses. Disney made it through the Great Depression and World War II by dedicating much of his new studio to producing health, education and propaganda films for the U. S. government. It also produced short comedies aimed at boosting national morale. To raise additional money Disney took his operation public in 1940.He would win 26 Oscars over the course of his career, the most awards given to any individual. During the next few years, Goofy- Donald Duck and several other memorable characters Joined Mickey. But Disney believed the future of company was in feature-length films, and released Snow White and the Seven Dwarfs in 1937. It was the first feature-length animated movie to be produced in Technicolor, and cost nearly $1. 5 million to make an unheard of amount in Depression-era America. Walt Disney The Magic of Walt Disney Jenna Weinstein February 18, 2011 US History 10H Mr. Diamond Period 3 Jenna Weinstein 2/18/11 U. S. History 10H Mr. Diamond Period 3 The Magic of Walt Disney Walt Disney is considered an icon of American pop culture and has made many contributions to the American entertainment industry. A self-made-man from the Midwest, he became an inspiration to all American children and adults. Hailing from the heart of America, he was very patriotic and contributed a great deal to our country in times of need. What was most likeable about Walt Disney was that he was relatable; he came to embody the American values of courage, determination, wholesomeness, innocence, imagination, and self-confidence. Although Walt Disney was influenced by the setting in which he grew up, he shaped the American pop culture and everyday life of virtually the entire twentieth century, and he supported our country in times of need; his legacy continues today. Walt Disney was born on December 5, 1901 in Chicago, Illinois, but his family moved soon after his birth. Although Walt Disney shaped most of twentieth century pop culture, he himself was influenced by his small midwestern hometown: Marceline, Missouri. Walt Disney only lived there for a few years as a child, but it still had a major impact on his life and career. It was a traditional, Midwestern town which made Disney just an average guy, relatable to any other typical American. This ordinary town lacked magical and fantastical features, which could have contributed to his craving for magic and fantasy later in life. He grew up around animals on a farm; so many of his early animations consisted of animals and rural themes. He used a lot of â€Å"outhouse† and farm humor in his cartoons such as outhouse gags, goosing gags, bedpans, Johnny-pots, thinly disguised farts, and cow udders. Even though Disney grew up in a traditional American small-town, his childhood occurred during the onset of the decline of small-town America. Disney loved small-town America so much that he wanted to preserve and live by its values, such as self-determination and hard work, because they were fleeting so fast. Disney brought these values to everything he did in life and tried to encourage them in others. Walt Disney’s first claim to fame was the animated character, Mickey Mouse. Disney created Mickey Mouse in 1928, and from the very moment Mickey hit the public eye he appealed to all Americans. Mickey’s story of â€Å"rags to riches† touched the hearts of many Americans and gave them inspiration to follow their dreams. He was memorable and loveable in that he was the stereotypical hero, coming out victorious in many difficult situations. His courage, strength, will, ingenuity, and faith in himself allowed ordinary Americans to relate to him, and brought hope to them in troubling times. Mickey played many different roles, so many different people could relate to him. Mickey was know all over the world, – Michael Maus in Germany, Michel Souris in France, Miki Kuchi in Japan, Mikkel Mus in Denmark, and Miguel Ratunocito in Spain- and eventually became one of the most well known symbols in the entire world. Mickey Mouse helped bring the world a little closer together, and brought joy and courage to people in times of need. The Great Depression was one of the bleakest periods in American history, but it became a bit more enjoyable with a little help from Walt Disney’s Mickey Mouse Club. The original purpose of this children’s club was to attract more young moviegoers with discounted ticket prices, and its first theater-based club meeting was on January 11, 1930 at the Fox Dome Theater in Ocean Park, California. It gave kids something fun to do during the depression. â€Å"By 1932, there were already over a million boys and girls belonging to the Mickey Mouse clubs all over America. † Local businesses benefitted from the club too: bakeries, ice cream shops, drug stores, and banks all donated prizes for the kids. The free goodies won the kids’ hearts, and the local businesses gained a loyal customer base. The Mickey Mouse Club made kids feel like they were a part of something; at the start of every meeting the club members would recite an oath, and each club member received an ID card with the oath printed on it upon joining the club. Like the Boy Scouts, the Mickey Mouse Club taught kids how to be good and useful citizens, truthful, honorable, to follow their dreams, respect their elders, and take care of the aged, helpless, and smaller children. The Mickey