A National Genocide Why - 1109 Words

A National Genocide: Why? Although after World War 1 the Nazis needed someone to blame for the many deaths and poor economy that resulted in losing the war, and the Jews were an easy target to blame, the citizens of Germany should have stopped the genocide, because innocent lives were lost, and they should have been more aware of the horrors and tragedies that were happening within their own backyards. Many speculations have been made as to why Hitler and his â€Å"followers† hated the jews enough to murder and slaughter an entire race of them, but many historians can agree that the hatred mainly boils down to two points. The first reason to hate, according to Professor David Cesarani, is purely economic. We hate Jews because they possess too†¦show more content†¦Hitler was an excellent speaker, promising his people results and getting them. Elie realized this in the novel, by telling a fellow prisoner that I ve got more faith in Hitler than in anyone else. He s the only one who s kept his promises, all his promises, to the Jewish people. (Wiesel 47). No one really knows for sure why exactly the people let these horrendous crimes go on for as long as they did, but a few speculations have been made. As said above, with Hitler using propaganda to influence the people negatively, hatred grew towards the Jews and many people turned a blind eye to the murders happening in their own towns. The laws being passed prohibited average citizens to help the Jews. From separating their restaurants, schools, and even towns, the Jews never stood a chance. Luckily, some Germans and Polish people could not look away, and would hide the Jews in their homes, stores, and attics, bringing them provisions and other necessary items to survive. The most famous example of this happening is written in the diary of a young girl named Anne Franke. She and her family lived in the attic of her father’s workplace for more than two years, quietly trying to live in a small, cramped space until they were caught and taken to concentration

Essay on The Other Side of Racism - 2604 Words

The Other Side of Racism When most people think of racism or supremacy, the images that come to their mind are white power organizations that undermine blacks and other minorities. Groups such as the Knights of the Ku Klux Klan, Skinheads and the White Nationalist Party may be some that come to mind. However, many people are not aware of other racist organizations and powerful leaders that influence people other than whites. A prime example of this is Louis Farrakahn, perhaps one of worlds premier black leaders, who condones racism against whites and people of different religions. The image of an African American promoting racism among whites is not what society understands as a typical form of racism. Despite this, Louis Farrakahn has†¦show more content†¦But in 1955 Walcott listened to Elijah Muhammad give an inspirational speech in Chicago. As the leader of the Nation of Islam (NOI), Muhammad reached out to black youth to join the NOI and help black America out of its white dominance. Louis joine d the NOI and became known as Louis X. After meeting the late Malcolm X, Louis became a follower, and listened closely to the words offered by Malcolm X. Malcolm X became Louiss mentor and taught him the ideas of Muhammad. Years later, Malcolm X left the Nation of Islam and denounced Elijah Muhammad. With this, Louis X made one of his first and memorable lash-outs. Malcolm shall not escape......Such a man is worthy of death. This began the controversy he has so evidently provoked as a leader of the black community. Upon the death of Elijah Muhammad, the NOI was faced with appointing a new leader. Wallace Muhammad, Elijahs son, took over the NOI and presented some changes in the NOIs policies. Unhappily, Louis formed his own group based upon the separatist teachings of Wallaces father Elijah Muhammad. He traveled extensively in Africa and the Middle East in hopes of gaining support from other Muslims. In the 1970s, he coined the name Farrakhan and returned to the United States to become active in the political scene. It was in 1984, when Jesse Jackson was campaigning that Farrakahn hit the political scene. He became an avid supporter of Jacksons run for President. While gainingShow MoreRelatedRacism And Slavery : Black Or The Egg, Slavery Or Racism?993 Words   |  4 Pagesslavery or racism? The question of whether racism is the root of slavery, or if slavery caused racism is an ongoing debate that throughout history historians has been batting to answer, and have yet to come to an agreement. S ome people think that people were made slaves because of prejudice toward the color of their skin, therefore, racism caused slavery; others believe that people saw slaves as inferior to them, and therefore slavery caused racism. 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Racism comes from way back when before I was born and it shocks me that it s still a popular subject in this day an age. It has been brought to the countries attention and has gotten better, but hasn’t vanished and still remains. Everyone views racism differently and have different reasons to why racism may be presentRead MoreRacism And Its Impact On Society848 Words   |  4 PagesRacism is simply any form of discrimination towards skin color and a different race than your own. It can involve categorizing, insulting, abusing, and isolation. It is differing treatment of another human, but sadly it almost seems like it’s apart of human nature now. Racism can also be considered nature of competitiveness. We battle against each other because we simply want to outshine, and to group be tween ourselves to generate secure and solid support. Society classifies, not only with race,

