Unforgettable Teacher

Asma Ahmed Hassan 200600140 Engl 285 Time; 1:00_1:50 P. M An unforgettable teacher Thorough my educational life there were many teachers or lecturers I cannot forget them. In whole my life I will remember them and wish to them they be in a good condition and they will continue their massage witch is helping people to improve, rises them knowledge and helping the students to be better persons. For them they see the education process must includes fun, educate and acting. From all teachers I ever had there is one teacher I can’t forget her. She was my angel in the earth, she was always encouraged me when I was tired from study and can’t handle it any more. Miss Susan was have the whole qualities of good teacher such as Confidence, Patience, True compassion for their students and The ability to look at life in a different way and to explain a topic in a different way. at my university, more teachers continued their influence on my life, and many of them have enjoyed long teaching careers. Several have retired, but several are still hard at it with the current crop of students. In the 8:00 A. M all the students waits for her to come in their sits. He is nothing but our English lecturer Miss Susan. She is about 6. 5 feet tall, thin woman. She dresses herself in informally. She has a good hair style blond like wave’s . she is a pretty woman too. Her classes are so interesting. All the students get involved to listen to his classes without any sound or side talking. We never miss any class we have with Miss Susan. She is very friendly, polite, and casual. She is hailed by many students here and there. â€Å"Hello! † â€Å"Hi! † â€Å"Nice to see you! † Whenever she comes across anyone he knows, she always says hello to them first, wearing a big smile, whether or not they are older or younger than her. In this society where many people often pass by without greeting each other, seeing her might be like seeing an oasis in a desert. I remember my first day in the classes of my University, miss Susan said that day this to me; ‘My mission is to experience life through†¦teaching others, am not here to teach you things you doesn’t useful for you, in matter of fact, you will teach me something and I will teach you something back’ she believe that the process of education should be alternate. That is in short way my unforgettable teacher made of. (

