Specific threats Essay Example for Free

Specific threats Essay 1. Air pollution This event could affect students and staff who are susceptible to respiratory problems. The following principles should be observed. a. A file of students and staff who have or are susceptible to respiratory problems. The file should contain data on the location of such persons at different times during the day. b. When notified from district via news media of a smog advisory, the principal shall inform all staff and notify those individuals in file to stay indoors and minimize physical activity. c. Cancel all athletic competitions and practices and any other activities which require strenuous physical activity such as marching band, etc. d. Cancel any events, which require the use of vehicles. 2. Bomb threats In the event that the university receives a bomb threat, by letter or telephone, the following procedures will be accomplished. a. If the bomb threat is in the form of a letter, note the manner in which it was delivered, who found it and where it was found. Take care while handling the message by immediately placing it in an envelope so that possible fingerprints may be detected. b. If the bomb threat is a telephone call, keep the caller on the line. Delay the caller with statements such as I am sorry, I did not understand you. What did you say? Note the time the call was received, manner of caller, background noises and what the caller is saying. Use the following guidelines that follow to assist you. Immediately notify the police and fire departments (or designee) (call 911). If the caller is still on the phone, call the phone company to trace the call. Instruct staff and students to turn off any pagers, cellular phones or two-way radios. Do not use these devices during this threat. Caution students against picking up or touching any strange objects or packages. If the suspected bomb is in a corridor, modify evacuation routes to bypass the corridor. Evacuate students using primary and alternate routes. Take emergency backpack and student kits. Check to be sure all students have left the building. Upon arrival at the designated safe site, take roll. Notify the designee and emergency response personnel of any missing students. Does not return to the building until emergency response officials determine it is safe. 3. Chemical accident Chemical accidents of a disaster magnitude could result from a transportation accident or an industrial accident. Should any such accidents endanger the students or staff, the following will be accomplished. An alert message will be broadcast over the â€Å"school weather Radio† and the safety siren may be heard. The following should be observed; Have all students report to nearest designated building. Close all doors and windows, shut off ventilation, and listen to the radio (shelter-in-place). Take roll. Notify designee of any missing students. If necessary, use tape, rags, clothing or any other available material of seal air leaks. Continue to shelter in the place unless advised to do otherwise. Monitor and radio station for further instructions. If you believe that gas is entering the building, protect everyone with a wet cloth or towel over the mouth and nose. Have everyone breathe in short, quick shallow breaths. If evacuation orders are received, proceed with evacuation plan. Evacuate students. A check should be performed to be sure all students have been evacuated. 4. Threat of explosion This incident could be the result of spilled cleaning chemicals within the school building, in the university lab, a material a student brings to university, or a broken gas main. Should any such accidents endanger the students or staff, take the following actions; Determine if evacuation is required. Notify appropriate local authorities of incident (call 911). If necessary, proceed with evacuation procedure using primary or alternate routes, avoiding exposure to the chemical fumes. Evacuate students from the building using primary and/or alternate fire routes (p.14). Check to be sure all students have left the building. Students are to remain quiet during evacuation. Upon arrival at evacuation site, take roll and report attendance to designee immediately. Notify emergency response personnel of any missing students. Do not return to the building until emergency response personnel have determined it is safe. 5. Fire This incident could occur if the school building is on fire; should any such event endanger the students or staff, the following will be accomplished. Notify the fire Department (call 911). Proceed to evacuate the school using the primary or alternate fire routes. An inspection will be performed to be sure all students and personnel have left the building. Evacuate students from the building using primary or alternate fire routes. Take emergency backpack and student kits. Maintain  Control of the students a safe distance from the fire and fire fighting equipment. Report any missing students to the designee and emergency response personnel. Do not return to the building until the Fire Department determines it is safe. 6. Earthquake If indoors: †¢Ã‚  Ã‚  Ã‚   Stay inside, move away from windows, shelves, heavy objects or furniture which may fall over. Take cover under a table or desk. Instruct the students to DUCK-COVER-HOLD. †¢Ã‚  Ã‚  Ã‚   In halls, stairways, or other areas where cover is not available, move to an interior wall. †¢Ã‚  Ã‚  Ã‚   In library, immediately move away from windows and bookshelves. Take appropriate cover. †¢Ã‚  Ã‚  Ã‚   In laboratories, all burners should be extinguished (if possible) before taking cover. Stay clear of hazardous chemicals, which may spill. †¢Ã‚  Ã‚  Ã‚   In the multi-use room, take cover under the tables or move close to the interior walls away from windows. If outdoors: †¢Ã‚  Ã‚  Ã‚   Move to an open space, away from buildings and overhead power lines. Lie down or crouch low to the ground (legs will not be steady). Keep looking around to be aware of dangers, which may demand movement. 7. Tornado Severe weather can be accompanied by high winds. If this type of weather poses any risk to the staff or students the following shall be accomplished. An alert message will be broadcast over the weather radio (WTTS, 92.3 FM is the local Emergency Alert System station for Bartholomew, Brown, Decatur, Jackson, Lawrence and Monroe Counties.)Staff and students should take cover in the shielded areas within the building. Stay away from windows. Close all blinds and curtains. Avoid auditoriums, gymnasiums and other structures with large roof spans. Monitor weather radio and AM radio station. Notify utility companies of any break or suspected break in utility lines. 8. Threatening individual This incident could occur if a belligerent person or armed person appeared at the school site. Should such an individual threaten the safety of students or staff, the following shall be accomplished.