Global Retail Chains and Their Implications †MyAssignmenthelp.com

Question: Discuss about the Global Retail Chains and Their Implications. Answer: Introduction: The iconic is an online fashion and sportswear retailer based in Sydney, Australia. The retailer is six years and among the largest in Australia. It stocks several numbers of brands and items that are home-based brand such as Camilla and Marc together with international brands such as Adidas. Its products are mainly clothes, shoes, and accessories. Additionally, the iconic launches over 200 new products daily. The company offers delivery options to its buyers (Javorcik and Li, 2013, pp. 351). It has a fully responsive and fast web where its customers can access and make their purchase. Seetharaman and Saravanan (2017), argue that lack of trust in the online business can affect the future of retails (Weintraub, 2013, pp. 16). The argument is relevant to this paper because online retailing is a business based on trust and its integration in the e-commerce business. By establishing a high level of trust between clients who make their purchase online through the website and the sellers, the online retail achieves tremendous growth. Retailers also gain confidence from their customers. Product review systems help in the establishment of trust. Customers can view the comments and ratings of the listed items and make a choice. The authors also argue that future businesses will undertake online market platforms (Seetharaman and Saravanan, 2017, pp.3). This argument is related to the assignment because, due to the advancement of technology, many companies have ventured into online retailing. The online market has grown as more and more clients are using the online shopping sites unlike before whereby most people did their shopping in physical stores. A store like The Iconic gives shoppers a chance to experience moments by making it possible to shop at any time of the day and providing day and night deliveries to the purchasers. Akin and Murat, 2017 argue that online stores have replaced physical stores in the retailing industry. The authors attribute this change to the fact that retailing industry has been the biggest regarding the employment of labor (Akin and Murat, 2017, pp.2). This argument is relevant to the assignment because the need of communication in business has led to the widespread use of internet thus driving most businesses to the online industry. Technology improves efficiency and reduces the cost of products listed online making them attractive to buyers. The sites also make comparing of item price easier offering an excellent experience. The Iconic can develop a website that covers a wider base to attract more users. Attracting more users will boost the companys sales. The Iconic can also create a partnership with social networking sites such as Twitter and post its link; this will create a very efficient and simple way of accessing The Iconic website for users while browsing and making their purchase. An advertisement of The Iconic can also be uploaded on different sites for viewers while browsing such as an ad on YouTube to gain more users. Bibliography Akin, M. and Murat, J. 2017.A Research on Measuring E-Service Quality in E-Retailing. International Review of Management and Business Research Vol. 6 No 1. Javorcik, B.S. and Li, Y., 2013. Do the biggest aisles serve a brighter future? Global retail chains and their implications for Romania. Journal of International Economics, 90(2), pp.348-363. Seetharaman, A. and Saravanan, A. J., 2017. A Study of the Moderate Growth of Online Retailing (Ecommerce). The journal of developing areas. vol.51 No4. Weintraub, A., 2013. Is Mass Customization the Future of Retail. Entrepreneur, November.