American History Since 1877 Essay

While it may be the case that a popular and misinformed view of the entry of the United States into World War Two has displaced that of historical accuracy for the majority of casual observers of history, those with a deeper immersion in the historical facts recognize a more complex and perhaps more profound set of reasons and circumstances that led to the US entry into the war. The casual and uninformed observer no doubt believes that Hitler’s conquests in Europe along with the terror-inspiring Nazi-sponsored U-boat warfare in the North Atlantic and beyond, along with the imperial Japanese invasion of China are the reasons for the US entry into the war. These ideas are sound enough, but they tell only a partial story, the exterior of the issues and events. Admittedly, the concrete reason for war was the Japanese surprise attack on Pearl Harbor in December 1941, a single event which demonstrated the intention of the Axis powers to rule the earth. However, this surprise attack gave rise to one of the war’s most enduring and over-riding myths: that America’s entry into the war was precipitated primarily on moral grounds. This idea proves to be particularly specious given the historical evidence: although moral obligation might be given as the reason for US entry into the war, one, with study can easily â€Å"rejects the purely moral justification of American entry into the war against Hitler,† (Russett, 1997, p. 44) and it is equally as thorny, although just as tempting,, to frame US conflict with Japan on purely moral grounds. While it is true that the Japanese, â€Å"were often unkind conquerors,† (Russett, 1997, p. 44)they were also â€Å"welcomed in the former European colonies of Southeast Asia, and Japan† (Russett, 1997, p. 44) and they were able to keep some good relations native rebels; so Japanese territorial expansion and influence was in no way one-sided or always regarded as brutal. Whether or not moral justification was desired or necessary for the US to declare war on Japan, it is â€Å"Hitler, not Tojo, who is customarily presented as the personification of evil† and therefore it is Germany, not Japan, which carries most of the weight of â€Å"moral justification† for the US entry into World War Two,† (Russett, 1997, p. 44) although even this position is tenuous weighed against the very real historical ambivalence displayed by the American government during Hitler’s rise to power and Germany’s subsequent campaign of European conquests. When Adolf Hitler rose to power in 1933 he had already divulged most of his far-reaching plans for war in Europe and especially for war in the east, against Russia. Also divulged was his violent antisemiticism and his ambition to attain global German and Nazi hegemony. In his celebrated â€Å"autobiography† Mein Kampf, Hitler made clear to whomever was paying attention (presumably the world) his â€Å"attitudes and plans which were the basis of the Nazi government and of his foreign policy. † (Goldston, 1967, p. 60) The policies and ambitions were â€Å"frankly stated for all the world to read† (Goldston, 1967, p. 60) and it is to the sorrow and pity of millions that Hitler’s blatant pronouncements went unheeded by politicians and generals throughout Europe. In fact, if a moral imperative played any role in the mind-set of the Western, future-Alllied, powers during this time, it was an imperative of peace. And it was precisely this imperative toward preserving peace: for Britain to prevent another Great War in Europe and for America to refuse involvement in another European war, which led to the tragic escalation of what began as a localized conflict into a global catastrophe. This mistake would be repeated at least three more times as the world sped toward World War Two. On at last three occasions: during the Anschluss when Hitler integrated Austria into the German Reich, again during Hitler’s military conquest of the Sudentland and, once more, when Hitler engineered the political conquest of Czechoslovakia at Munich, the post-war Treaty of Versailles had been broken. From the base of 100,000 troops permitted under the Versailles Treaty, Hitler, on 1 October 1934: ordered a trebling of army size, as well as the creation of an air force, which had been illegal under the Versailles terms. On 7 March 1936, troops were sent into the Rhineland, unilaterally abrogating the demilitarization of Germany’s western frontier provided for under the Locarno Pact† (Black, 2003, p. 4). Later, after this initial violation, â€Å"troops were sent into the Rhineland,† which broke the Treaty of Versailles openly. (Black, 2003, p. 4). In each of these cases, military intervention by France, Britain, and Russian was not only lawful, it was indicated by treaty: and, as is obviously the case looking back on history, each of the chances provided an opportunity for the Allied powers to prevent World War Two. During the invasion of the Sudentland, Hitler’s true ambitions lay elsewhere, he desired to invade Czechoslovakia, and in doing so, secure the German flank for an eventual invasion of the Soviet Union. Clearly, Germany was heading in the direction of war. So, any argument that Hitler or Germany’s were hidden or hard to understand is weak, if not plainly foolish. This fact, however, seemed to have little influence of the European policy of appeasement, which allowed not only human rights abuses in the Reich to continues unchallenged, but allowed for blatant military conquest of sovereign nations by Germany. Meanwhile, America’s isolationist vision towards continued, leaving Hitler with a free hand after his shrewdly engineered â€Å"Pact of Steel† had been concluded with his sworn enemy the Soviet Union. The US entered World war One slowly, and after â€Å"the conclusion of hostilities there was a wave of revulsion against war and military activity, † (Aldcroft, 1997, p. 8) which resulted in a public unwillingness to support intervention which might lead to military conflict. Though the pattern of appeasement followed by France and Britain in the wake of Hitler’s string of highly-visible conquests is difficult to understand, the apprehension toward war which had been seeded in the aftermath of World War One, â€Å"pacifism was strong in both Britain and France, in large part in response to the massive casualties in World War One† (Black , 2003, p. 4). as well as serious problems with the ensuing Treaty of Versailles are the best explanation for the malaise of the Allies. Instead of â€Å"responding forcefully against the successive breaches of the Versailles settlement,† (Black , 2003, p. 4). France and Britain decided to take a pretty much passive position in regards to Nazi Germany. Clearly these actions â€Å"encouraged Nazi expansionism† (Black , 2003, p. 4). even though the British and French governments were blind to the dangers of Nazism and believed that they were averting a war through their diplomatic efforts. Meanwhile, everyone concerned hoped Hitler’s conquests would be limited and that he would spend his time â€Å"ruling Germany† and not seeking conflict or expansion throughout Europe. Of course, these hopes turned out to be foolishly placed because â€Å"†Hitler’s aim–as he had set it down in Mein Kampf[†¦ ] was an expansion of Germany† (Jarman 206) and the outbreak of the war made those who had sought to make diplomacy the leading idea for dealing with Hitler had to admit that his diplomacy was merely a smokescreen to his desire to make war on those he believed were his enemies or those who opposed his plans for expansion for Germany. That he had already made all of his ambitions clear in his book was not important to the European leaders who dealt with Hitler initially; they just believed whatever he said to the loss of territories and thousands of peoples lives. (Jarman). Nothing seem to limit or stop the Allied policy of appeasement at Munich, which sacrificed the nation of Czechoslovakia to Hitler and the Nazis without a shot being fired. Hitler was also â€Å"determined to destroy Czechoslovakia, a democratic state that looked to other great powers for support† (Brown, 2004, p. 40); this would be a demonstration of the Reich’s power and intentions to expand its territories in the face of European opposition. Later, just â€Å"six months before the start of the Second World War, Czechoslovakia had ceased to exist,† (Brown, 2004, p. 40). and was incorporated into the Reich. Munich provided the most dramatic, and obvious, representation of Hitler’s ambitions and yet the irony is Germany would have been unable to match the military forces of the Allies during any of the three conquests outlined above. At the time of Munich, the German army could â€Å"muster only 31 divisions or regular troops and 7 reserve divisions;† (Brown, 2004, p. 40) this in contrasted with Allied powers â€Å"the French could hurl over 100 divisions and simply walk to Berlin. † (Brown, 2004, p. 40). In fact, the Czech army itself might have provide for its own protection had it been allowed to fight. Instead, Hitler was allowed to digest his conquests and plot his eventual war with the Soviet Union. No matter how considered the overwhelming historical evidence is that the Allies could have prevented the rise of global Nazism and the eventual outbreak of World War Two by abandoning their policies of appeasement and confronting the Third Reich with overwhelming military force. If moral justification had been lacking, one might interpret the Allied non-response to Hitler’s early acts of conquest and aggression as an act of graciousness — in sparing not only the soldiers but civilian populations from needless bloodshed. After-all, Germany had, her self only recently emerged from a terrible ravishment in the fiery end of World War One and her suffering under the Treaty of Versailles and the extraction of war-debts had brought Germany nearly to collapse. Even the Germans deserved better than a second war so closely following upon the Great War. If this had been the reasoning, in the absence of moral imperative, in the absence of signed treaties, and in the absence of military superiority, then even the Allied appeasement at Munich might have been at least understandable. Although the the Hitler-Stalin pact of August 1939 offered Germany protection from Soviet military retaliation and allowed the proposed invasion of Poland to take place without fear of Soviet reprisal. The Wehrmacht defeated the Polish army in just over 25 days and later when Spring allowed a more forceful and aggressive campaign strategy, the Wehrmacht descended upon the ‘low countries:† Denmark, Belgium, Norway, and the Netherlands. After two and a half months, the French surrendered. And even though the majority of the British expeditionary force to the continent escaped at Dunkirk, the British experienced the loss of their heavy equipment† (Russett, 1997, p. 25). Ultimately, Mussolini decided to launch Italy into the war only a fear days after France’s surrender. Meanwhile, America’s involvement in the war was limited to the implementation of the â€Å"The Lend-Lease Act, which was to pour billions of dollars of supplies into Britain† (Russett, 1997, p. 26) and also, pave the way for military involvement. Not only did US forces occupy Iceland, but â€Å"President Roosevelt had agreed that American ships would escort convoys–including British ships† (Russett, 1997, p. 26) to Iceland. This convoying was not entirely peaceful, it meant that â€Å"if German U-boats approached the American escorts were to â€Å"shoot on sight† (Russett, 1997, p. 26) to insure that the goods got through. These were steps to protect Britain and also steps toward total war. However, the role of â€Å"Lend_lease† itself proclaimed a total lack of moral imperative on the behalf of the American people regarding Hitler’s conquests in Europe. While Hitler was gobbling up Austria, Czechoslovakia, and Poland — and even before his physical conquest, during his rise to power — the same ethical and moral reasons for making war against the Nazi Regime existed as would exist many months later, after the destruction and deaths of millions of Europeans, Africans, Russians, Americans, and Japanese was assured by the conflagration of a World War. If there was a time when a moral imperative should have played a role in the events which ed to America’s involvement in World war Two, Munich makes much ore an apt case than Pearl Harbor. Looking back over the vents which preceded the invasion of Poland, there seems to be no moral impediment for American intervention in Hitler’s rising Nazi state. Meanwhile, in the Pacific war, where America’s ambitions and motivations toward war were much less ambiguously articulated, Japan continued with an â€Å"exhausting and seemingly endless war† (Russett, 1997, p. 45) which started with the Japanese invasion of Manchuria in 1931, and was â€Å"greatly escalated by the clash at the Marco Polo Bridge which expanded into severe open warfare with China in 1937† (Russett, 1997, p. 45); such considerations were deeply incongruous with American ambitions in Southeast Asia. The imperative, however, was not one of moral obligation but one of geopolitical power. The same can be said for the Hobson’s choice ultimately faced by the Japanese. Although the attack on Pearl Harbor appeared to the American public as an act of ruthless aggression; to the Japanese, given the dwindling options for an Imperial future, as we will discuss directly, the act might easily have been viewed as a defensive military act of aggression. The friction between the US and Japan over the â€Å"China Incident† stemmed basically from an opposition of geopolitical ambitions. Japan considered itself and Imperial power, one which was as entitled to territorial expansion and expansion of influence as Britain or the United States and it viewed Southeast Asia and China as residing within its natural spheres of influence. To give up ambitions in China would be admitting that Japan was a second or third-rate world power and the elite of Japan’s military and civilian leaders found such a decision impossible because it gave in entirely to American demands. Faced with such a choice, the Japanese began to orbit around diplomatically and then join into the Nazi-led Axis, since it was obvious that the British? American alliance was likely headed toward a Allied war in Europe anyway. In July of 1941, Japanese assets were frozen in America, and â€Å"the consequent cessation of shipment of oil, scrap iron, and other goods from the United States, Japan’s economy was in most severe straits and her power to wage war directly threatened† (Russett, 1997, p. 46) and her ability to make war was becoming severely threatened by the ongoing embargoes against her. Japanese military planners estimated that â€Å"reserves of oil, painfully accumulated in the late 1930s when the risk of just such a squeeze became evident, would last at most two years† (Russett, 1997, p. 46) by which time it would be far too late to make a stand, militarily, against the United States in China or elsewhere. Somehow, Japan had found its way to a â€Å"no good choices† scenario, with acquiescence to American demands dooming Japan to a less than coequal status with the world’s dominant powers, or war with the United States — sooner than later — before supplies dwindled below practical abilities to make war. Diplomatic efforts proved useless when â€Å"The United States, and the British and Dutch,† (Russett, 1997, p. 47) would end the embargoes only as a response to â€Å"Japanese withdrawal from air and naval bases in Indochina† (Russett, 1997, p. 47); and at this time the Japanese military began to consider war with the U. S. inevitable. Most of the Japanese elite â€Å"were opposed to any settlement which would in effect have meant withdrawal from China† (Russett, 1997, p. 47) which would also mean the increase of Western, particularly American influence, in precisely those ares which Japan’s ruling castes believed were the natural provinces of the Japanese Empire. It is impossible to view the preceding acts perpetrated against the Japanese as anything other than aggressive, if falling short of actual military warfare; it was clear that Japan was being pushed just about as far to the brink of war as any nation could be pushed. It is impossible to extract from the American non-intervention in Europe coupled with its seeking intervention by economic and diplomatic means in Manchuria and Southeast Asia a policy which is driven by moral, rather than global-poltical, imperatives. In fact, positing American neutrality throughout the early days of Hitter’s conquests with American proactive intervention in Japanese Imperial expansion requires one to admit very little in the way of moral imperative. While the Japanese military planned for war, the American government also planned for an escalation of hostilities: â€Å"By autumn 1941, however, opinion was crystallizing in the highest levels of the American decision-making system† (Russett, 1997, p. 50) this process was leading to war. Roosevelt â€Å"informally polled his cabinet on the question of whether the country would support war against Japan† (Russett, 1997, p. 50) and the result was that â€Å"All members responded in the affirmative† (Russett, 1997, p. 50); with public support behind the war, conflict with Japan seemed immanent. By the beginning of December their attack was irrevocably set in motion. The Japanese conviction that war could not be limited to the British and Dutch had to be based wholly on inference. Yet it was a correct analysis and a solid conviction, as shown by the otherwise inexplicable risk they took at Pearl Harbor â€Å"the attack ensured American popular support for the war in the Pacific, just as the moral argument against Hitler in Europe worked to fuel public support for the American entry into World War Two† ; so, in effect, where the brutality and obvious territorial ambitions of Hitler had failed to ignite American sentiment for war, the attack by Japan ignited an inferno that would draw the US into the most notable global conflict of the twentieth-century. (Russett, 1997, p. 51) In conclusion, the US entry into World War Two when studied at more than a popular â€Å"mythic† level, is a story which combines the global-political ambitions of many nations with the propagandistic impulse which is necessary to â€Å"sell† even just wars to the soldiers who must fight them and to the publics which must support them. The US entered World War Two not so much as an agent of moral â€Å"good† or to stop a great evil which was recognized as emerging from the Third Reich. As we have seen, if this had truly been the motivation for a US war against Germany, moral justification had been provided as early as 1933 when Hitler rose to power declaring his ambitions to shirk off the Treaty of Versailles, wipe out Soviet Russia and destroy the Jews. Certainly, by the time of the Munich agreement, Nazi Germany was a recognized threat to both world order and world morality. The facts of history, while deepening and shadowing the more broad strokes of myth, fail to eliminate altogether the essential ideas contained within the myth. While it is true that the US entered World War Two in what could properly be described as a â€Å"tardy† fashion, and failed to seize the opportunity to help to push the European Allies to a timely confrontation with the burgeoning Reich before the loss of millions, the fact remains that US involvement in World War Two was the triumph of good over evil adn did provide a victory for freedom, democracy, and humanism which did not exist in the Nazi state. However, it is important also to realize that one of the key Allies, Soviet Russia, stood as perhaps an even more corrupt regime than the Nazis, slaughtered as many, if not more, Jews, political prisoners, and Russian citizens, combined as the Nazi regime — the truths of history provide the seeds of myth and from those seeds, often, the fruit of what is essential can be tasted. If history shows that the US entry into World War Two was based less in moral grounds than myth would have us belive, it is also true that American morality and strength of character provided an indelible asset in claiming victory against both the Nazis and the Japanese during the Second World War. References Aldcroft, D. (1997). The Versailles Legacy. History Review, (29), 8+. Black, J. (2003). World War Two.New York: Routledge. Brown, M. D. (2004, December). The S. O. E. and the Failure of the Slovak National Uprising: Martin D. Brown Tells the Little-Known Story of How British and American Soldiers Disappeared in Slovakia’s Tatra Mountains during the Remarkable Episode of Slovakia’s National Uprising against Its Nazi-Supporting Government during the Second World War. History Today, 54, 39+. Jarman, T. L. (1956). The Rise and Fall of Nazi Germany (1st ed. ). New York: New York University Press. Russett, B. M. (1997). No Clear and Present Danger: A Skeptical View of the United States Entry into World War II. Boulder, Colo. : Westview Press. Goldston, Robert. (1967). The Life and Death of Nazi Germany. New York, Fawcett Premier. Payne, Robert. (1973). The Life and Death of Adolf Hitler. New York

