nuc med essays

nuc med essays 1. When a tuning fork is held up to an ear and rotated, the orientation causes differing intensities in sound. In this case, if the tuning fork is held so the widest edge is parallel to the ear, the sound is the loudest. If it is held perpendicularly to the ear, the sound is moderately loud. If the fork is held at a 45-degree angle, the sound is still present, but it is the quietest of the orientations. 4. We counted a total of 7 cycles over a period of .02 seconds. We can conclude that one cycle was completed in .00286 seconds. Taking the inverse of this gives us a frequency of 350 Hz. The frequency given for this particular tuning fork was 349.2 Hz. 5. For the next part, two tuning forks, labeled 349.2 and 341.3 Hz respectively were both struck and then measured at the same time. The resultant graph of sound pressure vs. time is not a basic sinusoidal wave. The wave now looks like a normal sinusoidal wave, except the waves maximum amplitude oscillates over time. It is difficult to tell the specific component frequencies. However, it is possible to take the frequency of the beats, and this frequency is the difference between the two component frequencies. In this case, the period of the beats was about .12 seconds, which translates to about 8.333 Hz. This is approximately the difference between the frequencies of the two tuning forks used. 6. On the graph of the Fourier transform, the largest peak shows up at 347.9 Hz. This is reasonably close to the tuning forks actual frequency of 349.2 Hz. Other, much smaller peaks also show up at 695.8 Hz and 2154.54, which are two times, and six times the initial frequency, respectively. A similar behavior was observed with the other tuning fork. On this one, the Fourier transform graph shows the highest peak at 341.8 Hz. Smaller peaks can be seen at 677.49 Hz, and 2099.61 Hz. These frequencies are again two times, and six times the initial frequency, respectively. ...

Marshal Philippe Petain in World War I

Marshal Philippe Petain in World War I Philippe Ptain - Early Life Career: Born April 24, 1856 at Cauchyla-Tour, France, Philippe Pà ©tain was the son of a farmer. Entering the French Army in 1876, he later attended the St. Cyr Military Academy and the École Supà ©rieure de Guerre. Promoted to captain in 1890, Pà ©tains career progressed slowly as he lobbied for the heavy use of artillery while repudiating the French offensive philosophy of massed infantry assaults. Later promoted to colonel, he commanded the 11th Infantry Regiment at Arras in 1911 and began contemplating retirement. These plans were accelerated when he was informed that he would not be promoted to brigadier general. With the outbreak of World War I in August 1914, all thoughts of retirement were banished. Commanding a brigade when the fighting commenced, Pà ©tain received a rapid promotion to brigadier general and took command of the 6th Division in time for the First Battle of the Marne. Performing well, he was elevated to lead XXXIII Corps that October. In this role, he led the corps in the failed Artois Offensive the following May. Promoted to command the Second Army in July 1915, he led it during the Second Battle of Champagne in the fall. Philippe Ptain -Hero of Verdun: In early 1916, German Chief of Staff, Erich von Falkenhayn sought to force a decisive battle on the Western Front that would break the French Army. Opening the Battle of Verdun on February 21, German forces bore down on the city and made initial gains. With the situation critical, Pà ©tains Second Army was shifted to Verdun to aid in the defense. On May 1, he was promoted to command the Centre Army Group and oversaw the defense of the entire Verdun sector. Using the artillery doctrine he had promoted as a junior officer, Pà ©tain was able to slow and eventually halt the German advance. Philippe Ptain -Finishing the War: Having won a key victory at Verdun, Pà ©tain was irked when his successor with Second Army, General Robert Nivelle, was appointed Commander-in-Chief over him on December 12, 1916. The following April, Nivelle launched a massive offense at Chemin des Dames. A bloody failure, it led to Pà ©tain being appointed Army Chief of Staff on April 29 and ultimately replacing Nivelle on May 15. With the outbreak of mass mutinies in the French Army that summer, Pà ©tain moved to placate the men and listened to their concerns. While ordering selective punishment for the leaders, he also improved living conditions and leave policies. Through these initiatives and refraining from large-scale, bloody offensives, he succeeded in rebuilding the fighting spirit of the French Army. Though limited operations occurred, Pà ©tain elected to await American reinforcements and large numbers of new Renault FT17 tanks before advancing. With the beginning of the German Spring Offensives in March 1918, Pà ©tains troops were hit hard and pushed back. Ultimately stabilizing the lines, he dispatched reserves to aid the British. Advocating a policy of defense in depth, the French progressively fared better and first held, then pushed back the Germans at the Second Battle of the Marne that summer. With the Germans halted, Pà ©tain led French forces during the final campaigns of the conflict which ultimately drove the Germans from France. For his service, he was made Marshal of France on December 8, 1918. A hero in France, Pà ©tain was invited to attend the signing of the Treaty of Versailles on June 28, 1919. Following the signing, he appointed vice chairman of the Conseil Supà ©rieur de la Guerre. Philippe Ptain -Interwar Years: After a failed presidential bid in 1919, he served in a variety of high administrative posts and clashed with the government over military downsizing and personnel issues. Though he favored a large tank corps and air force, these plans were unworkable due to lack of funds and Pà ©tain came to favor the construction of a line of fortifications along the German border as an alternative. This came to fruition in the form of the Maginot Line. In September 25, Pà ©tain took to the field for the final time when he led a successful Franco-Spanish force against the Rif tribes in Morocco. Retiring from the army in 1931, the 75 year-old Pà ©tain returned to service as Minister of War in 1934. He held this post briefly, as well as did a brief stint as Minister of State the following year. During his time in government, Pà ©tain was unable to halt the reductions in the defense budget which had left the French Army unready for a future conflict. Returning to retirement, he again was summoned to national service in May 1940 during World War II. With the Battle of France going poorly in late May, General Maxime Weygand and Pà ©tain began to advocate for an armistice. Philippe Ptain - Vichy France: On June 5, French Premier Paul Reynaud brought Pà ©tain, Weygand, and Brigadier General Charles de Gaulle into his War Cabinet in an effort to bolster the spirits of the army. Five days later the government abandoned Paris and moved to Tours and then Bordeaux. On June 16, Pà ©tain was appointed prime minister. In this role, he continued to press for an armistice, though some advocated continuing the fight from North Africa. Refusing to leave France, he got his wish on June 22 when an armistice with Germany was signed. Ratified on July 10, it effectively ceded control of the northern and western parts of France to Germany. The next day, Pà ©tain was appointed head of state for the newly formed French State which was governed from Vichy. Rejecting the secular and liberal traditions of the Third Republic, he sought to create a paternalistic Catholic state. Pà ©tains new regime quickly ousted republican administrators, passed anti-Semitic laws, and imprisoned refugees. Effectively a client state of Nazi Germany, Pà ©tains France was compelled to aid the Axis Powers in their campaigns. Though Pà ©tain showed little sympathy for the Nazis, he permitted organizations such as the Milice, a Gestapo-style militia organization, to be formed within Vichy France. Following the Operation Torch landings in North Africa in late 1942, Germany implemented Case Aton which called for the complete occupation of France. Though Pà ©tains regime continued to exist, he effectively was relegated to the role of figurehead. In September 1944, following the Allied landings in Normandy, Pà ©tain and the Vichy government were removed to Sigmaringen, Germany to serve as a government-in-exile. Unwilling to serve in this capacity, Pà ©tain stepped down and directed that his name not be used in conjunction with the new organization. On April 5, 1945, Pà ©tain wrote to Adolf Hitler requesting permission to return to France. Though no reply was received, he was delivered to the Swiss border on April 24. Philippe Ptain -Later Life: Entering France two days later, Pà ©tain was taken into custody by De Gaulles provisional government. On July 23, 1945, he was placed on trial for treason. Lasting until August 15, the trial concluded with Pà ©tain being found guilty and sentenced to death. Due to his age (89) and World War I service, this was commuted to life imprisonment by De Gaulle. In addition, Pà ©tain was stripped of his ranks and honors with the exception of marshal which had been conferred by the French Parliament. Initially taken to Fort du Portalet in the Pyrenees, he was later imprisoned at Forte de Pierre on the ÃŽle dYeu. Pà ©tain remained there until his death on July 23, 1951. Selected Sources First World War: Philippe PetainBBC: Philippe Petain World at War: Philippe Petain