Milton the Doctrine and Discipline of Divorce Essay Example

Milton the Doctrine and Discipline of Divorce Paper The Doctrine and Discipline of Divorce by John Milton led to a great stir in society during his time. Milton used his ideas and made many deferent Biblical names, even Christ, sound Like they agreed with him. In his prose, he took words from the Bible and changed the meaning to make the Bible sound as If It preached the same Idea he tried to convey. The prose argues that the main purpose of marriage Is not to procreate, but to share a deeper, meaningful relationship with your significant other. Milton wanted to propose irreconcilable differences as grounds for divorce. That indisposition, unfitness, or contrariety of mind, rising from a cause in nature unchangeable, hindering and ever likely to hinder the main benefit of conjugal society, which are solace and peace, is a greater reason of divorce then natural frigidity, especially if there be no children and that there be mutual consent. (IPPP) Milton tries to say that if the nature of two people will not produce harmony then they should not have to stay together. If they both agree that the differences they share cause too much negativity then a divorce would be the best resolution, especially with no children Involved cause then they have not followed the basis for the marriage. The first passage Milton uses comes from Deuteron 24:1-4. Deuteron uses the word uncleanness, which Milton puts his own meaning to. The passage follows: When a man hath taken a wife, and married her, and it come to pass that she find no favor in his eyes, because he hath found some uncleanness in her: then let him write her a bill of divorcement, and give it in her hand, and send her out of his house. We will write a custom essay sample on Milton the Doctrine and Discipline of Divorce specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on Milton the Doctrine and Discipline of Divorce specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on Milton the Doctrine and Discipline of Divorce specifically for you FOR ONLY $16.38 $13.9/page Hire Writer And when she is departed out of his house, she may go and be another mans wife. And if the latter husband hate her, and write her a bill of divorcement, and give it in her hand, and senders her out of his house; or if the latter husband die, which took her to be his wife; her former husband, which sent her away, may not take her again to be his wife, after that she is defiled; for that is an abomination before the Lord: and thou shall not cause the land to sin, which the Lord thy God give thee for an Inheritance. L] Milton says that when translated by the Hebrew the terms some uncleanness means any real nakedness. The notion of any real nakedness refers to that of the mind or the body. The cause of divorce mentioned in the Law is translated some uncleanness, but in Hebrew it sounds nakedness of ought, or any real nakedness: which by all of the learned interpreters is referred to the mind, as well as to the body. And what greater nakedness or unfitness then that which hinders ever the solace and peaceful society of the marled couple, and what hinders that more then the unfitness and defectiveness of an uncongenial mind. IPPP) Milton attempts to change the mind of the Parliament by making a suggestion that the Hebrew interpret the passage differently. Although it mess Like a logical way to persuade, the Parliament did not care for the Hebrew, thus not acknowledging Millions attempt to change their minds. The next passage Milton mentions taken from 1 Corinthians 7:8, 9 leads him Into the usage of the word burn. I say therefore to the unmarried and widows, It Is good for them if they abide even as l. But if they cannot contain, let the marry: for it is netter to marry than to Turn. Ill] Milton takes ten word Turn to mean a easels Tort conversation. The burn suggests that the marriage will not survive without the communication between the husband and wife. Milton agues that without the mental connection, the physical part of the relationship will not exist. Without the physical attraction the marriage could not keep up with the standards set to have children. Milton shows his belief in conversation and mental connection creates the feeling of love not the desire of physical attraction. As for that other burning, which is but as it were the venom of a lusty and over-abounding concoction, strict life and labor, with an abatement of a full diet may keep that low and obedient enough: but this pure and more inbreed desire of Joining to it self in conjugal fellowship a fit inversion soul(which desire is properly called love) is stronger then death, as the spouse of Christ thought, many waters cannot quench it, neither can the floods drown it. IPPP) In another piece of Millions prose he states that the burn could also constitute the need for another person. Milton centers his argument for the basis of marriage on the prevention of loneliness. Marriage therefore was giving as a remedy of that trouble: but what might this burning mean? Certainly not the mere motion of carnal lust, not the mere goad of a sensitive desire; God does not ironically take care for such chattel. What is it then but that desire which God put into Adam in Paradise before he knew the sin of incontinence; that desire which God saw it was not good that man should be left alone to burn in; the desire and longingly to put off an unkindly solitariness by united another body, but not to without a fit souls to his in the cheerful society of wedlock. (IPPP) Milton says that the remedy for such burning can only come from the presence of another person. When Milton states to put off the unkindly solitariness, it shows God made both Adam and Eve to revert solitude. The final piece in the prose where Milton attempts to sway the audience into believing his argument happens with Christ. Milton tries to say that Christ made a harsh statement, not because he meant it, but only to instill strict rules where the Pharisees did not. Where the Pharisees were strict, there Christ seems remises; where they were too remises, he saw it needful to seem most severe: in one place he censures an enchant look to be adultery already committed: another time he passes over actual adultery with lessee reproof then for an unchaste look; not so heavily modeling secret weakness, as open malice: So here he may be Justly thought to have giving this rigid sentence against divorce, not to cut off all remedy from a good man who finds himself consuming away in disconsolate and uninjured matrimony, but to lay bridle upon the bold abuses of those over-weaning Rabies; IPPP) Milton went out on a limb trying to take what Chrisms word and Just say that Christ did not mean what he said. Now the argument Just revolves around the idea that Christ only said that marriage could take place if the partner committed adultery because the Pharisees had become too lenient. Milton tried hard too push this idea into the minds of those in the Parliament. The Parliament did not accept the prose and wanted all of the copies burned. Although Milton did not get what he wanted accomplished he still found a way to keep his ideas. Millions ideas and beliefs became realities far after he passed away. Even though the rational behind his ides sometimes lacked in a following, Milton still Delved In teem strongly Ana wangle-nearly. [I] http://www. Baryons. Net/milestone/divorce. HTML http://www. Baryons. Net/milestone/divorce. HTML