Mouse club instilled values in the children of the depression, which were then carried through the rest of the century and helped make good citizens out of generations of children. Walt Disney’s empire grew from a small â€Å"studio† over a garage to a world famous corporation. Walt Disney Studios was built in 1939 in Burbank California, specifically for the animation process. As Disney Studios became more popular, they began selling products featuring Mickey Mouse, Donald Duck, and other familiar Disney cartoon characters. All of America was covered with Mickey Mouse wallpaper, dishware, cookie jars, ashtrays, salt and peppershakers, watches, clothes, wallets, pocketbooks, lunchboxes, and other household items. Mickey Mouse infiltrated every home and became a part of everyday life. Disney merchandise helped stimulate America’s economy during the Great Depression; people may have been short on cash, but they always had enough for Disney merchandise. Disney sold approximately twenty million dollars worth of merchandise from mid-1933 to mid-1934. Disney even saved several companies from going bankrupt during the depression. Ingerscroll-Waterbury got the license to sell Mickey Mouse watches, and Lionel Corporation got the license to sell Mickey and Minnie themed electric train toys. These companies were saved from bankruptcy because people could not resist buying anything Mickey Mouse-themed. In the 1950’s the Mousecap was the primary symbol of Mickey Mouse pop culture. Children were proud to wear them and say that they were official members of the club. That decade Mickey â€Å"appeared on five thousand different items, which had contributed a quarter of a billion dollars to the gross national product. Mickey Mouse became an authoritative figure in the merchandise world. Whatever companies Mickey Mouse endorsed, such as General Food, Standard Oil, National Biscuit Company, and National Dairy Products, consumers would always buy their products. Numerous of companies fought to get Mickey Mouse as their spokesperson. Liquor, cigarette, and pharmaceutical companies vied for Mickey’s support, but Disney would not sponsor anything that went against Mickey’s wholesome image. Mickey Mouse had a huge influence on the merchandise industry of the twentieth century, and in doing so Disney Studios extended its power to the economic and everyday part of American life. During World War II Walt Disney expanded his studios to play a role in American politics. After the attack on Pearl Harbor the U. S. government commissioned Disney Studios to create military training videos and propaganda films. Since Mickey Mouse was so popular the government thought they could make military training a little more enjoyable by employing Mickey Mouse and other Disney characters for the movies. Disney Studios became the first and only Hollywood studio the army took over, when 500 US army troops were stationed there. They stored repaired equipment in the soundstage and held ammunition in the sheds. President Franklin Roosevelt used Mickey Mouse as an international symbol of peace to improve the U. S. ’s Good Neighbor Policy; Walt Disney led a Goodwill Tour in South America in 1941 where a vast amount of kids who did not even speak English were eager to meet the creator of Mickey Mouse. Disney was also commissioned by the United States Treasury Department to create a film that would encourage people to pay their taxes. Mickey Mouse appeared as an Uncle Sam type figure and was the symbol of American patriotism during World War II. Mickey was the star of many U. S. nd Allied war posters and propaganda. He appeared on at least 35 home-front insignia designs created by Disney Studios, and he was the mascot for the Red Cross during the war. Disney and Mickey Mouse were such a big part of American culture and the war effort that â€Å"the password for the Allies who stormed the beach at Normandy to crush the German army was ‘Mickey Mouse. ’† Even people on t he Axis Powers looked to Mickey for inspiration during the war. Walt Disney’s help in the war effort further incorporated Disney into the pop culture and everyday life of Americans. One of Walt Disney’s greatest contributions to American pop culture was the amusement park, Disneyland, in Anaheim, California. With Disneyland Walt Disney changed the whole idea of an amusement park. It was not simply a park; it was a whole world; a full imaginative experience. Building Disneyland allowed Walt Disney to live out his imagination, and visiting Disneyland allowed every person to live out his or her wildest dreams. Disneyland appealed to everybody. The park’s traditional turn-of-the-century American main street- Mainstreet USA- made everyone feel at home. Disney filled the park with iconic American images along with images that he had created such as Cinderella, Snow White, the Three Little Pigs, and Mickey and Minnie Mouse. Disneyland exemplified how much Walt Disney had influenced the imaginations of Americans by creating a certain psychological experience in the park; it was not too loud, crowded, or chaotic like other parks, and everything was soft, harmonious, and unthreatening. The park was also appealing in its cleanliness, the efficiency of the lines, the weather, and even the sound of the park. Disneyland manipulated people into being happy by bringing out the child