Race and the American Quest for Equality Essay Example | Topics and Well Written Essays - 750 words

Race and the American Quest for Equality - Essay Example The fact that German-Americans were not held in internment camps proves there was a racial dimension. Most African-Americans were brought to America against their will and enslaved. Slavery was not a new practice. In the ancient world, people could be enslaved if they were defeated in a war. The fact that Americans enslaved a specific race meant that society justified their actions by claiming that people of that race were inferior. Even after African-Americans were released from slavery, they still had to struggle against widespread racism and economic and political discrimination. Native Americans were horribly disadvantaged when the Europeans first came to America and began to take their land. In a long process, the United States took more and more land until they had taken virtually all the lands that had once belonged to the Native Americans. Discrimination continued against the Native Americans even after their lands had been stolen. They were forced onto small reservations whe re jobs were hard to find and alcoholism and psychological problems went untreated. Even though there has been great progress in reducing racism, these groups are still disadvantaged today. Racism still exists in America even though most people are now afraid to show they are racist or don’t even believe they are racist. One part of racism today is the stereotyping of members of minority groups. Comedians today joke about how Asian Americans are good at math and have small penises and African-Americans are violent and lazy and Native Americans are alcoholics and lazy.... Sometimes these jokes are funny and the comedian is making fun of his own racial group, but that does not mean that it is not racist. The jokers forget that members of a "race" are individuals who cannot be defined by their ethnic background. These groups are also disadvantaged today because of the economic and political discrimination their ancestors have already experienced. If your parents and grandparents were successful, then it is much easier for you to be successful because your parents are able to teach you how to succeed and they can provide support to help you take advantage of your opportunities. People in these groups who have been discriminated against do not have a fair chance to help their children be as successful as those who have not experienced discrimination. San Francisco includes many people in its vision of success, but it is still not perfect. I know many Asian Americans who are successful here, but that does not mean they are always treated fairly. I don't know as many African-Americans, but I know that some of them are successful and some are not as successful. For the ones who aren't as successful, part of the reason they are disadvantaged is probably because of their "race," and this is wrong. I don't know many Native Americans, which shows that they are still disadvantaged, since they used to be the only people here. I feel that the best way for me to change people's vision of who is included in my community is to celebrate my own culture and to try to learn more about others' cultures. Many of the differences that have been attributed to "race," which makes people believe the differences are biological, should be attributed to culture. For example, the comedian that says