Possible Reform Measures to the Stafford Act to Make It More Essay

Possible Reform Measures to the Stafford Act to Make It More Functional in Todays Society - Essay Example The Stafford Act was meant to agitate states and local authorities to develop a comprehensive disaster preparedness protocols and plans. These were meant to enable and facilitate better intergovernmental coordination in the event of a disaster (Farber & Chen, 2006). The act stipulated that both public and private entities be encouraged to seek insurance cover to help them absorb losses incurred due to the destruction of property and assets in these calamities. The act also recommends federal assistance programs and interventions for losses due to a disaster(Farber & Chen, 2006). The Stafford Act was able to instigate the creation of a system through which a president could declare a disaster emergency. This declaration triggers financial and physical interventions through the Federal Emergency Management Agency (FEMA). Through FEMA, the Act gives the agency the power and responsibility of coordinating government sanctioned relief efforts(Farber & Chen, 2006). The New Orleans disaster was caused by Hurricane Katrina that was characterized by massive flooding, which led to the destruction of property and loss of life. According to Title I of the Stafford Act, the federal government can only intervene after an occurrence has been determined to be a disaster by the president(Farber & Chen, 2006). This is a major weakness to the Act because the people of New Orleans suffered a great deal before the then president declared hurricane Katrina as a disaster.  Under the Act, the federal government can shoulder the burden of financing local authority’s obligations if the damage caused by the disaster was to such an extent that the local government can not function. FEMA is tasked with the responsibility of assessing the situation of the affected area and formulating measures that alleviate the negative impact of the disaster. FEMA officials are federal employees, and they are mostly not in touch with the immediate needs of the locals in af fected areas.  

Assignment 1 Essay Example | Topics and Well Written Essays - 500 words - 4

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LIberals and Conservatives Essay Example | Topics and Well Written Essays - 250 words

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Job study report Essay Example | Topics and Well Written Essays - 500 words

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4 - Assignment Example In addition, Rolian and Gordon (2013, p. 393) acknowledge the conclusions were also based â€Å"on the ability to assign phalanges to a single individual, and to the correct side and digit†. Rolian and Gordon (2013) argue that none of the assignment is secure. According to Rolian and Gordon (2013) the challenge arises from the sample composition and taphonomy of A. L. 333. In the study, Rolian and Gordon focused on Australopithecus afarensis species. The A. L. 333 hominins are majorly teeth and bones fossils discovered in Hadar, Ethiopia. The fossils have been dated to have existed during the Pliocene period. Ardipithecus ramidus is considered to have been the ancestral hominid to Australopithecus afarensis. Consequently the ancestral traits evident in Australopithecus afarensis include bipedalism and tooth morphology. The derived trait from Australopithecus afarensis is in relation to the hand morphology of modern humans. The hominins are also considered to have been bipedal. Rolian and Gordon employed a re-sampling approach in the study. The re-sampling approach comprised a wholesome assemblage of the complete hand elements from Hadar (Rolian and Gordon). Additionally, the approach accounts for the uncertainties associated with identifying phalanges. The uncertainties are due to unidentified taphonomic factors in samples from fossils. The factors led to a bias in the estimation of the manual proportions. Rolian and Gordon re-sampled hand long bone lengths in extant hominoids, as well as in Australopithecus afarensis. Subsequently, Rolian and Gordon obtained the confidence limits for distributions of the manual proportions in the extant hominoids. The analysis procedure adopted by Rolian and Gordon was a four-step procedure. Rolian and Gordon first drew subsamples then subsequently matched the fossil assemblage. Rolian and Gordon then derived the metrics of the manual proportions. Finally, the researchers then derived

La Boheme vs rent Essay Example | Topics and Well Written Essays - 500 words

La Boheme vs rent - Essay Example This is the primary similarity between La Boheme and Rent since they both tell the tale of struggling artists who are trying to get by in a world that does not seem to care much for their art at all. However, this does not mean that they are not happy because the process by which they create art and the manner in which they are rewarded by the creation of their art seems to be enough for them. At the same time, they do wish that their genius was recognized by the world around them but that appears to be only a secondary concern. For the individuals in the plays, love is also an important concern since it governs many aspects of their life and even the works they produce. However, the similarity which stands out between the two plays is death caused by disease that has no cure. For La Boheme, it is tuberculosis while for Rent, it becomes HIV. This similarity also shows that despite the characters living a bohemian life, the reality of death and disease affects them as much as it would affect anyone else in the world. Even their carefree lifestyle cannot protect them from the ravages of disease and eventual death. In Rent however, it is perhaps due to their carefree and careless lifestyle that the individuals are affected by their disease. This is only the first of the differences between the plays since the setting of the plays is also different due to the time and place that separates them. From a Romantic Paris to a post-modern New York, the plays present very different realities even if there are similarities between the characters and the situations they have been placed in. This change in setting means that the dialog, the manner in which the characters interact as well as their social constructs change to reflect the settings. However, in the final analysis, the theme as well as the message of the plays makes it easy to conclude that they plays are more

Connected battery to ammeter Essay Example for Free

Connected battery to ammeter Essay The aim of this investigation is to find out the relationship between resistance and conductive putty, and to see how length of putty affects this relationship. The Experiment: Conductive putty is specially designed to be a conductor; this is achieved by adding carbon black. This can easily be used to prove the concept of resistivity because it is malleable and so the cross-sectional area, length and shape can easily be changed. This experiment will show the effects on resistance in a circuit, as the length of putty decreases. I will be using 30cm of putty, and decreasing it by 5cm each time. First the voltage of the battery will be taken using a voltmeter, and this will be recorded at the start of the experiment. Then a circuit will be constructed containing the battery, the ammeter and putty. See diagram. For each different length of putty, a reading will be recorded from the ammeter and when the practical has been completed, I will work out the resistance using the formula R=VI. From those results I will draw a graph and then evaluate and conclude my experiment. Diagram: Constants: My constants include the weight of my putty I am going to start each experiment with 50g of putty. I will also sustain the same thickness of putty throughout my experiment, and the same battery will be used constantly. Variables: Possible variables in this experiment are temperature, voltage, cross-sectional area, mass, surface area and length. My variable is going to be the length of my putty, which will decrease by 5cm each time. I am going to start each experiment, using 30cm of putty. Fair Test: To ensure my results are as accurate as possible, I will make sure my experiment is a fair test. For this, there should only be one variable. Other procedures can ensure it is a fair test, such as accurately measuring the putty to make sure it is decreased by 5cm exactly every time. The same battery should be used throughout the experiment and to guarantee no results are anomalous, the experiment will be conducted three times and a mean average will be taken from each result. Prediction and Hypothesis: I predict that the resistance will be directly proportional to the length of the conductor so that if the length is doubled, the resistance will double providing all other factors remain constant. My hypothesis for this is that conductors have lower resistance when they are shorter because the electrons have a shorter distance to travel so more energy is conserved since there are fewer collisions, and the current is higher. In the longer lengths, as free electrons move from atom to atom some energy given off to heat. The longer a conductor is, the more energy is lost to heat. The additional energy loss subtracts from the energy being transferred through the conductor, resulting in a decrease in current flow and an increase in resistance Safety: The conductive putty is a harmless, non toxic and non-staining, however if gloves are not worn, your hands become black and you will need to wash them. A lab coat should be worn to minimize marks on clothes and the experiment is conducted on a tray to reduce the possibility of a messy workspace. Apparatus list: 50g of conductive putty 2 coins Tray to work on Knife Ammeter Ruler Voltmeter Wires Crocodile clips Gloves Method: Put on gloves and rolled putty into 30cm long piece on the tray, trying to keep the thickness consist ant. Used voltmeter recorded the voltage of the battery. Connected battery to ammeter, and connected ammeter and other terminal of battery to putty by putting crocodile clips on the ends of the wires, clipping them to coins and placing coins at either end of the putty, this was done to make a reliable connection. See circuit diagram. Recorded reading from ammeter. Measured 5cm of putty with ruler and cut with knife. Re-attached putty to circuit. Repeated process, deducting 5cm from puttys length each time, recording the reading from the ammeter. Repeated experiment three times, which will enable me to spot anomalous results.