in everyone, but people were fine with the fact that they were being manipulated because it was executed so well. Disneyland also provided a lesson in American heritage; it taught Americans to remember their roots and traditional post-war values before they go on to fulfill their dreams. Disneyland was also a reflection of Walt Disney himself. Walt Disney put every single one of his living fibers into his park. He micromanaged everything and obsessed over every little detail until it was perfect. His commitment to the quality of the park was one thing that made it so successful; he continuously improved the park, came up with new ideas, new angles, and new additions to make Disneyland more attractive. He felt like this park was another chance to create his fantasy world and make everything exactly how he wanted it. Disneyland portrayed Disney’s sense of wish fulfillment, and life experiences and journey with the use of the different worlds of Disneyland. The images and different lands created in Disneyland could also be applied to the history and growth of America. Frontierland displayed traditional turn-of-the-century images and transported the guests back in time. Fantasyland allowed Americans to live out their wildest dreams and imagination. Adventureland depicted America’s desire for excitement and new experiences. Tomorrowland illustrated the promise of coming technological advances and America’s desire for progress. Disneyland was more than just an amusement park: it affected the lives of generations of people. Walt Disney had such a great effect on people because he embodied the idea of a true American. He represented the typical self-made, family man that people could look to and think if he can make it big, then so can I. Disney was simple, clean, moral, and innocent, and these qualities were infused into his animations and transmitted to people. His old-fashion values such as hard work, perseverance, generosity, and integrity emanated from everything he did and people were just drawn to him. These qualities and values gave people what they needed in troubling times: hope and the ability to believe in themselves. Disney’s personality made him a beloved figure in millions of middle-class households, and he affected the lives of many Americans. Walt Disney died on December 16, 1966, but his legacy continued long after he was gone. In Disney’s mind his greatest legacy would be his work with the Chouinard Art Institute in Los Angeles, California. Mrs. Nelbert Chouinard created the Chouinard Art Institute in 1921 with the belief that an art school was needed on the west coast of the United States. Disney had been interested in the Chouinard Institute since the 1930’s and when Mrs. Chouinard fell ill could not take care of it anymore he took over the institute. Disney knew how difficult it was to get admitted to art school and become successful, so he wanted to help out aspiring artists as much as he could. He financed the school, expanded it, and eventually combined it with the Los Angeles Conservatory of Music and renamed it the California Institute of the Arts. Walt even said that CalArts would be what he is remembered for. Walt Disney’s legacies continue to have an ongoing impact. Disney’s brother, Roy, once said about Walt Disney, â€Å"There is no way to replace Walt Disney. He was an extraordinary man. Perhaps there will never be another like him. † He distracted people from the strife of the Great Depression, helped our country during World War II, and provided support afterwards. He taught children how to be responsible citizens, while still allowing them to have fun and follow their dreams. He reinforced traditional American values into the minds of Americans. He helped connect the cultures of the world through the use of an iconic cartoon image, while making American culture the most dominant. He recreated the idea of an amusement park and encouraged wish fulfillment. Most importantly he demonstrated how one could turn dreams into reality. Walt Disney inspired the live of millions of children and adults all over the world, and he is considered one of the most influential people of the twentieth century. Works Cited â€Å"Art: Profound Mouse. † Time, 15 May 1933 http://www. time. com/time/magazine/article/0,9171,745525-2,00. html (2 November 2010). Gabler, Neal. Walt Disney The Triumph of the American Imagination. New York: Random House, Inc. , 2006. Heide, Robert, and John Gilman. Mickey Mouse The Evolution, The Legend, The Phenomenon!. New York: Disney Enterprises, Inc. 2001. Press, Petra. A Cultural History of the United States Through the Decades The 1930s. San Diego: Lucent Books, Inc. , 1999. Schickel, Richard. The Disney Version The Life, Times, Art, and Commerce of Walt Disney. New York: Simon and Schuster, 1968. Watts, Steven. The Magic Kingdom Walt Disney and the American Way of Life. Boston: Houghton Mifflin Company, 1997.  Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€œ [ 1 ]. Ibid. , 6. [ 2 ]. Robert Heide and John Gilman. Mickey Mouse The Evolution, The Legend, The Phenomenon. (New York: Disney Enterprises Inc. , 2001). 6. [ 3 ]. Ibid. , 9. [ 4 ]. Art: Profound Mouse,† Time (1933). http://www. time/magazine/article/0,9171,745525-2,000. html (accessed November 2, 2010). [ 5 ]. Heide. 