Analyzing Philosophical Themes in a Fictional Work (Equilibrium, 2002) Essay

Analyzing Philosophical Themes in a Fictional Work (Equilibrium, 2002) - Essay Example In the past months, we have more and more such films hit the box office. One perfect example is the 2002 Science-fiction film Equilibrium, which received many bad reviews and ultimately flopped the box office. This film follows the story of a law enforcement officer in a future dystopia where both feelings and artistic expression are outlawed and citizens take daily injections of drugs to suppress their emotions. The plot begins with the end of a third world war that has left earth in shambles and with a largely decimated population due to the use of nuclear warfare. This incident causes the survivors to institute stricter measures to ensure that a fourth war will not break out in the future. A totalitarian government emerges whose ideology determines human emotion to be the root cause of conflict. Thus, all emotionally stimulating material is banned and â€Å"sense offenders† are ruthlessly persecuted. All citizens of Libria are required to take regular injections of the emot ion-suppressing drug called Prozium, under fear of death or imprisonment. Due to the harsh conditions instituted, an underground resistance movement emerges with the goal of destroying the oppressive system in which its citizens are practically slaves. With the help of a rebel law enforcer, they are eventually able, after devious planning and sustained losses, to overthrow the organization and free the people. (Wikipedia, 2002) From first glance, one can immediately tell that the film is loaded with ideological themes. The philosophy applied is also quite controversial too. Plato, the ancient Greek philosopher, had a similar viewpoint where he advocated a tyrannical government instead of a democracy that had more risks of failing. Modern conspiracy theorists have said that in the future, such a government may emerge. In this situation, the ruling power takes control of all aspects of life. Religion is either outlawed or limited to one for all, Needs are distributed equally to all pe ople, who in turn are required to abide by all rules imposed. The military’s power is enlarged and many liberties are abolished. What you get is a slave world. All throughout the film, the portrayed supreme ruler is publicized all over the city in huge screens. Propaganda is pumped into the minds of the people in order to keep them brainwashed and mesmerized as to the actual situation. The notion presented is that the end justifies the means. As long as peace and order is maintained, the happiness and freedom of the citizens can be surrendered. Justice is not given and therefore, many resistance movements emerge. (Wimmer, 2002) In order to fully understand this, one has to look into history. Similar systems were instituted in countries like Russia, China, and a few Western nations in various times. Communism is one good example and a perfect parallel. History tells of the horrors experienced in communist Russia back when the Czars were overthrown and the communist rebels took over. Communism is based on several principles. The first one states that the purpose of communism is to liberate the conditions of the proletariat. In other words, it terminates the unequal distribution of resources that results in poverty. So, it equally distributes resources and labor. Each person has to do the work he is fit to do, and receives his daily wages according to his needs, and not according to his workload. Moreover, he is â€Å"commanded† to maintain peace by worshipping and doing things the same way as everyone. Another principle is that there should be no opposition. In our modern era, democracy is dominant, and as a result, many opposing parties