Reflecting On The Importance Of Oral Hygiene Nursing Essay

Reflecting On The Importance Of Oral Hygiene Nursing Essay The care of a patients mouth forms an important component of assisting hygiene needs and yet is an aspect of practice which is not always afforded the attention it fully deserves. It is also a role which too often delegated to health care assistants. Research shows that, in the United States, nosocomial pneumonia ranks second in morbidity and first in mortality among nosocomial infections. The treatment of nosocomial pneumonia adds 5 to 7 days to the hospital stay of surviving patients and billions of dollars to healthcare costs. REFLECTION There are different models of reflection one of which is Gibbs (1988). Reflection is the process of reviewing an experience in order to describe, analyses, evaluate and so inform learning about practice (Reid1993). I will use this reflection model in guiding me because it has helped focusing on different aspects of an experience, and exploiting their full potential for learning will be more appreciated. Reflection in professional practice, however, gives back not what it is, but what might be, an improvement on the original (Moon 1999). Description As part of placement simulation, I was part of a group introduced to oral hygiene care. It is one of the core requirements in maintaining the hygiene needs of a patient. When we were told to bring in a towel and tooth brush, I was taken aback as to what was the need for them? I went to the multi-skills laboratory not knowing what will befall me. My lecturer introduced us to a range of chemicals for oral hygiene. I had used some before but on this occasion, there was one I had not tried and used before. I was assigned a colleague to have the opportunity of experiencing the giving and receiving of oral hygiene by cleaning his teeth with toothbrush and pepsodent and vice versa.We performed as instructed. Feelings Upon commencement of activity, my views of healthy oral care were not very clear to me. Generally I perceived cleaning your teeth as being much like washing a face. I felt very embarrassed and inadequate and consequently, felt very uncomfortable as I have not done this to anyone outside of my family. On his part, it was obvious from his reaction that he had no confidence in me, thinking I was going to brush his teeth hard. It highlighted the complex problems I have to solve in practice and the provision of care needs to patients for whom I may not have had contact with before. I thought my pride and dignity had been taken away from me but later felt comfortable having understood what it was generally. Critical Analysis Helping patients/service users to meet their hygiene needs is a fundamental component of nursing care. Again, helping patients to meet their personal hygiene needs provides any nurse with an ideal opportunity to undertake a thorough physical, emotional and cognitive assessment of the patient. Although it seemed difficult at the beginning, by the time we performed on each other for the third time with encouragement we had developed a good working relationship. Encouraging students to acknowledge their intuitive capacity helps them to appreciate their strengths and weaknesses (SWOT). Jasper (2003) regards SWOT analysis as getting to know yourself. The understanding of our skills and abilities and the awareness of where our limits lie is seen as crucial to being able to act as a professional practitioner. After identifying and analyzing of my own strengths, weaknesses, opportunities and threats, I showed no more discomfort and shown more interest in the activity as our lecturer continued talked us through. Jackson and Mannix (2001) note that amount of interest the nurse shows in the learning needs of the student and the key role he or she plays in their achievement are essential to the students development. It is strange that sometimes you do things or know what things are without ever really stopping and analysing it. Most students and many professionals note that learning acquired from placement experience is much more meaningful and relevant than that acquired in the lecture room (Quinn 2000). Boud et al 1985 argue: it is common for reflection to be treated as if it were an intellectual exercise a simple matter of thinking rigorously. However, reflection is not solely a cognitive process; emotions are central to all learning. Conclusion Caring for a patient requires a relationship and empathy. By developing collaborative relationship with patients, I can provide prompt and focused interventions which can limit illness. Action Plan My aim is to be proactive in the future by promptly opening up. I aim to develop the skill of emotional resilience to be able to deliver and receive any care. Conclusion Like many others on the group, I thought that students were there through choice, they wanted to learn. As a result of this I expected the group to be mature and behaved. Due to my lack of experience in care and the job title of student nurse, I perceived that most sessions would run in a lecture format. This was probably a very naive move on my part, however following my first two sessions, I realised that if I was to be a successful student nurse, I had to adapt my approach. I needed to focus more upon my involvement and participation, getting the group involved in sessions would help to improve my learning process. However as I develop my nursing skills and also my ability to reflect, I have begun to realise that the process of reflection is more complex than Gibbs (1988) suggests. Whilst Gibbs highlights key areas of the process, I feel that reflection is not as cyclical as this model implies. As my reflective skills develop, I am finding myself jumping some stages of the cycle, revisiting others and in some instances digressing in different directions. I feel that this represents my views of reflection as I have a start point (the experience) and an end point (the outcomes/actions), but how I get there is down to my trail of thought. Whilst at this stage of my development I would not class myself as a successful, I believe I am working to develop the skills required to be successful.

Free College Essays - Change of Characters in Shakespeares Othello :: GCSE Coursework Shakespeare Othello

Change of Characters in Othello Othello's character during the play is first shown as a hero of war and a man of great pride and courage. The other main characters in the play all form their own opinions of him and as the play continues, his character begins to deteriorate and become less noble. Chronologically through the play Othello's character changes from a flawless military leader, to become a murderer. Also as the play progresses, the other characters in the play change their opinions of Othello which causes the plot to happen the way it did. Throughout the first act of the play, Othello was shown as many different characters depending on who was speaking. Iago complains of Othello's pride and "bombast circumstance" and is angered by the appointment of Cassio, and educated military theoretician of Florence to lieutenant, instead of himself. Although he knows Othello is a proud man, his open and trusting nature in the beginning of the play will be eroded by the conclusion of the plot. As Iago is spe aking to Brabantio about Othello, he uses the term "white ewe" to represent Desdemona, and "black ram" when referring to Othello. By using these terms, it shows that he is trying to give a bad impression of Othello when he is speaking to the royal family in Venice, because Othello is a Moor or a Negro. Iago shows his black hatred for the Moor, and his jealousy of Cassio in his first soliloquy and also reveals his evil intentions. As the act continues and Othello is being searched for by a group of people, Iago attempts to incite Othello into anger against Brabantio, but Othello does not take the bait. He feels that he (Brabantio) may do his worst because Othello is assured that his military services to the government will outweigh Brabantio's complaints of him marrying Desdemona. These answers to Iago's persistence show that he is still a character of calmness and dignity, and he still has the self-assurance suitable to command armies of men. When Othello is foun d by Cassio, he seems to be relieved because he does not like personal conflict, which would have occurred if Brabantio had found him instead. After he is found, Othello is taken to Brabantio where he is interrogated on how he possessed Desdemona enough in order to make her run off with him.

Schools and Education - Junior College is the Best Option :: Argumentative Persuasive Essays

Junior College is the Best Option   Ã‚  Ã‚   Oftentimes we hear negative opinions and comments about attending a junior college over a university. Through my experiences I feel there are many benefits in attending a junior college. The benefits I have found include: convenience, educational benefits, and financial savings.      Ã‚  Ã‚   First of all, attending a junior college is convenient in many ways. For example, if a student attends a junior college there is a better chance of having someone that you know in a particular class. Knowing someone in a class is a little less scary than being in it all alone. It is also convenient to attend a junior college to be closer to home. If a student decides to attend a junior college, he or she could choose to live at home, which saves money. By attending a junior college a person does not have a long drive home for holidays or weekends. Furthermore, attending a junior college is convenient because students will be able to keep their high school jobs. If they are not able to keep their high school jobs, they are more familiar with other job openings in the area.      Ã‚  Ã‚   Educational benefits is another good reason for deciding to attend a junior college instead of a university. I feel that a student can learn more and get more out of a class lecture when there are smaller classes. It is easier for me to ask questions when the class size is 30 versus 300 students. Having a smaller class means that the instructor will have a little more time for one-on-one meetings and discussions. In one of my classes this semester at Sauk Valley Community College, the professor goes over the tests after grading is done with each individual student. I am sure you won't find this at a four-year college. The classes at a junior college are held in classrooms, and at universities they are often held in big lecture halls. Another educational benefit to attending a junior college is the smaller campus. The campuses at most universities are huge! It takes less time to get from one class to another at a junior college. Most of the time the junior col lege has one main building that holds all the various classes offered.

Oncologist paper :: treating cancer

Classification of cancer determines appropriate treatment and helps determine the prognosis. Cancer develops progressively from an alteration in a cell’s genetic structure due to mutations, to cells with uncontrolled growth patterns. Classification is m e according to the site of origin, histology (or cell analysis; called grading), and the extent of the disease (called staging). Site of Origin This classification describes the type of tissue in which the cancer cells begin to develop. Here are some common examples of site of origin classification: Adenocarcinoma – originates in glandular tissue Blastoma – originates in embryonic tissue of organs Carcinoma – originates in epithelial tissue (i.e., tissue that lines organs and tubes) Leukemia – originates in tissues that form blood cells Lymphoma – originates in lymphatic tissue Myeloma – originates in bone marrow Sarcoma – originates in connective or supportive tissue (e.g., bone, cartilage, muscle) Grading Grading involves examining tumor cells that have been obtained through biopsy under a microscope. The abnormality of the cells determines the grade of the cancer. Increasing abnormality increases the grade, from 1 – 4. Cells that are well differentiated losely resemble mature, specialized cells. Cells that are undifferentiated are highly abnormal, that is, immature and primitive. Grade 1 Cells slightly abnormal and well differentiated Grade 2 Cells more abnormal and moderately differentiated Grade 3 Cells very abnormal and poorly differentiated Grade 4 Cells immature and undifferentiated Staging Staging is the classification of the extent of the disease. There are several types of staging methods. The tumor, node, metastases (TNM) system classifies cancer by tumor size (T), the degree of regional spread or node involvement (N), and distant meta asis (M). Tumor (T) T0 No evidence of tumor Tis Carcinoma in situ (limited to surface cells) T1–4 Increasing tumor size and involvement Node (N) N0 No lymph node involvement N1–4 Increasing degrees of lymph node involvement Nx Lymph node involvement cannot be assessed Metastases (M) M0 No evidence of distant metastases M1 Evidence of distant metastases A numerical system also is used to classify the extent of disease. Stage 0 Cancer in situ (limited to surface cells) Stage I Cancer limited to the tissue of origin, evidence of tumor growth Stage II Limited local spread of cancerous cells Stage III Extensive local and regional spread Stage IV Distant metastasis A doctor who specialises in treating cancer. A clinical oncologist, or radiotherapist, specialises in treating cancer with radiation, and a medical oncologist specialises in treating cancer with drugs.