The Epic of Beowulf

The Epic of Beowulf Fighting his enemies alone, when his sword fails he resorts to his fists. When his adversary had no armor, he strips himself of his own armor to even the odds. Some see this as arrogance or overconfidence, but his achievements do not lie. Beowulf is deserving of his title as an epic hero for saving Heorot from Grendel, slaying Grendels mother the she-wolf, and when Beowulf became king he protected his kingdom fifty years. The Anglo-Saxon epic Beowulf was written in the 7th century as a poem, was modernized in Richard Wilburs Ceremony and other poems. Elizabeth Thomason explains, Wilburs response to the epic is to change the Anglo-Saxon attitude toward heroes into a world-weary postwar sensibility. While he retains the original setting, he incorporates modern feelings into his lyric retelling.   The story was later translated into a novel by Burton Raffel. Beowulf, is already a renowned warrior for having won wars and felling mighty sea beasts, Richard Wilbur emphasizes Beowulfs confidence, One day the stranger shows up from beyond the sea, boasting that he can kill the monster that no one has been able to touch for years. He would end Grendels blood-filled night-raids on Heorot. When the almighty light disappears behind the mountains, the  night-terror Grendel begins his prowl. Carl Mowery says, the day was swiftly old, and the night put out no smiles. Grendel stalks the city and waits until the towns-folk are sleep then he steadily infiltrates Heorot and picks out his prey, who hell eat now and who to take home for later. Now he discovered-once the afflicter of men, what it meant to feud with the almighty God (809-11) for the one he seized that night was Beowulf the mightiest of warriors. Beowulf fought Grendel with honor and without any weapons or armor he latched onto Grendel holding him in place, it was Grendels first time feeling fear, for he was in Beowulfs hands now. He wanted nothing but to escape, and escape he did missing an arm. When all seemed peaceful, tragedy struck the Danes again. Grendel managed to escape, seriously wounded and his life fading. He ran back home and spent his last moments in misery. At the sight of her lifeless son Grendels mother was struck with anger and a lust for vengeance. She attacked the Danes as they slept and left with a snack for later, but that snack was the kings closest friend. The kings heart was heavy and he mourned his loss, he then asked Beowulf to avenge his friend, and so he did. Beowulf swam into the she-wolfs den and swung his sword to no effect, he was quickly thrown to the ground and when all seemed lost he saw a giants sword mounted on the wall. He took it and Beowulf struck with all [his] strength, caught her in the neck and cut it through, Bones and all. (1565-77) Tyrus Miller states, Having performed his single task, the hero departs, loaded with the gifts granted a warrior and the glory of his deeds. He returns home to Geatland where he became a king; and a great king he was bringing peace and prosperity to his kingdom. Beowulf ruled in Geatland for fifty years, now old and wise when a dragon awakes from its slumber and burns down a village. Old and past hisprime Beowulf intends to face the dragon alone. His subjects do not wish for him to face the beast alone and volunteer to help slay the dragon. So there wouldnt be any needless death he and a few trusted soldiers venture to the dragons lair. At the sight of the beast all the soldiers run off except for Wiglaf who truly admired Beowulf. The dragon ignites the air and Beowulf blocks flame with shield inching closer to the beast. His shield burns to ash and he is engulfed in fire, but he presses on and strikes the dragons head with all his might shattering his blade. The dragon wastes no time and latches into Beowulfs neck. Wiglaf seeing his hero in danger rushes in to help. Stabbing the dragon in the lower neck smothering its flames Beowulf then drew his battle-sharp dagger. (2701-02) Remembering days of glory he quickly cut the beast in half, it fell but so did Beowulf. His neck began to swell, he felt the dragons venom taking effect, and knew his time was short. He told Wiglaf to build a monument after his death and to claim the dragons wealth and disperse it throughout the kingdom. Throughout his life Beowulf had had a multitude of achievements hes won wars, defeated Grendel and his vengeful mother, fell mighty sea beats and many more unmentionables. But Beowulfs last act of heroism was undoubtedly his greatest, slaying a dragon and attaining its treasure for his people, a noble deed for a noble hero. References Mowery, Carl. Beowulf. Poetry for Students, edited by Elizabeth Thomason, vol. 11, Gale, 2001, pp. 1-14. Gale Virtual Reference Library. Miller, Tyrus. Beowulf. Poetry for Students, edited by Elizabeth Thomason, vol. 11,   Gale, 2001, pp. 1-14. Gale Virtual Reference Library. Thomason, Elizabeth. Beowulf. Poetry for Students, vol.11, Gale, 2001, pp. 1-14. Gale Virtual Reference Library.