22. [ 6 ]. Petra Press. A Cultural History of the United States Through the Decades The 1930’s. (San Diego: Lucent Books, 1999). 94. [ 7 ]. Heide. 22. [ 8 ]. â€Å"Art: Profound Mouse† [ 9 ]. Heide. 86. [ 10 ]. Watts. 148. [ 11 ]. Ibid. , 148. [ 12 ]. Heide. 101. [ 13 ]. Ibid. , 103. [ 14 ]. Heide. 101. [ 15 ]. Ibid. , 103. [ 16 ]. Ibid. , 71. [ 17 ]. Watts. 228. [ 18 ]. Heide. 72. [ 19 ]. Watts. 231. [ 20 ]. Heide. 73. [ 21 ]. Ibid. , 77. [ 22 ]. Ibid. , 81. [ 23 ]. Ibid. , 76. [ 24 ]. Neal Gabler. Walt Disney The Triumph of the American Imagination. (New York: Random House Inc. , 2006). 632. [ 25 ]. Ibid. , 496. [ 26 ]. Ibid. , 497. [ 27 ]. Gabler. 498. [ 28 ]. Ibid. , 535. [ 29 ]. Ibid. , 499. [ 30 ]. Ibid. , 496. [ 31 ]. Watts. 390. [ 32 ]. Gabler. 492. [ 33 ]. Ibid. , 499. [ 34 ]. Watts. 393. [ 35 ]. Ibid. , 146. [ 36 ]. Richard Shickel. The Disney Version The Life, Times, Art, and Commerce of alt Disney. (New York: Simon and Schuster, 1968). 72. [ 37 ]. Watts. 146. [ 38 ]. Ibid. , 358. [ 39 ]. Gabler. 591-592. [ 40 ]. Ibid. , 631. [ 41 ]. Ibid. , 632. Walt disney Time Series Forecasting Introduction: The Walt Disney Company is known to be the worlds most admired entertainment company. It has recently decided to open up a new Paxar themed park in California. In order to do so, the company will need to assure their bank that It Is capable of paying back loans In the future as well as reassuring owners and Investors that they will not lose any money In the future.In order for Walt Disney to carry on with their plan, they need to be able to show their banks, owners and investors a model to predict future values based on historical values. How lucky for them that a group of highly trained time series forecasters are available for a top-dollar price! The group of analysts will decide on a few methods to enter in their data and then determine which technique works best with the corresponding data. They will base their decision by determining which method has the least amount of error as well as the most dependability.With a company this large and a lot at stake, it is crucial for the results to be as efficient as possible so that the proper decisions can be made to follow. The ingenious analysts will use historical data from the past eight years (31 raters) to determine the revenue of the thirty-second quarter. The forecasting will help banks determine whether It is a good Idea to support Walt Disney with a loan. In Dalton, forecasting for the thirty-second quarter will give Important Information can prepare and make plans.Data: The company's historical data involving revenue was collected from the past eight years, a total of thirty-one quarters, from the years 2005 to 2012. Our dependent variable (the variable being predicted) is revenue and our independent variable (used to assess the value of the dependent variable) is time. Revenue was measured in millions and time was measured in quarter periods. Thirty-one observations were included in the dataset in order to receive effective forecasting results.Our source of data was collected from the Walt Disney quarterly earnings report, which is accessible through the following link: http://telecommunications. Com/investors/ financial-information/earnings. Preliminary Analysis When observing the scatter plot above, we look for whether our data is stationary, meaning that it has no trend or seasonality, whether the data shows a consistent rend, or whether the data shows both a trend and seasonality. Using Disney's historical data from the past eight years we determined that there is a slight upward trend from looking at the scatter plots.When forecasting for a positive or negative trend with no seasonal patterns, the Regression method is the technique that works best. In our data set, the variable being predicted is revenue (dependent variable) and time (independent variable) is used to estimate the value of revenue. Plotting these variables allows for us to find the slope of the regression line to determine whether there is a trend. If the slope is zero then there is no trend. If the slope is positive or negative then a trend exists.A line drawn through our data permits us to calculate the slope and create an equation for the line. The slope of our regression line is 79. 218; meaning $79 million in revenue will change for each one quarter time period. Basically, revenue will increase with each quarter time period. Our data will continue to follow the same trend. Essentially we used actual values of revenue from the past eight years to come up with a regression line to predict future values of quarter time periods.Forecasting: Forecasting using Naive Forecasting using Exponential Smoothing Forecasting using Classical Decomposition Evaluation: We can evaluate the different errors of each method by using Bias (mean of errors), MAD (mean absolute deviation), MAPLE (mean absolute percentage error), MUSE (mean square error) and SE (standard error) to determine which forecasting method is the best one. Bias can determine whether we have over or under forecasted the outcomes of our Y variables for each method. If there is a positive bias then are under forecasting (meaning we predicted too low of a future revenue).If there is a negative bias then we are over forecasting (meaning we predicted too high of a future revenue). Bias in a regression method is always zero because half of the errors are positive and the other half are negative logically equaling them out to zero. In the Naive method, our bias is 80. 