Deception Point Page 57

â€Å"Where†¦ are we?† Rachel managed, the simple act of trying to speak bringing on a crashing headache. The man massaging her replied, â€Å"You're on the medical deck of a Los Angeles class-â€Å" â€Å"On deck!† someone called out. Rachel sensed a sudden commotion all around her, and she tried to sit up. One of the men in blue helped, propping her up, and pulling the blankets up around her. Rachel rubbed her eyes and saw someone striding into the room. The newcomer was a powerful African-American man. Handsome and authoritative. His uniform was khaki. â€Å"At ease,† he declared, moving toward Rachel, stopping over her and gazing down at her with strong black eyes. â€Å"Harold Brown,† he said, his voice deep and commanding. â€Å"Captain of the U.S.S. Charlotte. And you are?† U.S.S. Charlotte, Rachel thought. The name seemed vaguely familiar. â€Å"Sexton†¦,† she replied. â€Å"I'm Rachel Sexton.† The man looked puzzled. He stepped closer, studying her more carefully. â€Å"I'll be damned. So you are.† Rachel felt lost. He knows me? Rachel was certain she did not recognize the man, although as her eyes dropped from his face to the patch on his chest, she saw the familiar emblem of an eagle clutching an anchor surrounded by the words U.S. NAVY. It now registered why she knew the name Charlotte. â€Å"Welcome aboard, Ms. Sexton,† the captain said. â€Å"You've gisted a number of this ship's recon reports. I know who you are.† â€Å"But what are you doing in these waters?† she stammered. His face hardened somewhat. â€Å"Frankly, Ms. Sexton, I was about to ask you the same question.† Tolland sat up slowly now, opening his mouth to speak. Rachel silenced him with a firm shake of her head. Not here. Not now. She had no doubt the first thing Tolland and Corky would want to talk about was the meteorite and the attack, but this was certainly not a topic to discuss in front of a Navy submarine crew. In the world of intelligence, regardless of crisis, CLEARANCE remained king; the meteorite situation remained highly classified. â€Å"I need to speak to NRO director William Pickering,† she told the captain. â€Å"In private, and immediately.† The captain arched his eyebrows, apparently unaccustomed to taking orders on his own ship. â€Å"I have classified information I need to share.† The captain studied her a long moment. â€Å"Let's get your body temperature back, and then I'll put you in contact with the NRO director.† â€Å"It's urgent, sir. I-† Rachel stopped short. Her eyes had just seen a clock on the wall over the pharmaceutical closet. 19:51 HOURS. Rachel blinked, staring. â€Å"Is†¦ is that clock right?† â€Å"You're on a navy vessel, ma'am. Our clocks are accurate.† â€Å"And is that†¦ Eastern time?† â€Å"7:51 P.M. Eastern Standard. We're out of Norfolk.† My God! she thought, stunned. It's only 7:51 P.M.? Rachel had the impression hours had passed since she passed out. It was not even past eight o'clock? The President has not yet gone public about the meteorite! I still have time to stop him! She immediately slid down off the bed, wrapping the blanket around her. Her legs felt shaky. â€Å"I need to speak to the President right away.† The captain looked confused. â€Å"The president of what?† â€Å"Of the United States!† â€Å"I thought you wanted William Pickering.† â€Å"I don't have time. I need the President.† The captain did not move, his huge frame blocking her way. â€Å"My understanding is that the President is about to give a very important live press conference. I doubt he's taking personal phone calls.† Rachel stood as straight as she could on her wobbly legs and fixed her eyes on the captain. â€Å"Sir, you do not have the clearance for me to explain the situation, but the President is about to make a terrible mistake. I have information he desperately needs to hear. Now. You need to trust me.† The captain stared at her a long moment. Frowning, he checked the clock again. â€Å"Nine minutes? I can't get you a secure connection to the White House in that short a time. All I could offer is a radiophone. Unsecured. And we'd have to go to antenna depth, which will take a few-â€Å" â€Å"Do it! Now!† 67 The White House telephone switchboard was located on the lower level of the East Wing. Three switchboard operators were always on duty. At the moment, only two were seated at the controls. The third operator was at a full sprint toward the Briefing Room. In her hand, she carried a cordless phone. She'd tried to patch the call through to the Oval Office, but the President was already en route to the press conference. She'd tried to call his aides on their cellulars, but before televised briefings, all cellular phones in and around the Briefing Room were turned off so as not to interrupt the proceedings. Running a cordless phone directly to the President at a time like this seemed questionable at best, and yet when the White House's NRO liaison called claiming she had emergency information that the President must get before going live, the operator had little doubt she needed to jump. The question now was whether she would get there in time. In a small medical office onboard the U.S.S. Charlotte, Rachel Sexton clutched a phone receiver to her ear and waited to talk to the President. Tolland and Corky sat nearby, still looking shaken. Corky had five stitches and a deep bruise on his cheekbone. All three of them had been helped into Thinsulate thermal underwear, heavy navy flight suits, oversized wool socks, and deck boots. With a hot cup of stale coffee in her hand, Rachel was starting to feel almost human again. â€Å"What's the holdup?† Tolland pressed. â€Å"It's seven fifty-six!† Rachel could not imagine. She had successfully reached one of the White House operators, explained who she was and that this was an emergency. The operator seemed sympathetic, had placed Rachel on hold, and was now, supposedly, making it her top priority to patch Rachel through to the President. Four minutes, Rachel thought. Hurry up! Closing her eyes, Rachel tried to gather her thoughts. It had been one hell of a day. I'm on a nuclear submarine, she said to herself, knowing she was damned lucky to be anywhere at all. According to the submarine captain, the Charlotte had been on a routine patrol in the Bering Sea two days ago and had picked up anomalous underwater sounds coming from the Milne Ice Shelf-drilling, jet noise, lots of encrypted radio traffic. They had been redirected and told to lie quietly and listen. An hour or so ago, they'd heard an explosion in the ice shelf and moved in to check it out. That was when they heard Rachel's SOS call. â€Å"Three minutes left!† Tolland sounded anxious now as he monitored the clock. Rachel was definitely getting nervous now. What was taking so long? Why hadn't the President taken her call? If Zach Herney went public with the data as it stood- Rachel forced the thought from her mind and shook the receiver. Pick up! As the White House operator dashed toward the stage entrance of the Briefing Room, she was met with a gathering throng of staff members. Everyone here was talking excitedly, making final preparations. She could see the President twenty yards away waiting at the entrance. The makeup people were still primping. â€Å"Coming through!† the operator said, trying to get through the crowd. â€Å"Call for the President. Excuse me. Coming through!† â€Å"Live in two minutes!† a media coordinator called out. Clutching the phone, the operator shoved her way toward the President. â€Å"Call for the President!† she panted. â€Å"Coming through!† A towering roadblock stepped into her path. Marjorie Tench. The senior adviser's long face grimaced down in disapproval. â€Å"What's going on?†

Checkers: President of the United States and Richard Nixon

IP 611 Sample Proposal General Topic: Richard Nixon’s â€Å"Checkers† Speech (1952) Why: It is the first great demonstration in America of the use and power of television to shape politics. As with Nixon himself, the speech was brilliant, bare knuckles and mawkish, all at once. By going over the heads of the press in directly appealling to the American people, this speech saved Nixon’s political career, delivered a hard (and some would say low) blow back on his political opponents (especially Dwight Eisenhower, the Republican nominee for the presidency, whom Nixon was running with in 1952), and seriously embarrassed his wife.Possible subtopics: †¢ Richard Nixon’s early political career †¢ Nixon’s relationship with Eisenhower †¢ American political parties †¢ Presidential elections and campaigning †¢ Campaign finance †¢ American media †¢ Television and American society †¢ Public response to the speech †¢ Ef fects of the crisis on Richard and Pat Nixon †¢ Canines Research Question: What effects did the â€Å"Checkers† speech have on Richard Nixon’s career and on American presidential campaigning and politics in general?Working Thesis Statement: Richard Nixon’s desperate, hastily organized â€Å"Checkers† speech not only saved his political career—while souring the relationship between himself and Dwight Eisenhower—it fundamentally altered the nature of political campaigning in the United States by its enormously successful, direct appeal to the American people through the new medium of television. (Yeah, I don’t recommend your thesis statement be this long; but this one reflects all the main points I would want to argue in a paper on this topic. I would probably shorten it down in the later stages of the writing process. ).Disciplines: (I have considered six here; you only need to factor three into your paper. ) Anthropology: Anthrop ology studies culture (I think). Although this topic involves a bunch of white men, there were differences within this culture. Nixon was a self-made man, who always had to work hard (and sometimes play dirty) for everything he got. He had a curious relationship with the â€Å"establishment† of the Republican party. While he always manipulated them brilliantly, he never lost the belief that they looked down on him as a poor boy from rural California and that they would drop him as soon as they could.The crisis leading up to the â€Å"Checkers† speech was a prime example of this. Economics: The main focus here would be on campaign financing and expenditures, as the â€Å"Checkers† speech resulted from allegations that Nixon had a secret, political â€Å"slush fund†. Geography: This does not play a big role in this topic, except that Nixon was a rural westerner, while the party â€Å"establishment† was largely made up of wealthy, urban easterners. Hi story: With this discipline, you would consider the context of Richard Nixon’s career, especially the early years.He was one of the most influential persons—for better and for worse—in participating in and shaping the history of the United States in the latter half of the twentieth century. Your paper MUST include this discipline. Political Science: Quite obviously, this is the most relevant discipline for this topic. The main focus here would be on fundamental changes to the nature of election campaigning. Sociology: With this discipline, you would focus on the effects of the new medium of television on American society, as demonstrated by the â€Å"Checkers† speech.Main Points: Section One: This would contain the context for the topic: Nixon’s early political career (especially his strident anticommunism and his quickly gained reputation for playing dirty in political campaigns) and the reasons why Eisenhower chose such a relatively young man to be his running mate in the 1952 presidential election. Section Two: This would examine the reasons why Nixon had to give the speech, how it was quickly organized to be delivered on live television, and an analysis of its overall content and techniques of delivery.Section Three: This section would analyze both the personal and the overall effects of the speech: how the public reacted to it (massively in favour of Nixon), how it saved Nixon’s political career, while seriously embarrassing his wife, and how it forced Eisenhower to keep Nixon on the ticket, while creating a permanent atmosphere of distrust between the two men; on the overall side: an analysis of this early demonstration of the power of television to alter the political landscape in American politics. Note: I have deliberately structured the main points so that the disciplines will be integrated within them as subsets, but not as the principal, organizing element of each one. As I’ve told you before, they w ill look very poorly at your work in university if you hand in an essay that is made up of analysis of distinctly separated disciplines. )