Analysis on Postmodernist Shrek

Analysis on Postmodernist Shrek Usually, in most of the traditional fairy tales, ogre is used to be the man-eating beast and the prince is used to rescue the princess and then live happily together ever after. However, in the season of the movie Shrek, especially Shrek I, the makers use decipherable devices to reverse this tradition and use three basic elements to show the idea of postmodernism, i.e. ironic interfacing, intertextuality, and self-reflexivity. Lets begin by explaining the first one, ironic interfacing. To begin with, Shrek I includes a lot of ironic interfacing and one is that its lack of a narrator. Unlike other tales, it is told in a linear custom, but not from the point of view of an omniscient narrator. The story in fact is told through the interactions and dialogue of the central characters, like in the film Shrek, we need to know what Shrek and Donkey would do by watching their action and conversation. It is non-linear narrative technique. But in those Disney movies, for example in Snow White, theres always a narrator telling the audience what is going to happen next and he is omniscient. It results the ironic interfacing between the characters and the authors. Also, at the end of the movie Shrek I, all the audiences see that Shrek, the main character discovers the camera and lots of audiences watching him. Therefore, he turns away the camera and uses his hand to block it before he kisses Fiona. It can be considered as ironic interfacing because it shows the unconventional interaction between the author and Shrek. What Shrek does in the movie lets us recognize that he can look at the audiences and the author through the known camera. So he knows how to maintain his privacy during kissing with Fiona by blocking their view. Besides, from this scene, we all can see clearly that the animation company makes use of Shrek to mock the traditional Disney stories and genre. Shrek uses the stereotypical way of Disney movies and fairytales, which is used to create the distance between the present and the reality. This acts as inviting the viewers to enter another world, a world that can only exist in the stories but not in real. Thus, the company uses it to mimic Disney by including the stories traditional beginning, which Disney always uses. This does not only mock Disney but also helps us to see the unreal world and in the realism of a fairytale. Another stronger example showing Shrek includes ironic interfacing is at the very first part of the movie. At the beginning of the movie, Shrek starts just as a typical Disney cliche fairytale by opening a book and starts with these few words Once upon a time, there is an imprisoned princess waiting for her true love this kind of old style of tales. However, theres a green hand suddenly rips a page from the book, uses it to wipe his bottom and Shrek interrupts it and said to the audiences, Yeah, right! This scene strongly shows us the ironic situation between the characters and the author. Those are the examples of ironic interfacing in Shrek. Next, we are going to talk about intertextuality. Intertextuality means that there are countless references to other movies, texts, plays, and even some parts of the other movies. Especially in Shrek III, there are several main animated Disney characters appearing in the film, but not in their usual form. By referring these Disney characters, the film requires us to have a self-conscious awareness of something that is used to be. Like Snow White and the other princess appearing in the movie, normally they are very delicate and used to be rescued. However, this time, they rescue themselves when they are imprisoned. Also, in Shrek I, Fiona is imprisoned in a castle with a dragon guarding her. In most of the Disney movies, the princesses are used to be so delicate that they cant leave and rescue themselves. But, we notice that Fiona is different from them, as she knows Karate. And the only reason why she does not leave is that she imagines the traditional fairy tale happening to her so she has to wait for her prince. It mocks the Disney movies that those princesses are not really delicate. Furthermore, Shrek has also obtained some scenes from other movies, for example: Fiona freezes in the mid-air like Neo in The Matrix; Shrek fights in a beer-covered ring, making reference to Transporter, Gladiator etc. Last but not least, lets talk about self-reflexivity. At the end of the movie, Shrek discovers that there is a camera shooting at him and Fiona and it means that hes aware of the narrative mechanics or storytelling techniques of traditional fairy tales. Besides, at the beginning of the movie, when Shrek is hunted and chase by the people, he shouts at them and whispers, This is the part you should run away. Although this scene does not directly illustrate that the character does takes notice of the filmmaking process or the camera, it is still a very strong example of self-reflexivity. What he has said does not only remind that group of people how to react, but also reminds the audiences that normally people should run after the ogre yells at them. It shows that Shrek is conscious of the traditional circumstance in fairy tales. In addition, when we focus on the menu of the movie Shrek, it contains details that recognizes you its a movie. Especially when you want to play the movie press the Play button, theres a pig coming out and shouting, Play the movie. It does let you acknowledge that it is a movie. All in all, Shrek is a very excellent example of movies showing postmodernism as the filmmakers has included ironic interfacing, intertextuality, and self-reflexivity. If you want to analyze the cartoon postmodern and feel bored of watching The Simpsons again, Shrek will be a great suggestion for you.

Holography: From Physics to The Big Screen Essay -- Cinematography

The technical evolution of film industry is one notable feature of modern civilization. The innovation of combining motion pictures with recorded sound. Black-and-white film gradually replaced by the colour motion picture film and the visual effect involve the integration of live-action footage and computer generated imagery to create a scenes which look realistic, but would be dangerous, costly or impossible to be recorded and the popularization of three-dimensional cinema. The developments of technique contribute the film industry to get closer to people’s perception, however, in the real life. The observation of objects would change if we look from different distance and angle. And this experience of perception cannot be done in film. Because of the lack of stereoscopic impression of film images, it limits our sense so that the actual we see might be different. In 1920s, Sergei Eisenstein had predicted that the future of cinematography was tridimensional and there are many other film pioneers hold the same view. What most film histories leave out is that the Lumià ¨re Brothers were trying to achieve a three-dimensional image, Louis Lumià ¨re eventually re-shot L’Arrivà ©e d’un Train with a stereoscopic film camera and exhibited it (along with a series of other 3D shorts) at French Academy of Science. The films were shot in two views of the scene and then printing the film in two different colors and combining them with layered film on one reel. S3D (Stereoscopic 3D) film with better use of polarization systems were invited in 1930s and shown in the public in 1950s, however, after this initial huge excitement, S3D films were not widely recognized. Although the polarized stereoscopic film technology have been improved in all possible... ...nounced that they developed a generator of holograms on a board with a circuit that generates holograms on the LCD panel. The holography had demonstrated its potential. Now holograms are not so distant future any more. The idea of the holographic movies started becoming popular among filmmakers. Andrei Tarkovsky said, "The most important thing for cinema is for it to become holographic". A hologram can be made not only with the light waves of a laser, but also with sound waves and other waves in the electro-magnetic spectrum. Acoustical holography can see through solid objects by using sound waves. Microwave holography detects images by recording the object’s radio waves. Some holograms made with ultraviolet light can record an image of particle such as atom or molecule. Holography is one of the most significant discoveries humankind has ever made.