Hispanic Family Values Essay Example for Free

Hispanic Family Values Essay MacDonald’s article reveals the grim reality of teenage pregnancy and unmarried mothers in the Hispanic community in the United States, backed up by statistical data on various circumstances surrounding unwed young mothers. Birth rates among young, unwed Hispanic mothers are so alarming that according to the Census Bureau, â€Å"one in four Americans will be Hispanics by mid-century, twice the current ratio; also, Hispanics will account for 46 percent of the nation’s added population for over the next two decades† (Mac Donald). Statistics show that the Hispanic women have the highest occurence of births outside marriage at 45 percent, â€Å"compared to the 24 percent of white births and 15 percent of Asian births† (Mac Donald). Only the black population exceed this figure at 68 percent. This can possibly imply a higher demand for a larger welfare state, if incidents of unplanned pregnancy among young Hispanic women surge. MacDonald spoke to several social workers and other people who provide aid and services to these young women in South California, where most illegal immigrants flock, to illustrate the situation of Hispanic young women. According to these workers, illegitamacy has become the norm among the Hispanic community and it is not unusual for young, unwed Hispanic women seek welfare and social services (Mac Donald). According to Dr. Ana Sanchez, it is noteworthy to look into the values system of the Hispanics and compare it with the values system of other cultures. For instance, Dr. Sanchez thinks that in a Hispanic household, having babies outside marriage is normal; whereas in an Asian household, parents strongly imbibe in their children that teenage pregnancy is a taboo (Mac Donald). Another factor that contributes to the increase in unwed teenage pregnancy is the most powerful Hispanic value – a tight-knit extended family (Mac Donald). While marriage is no longer a cherished value in the Hispanic community, a tight-knit family is still very much treasured and children are always a welcome addition to the family. It is an honor for a young girl to be have a baby at a young age. If the father of the child is unavailable, which is normally the case, the relatives are more than willing to help raise the child. The fathers of the children of unwed young Hispanic mothers are another factor that contribute to the problem of rising dependence of young Hispanic mothers on social welfare and services. It is not uncommon for fathers to run off after getting a girl pregnant, regardless of the age. They cohabitate with the mother of their child initially but this does not usually last long (Mac Donald). Girls who are impregnated by older men is another issue that raises the eyebrows of social workers. The fathers of these children can be as young as 13 or as old as the boyfriend of the girl’s mother. Situations where girls are sexually assaulted by their mother’s boyfriends are not uncommon in the Hispanic community (Mac Donald). The present boyfriend of their mother is usually not their father because even their mothers had them when they were their daughter’s age. If it is not their mother’s boyfriend, it is their uncle. The belief is that older men prefer virgins because they think that they cannot be impregnated on their first sexual intercourse and they are less likely to have sexually transmitted diseases. Another revelation in this situation is that the cycle of early, unwed pregnancy among young mothers is a prevalent issue because it is something that is imbibed to them by their elders. Young girls turn out to be like that because their mothers, grandmothers, and aunts went through the same thing at the same age. It gives them the impression that having a child before marriage is perfectly normal. Consequently, relying on social services and welfare has also become a normal part of their lifestyle. The last few paragraphs of MacDonald’s article provide the various solutions that are being implemented to address this issue. For instance, some schools in California have a day care center for the babies of their students. MacDonald also mentions the â€Å"Latina Adolescent Suicide Prevention Act aims to channel $10 million to â€Å"culturally competent† social agencies to improve the self-esteem of Latina girls and to provide â€Å"support services† to their families and friends if they contemplate suicide† (Mac Donald). There are also support group for parents of children who show signs of delinquency such as gang involvement and antisocial behavior; members are usually single mothers. The life of a young, unwed and single mother is not easy. On top of that, the Hispanic community still remains to be a minority in the United States, even if their population is expected to double in the coming years. Support groups such as the ones mentioned above will aid the single mother in coping with the harsh reality in a foreign country. However, the adage â€Å"An ounce of prevention is worth a pound of cure† still works in this case. Aside from helping teenage moms, efforts should be allocated in creating an environment for young Hispanic women that will reduce the likelihood of pregnancy outside marriage. According to the study of National Council of La Raza’s Institute for Hispanic health, Hispanic communities misconstrue pregnancy prevention campaigns as â€Å"anti-family† campaigns (Elkins). NCLR suggests that programs should address family planning rather than the notion of pregnancy itself. According to the Latino Initiative, a very effective way of curbing unwed pregnancies among young women is to foster family values and strengthen parent-child ties because children who are close to their parents are more likely to enact safer sexual practices (Elkins). This intervention program not only works in Hispanic communities; it works almost everywhere as well.

Camera Techniques Used in Hitchcock’s Thriller Movie, Vertigo Essay

Camera Techniques Used in Hitchcock’s Thriller Movie, Vertigo A thriller is a type of film that usually instills excitement and suspense into the audience. A thriller is commonly described as a tense edge of the seat environment. The movie, Vertigo, is one of the most famous thrillers ever made. However, Vertigo does not fit into the stereotypical genre of thriller. Vertigo, often viewed as an experimental film because it was one of the first major thrillers of that time that used many different and innovative camera techniques. These techniques used in this film are different types of lighting, montage, intense music, etc. Vertigo is known to be one of Hitchcock’s best movies because of his unique sense of style and his famous â€Å"Hitchcock signature† The movie Vertigo is about a detective who is hired to follow his friend’s wife Madeline. In actuality, however, he is being tricked to participate in a murder. Throughout the movie the detective, Scottie, ends up falling for Madeline while she is stringing him along her hi dden agenda. Even though at the forefront of the movie Madeline...