Hsm/230 Week 9 Checkpoint

Capstone Checkpoint week 9 HSM/230 Capstone Checkpoint week 9 Many issues are becoming problems for seniors, one of these issues is the possibility of losing one of the most important assistance programs that human services has to offer, the Medicare and Medicaid assistance programs for health and well-being of the seniors in California. This issue has been relevant for many years; however in recent years the California Legislature has been unable to successfully plan a budget that would be considered sound. Thus, at this point the legislature is considering cutting some of the programs of human services or cutting back on the funding to these programs. According to Diane Rowland ScD. and Barbara Lyons, PhD. (1996). Without Medicaid’s assistance, the cost of basic medical care can impede access to care and erode financial security for low income elderly people. This is now a problem, for example my mother has a social security benefit of 650. 00 a month, and if she had to pay her medical care and prescription out of this income, her income would only be 300. 00 a month. This is more than twice the poverty level today. This is of great concern to human services agencies in the United States. Most of the elderly have paid into these programs for many years, expecting assistance as they retired; however, this is eroding away. In order to rectify this issue, California along with other states facing this issue, needs to come up with a balanced budget that does not exceed the income they are receiving at the time of the budget making process. The legislature cannot â€Å"expect† to make a different amount than what is in black and white. To predict that they would be making a larger amount only makes the budget worthless, a budget would need to be accurate and overspending must stop in order to rectify this situation. If I were in charge of this type of program, I would look into privatization of a portion and look for subordinates that would be willing to donate, or fund this program for the poor elderly of the United States. Also I would look into how many actually are citizens that are receiving this benefit without payment into the program. This is a huge issue, many illegal immigrants are receiving these benefits and have never paid into the program, therefore are actually ineligible for the benefit. I would propose that these recipients be placed on the welfare program for illegal immigrants and taken off of the assistance for the poor elderly clientele. Is this ethical, I think so, I do not think it is ethical for one to receive benefits if they have not met the criteria or prerequisite to receive this benefit.

The Misconception of a Role Model and the Relation to an Athlete

A role model: a noun, meaning a person whose behaviour, example, or success is or can be emulated by others, especially by younger people. An athlete: also a noun, a person who is trained in exercises or contents involving physical agility, stamina, or strength; a participant in a sport, exercise, or game requiring physical skill. Two entirely different words, and two very different definitions, yet one must wonder; could it be that these terms may in fact be very closely related? Thus bringing us to the much debated issue of whether or not athletes can be positive role models. Over the years, this has proved to be an extremely opinionated issue for many. The truth is, an athlete is simply â€Å"a person†, and if we have people who are our role models, then yes, athletes, being people, can be positive role models too. However in today’s society there is a huge misconception surrounding the term â€Å"role model† and therefore there are many mixed opinions regarding this topic. Firstly, could it be that our expectations of athletes that are perhaps too high, thus preventing us from seeing the â€Å"positive-ness† in them. Secondly, in such a materialistic world, people often forget the difference between what they want and what they need, and therefore if the world wants to see prefect role models, with money, talent, and beauty, then they will look for that in people like athletes, because quite frankly, people are constantly in search of that â€Å"good life† concept. Lastly, there is a reason why the word role comes before model. Our role models are only models in a certain role, or as one may say forte. Athletes are role models in our society, however only in the role of an athlete, and we often forget that. Consequently we may need to re think our definition of a role model before we determine whether or not athletes can be considered positive influences on our society. Today, when a high-status athlete is accused of a serious offence or of cheating the game, of course it is news and newsworthy! Take Michael Phelps for example; no matter how many world records he breaks in the future, there will always be someone there to bring up the pact that he smoked marijuana at a party once. He wasn’t even in competition season, or training that day, ut he did it. He did something that many of us have done, yet because he is Michael Phelps, everything changes. We cannot consider ourselves perfect, because we make mistakes all the time, so maybe we need to allow these athletes to try and fail at the â€Å"non-athletic† human qualities, because in the end, they are simply human and, like us, they often make mistakes too. We have these silent requests for athletes. We force them into be coming our role models; we force them into achieving excellence in the athletic world. Therefore, the mere fact that athletes are constantly accomplishing this excellence, although they are under great pressure, is evidence not of the failure of professional sports in society but of their triumph. We should be proud of Michael Phelps, because he is a positive role model, regardless of whether or not he smoked once upon a time, that just shows us that this man has the talent and ability to maintain athletic success, and the events of a normal humane life, at the same time. We should be proud because the days of baseball players drinking beer during the game or basketball players using drugs prior to the tip-off are long gone; today we find less of the athletes who carelessly fritter away their talent, and more of the athletes who are more admirable and, more superior role models than before. So maybe we are unsuccessful when it comes to recognizing this, and as a result we require even more from them. This could be hy our vision of a role model, when it comes to athletes, is impractical and unreasonable. Furthermore, in such a materialized world as the present, we have forgotten what we need and replaced it with what we want. We used to have a good vision of the â€Å"good life† where all we really needed was the basics, which can be found on Maslow’s Hierarchy of needs. Basics and necessities such as: air, food, shelter, sex, safety, love and belonging, self esteem, and personal fulfilment. Now however, we have become more technologically advanced, and the media has become such a huge influence in our lives which, inevitably, causes us to forget about the basics, and instead fill ourselves with greed, and want. We now feel that in order to have a good life, we must have money, fame, health, and beauty in appearance; all of which we can find in athletes. So now, instead of having role models who are successful, and respect all of Maslow’s basic needs, we have role models who have all the things that we want. We look at these talented athletes, and we pick out the parts of them that we want to have in our â€Å"good life† and we forget the parts of them that we need to have in our â€Å"good life†. We look at their outer selves, and forget about their achievements, and their stories. Therefore, athletes can be positive role models for us, depending on what our image of a â€Å"good life† is. Now at last we look at what a role model is meant to do for us. A role model is not just a model; they are a model of a specific role which is a vital limitation. Like previously stated, none of us are perfect, thus, realistically speaking; none of us are models for others. Parents, principles, community leaders; we should all be modest and hope that the younger generation do not follow in our footsteps entirely. For example, in the future, I would like my children to have my voice, passion for writing and sports, and my sense of love and belonging. However, I would not like them to have my health issues, or patience skills and tolerance when it comes to ignorance. You see, everyone wants to set good examples, we all want to have a good life, filled with our good qualities, not the bad, because then those who follow in our footsteps will be heading in the right direction straight from the beginning. So yes, of course athletes will often fail to model the role that we expect them to model, however we all make mistakes. We cannot expect them to model a role that they are not capable of leading, but nevertheless we can expect them to display good sportsmanship and commitment to fair play. In the end, we must come to realize that the question is not exactly â€Å"Can athletes be positive role models? † but instead, â€Å"What kind of role model do you see athletes as? † Our idea or a role model is distorted. We have such high expectations of them, causing us to treat them as if they were not human. We also need to take into consideration, our thoughts on a â€Å"good life† the difference between what we want to see in our role models, and what we need to see in our role models, because often we are looking at the outer athlete, and not the true inner talent that they might have. Subsequently, we must remember that athletes are models for their own specific roles, and like any role model they can be successful or they can fail at that role. Therefore we must simply judge them based on the vital constriction that comes with their role, and no more than that. We must expect from them only what they are capable of doing. The study and analysis of this issue has brought me to the realization that we have a huge misconception of what a role model is, and whether or not the relation between role model’s and athlete’s can be made.