73 meaning we forecasted too low of a future revenue. In the Exponential Smoothing method, our bias is 473 meaning we forecasted too low of a future revenue. Naturally our bias for regression came out to be zero. MAD gives us the true degree of error in within each method. Walt disney Time Series Forecasting Introduction: The Walt Disney Company is known to be the worlds most admired entertainment company. It has recently decided to open up a new Paxar themed park in California. In order to do so, the company will need to assure their bank that It Is capable of paying back loans In the future as well as reassuring owners and Investors that they will not lose any money In the future.In order for Walt Disney to carry on with their plan, they need to be able to show their banks, owners and investors a model to predict future values based on historical values. How lucky for them that a group of highly trained time series forecasters are available for a top-dollar price! The group of analysts will decide on a few methods to enter in their data and then determine which technique works best with the corresponding data. They will base their decision by determining which method has the least amount of error as well as the most dependability.With a company this large and a lot at stake, it is crucial for the results to be as efficient as possible so that the proper decisions can be made to follow. The ingenious analysts will use historical data from the past eight years (31 raters) to determine the revenue of the thirty-second quarter. The forecasting will help banks determine whether It is a good Idea to support Walt Disney with a loan. In Dalton, forecasting for the thirty-second quarter will give Important Information can prepare and make plans.Data: The company's historical data involving revenue was collected from the past eight years, a total of thirty-one quarters, from the years 2005 to 2012. Our dependent variable (the variable being predicted) is revenue and our independent variable (used to assess the value of the dependent variable) is time. Revenue was measured in millions and time was measured in quarter periods. Thirty-one observations were included in the dataset in order to receive effective forecasting results.Our source of data was collected from the Walt Disney quarterly earnings report, which is accessible through the following link: http://telecommunications. Com/investors/ financial-information/earnings. Preliminary Analysis When observing the scatter plot above, we look for whether our data is stationary, meaning that it has no trend or seasonality, whether the data shows a consistent rend, or whether the data shows both a trend and seasonality. Using Disney's historical data from the past eight years we determined that there is a slight upward trend from looking at the scatter plots.When forecasting for a positive or negative trend with no seasonal patterns, the Regression method is the technique that works best. In our data set, the variable being predicted is revenue (dependent variable) and time (independent variable) is used to estimate the value of revenue. Plotting these variables allows for us to find the slope of the regression line to determine whether there is a trend. If the slope is zero then there is no trend. If the slope is positive or negative then a trend exists.A line drawn through our data permits us to calculate the slope and create an equation for the line. The slope of our regression line is 79. 218; meaning $79 million in revenue will change for each one quarter time period. Basically, revenue will increase with each quarter time period. Our data will continue to follow the same trend. Essentially we used actual values of revenue from the past eight years to come up with a regression line to predict future values of quarter time periods.Forecasting: Forecasting using Naive Forecasting using Exponential Smoothing Forecasting using Classical Decomposition Evaluation: We can evaluate the different errors of each method by using Bias (mean of errors), MAD (mean absolute deviation), MAPLE (mean absolute percentage error), MUSE (mean square error) and SE (standard error) to determine which forecasting method is the best one. Bias can determine whether we have over or under forecasted the outcomes of our Y variables for each method. If there is a positive bias then are under forecasting (meaning we predicted too low of a future revenue).If there is a negative bias then we are over forecasting (meaning we predicted too high of a future revenue). Bias in a regression method is always zero because half of the errors are positive and the other half are negative logically equaling them out to zero. In the Naive method, our bias is 80. 