Post Modern Perspective on Criticism Essay

Post modernism is one among the highly debated issues that to a great extent has influenced the way human being think and views issues that exist in the present world .however it encounters a resounding critique from those against and support from the for generation whom believe in inevitability of change in all human perspectives.post modern perspective criticism is important because since it provides a promise of deterritorialing modernity and restructuring its political , cultural and social limits as well as affirming social gender and ethic differences as seen human daily interactions. Post modernism bear a world with a resemblance of increasing individual and mass influence on the way we think and see the world in the present times. Artifact chosen                     Martin Luther King Junior speech â€Å"I have a dream† is one of the most famous world speeches that influenced thinking million of Americans both whites and blacks (Kuypers, 2009). The speech was a very powerful tool that spearheaded the thinking of Americans and need of ending racial segregation. We may probably argue that were it not for martin Luther speech, probably the American society may be segregated even in the present. Luther calls for all American to work together towards achieving a fair and one and the same society (King and Washington, 1986). Luther employed well selected and scrutinized rhetoric modes that facilitated the appeal he desired to create to Americans. The power of his speech definitely lays in his authoritative diction and the rhetoric modes applied (Johnstone and Eisenhart, 2008). For instance, the king compares and contrast the lives of the whites a and the Negros were he notes that, the blacks continue to live in slave I n their home country one hundred years after the constitutional declaration that was signed by Lincoln .he further compares the plight of blacks to the lives of the white Americans and says that the blacks are subject to police brutality (Bobbitt, 2007). Although the emancipation proclamation was for all the whites had denied Negros the basic fundamental right granted by the constitution. Additionally, he says that emancipation proclamation came as a joyous day break to the blacks but later on turned to a long night of their captivity (Johnstone and Eisenhart, 2008). This comparison tells the audience how the declaration was of great hope to the suffering blacks, however, their hope turned to despair when the whites denied them of their rights. The Negros was saddened because even after one hundred years there were still in their own world full of pains of the manacles of racial discrimination and segregation. Furthermore, martin adds that justice shall roll like water and righteousness like a mighty stream. I n this context, the king appear to have feeling that he and other will not tire to demand and fight for blacks people rights until they are granted (King and Washington, 1986). Moreover, in his speech King employs a rich content of situational analysis of the representing the current situation interaction and expresses his optimism for a bright future, were both whites and Negros shall sit down under ones table as equal where the blacks will not nbe segregated upon .This dream sent a message of hope to the Negros that a time in coming in future when there will be no discrimination based on color. The dream also portrayed a message to the whites that blacks are tired of being segregated and were in the process of peacefully fight for their fundamental rights. Martin Luther Biography                     Martin Luther King Junior was born in 15th of January, 1929 to Michael king sr. After his father returned from a trip in German, he changed their names to Martin Luther king senior and Martin Luther King Junior. These names were adopted from a religious icon of past, martin Luther was initiated Lutheran denomination. In 1944 King Junior started his higher education at Morehouse College (Haskins and King 1992). Before then, the rampant racial discrimination and segregation had caused a lot of tension especially in New York and Michigan (Bobbitt, 2007). He later graduated with a degree in sociology and was after wards appointed his father’s assistant at the Ebenezer Baptist church. While King Junior was in graduate school he had bitter memories of house bias that existed in the American society. He says that when trying to find a house to live, he went to place in Boston where there was a sign â€Å"house for rent†. (Haskins and King, 1992. Martin literates that the houses were for rent until the servants realized he was a Negro and then the situation changed suddenly, the houses were already rented. In 1952 Martin Luther king junior met his wife Coretta; they married and were blessed with four children. Martin says that his wife was the source of strength and at some points she was much stronger that the king. On January of 1956, a strange occurrence happened whereby, Martin’s home was bombed. However, guided by his religious policy and believes of non-violence King calmly accepted the incident and even urged all the believers to go home after the meetings and adhere to policy of non-violence, a policy that is evident in his speech. Luther delisvered his famous speech â€Å"I have a dream† in 1963 in Washington during job and freedom, to address racial injustices that he and other human rights activist were against. His life came to an end when he was assassinated by James Earl Ray in 1968 at Memphis Tennessee Haskins, and King 1992). Martin Luther had just delivered another type of his legendary speech, â€Å" I have been to the mountain-top†. Martin Luther Junior died at 39 year and was buried on 9th of April, 1968 in Atlanta (King and Washington 1986). Until his death, the king was proud of his title â€Å"the preacher† because he believed that his vocation a nd strength were essential at healing the scar of racial discrimination and segregation that blacks had and giving the hope of a new dawn Metaphorical analysis                     Metaphorically Martin Luther s life that was filled with many ups and downs ideally represents the struggle and tribulations that Negros underwent in the hands of heartless whites. The passion that made him move forward to defend the welfare of the blacks shows the suffering the forced Negros and other human rights activist stand out and form liberation movements. Kings life is a clear indication of how an individual action may have resounding impact to present and future generations (Johnstone and Eisenhart, 2008). The metaphors used in the speech serves a very important role in making the audience clearly understand the message. In criticism where metaphors are used the analysis, the analysis of the artifact involves examining it for its context and dimensions and the isolating the metaphors to identify the underlined meaning that makes the artifact more appealing (Bobbitt, 2007). For instance, the artifact chosen, â€Å" I have a dream â€Å"is crammed with metaphors that ideally communicated the necessity of eradicating racial discrimination and segregation in United States of America .most of the metaphors the king uses are soft but the message is conveyed in a very unique way. For example Martin’s say that it is the high time to lift America from chains of injustices to high heights of freedom and equality (Hasand , 1992). Through this metaphor King intent to plea to all people that racism will not make the nation strong but will separate it .It is through social justice that a st rong and prosperous country will be build. Conclusion                     In a summary the metaphorical analysis appear as the best method for the critical analysis of the speech, â€Å"I have a dream† in the modern perspective. It clearly and precisely articulates ethos and logos making the whites realize their injustice towards the Negros. Additionally the method plays a very critical role in awakening the blacks to form liberation movement in demand of the rights granted by the constitutional declaration. References Bobbitt, D. A. (2007). The rhetoric of redemption: Kenneth Burke’s redemption drama and Martin Luther King, Jr.’s â€Å"I have a dream† speech. Lanham, Md: Rowman & Littefield Publishers. Haskins, J., & King, M. L. (1992). I have a dream: The life and words of Martin Luther King, Jr. Brookfield, Conn: Millbrook Press. Johnstone, B., & Eisenhart, C. (2008). Rhetoric in detail: Discourse analyses of rhetorical talk and text. Amsterdam: John Benjamins. Jr. Lanham [u.a.: Lexington Books. Manheimer, A. S. (2005). Martin Luther King Jr: Dreaming of equality. King, M. L., & Washington, J. M. (1986). I have a dream: Writings and speeches that changed the world. New York: HarperCollins Kuypers, J. A. (2009). Rhetorical criticism: Perspectives in action. Lanham, MD: Lexington Books. Minneapolis: Carolrhoda Books. Echols, J. (2004). I have a dream: Martin Luther King Jr. and the future of multicultural America. Minneapolis: Fortress Press. Source document