Introduction to and Fundamentals of Strategic Marketing. case 1 Essay

Introduction to and Fundamentals of Strategic Marketing. case 1 - Essay Example a) The Company: Kroger is one of the largest retail grocery chains in the US. The company has been known for the number of banners that it deals in (Kroger - About us, 2009). The company has over 320,000 associates and they serve customers in more than 2,476 supermarkets. The company has the following local banners including Kroger, Ralphs, Fred Meyer, Food 4 Less, Fry’s, King Soopers, Smith’s, Dillons, QFC and City Market. Kroger operates as many as 779 convenience stores, 393 fine jewellery stores, and 737 supermarket fuel stations apart from the 41 food processing plants in the US (Kroger - Operations, 2009). The company’s headquarters are located in Cincinnati, Ohio. The company has been recognised for the various charitable efforts and high levels of corporate social responsibility that the company displays. b) Product: It is clear from the above description of the company that the company deals with numerous different markets. However the food stores contribute to almost 95% of the total sales of the company. The other products and services that the company provides include Pharmacies, Jewelry stores, and supermarket fuel centers. c) The Market: Kroger holds the number one of two position in as many as 39 of the 42 markets. One of the biggest markets of the company is a market with over 9 Korger Stores. The company stands second in the list of top grocery stores in the country and holds as much as 11.4% of the total markets next only to Wal – Mart (KrogerFactbook, 2008). d) Marketing Strategy: Kroger currently utilizes a three tier marketing strategy. The company keeps its customer needs in the fore front while developing any strategy. The company produces and sells its products in three quality tiers. Each of these three tiers caters to the needs of the various markets and the customer segments. The company similar to Wal Mart, provides

SWOT Analysis and NPV Assignment Example | Topics and Well Written Essays - 750 words

SWOT Analysis and NPV - Assignment Example A SWOT analysis is performed in relation to the same. Strengths: The past and project revenue collection as well as the consistently positive cash flows show availability of funds to spend. With the new markets offering immense potential, there is a high likelihood that the company is destined for even much better performance. The strong growth in assets also gives the company a strong pillar in its endeavor to expand. Weaknesses: Not having previously ventured in any foreign market, there is lacking experience in terms of going global. Additionally, new markets mean new tax regimes which could potentially hamper the company’s revenues. Threats: New market always comes with uncertainty, mainly driven by unfamiliar legal and political landscapes. Additionally, there are many legal constraints and political pitfalls associated with foreign investment. These could potentially impede such an entry. Additionally, investment in a new venture can be suicidal and hence it is advisable to do it through an existing company. From the financial stand point, the company’s intended expansion stands at an advantageous position. The past and projected asset growth, revenues expected cash flow and a favorable NPV all stand in favor of the proposed business

Summary Essay Example | Topics and Well Written Essays - 250 words - 143

Summary - Essay Example In order to attain the primary aim of the research, questions such as â€Å"what is the median temperature at which intracellular ice formation occurs in human oocytes?† â€Å"How readily does intracellular ice formation (IIF) occur in human oocytes?† and â€Å"what is the effect of extracellular seeding on human oocytes?† (Trad et al. 1572-73). These questions were answered through an experimental design that used failed-to-fertilize and fresh oocytes with a germinal vesicle and polyspermic eggs. This design included visualization of how IFF first occurred at a cooling rate of 120OC/min using a programmable thermal microscope stage attached to a video microscope (Trad et al. 1574). It also involved execution of extracellular seeding at a cooling rate of 0.2 OC/min in order to decrease the occurrence of IIF and in turn increase survival rates of the freeze-thawed human oocytes. The design also used distinct cryoprotectants and decreased the median temperature in both mouse and human oocytes (Trad et al. 1575). The study portrayed that IIF occurs enthusiastically in human oocytes, and detrimental IIF can be avoided, and survival rates maximized. The results portrayed a 78%, 33% and 0% occurrence of IIF, and the 24 h post-thaw survival rate was 32%, 56%, and 93% respectively (Trad et al. 1576). Trad, Fouad  S., Mehmet Toner, and John  D. Biggers. "Effects of cryoprotectants and ice-seeding temperature on intracellular freezing and survival of human oocytes." Human Reproduction 14.6  (1998): 1569-1577.

Hip Hop Dance (Documentary Responses) Essay Example | Topics and Well Written Essays - 1000 words

Hip Hop Dance (Documentary Responses) - Essay Example According to Williams, when the particular dance move or form was evolved in the 1970s, there was a lot of doubt theta whether this form going to last for too long or not. The starting of this famous dance step was associated with black & Latino teenagers, used to gather in a group and spin on their heads with a piece of cardboard with the tune of hip-hop music. At present, this dancing style becomes more and more attractive with mesmerizing choreography, complex and eye-popping acrobats into its gravity-defying routine. The planet B boy was a true homage or tribute to all the rubber limb performers of a hip hop act which was started by a poor kid somewhere in the ghetto with a radio and passion for self expression. Rize Documentary (The Birth of Krumping): The documentary movie Rize provides us a window to analyze the black culture in the city of Los Angeles and to it he introduction of krumping dance movement. This movie gives us a clear idea about the dancing form Krumping along w ith the black culture in USA. The documentary movie Rize was directed by David La Chapelles in the year 2005. This clearly indicates that Characterization of the dancers has a direct impact of the marketability. This film, with the help of its composition acted as a mediator between the viewers and the performers who was representing the problematic narrative dependent upon racial difference. The main focus of the documentary was on the African –American community of clowns and krumpers in South central Los Angeles. The dancers of this contemporary style are young, poor and can be termed as† at risk† and they opted this just to earn more money as well as to represent their own culture.. The krumping dance movement was a derivative of clown dancing, originated by Thomas Johnson who was more popularly known as Tommy the Clown. The reason behind originating this was to keep the young black children away from the streets. After this documentary was released the dance style cramping became a breakout dance form. Despite the fact that the movie incorporates both the dance form clowning and Krumping. The Krumping form of dance was evolved from the clowning with a special focus on self expression and social justice. Director of this documentary La Chapelle Interpreted that the dance form krumpings was a way of escape back to Africa, back to one's roots as he frames the movement of this particular dance steps as a representation of authentic blackness. Inclusion of poverty and violence of South Central America in this movie was very important to understand the context of the cropping and its bodily extremes. The History and Concept of Hip Hop: The History and Concept of the hip hop dance is a documentary directed by Moncell Durden in the year 2010. This documentary helps us to find out history and origin related to this worldfamous dance concept. The hip hop dance is not only associated with different attractive dance moves but also it represents a l ifestyle of young generation , how they want to see the life and how they want to live it accordingly. The dancing concept was first introduced in Bronx, New York city way back in the 1970s and 1980s. Hip hop can be considered as a cultural movement which was associated with music, dance dress up and speech of the American youth. This cultural movement was first originated in the South Bronx and also preferred as Boogie Down. The term

The Role Self-Concept In Building Interpersonal Relationships Essay

The Role Self-Concept In Building Interpersonal Relationships - Essay Example Sales personnel can obtain the attention of the manager of some organization by applying his oily tongue, flattering techniques, and capability of glamorizing the scenario and articles to sell them to the customers and clients. A writer can capture the consideration of a magazine, journal or newspaper by writing the powerful article on the topic of public interest. Without self-disclosure in the present of the relevant authority, making sure headway leading to success is certainly tantamount to impossibility. It becomes evident that self-concept and self-disclosure turn out to be fruitful for the individuals to assess and estimate their abilities and exhibit the same while communicating with other members of society. Attributed to the unprecedented technological advancements, the contemporary era is frequently regarded to be the age of perfect competition, which has introduced revolutionary alterations in all fields of life, including the corporate sector all over the globe. The comp anies hire the services of highly qualified, proficient, confident and brilliant personnel against the positions in different departments with the aim of ensuring a powerful penetration into the entire business environment in a successful manner. Not only this that the companies strongly recommend the development of self-concept in the employees, but also lay stress upon the observing of the same while demonstrating their interpersonal skills while entering into interaction with the management, co-workers, subordinates, and customers at large.

Marketing Plan Final evaluation Essay Example | Topics and Well Written Essays - 1250 words

Marketing Plan Final evaluation - Essay Example Joseph High School2, Toronto). Carnival is defined as the period of merrymaking and feasting celebrated just before Lent3. It is also referred to a traveling amusement show usually including rides, games, and sideshows. In simple words it is nothing but a festival of games and entertainment events in any place of common activity. It is also defined as the festival marked by merrymaking and processions and organized series of Different carnival games like Water Shooters, Fishing game, wack a Mole, Basketball, Potato sack, legged race, egg toss, drunken sailor, dress up races, obstacle course, Ball/ ring Toss and dunk tank are regularly conducted as part of wet stock. In addition, Trivial pursuit, American idol, dance events, and video games like wrestling, madden However relay races were not liked by considerable sample (60). Once the relay race is conducted the preference is mainly given to obstacle course (29), potato sack (21), 3 legged race (13) and drunken sailor (11) (Graph 2). Similarly the higher number of candidates (109) who participated in this survey opined that they would appreciate the communication of video games. The maximum choice was given to guitar hero (13), DRR (12), madden NFL (8), and WII (8) (Graph 3). Video games like MANU, sports, car racing, pacman, NBA, wrestling, diddy kong, rugby, baseball, tetris, NHL, GTA and hockey are also preferred but in lesser number. Majority of the candidates liked the dunk tank (152) and interestingly they have given choice for teachers compared to that of students. Some students have given consent (44) for raffles and majority of the participants are ready to 2-3 $. Majority students (122) preferred out side catering. The preferred items for lunch are pizza (68), hamburgers (57), hot dogs (51), and deli (10) (Graph 4). Similarly the reasonably good number of children showed liking for ice cream (69), cotton candy (55),