73 meaning we forecasted too low of a future revenue. In the Exponential Smoothing method, our bias is 473 meaning we forecasted too low of a future revenue. Naturally our bias for regression came out to be zero. MAD gives us the true degree of error in within each method. Walt Disney The Magic of Walt Disney Jenna Weinstein February 18, 2011 US History 10H Mr. Diamond Period 3 Jenna Weinstein 2/18/11 U. S. History 10H Mr. Diamond Period 3 The Magic of Walt Disney Walt Disney is considered an icon of American pop culture and has made many contributions to the American entertainment industry. A self-made-man from the Midwest, he became an inspiration to all American children and adults. Hailing from the heart of America, he was very patriotic and contributed a great deal to our country in times of need. What was most likeable about Walt Disney was that he was relatable; he came to embody the American values of courage, determination, wholesomeness, innocence, imagination, and self-confidence. Although Walt Disney was influenced by the setting in which he grew up, he shaped the American pop culture and everyday life of virtually the entire twentieth century, and he supported our country in times of need; his legacy continues today. Walt Disney was born on December 5, 1901 in Chicago, Illinois, but his family moved soon after his birth. Although Walt Disney shaped most of twentieth century pop culture, he himself was influenced by his small midwestern hometown: Marceline, Missouri. Walt Disney only lived there for a few years as a child, but it still had a major impact on his life and career. It was a traditional, Midwestern town which made Disney just an average guy, relatable to any other typical American. This ordinary town lacked magical and fantastical features, which could have contributed to his craving for magic and fantasy later in life. He grew up around animals on a farm; so many of his early animations consisted of animals and rural themes. He used a lot of â€Å"outhouse† and farm humor in his cartoons such as outhouse gags, goosing gags, bedpans, Johnny-pots, thinly disguised farts, and cow udders. Even though Disney grew up in a traditional American small-town, his childhood occurred during the onset of the decline of small-town America. Disney loved small-town America so much that he wanted to preserve and live by its values, such as self-determination and hard work, because they were fleeting so fast. Disney brought these values to everything he did in life and tried to encourage them in others. Walt Disney’s first claim to fame was the animated character, Mickey Mouse. Disney created Mickey Mouse in 1928, and from the very moment Mickey hit the public eye he appealed to all Americans. Mickey’s story of â€Å"rags to riches† touched the hearts of many Americans and gave them inspiration to follow their dreams. He was memorable and loveable in that he was the stereotypical hero, coming out victorious in many difficult situations. His courage, strength, will, ingenuity, and faith in himself allowed ordinary Americans to relate to him, and brought hope to them in troubling times. Mickey played many different roles, so many different people could relate to him. Mickey was know all over the world, – Michael Maus in Germany, Michel Souris in France, Miki Kuchi in Japan, Mikkel Mus in Denmark, and Miguel Ratunocito in Spain- and eventually became one of the most well known symbols in the entire world. Mickey Mouse helped bring the world a little closer together, and brought joy and courage to people in times of need. The Great Depression was one of the bleakest periods in American history, but it became a bit more enjoyable with a little help from Walt Disney’s Mickey Mouse Club. The original purpose of this children’s club was to attract more young moviegoers with discounted ticket prices, and its first theater-based club meeting was on January 11, 1930 at the Fox Dome Theater in Ocean Park, California. It gave kids something fun to do during the depression. â€Å"By 1932, there were already over a million boys and girls belonging to the Mickey Mouse clubs all over America. † Local businesses benefitted from the club too: bakeries, ice cream shops, drug stores, and banks all donated prizes for the kids. The free goodies won the kids’ hearts, and the local businesses gained a loyal customer base. The Mickey Mouse Club made kids feel like they were a part of something; at the start of every meeting the club members would recite an oath, and each club member received an ID card with the oath printed on it upon joining the club. Like the Boy Scouts, the Mickey Mouse Club taught kids how to be good and useful citizens, truthful, honorable, to follow their dreams, respect their elders, and take care of the aged, helpless, and smaller children. The Mickey Mouse club instilled values in the children of the depression, which were then carried through the rest of the century and helped make good citizens out of generations of children. Walt Disney’s empire grew from a small â€Å"studio† over a garage to a world famous corporation. Walt Disney Studios was built in 1939 in Burbank California, specifically for the animation process. As Disney Studios became more popular, they began selling products featuring Mickey Mouse, Donald Duck, and other familiar Disney cartoon characters. All of America was covered with Mickey Mouse wallpaper, dishware, cookie jars, ashtrays, salt and peppershakers, watches, clothes, wallets, pocketbooks, lunchboxes, and other household items. Mickey Mouse infiltrated every home and became a part of everyday life. Disney merchandise helped stimulate America’s economy during the Great Depression; people may have been short on cash, but they always had enough for Disney merchandise. Disney sold approximately twenty million dollars worth of