Promote good practice in handling information Essay

OUTCOME 1- 1.1- IDENTIFY LEGISLATION AND CODES OF PRACTICE THAT RELATE TO HANDLING INFORMATION IN HEALTH AND SOCIAL CARE The Data Protection Act 1998 (2000). This Act gives the individual, the right to see recorded information about them. The Human Rights Act 1998 details the right to a private life. The Health and Social Care Act 2008. This Act established the Care Quality Commission as the regulator for health and social care settings. The Care Quality Commission (registration) Regulations 2009. These regulations apply to all regulated activities that an individual may want to participate in. The Freedom of Information ACT 2000.This act allows people to access information held by the national health service. All relevant personal information held on different individuals cannot be accessed under this act and is protected under the Data Protection Act 1998 (2000). All relevant and personal information should be recorded accurately and factual. Essential Standards For Quality And Safety 2010. Every social care setting is legally responsible for meeting new essential standards. All individuals have the right to be safe to have dignity and respect; they have the right for opportunities, to complete tasks. All individuals have the right to be protected from abuse; they have the right to have a duty of care provided for their well being. 1.2-summarise the main points of legal requirements and codes of practise for handling information in health and social care- Anyone processing personal data must comply with the eight enforceable principles of good practice laid down in the Data Protection Act 1998. These say that data must be: * Fairly and lawfully processed * processed for limited purposes * Adequate, relevant, and not excessive * Accurate * Not kept for longer than necessary * processed in accordance with the data subject’s rights * kept secure * Not transferred to countries without adequate protection The Care Quality Commission also have national minimum standards about how confidentiality must be maintained. The inspectors from the organisation will check the systems for recording and storing information, and make sure that that they comply with regulations. All people who work in social care, regardless of whether it is for a large organisation or an individual employer should be bound by the professional codes of practice which give guidelines for professional behaviour that set out clearly the expectations of those who are working in a professional area. OUTCOME 2- 2.1- describe features of manual and electronic information storage systems that help ensure security- within the home in which I work there are many security blocks in place to ensure confidentiality is maintained at all times for the service user and the staff team. Regarding the service user all information relating to them is kept both on a hard copy, which is kept within our office within a  lockable cabinet which can only be accessed by those that need or have permission to access. Also we have a computerised copy which is protected so that only those working with the service user may have access. There is also other information present within the computer that only managers and seniors may access and this is only Kim Hare 01.07.14   possible through their individual log ins meaning other staff members may not access this at any time. Staff information is also kept as a hard copy and this is locked away within a metal cabinet and only the manager and deputy manager have access to this via a key which is kept with them at all times. This is also where staff 1:1 meetings information is kept safe. Again some of this information is kept on the computers but thanks to the information log ins for staff again only management can access this. Within our computers we also have encryption information meaning only those who have the authority to access this information are able too.