What aspects of Charlotte Brontes Essay -- English Literature:

What aspects of Charlotte Bronte's What aspects of Charlotte Bronte's depiction and use of the character of Bertha Mason are most clearly illuminated by Jean Rhys' depiction and use of her parallel character of Antoinette? In Wide Sargasso Sea, written by Jean Rhys in the 1960’s, is a radical critique of the context of English Imperialism and male dominated society within which Charlotte Bronte wrote Jane Eyre. In order to both expose and oppose the parallels inherent in Jane Eyre, Rhys intertwines in her novel the two reading positions of feminist and postcolonialist criticism. Rhys demonstrates how both social and narrative conventions mandate that certain categories of women must be devalued if other categories of women are to assume importance. She does this by exposing to the reader how Charlotte Bronte in Jane Eyre, in order for her reader to give Jane an assumed importance, devalued by the Creole character Bertha; showing her to be made and giving us Jane’s description of her as â€Å"[she] seemed†¦a woman†¦ [she] reminded me†¦ [of] the foul German Spectre – the vampire† and Rochester’s comment that â€Å"the lunatic is both cunning and malignant.† Rhys, it seems was politically inspired to rewrite Jane Eyre and write back to the empire. Wide Sargasso Sea is a prequel to Jane Eyre which was written British Empire was at its peak. Jane Eyre was a representation of England to the English. Rhys decided to write back, because of being of white West Indian descent herself, she was offended by the representation of the mad Creole in the novel. Although Rhys says that she is not a conscious feminist her novels are always written from a female perspective and in Wide Sargasso Sea, the male character is exposed... ... express and put forward quite assertively. Christophine in particular, is not afraid to tell Antoinette’s husband exactly how she feels towards him/ On page 132 for example, Christophine says ‘I tell her so’†¦always it don’t work for beke. Always it bring trouble†¦so you send me away and you keep all her money. And what you do with her?† and later on further exposes and questions assumptions and values that Antoinette’s husband when she tells him â€Å"Read and write I don’t know. Other things I know.† So we can see the many ways in which Rhys uses the intersections of feminist and postcolonialist reading positions and criticism to expose certain aspects of character. Whether it be through two narrators, leaving one unnamed, showing many different sides to a story and emphasising and exposing the otherness of each are amongst many other narrative strategies.

Learned Skills in Written Communication Class

1) One of my favorite parts of this class was the confusing words. I loved to be able to look them up and discover which words meant what. This skill will help me along the way of my career because I learned that when I am unsure about something I can look it up and not feel bad that I do not know the meaning because our English language is very confusing. 2) I also learned how to properly write letters and emails in business settings. I will keep a copy of the samples so I know how much white space goes where. I also learned that I need to use black or blue ink and it has to be professional blue or black. 3) I am also really interested in learning more about business etiquette in different regions. I was very impressed with the different ways that different countries used the hand shake. I was also intrigued with the fact that women are allowed in business but in some countries they have to still be ‘under’ men. 4) The ‘you’ view was an interesting section to me as well because I never would have realized the difference in the views. The ‘you’ view is so much nicer to explain something to someone it makes them feel important and like they mean something to the person writing to them. 5) The other skill I learned and am continuing to learn is editing. I like the bookmark that shows me how to correctly mark what is incorrect. I am getting better at finding what words are placed wrong and the misspelled words but and still struggling with how the prepositional phrases work. 6) I think the most difficult part of written communication for me was the editing which is why I am stating that I am still learning it. I am trying to figure out what words belong where and where to place commas or other marks. 7) I believe the easiest part for me was the confusing words. I felt this was the easiest because I really like to look up what I do not know. I am always in the mood to learn new words and always love to teach my children new and bigger words. I get a kick out of the fact my ten year old walks around telling people she loves to read the Amelia Bedilia books because there are so many idioms in them. 8) Two future uses I believe I will use are the confusing words. That I will use so I can remember to look up what I do not know and not feel bad that I have to look anything up. The second thing I believe I will use is the lists I was very interested on learning these; I believe I will use them in school and in work. I will be making proposals and writing letters to people that will need to explain things with lists.