merchandise from mid-1933 to mid-1934. Disney even saved several companies from going bankrupt during the depression. Ingerscroll-Waterbury got the license to sell Mickey Mouse watches, and Lionel Corporation got the license to sell Mickey and Minnie themed electric train toys. These companies were saved from bankruptcy because people could not resist buying anything Mickey Mouse-themed. In the 1950’s the Mousecap was the primary symbol of Mickey Mouse pop culture. Children were proud to wear them and say that they were official members of the club. That decade Mickey â€Å"appeared on five thousand different items, which had contributed a quarter of a billion dollars to the gross national product. Mickey Mouse became an authoritative figure in the merchandise world. Whatever companies Mickey Mouse endorsed, such as General Food, Standard Oil, National Biscuit Company, and National Dairy Products, consumers would always buy their products. Numerous of companies fought to get Mickey Mouse as their spokesperson. Liquor, cigarette, and pharmaceutical companies vied for Mickey’s support, but Disney would not sponsor anything that went against Mickey’s wholesome image. Mickey Mouse had a huge influence on the merchandise industry of the twentieth century, and in doing so Disney Studios extended its power to the economic and everyday part of American life. During World War II Walt Disney expanded his studios to play a role in American politics. After the attack on Pearl Harbor the U. S. government commissioned Disney Studios to create military training videos and propaganda films. Since Mickey Mouse was so popular the government thought they could make military training a little more enjoyable by employing Mickey Mouse and other Disney characters for the movies. Disney Studios became the first and only Hollywood studio the army took over, when 500 US army troops were stationed there. They stored repaired equipment in the soundstage and held ammunition in the sheds. President Franklin Roosevelt used Mickey Mouse as an international symbol of peace to improve the U. S. ’s Good Neighbor Policy; Walt Disney led a Goodwill Tour in South America in 1941 where a vast amount of kids who did not even speak English were eager to meet the creator of Mickey Mouse. Disney was also commissioned by the United States Treasury Department to create a film that would encourage people to pay their taxes. Mickey Mouse appeared as an Uncle Sam type figure and was the symbol of American patriotism during World War II. Mickey was the star of many U. S. nd Allied war posters and propaganda. He appeared on at least 35 home-front insignia designs created by Disney Studios, and he was the mascot for the Red Cross during the war. Disney and Mickey Mouse were such a big part of American culture and the war effort that â€Å"the password for the Allies who stormed the beach at Normandy to crush the German army was ‘Mickey Mouse. ’† Even people on t he Axis Powers looked to Mickey for inspiration during the war. Walt Disney’s help in the war effort further incorporated Disney into the pop culture and everyday life of Americans. One of Walt Disney’s greatest contributions to American pop culture was the amusement park, Disneyland, in Anaheim, California. With Disneyland Walt Disney changed the whole idea of an amusement park. It was not simply a park; it was a whole world; a full imaginative experience. Building Disneyland allowed Walt Disney to live out his imagination, and visiting Disneyland allowed every person to live out his or her wildest dreams. Disneyland appealed to everybody. The park’s traditional turn-of-the-century American main street- Mainstreet USA- made everyone feel at home. Disney filled the park with iconic American images along with images that he had created such as Cinderella, Snow White, the Three Little Pigs, and Mickey and Minnie Mouse. Disneyland exemplified how much Walt Disney had influenced the imaginations of Americans by creating a certain psychological experience in the park; it was not too loud, crowded, or chaotic like other parks, and everything was soft, harmonious, and unthreatening. The park was also appealing in its cleanliness, the efficiency of the lines, the weather, and even the sound of the park. Disneyland manipulated people into being happy by bringing out the child in everyone, but people were fine with the fact that they were being manipulated because it was executed so well. Disneyland also provided a lesson in American heritage; it taught Americans to remember their roots and traditional post-war values before they go on to fulfill their dreams. Disneyland was also a reflection of Walt Disney himself. Walt Disney put every single one of his living fibers into his park. He micromanaged everything and obsessed over every little detail until it was perfect. His commitment to the quality of the park was one thing that made it so successful; he continuously improved the park, came up with new ideas, new angles, and new additions to make Disneyland more attractive. He felt like this park was another chance to create his fantasy world and make everything exactly how he wanted it. Disneyland portrayed Disney’s sense of wish fulfillment, and life experiences and journey with the use of the different worlds of Disneyland. The images and different lands created in