Department of Education Essay Example

Department of Education Essay Example Department of Education Essay Department of Education Essay The United States Department of Education also referred to as ED or the ED for (the) Education Department, is the smallest Cabinet-level department of the United States government (U. S. Department of Education). It is an agency set up by the federal government to establish policies and regulations for administrators, and coordinates many federal aids to education (U. S. Department of Education). It assists the president in executing his educational policies (U. S. Department of Education). The Department of Education purpose is to assist America’s students, and to make sure everyone has equal access to education (U. S. Department of Education). When congress passed the public law in 1979 creating the Department of Education it also declared these purposes; to strengthen federal commitment to making sure everyone has equal access to education, to supplement the state and local school system, to encourage the public, parents and students to be involves in federal educational programs, to help with improvements in the school system by gathering data and sharing information with them, to improve with coordination of federal educational programs, to help improve the efficiency of educational programs, including the dispersal of funds, and also to increase the accountability of federal education programs to the president, congress, and the public (U. S. Department of Education). The Department of Education is fairly new itself, but it dates back to 1867 (U. S. Department of Education). The first Department of Education was created by President Andrew Johnson (U. S. Department of Education). Its main purpose was to collect information about America’s schools (U. S. Department of Education). Many people were afraid the Department of Education would have too much control over state and local schools, therefore it was eliminated (U. S. Department of Education). In 1868, the new Department of Education was an Office of Education (U. S. Department of Education). In the 1950’s, the Department of Education was in need of expansion in federal funding (U. S. Department of Education). Again in the 1960’s the Department of Education received an expansion in federal funding (U. S. Department of Education). President Johnsons War on Poverty required the creation of many more programs to improve education, primarily for underprivileged youth from grade school through Post-secondary schooling (U. S. Department of Education). The Department of Education continued to expand with the needs of racial minorities, women, people with disabilities, and non-English speaking students (U. S. Department of Education). In October 1979 Congress passed the U. S. Department of Education Organization Act (U. S. Department of Education). The Department of Education is headquartered in Washington, D. C. , where about 3,600 staff work in several buildings (U. S. Department of Education). Another 1,400 staff work in ED’s ten regional offices (U. S. Department of Education). These offices help represent ED’s goals and views in their particular region, especially in the area of student financial assistance, civil rights enforcement, vocational rehabilitation services, and audits and investigations (U. S. Department of Education). The budget and workforce of the Department of Education has changed drastically over the past 150 years. In the 1860’s the budget was $15,000 and only had 4 employees, by the 1960’s the budget was $1. 5 billion and had more than 2000 employees, and as of 2002, the Department of Education had a budget of $54. 5 billion and almost 5,000 employees (U. S. Department of Education). Although the number of employees has not changed much in the last ten years the budget has fluctuated from year to year. The 2012 overall budget is set for $77 billion which is an increase of 11% over the 2011 budget (Anderson). The amount for the 2012 budget has not been approved by Congress and is being funded through continuing resolutions (Anderson). The Department of Education has four main duties (U. S. Department of Education). First, the Department of Education establishes policies relating to financial aid, distributes said funds, and monitors their use (U. S. Department of Education). The second duty is to collect data and supervise research on America’s schools and relays information to the public (U. S. Department of Education). The third duty of the Department of Education is to identify major issues and problems in education and draw them to the attention of the public (U. S. Department of Education). The fourth and final main duty of the Department of Education is to enforce federal statutes prohibiting discrimination in federally funded programs, and to ensure equal access to all (U. S. Department of Education). How is the Department of Education organized? The secretary of education, Arne Duncan, leads the Department of Education and publicizes the goals and objectives of the Department of Education (U. S. Department of Education). The secretary of education is a member of the president’s cabinet and is the main advisor to the president on anything to do with the Department of Education (U. S. Department of Education). The secretary of education is nominated by the president and confirmed by the Senate (U. S. Department of Education). The deputy secretary and the under-secretary help the secretary of education in the overall scheme of things in the Department of Education (U. S. Department of Education). The secretary of education also appoints an assistant to manage the eight program offices (U. S. Department of Education). These offices include: the office of English Language Acquisition, Office for Civil Rights, Office of Innovation and Improvement, Office of Elementary and Secondary Education, Office of Post-Secondary Education, Office of Special Education and Rehabilitative Services, Office of Federal Student Aid, and Office of Vocational and Adult Education (U. S. Department of Education). The Office of General Counsel provides the secretary of education and other Department of Education officials with legal services (U. S. Department of Education). The Office of General Counsel also prepares documents, and oversees the regulatory review process (U. S. Department of Education). The Inspector General audits and investigates Department of Education programs to detect and prevent fraud and abuse (U. S. Department of Education). The office of Public Affairs supports the secretary of education at public functions and also provides information pertaining to education to the media, students, parents, and the public (U. S. Department of Education). The Office of Legislation and Congressional Affairs deal with external relations and also serve as a contact for the Department of Education to Congress (U. S. Department of Education). The Office of Intergovernmental and Interagency Affairs serves as the contact to state and local agencies (U. S. Department of Education). The Planning and Evaluation Services are involved with program evaluations, planning, and policy analysis (U. S. Department of Education). They also work with the Budget Service (U. S. Department of Education). The Office of Management, the Office of the Chief Financial Officer, and the Office of the Chief Information Officer handles Department of Education Operations (U. S. Department of Education). The Department of Education is a very complex system and requires a large organizational structure. This form of management is very successful due to the fact that it has worked for the Department of Education for the past twenty-five years. Any company or governmental agency such as the Department of Education must grow with the times, but for the most part the organizational style chosen here has remained the same. There is no need to change something that is functional. References Anderson, Nick. Budget 2012: Department of Education. Washington Post (2011): n. pag. Web. 08 Jul 2011. . U. S. Department of Education. Washington, D. C. : , 2009. Web. 8 Jul 2011. .