Economic Impact of Duck Hunting in Arkansas

â€Å"It’s madness, I’ve never seen otherwise intelligent frugal men throw so much money at so little opportunity! † (Unknown) This was the statement made by an unnamed source referencing the sickness and addiction of the wonderful sport of Waterfowl Hunting. The economic impact of waterfowl hunting in Arkansas can best be seen in the U. S. Fish and Wildlife Service's 2006 Economic Impact of Waterfowl Hunting report. This report states that in 2006 there was 1. 3 million waterfowl hunters nationwide, 100,000 of these waterfowl hunters were residents of Arkansas who spent 1. million days pursuing the waterfowl of their choice. During these days, waterfowl hunters spend money on hunting trips, hunting equipment, salaries and wages and state, local and federal taxes. Nationwide, waterfowl hunters spent $900 million during 2006 creating a positive economic impact for the nation's economy. When did all of this begin and why in Eastern Arkansas? It is said that the fir st to have stepped foot in what is now known as modern day Arkansas were duck hunters. In an archeological find near Big Lake in north eastern Arkansas, studies found more bones from Mallard ducks than from any other bird present.Nature had set a perfect table not only for the Paleo Indians but for the future duck hunters in Arkansas. Eastern Arkansas borders the Mississippi River and is home of 8 million of the 24. 2 acres of the Mississippi Alluvial plain. There are no other states in the continental united states that have more delta land than Arkansas. Before the advent of dams and tree clearing agricultural practices the delta was covered primarily with hardwood trees, mostly oaks. These Hardwoods provided the staple food source (acorns) for the largest population of wintering waterfowl (mainly the mallard duck) in the world.Early settlers took advantage of the abundant fowl and consequently started some of the very first duck hunting clubs in the United States. In 1906 the fir st known crop of rice was grown in Arkansas County. Although it was a small crop, it changed the scenery of agriculture in the delta and on the Grand Prairie region. Three years later Grad Prairie rice acreage was up to 27,000 acres; by 1919 rice covered 143,000 acres of the Grand Prairie in the Mississippi Delta. Today Arkansas harvests 41 percent of the nation's rice, almost twice as much as No. California (21 percent). Riceland Rice Corporation, located in Stuttgart Arkansas, alone is responsible for almost one-third of the U. S. crop. Local farmers founded the Riceland cooperative in 1921 to get better prices. The average Riceland farm is about 750 to 1,000 acres, Reed says. About one-third to one-half is devoted to rice, with the rest going to soybeans, one of the other crops Riceland processes. The majorities of the Riceland Farms are either leased out to waterfowlers or have guide services ran on them.In the early days of rice farming, the rice harvest and the migration of wi ntering waterfowl down the Mississippi Flyway coincided. Massive groups of waterfowl could potentially wipe out an entire rice field in one night. At the time, farmers would pay as much as 5$ a gun per night and all of the shells the individual could shoot while keeping the ducks away. As quicker maturing rice was developed people started to realize that ducks were no longer a nuisance but had potential to be a great asset and compliment to the rice harvest. A bi- product of the rice boom in Arkansas County was a drastic increase in Duck Clubs.A Duck Club is privately owned business which charges the duck hunters by the day for guided hunts or requires members to pay annual dues for their membership in the club. Duck clubs had been around the state for several years prior to the rice boom of the early 1900’s, but these clubs were set primarily on flooded hardwood bottoms or sloughs along the Mississippi delta. When rice farmers realized the potential cash flow that hunting cl ubs could provide during the winter season, many started Duck Clubs on their privately owned farms.One such place was Wallace Claypool’s Wild Acres reservoir, which