Disneyland could also be applied to the history and growth of America. Frontierland displayed traditional turn-of-the-century images and transported the guests back in time. Fantasyland allowed Americans to live out their wildest dreams and imagination. Adventureland depicted America’s desire for excitement and new experiences. Tomorrowland illustrated the promise of coming technological advances and America’s desire for progress. Disneyland was more than just an amusement park: it affected the lives of generations of people. Walt Disney had such a great effect on people because he embodied the idea of a true American. He represented the typical self-made, family man that people could look to and think if he can make it big, then so can I. Disney was simple, clean, moral, and innocent, and these qualities were infused into his animations and transmitted to people. His old-fashion values such as hard work, perseverance, generosity, and integrity emanated from everything he did and people were just drawn to him. These qualities and values gave people what they needed in troubling times: hope and the ability to believe in themselves. Disney’s personality made him a beloved figure in millions of middle-class households, and he affected the lives of many Americans. Walt Disney died on December 16, 1966, but his legacy continued long after he was gone. In Disney’s mind his greatest legacy would be his work with the Chouinard Art Institute in Los Angeles, California. Mrs. Nelbert Chouinard created the Chouinard Art Institute in 1921 with the belief that an art school was needed on the west coast of the United States. Disney had been interested in the Chouinard Institute since the 1930’s and when Mrs. Chouinard fell ill could not take care of it anymore he took over the institute. Disney knew how difficult it was to get admitted to art school and become successful, so he wanted to help out aspiring artists as much as he could. He financed the school, expanded it, and eventually combined it with the Los Angeles Conservatory of Music and renamed it the California Institute of the Arts. Walt even said that CalArts would be what he is remembered for. Walt Disney’s legacies continue to have an ongoing impact. Disney’s brother, Roy, once said about Walt Disney, â€Å"There is no way to replace Walt Disney. He was an extraordinary man. Perhaps there will never be another like him. † He distracted people from the strife of the Great Depression, helped our country during World War II, and provided support afterwards. He taught children how to be responsible citizens, while still allowing them to have fun and follow their dreams. He reinforced traditional American values into the minds of Americans. He helped connect the cultures of the world through the use of an iconic cartoon image, while making American culture the most dominant. He recreated the idea of an amusement park and encouraged wish fulfillment. Most importantly he demonstrated how one could turn dreams into reality. Walt Disney inspired the live of millions of children and adults all over the world, and he is considered one of the most influential people of the twentieth century. Works Cited â€Å"Art: Profound Mouse. † Time, 15 May 1933 http://www. time. com/time/magazine/article/0,9171,745525-2,00. html (2 November 2010). Gabler, Neal. Walt Disney The Triumph of the American Imagination. New York: Random House, Inc. , 2006. Heide, Robert, and John Gilman. Mickey Mouse The Evolution, The Legend, The Phenomenon!. New York: Disney Enterprises, Inc. 2001. Press, Petra. A Cultural History of the United States Through the Decades The 1930s. San Diego: Lucent Books, Inc. , 1999. Schickel, Richard. The Disney Version The Life, Times, Art, and Commerce of Walt Disney. New York: Simon and Schuster, 1968. Watts, Steven. The Magic Kingdom Walt Disney and the American Way of Life. Boston: Houghton Mifflin Company, 1997.  Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€œ [ 1 ]. Ibid. , 6. [ 2 ]. Robert Heide and John Gilman. Mickey Mouse The Evolution, The Legend, The Phenomenon. (New York: Disney Enterprises Inc. , 2001). 6. [ 3 ]. Ibid. , 9. [ 4 ]. Art: Profound Mouse,† Time (1933). http://www. time/magazine/article/0,9171,745525-2,000. html (accessed November 2, 2010). [ 5 ]. Heide. 22. [ 6 ]. Petra Press. A Cultural History of the United States Through the Decades The 1930’s. (San Diego: Lucent Books, 1999). 94. [ 7 ]. Heide. 22. [ 8 ]. â€Å"Art: Profound Mouse† [ 9 ]. Heide. 86. [ 10 ]. Watts. 148. [ 11 ]. Ibid. , 148. [ 12 ]. Heide. 101. [ 13 ]. Ibid. , 103. [ 14 ]. Heide. 101. [ 15 ]. Ibid. , 103. [ 16 ]. Ibid. , 71. [ 17 ]. Watts. 228. [ 18 ]. Heide. 72. [ 19 ]. Watts. 231. [ 20 ]. Heide. 73. [ 21 ]. Ibid. , 77. [ 22 ]. Ibid. , 81. [ 23 ]. Ibid. , 76. [ 24 ]. Neal Gabler. Walt Disney The Triumph of the American Imagination. (New York: Random House Inc. , 2006). 632. [ 25 ]. Ibid. , 496. [ 26 ]. Ibid. , 497. [ 27 ]. Gabler. 498. [ 28 ]. Ibid. , 535. [ 29 ]. Ibid. , 499. [ 30 ]. Ibid. , 496. [ 31 ]. Watts. 390. [ 32 ]. Gabler. 492. [ 33 ]. Ibid. , 499. [ 34 ]. Watts. 393. [ 35 ]. Ibid. , 146. [ 36 ]. Richard Shickel. The Disney Version The Life, Times, Art, and Commerce of alt Disney. (New York: Simon and Schuster, 1968). 72. [ 37 ]. Watts. 146. [ 38 ]. Ibid. , 358. [ 39 ]. Gabler. 591-592. [ 40 ]. Ibid. , 631. [ 41 ]. Ibid. , 632.