Invariable Adjectives in Spanish

Invariable Adjectives in Spanish It is sometimes said that Spanish adjectives that are nouns, such as naranja and rosa, are invariable, and that you should say, e.g. coches naranja, pantalones rosa, or otherwise coches color naranja, pantalones color rosa, etc. However, some native native speakers find it quite acceptable to use phrases such as coches naranjas. As one correspondent wrote to this site: Are they wrong, or is it a regional thing, or has it now become acceptable? I teach Spanish, I love the Spanish language, and I find grammar fascinating - I want to make sure I am teaching my pupils correct usage. The Basics of Invariable Adjectives The short answer is that there is a variety of ways of saying orange cars, and that both coches naranjas and coches naranja are among them. In traditionally correct usage, naranja or rosa as an adjective of color should remain unchanged, even when modifying a plural noun. However, Spanish (like all living languages) is changing, and in some areas, especially in Latin America, a construction such as los coches rosas would be perfectly acceptable and even preferable. But the rule stated above is correct: Invariable adjectives (usually a noun being used as an adjective) dont change form regardless of whether theyre describing something that is singular or plural. There arent many such adjectives, the most common being macho (male) and hembra (female), so it is possible to talk about, for example, las jirafas macho, the male giraffes, and las jirafas hembra, the female giraffes. Generally, the invariable adjectives are that way because they are thought of as nouns (as are la hembra and el macho), and they include the colors that come from names of things; esmeralda (emerald), mostaza (mustard), naranja (orange), paja (straw), rosa (rose), and turquesa (turquoise) are among them. In fact, as in English, almost anything can become a color if it makes sense to do so. So cafà © (coffee) and chocolate can be colors, as can oro (gold) and cereza (cherry). In some areas, even the expression color de hormiga (ant-colored) can be used as a way to say something is ugly. There is a variety of ways these nouns can be used as colors. Probably the most common, as you said, is along the lines of la bicicleta color cereza for the cherry-colored bicycle. Thats short for la bicicleta de color de cereza. Saying la bicicleta cereza is a way of shortening it even more. So the logic of saying las bicicletas cereza for the cherry-colored bicycles is that were using a shortened form of las bicicletas de color de cereza. Or at least that might be an easier way to think about it than thinking about cereza as an invariable adjective. In other words, los coches naranja would be entirely proper, although some variation of los coches (de) color (de) naranja might be more common in actual usage, again depending on the area. What can happen over time, however, is that a noun used in this way can come to be thought of as an adjective, and once its thought of as an adjective it probably will change form for plurals (and possibly gender). In Latin America, especially, some of these words (particularly naranja, rosa and violeta) are treated as typical adjectives that change in number. So referring to los coches naranjas would also be correct. (It should be noted that in some areas the adjective anaranjado also is frequently used for orange). Proper Names Often Used as Invariable Adjectives As indicated above, macho and hembra are probably the common traditionally invariable adjectives (although you will often hear them made plural, perhaps more often than not). Others of more recent use include monstruo (monster) and modelo (model). Almost all of the other invariable adjectives youll come across are either proper names (such as Wright in los hermanos Wright, the Wright brothers, or Burger King in los restaurantes Burger King) or adjectives borrowed from foreign languages. Examples of the latter include web as in las pginas web for the web pages and sport as in los coches sport for the sports cars. Key Takeaways Invariable adjectives, of which there are few in Spanish, are adjectives that dont change form in feminine and plural forms.Traditionally, the names of many colors are the most common invariable adjectives, although in modern usage they are often treated as regular adjectives.Invariable adjectives added to the language in recent years include brand names and words imported from English.

Products Liability Research Paper Term Example | Topics and Well Written Essays - 1500 words

Products Liability Research - Term Paper Example The case The â€Å"Toyota Motor Corporation† is a Japan-based automobile manufacturing company established in 1937, and continues to specialize in manufacturing of automobile since then. Though the headquarters of the company are in Aichi, Japan, the company operates as a multinational corporation with regional offices across the globe. Throughout the years, Toyota continues to experience growth in different aspects, and as of 2010, the corporation became the chief automobile maker in the world. The company also ranks, ninth internationally, among multinational corporations, in terms of revenue collection. The quality of the vehicles manufactured by Toyota Motor Corporation contributes significantly to the international accolades received by the company. Throughout the years the company continues to supply automobiles, for different purposes, to different consumers internationally. The client base of the corporation ranges from governments to individual consumers. Within the l ast half decade, the company has faced several product liability cases globally following detection of faults in several models of their automobiles. The lawsuits presented sought compensation for numerous consumers including large companies and individuals. The gas peddles and throttle systems in several Toyota models contained faults that led to unintended acceleration. The cases presented against Toyota were either individual or class action lawsuits seeking different forms of compensation from the company. The safety issues surrounding the lawsuits included the capability of the vehicles to accelerate more than desired by drivers. The car accelerators appeared to get trapped by the floor mat leading to the accelerators remaining pressed once an individual releases pressure on the accelerator. Unintended acceleration of these vehicle models had been associated with occurrence of fatal accidents and injuries to consumers using these vehicles. The company rectified the initial faul ts and later other faults were detected in the throttle system, also causing unintended acceleration. The company tried to recall several car models, sparking other lawsuits resulting from economic losses following recalls. The recalled models included automobiles that owners had not detected the defects leading to depreciation of these vehicle models. Owners of these automobile models instigated numerous lawsuits against the corporation for compensation. Following to the continued recalling of vehicles, the lawsuits continued between 2008 and 2010. Arguments The plaintiffs in these cases used two different approaches in seeking compensation for the damages incurred. The plaintiffs presented different lawsuits that could be classified into two categories. Personal injury lawsuits by individuals seeking remedies for injuries or deaths, supposedly incurred from the defects in Toyota automobiles and Class action lawsuits that were brought on behalf numerous groups seeking compensation for economic losses incurred following the recalls ordered by the Toyota Motor Corporation. Within the first year of beginning the lawsuits, an average of 300 lawsuits were presented against the corporation in Japan alone. The numbers of cases continued to rise in other parts of the world as recalls continued throughout the duration. Personal injury and wrongful death lawsuits These cases were