came to be known just as Claypool’s Reservoir. In 1956 NBC’s popular television program â€Å"Wide Wide World† approached the Arkansas Game and Fish Commission about filming the first ever nationally broadcast live duck hunt. During the time the segment was filmed Claypool’s Reservoir was holding approximately 300,000 mallard ducks. At 3:14 the NBC director pressed a button and 4 million viewers looked on. Shortly after 3:15 a TNT laden rocket was fired over the ducks to stir them up off the water.With ducks in the air Wallace Claypool began to call ducks in for Lynn Parsons, a 12 year old local with a new shotgun. Six shots later Claypool’s lab was retrieving 6 mallard ducks and Arkansas was officially on the map as the Duck Hunting Capital of the World. In 1936, 20 years prior to the airing of Claypools duck hunt on national television Thad McCollum of Stuttgart Arkansas held the first annual World’s Duck Calling Championship on Main Street in downtown Stuttgart, Arkansas. It was known then as the â€Å"National Duck Calling Contest†.There were 17 entries in the Downtown Stuttgart event and the winner was promised a new hunting jacket valued at $6. 60. This contest has helped form what is now the Wings over The Prairie Festival. Wings Over the Prairie is one of the oldest and most visited festivals in Arkansas, and has grown to an annual attendance of over 60,000. Besides the World Championship Duck Calling Contest there is also a nationally renowned Gumbo Cook Off, as well as many crafts, lots of hunting gear for sale, dances, live bands, commercial exhibits and collectibles.With such a large attendance containing people from all over the United States, the Festival brings in millions of dollars of revenue to Stuttgart’s economy each year. According to Stephen Bell, executive director of the Stuttgart Chamber of Commerce, It is estimated that the economic impact on Stuttgart is $1 million a day during duck season. The town is also home to more than 70 commercial Guide Services that cater not only to Duck Hunters but also to deer hunters as well as a few that cater to turkey hunting.In addition to the private guide services and the Membership Exclusive Hunting Clubs, Duck hunters are drawn from all over the state as well as the country to hunt the hundreds of thousands of acres of public hunting area managed specifically for waterfowl. In 1948, the Arkansas Game and Fish Commission purchased Bayou Meto Flat which provided 34,000 acres of public green timber duck hunting. Bayou Meto is one of the most renowned public hunting places in the United States.Green Timber duck hunting is somewhat specific to Arkansas and with 34,000 acres available to the public; hunters come from all over the United States to get the t hrill of a true Arkansas Green Timer Hunt. Bayou Meto however is far from being the only public Green Timber hunting the state has to offer. As a whole the eastern side of Arkansas is loaded with hundreds of thousands of acres of flooded, acorn producing trees that are typically loaded with ducks. Where there are ducks, there are bound to be duck hunters.The state of Arkansas had 100,000 waterfowl hunters, 16 years old or older, in 2006. These 100,000 participants who enjoy hunting waterfowl in Arkansas are responsible for the state's ranking of 2nd in the nation only to Louisana in participation. Waterfowl hunters in Arkansas spent $91 million dollars on waterfowl hunting trips and equipment, which includes but is not limited to food, lodging, transportation, firearms and ammunition, fees, hunting dogs and related expenses. Arkansas waterfowl hunters also spent $9. 6 million in state taxes and $9. 4 million in federal taxes. These hunters also helped support 2,505 jobs that are wat erfowl hunting related with $47. 9 million in salaries and wages. All this hunting and spending creates a ripple effect of $124 million dollars. Arkansas attracts 53,000 non-resident hunters every year, from all over the country who spend a combined 662,000 days in the state. The out-of-staters spend $167,811,000 on the sport in Arkansas, meaning each non-resident hunter spends about $3,184 during a typical season.