Expansion and Merger Essay Example | Topics and Well Written Essays - 1000 words

Expansion and Merger - Essay Example While social regulation is used to attain social goals, for instance, shielding the public's safety and health or upholding a healthy and clean environment. Governments in market economies should institute and defend the right to private property and to the financial gains resulting from the utilization of that property. Gaughan (2010) claims that in defining and implementing property rights and upholding an effectual legal system, governments may create a social environment that permits private markets for the majority of goods and services to task successfully and with extensive, popular support. These elite rights give the proprietors, whether corporations or individuals, exclusive rights to trade or otherwise advertise their products and creations for a given duration. The number of monopolies is essentially small and relates to a small percentage of the economic action in key market economies. It is common for a problem to occur due to industry domination by a few successful fir ms (Halibozek and Kovacich, 2005). There is an actual threat that these corporations may conspire to set high prices and prevent entry by novel, competing firms. To proscribe such monopolies and conspiracy behaviour, and to uphold a more efficient level of antagonism in the economic system, supposed antitrust laws have been enacted in key market economies, including the United States. Governments in market economies have significant responsibility in offering the economic environment, which the bazaar of private corporations can task most effectively. A Hilbert (2007) states, one such function is to supply a widely conventional, unwavering currency and to uphold the worth of that currency through guidelines that restrict inflation. As a result of elevated unemployment and low inflation, governments increase the availability of money, which decreases interest rates. Lower interest rates motivate investment expenditure by businesses seeking to develop and employ more workers. During l ow unemployment and high inflation, policymakers increase interest rates, thereby decreasing the availability of credit and the supply of money (Hilbert, 2007). Justify the reason for the involvement of government, in the market process, in the U.S. Government intervention in the market process is crucial, since there are key differences in the government’s duty, in the market sectors of the United States economy. The state and local governments are the direct providers of majority (92%) services, and government employees are service providers. In addition, quasi-political government bureaucracies make decisions about the methods of production. Nevertheless, government programs and policies substantially reduce the costs of education and medical care for the end users. Market redistributive considerations and imperfections can explain the government involvement in a market economy. Let us assume that the merger faces some threats and the industry resolves on self-expansion th e probable strategy, describe the complexities that would emerge under the new idea of expansion via capital projects. Identifying the costs of monetary distress, creditors of rising firms call for detailed agreements to guard themselves against possible managerial incompetence and opportunism. These agreements are probably to be particularly limiting for highly-leveraged

Elizabethan society Essay Example for Free

Elizabethan society Essay At the end of the novel there can be seen to be a change of attitude of society towards Grenouille. Due to his amazing gift, Grenouille is able to create a scent that powerfully manipulates human emotion through preserving the aroma of the 25 virgin girls. At Grenouilles execution he reveals this scent and the whole town is overwhelmed by emotion. It is at this point in time that the townsfolk admire Grenouilles gift and because of their state of delirium, disregard Grenouilles crimes. It is here when Grenouille can be seen to be accepted into society. However, regardless of this Grenouille still perceives himself as an outsider. Grenouille believes that he is not loved for himself but for the perfume he created, he states; I have always found gratification in hatred, in hating and being hated, not love. He then decides to return to Paris upon finding that the satisfaction that he initially felt has transformed itself into self-hatred and disgust. In comparison to Othello the novel Perfume can be seen to be both similar and different in their representations of the Outsider. Like Grenouille, Othello is seen as an outsider because of his background. He is outcaste because of his race and his differing values due to past experiences. Grenouille can be seen to reflect this idea, as he is an outsider initially because of his background that challenges the norm of society at the time the novel was set. Another similarity that can be made between these two texts is that the perception of the outsider is perceived from society and also from within the outsider itself. Othello, even though quite underestimating at times, believes that he is inferior to the Venetians, he states; Happily for I am black and do not possess the soft parts of conversation chamberers have. Grenouille also perceives himself as an outsider and is aware of the unwelcoming presence he bestows upon others. The fact that Grenouille devotes his life to creating a scent that will make him accepted and valued in society shows how he is aware if this. Another likeness between Othello and Grenouille is that both characters share a differing attitude to women that makes them outsiders in society. They are both somewhat oblivious to women as a sexual commodity, or do not show the affiliation to what would be expected of them. Othello shows an unusually lack of affection or infatuation towards his wife Desdemona. Othello has just been married to a young, and beautiful woman but does not seem to be besotted with her at all. This can be compared to Grenouilles differing attitude to women. Although Grenouille does not have a rightful relationship towards the women he comes across, he is still obsessed with them, unlike Othello. The way Grenouille expresses this obsession or feeling, however, is still different to what would be expected of most adolescent men. Grenouille is not attracted physically to the women but is enthralled by them because of their scent. Grenouille can also be compared to Iago in the play Othello, as both are dismissive towards the values and ideologies of their context. Loyalty, love, reputation and honesty were all values of great importance in Elizabethan society. Iagos actions, however, derive from hate, vengeance and deceit. Yet Iago is still considered an insider in Venice and only chooses to disregard the values of society. Grenouille on the other hand is completely isolated from society and struggles for any kind of acceptance. His brutal actions that go against the values of 18th century France may be partially influenced by the fact that he was not introduced to the morals of society in the first place, due to this isolation. Grenouille, having seen no human affection or experienced any of the values we inherit from human interaction such as love and compassion, find it difficult to distinguish right from wrong in his actions. Another text that has enhanced my understanding of how the concept of the outsider can be portrayed is the short film The Story of Bubbleboy. The film was produced in 2006 for the annual Australian tropfest short film festival. It was directed by Sean Ashcroft, produced by Kristy Fransen and stars Andrew Supanz. The Story of Bubbleboy is a film about a man named Bubbleboy who is trapped in the past and redeemed by the future. Bubbleboy is a sad outsider who lives alone due to a fanatic phobia of pointed and sharp objects. He is so afraid that he results to wrapping everything, including himself, in bubble-wrap. He never ventures from his house because the outside world is too terrifying and he cannot comprehend his fears. The film tells the story of his self-imposed exile from the world and how one day, driven by dwindling supplies he ventures out. Bubbleboy, while growing more confident as his adventure draws to an end, is ironically stabbed in an ally way. However, having been stripped from his protective bubbles in his last moments, Bubbleboy finds salvation and feels connected with the world. Because of Bubbleboys fear and self imposed isolation, he is regarded as an outsider by society. He completely avoids human contact and is scorned by the community. Bubbleboy longs for belonging but cannot comprehend his fears. A particular scene in the novel that conveys this idea is the beginning segment where we are introduced to Bubbleboys way of life and how it differs greatly from that of society. Here, filming techniques are used to show that Bubbleboy is an outsider. A flashing mirage of everyday pointy items is shown while a narrator explains Bubbleboys situation. There is then a long shot of Bubbleboy wrapped from head to toe in bubble-wrap huddling in a corner of his home. This initiates the idea that he is definitely an outsider and is uncomfortable with his surroundings. Close-ups are used to show the trepidation on Bubbleboys face to emphasize this point. A panning shot is then used to show how every household item has been covered in bubble-wrap, emphasizing the intensity of the problem. A birds eye view is also used here of Bubbleboy moving uncomfortably through his home; this suggests that he is a victim and is clearly suffering from his phobia. To show how Bubbleboys fears cause him to be perceived as an outsider by the community is the use of dramatic contrast between the outside world and his own. A view from the inside of the house looking out into the street brings a striking contrast of lively colors. When this is compared to the insides of Bubbleboys house, which is mostly colored in grays, the fact that he is an outsider is emphasized. Two young girls ride past the house and stop mocking Bubbleboys strange appearance from the window. Bubble boy then shuts his curtain and disappears. The use of the window here also symbolizes the physical barrier between himself and society. Contrast is used in a further scene in the film when illustrating the differences of Bubbleboys lifestyle to that of people his own age. Here, Bubbleboy is seen looking longingly into the window of a house where a lively and entertaining dinner party is taking place. A camera angle is used to show how Bubbleboy is looking up into the scene creating a sense of his inferiority and isolation. There are then a series of flashing images back and forth between the vibrant and colorful party life, with Bubbleboys lonesome isolation, again reinforcing this idea. When Bubbleboy finally faces his fears and leaves the house, more techniques are used to show how new and trepidating this is for him due to his experience as an outsider. For example when he opens the door into the outside world, a blinding and foggy light is emitted suggesting the unknown. Once outside the house, Bubbleboy again contrasts greatly with his surroundings as his general appearance is confronting and obviously very odd. Close-ups are used to show the looks of mockery and confusion on the towns peoples faces to convey this idea. The attitudes towards Bubbleboy as an outsider may be seen to change towards the end of the film. When he is ironically stabbed on his way home from his healing journey his is stripped of his bubble-wrap protection. It is here when society can accept him as his true self is revealed. This is shown by a woman rushing to the aid of injured Bubbleboy, truly concerned for his wellbeing. Bubbleboys perceptions of himself as an outsider can also be seen to change. A narrators voice is used to explain that at that point, Bubbleboy finds salvation, and for the first time feels connected to the world once outside his shell. There are not many similarities to the play Othello as the short film is such a vastly different text. Though it is clear that both characters; Bubbleboy and Othello are perceived as outsiders by society. However, it is Othellos unforeseen and irrational actions that confirm his status as an outsider. While it is Bubbleboys out of the ordinary actions that enable him to be accepted into society. Also, Bubbleboy is portrayed to be a victim of the imposing views of society, as he is a lonely and lost character, but on the other hand Othello victimizes society itself when he undergoes the actions that make him an outsider. Evidently, the three texts; Othello, Perfume and The Story of Bubbleboy have all increased my understanding of the outsider as they illustrate a vast use of techniques and concepts that make a person an outsider in society.