Free Essays on Computer Simulation

WARSIM 2000 is simulation software, used by the armed forces. Extensive, thorough, and tiring work has been done on thgis program. It covers almost all aspects and situations required for realistic, meticulous and a complete simulation. Information Technology has lead to the advancement of the tools required to build the simulator. Information Technolgy’s guideleines and technolgy have reinforced this creative simulator General Description of Operational Capability. WARSIM 2000 will increase the effectiveness of commander and battle staff training by dramatically increasing the realism and the scope of the available training environment. In conjunction with other services' simulations, WARSIM 2000 will provide a complete operational environment with scenarios drawn from the entire operational continuum to support Army, joint and coalition force training distributed across the globe. a. The WARSIM 2000 simulation system will use a computer-based simulation and associated hardware to support the training of unit commanders and their battle staffs from battalion through theater-level as well as to support training events in educational institutions. Designed and built using modern computer technology, modern software engineering techniques, and validated algorithms and databases, it will allow units world-wide to train using their organizational equipment. A key feature of the system will be its use of technology to minimize the total Army's overhead associated with supporting training. The system will be designed to meet emerging Distributed Interactive Simulation (DIS) standards and protocols to facilitate linkages with DIS compliant simulators and live training events. b. The WARSIM 2000 simulation system will consist of, or use, several components: (1) Computer-based battle simulation models that portray the joint and combined environment needed to s... Free Essays on Computer Simulation Free Essays on Computer Simulation WARSIM 2000 is simulation software, used by the armed forces. Extensive, thorough, and tiring work has been done on thgis program. It covers almost all aspects and situations required for realistic, meticulous and a complete simulation. Information Technology has lead to the advancement of the tools required to build the simulator. Information Technolgy’s guideleines and technolgy have reinforced this creative simulator General Description of Operational Capability. WARSIM 2000 will increase the effectiveness of commander and battle staff training by dramatically increasing the realism and the scope of the available training environment. In conjunction with other services' simulations, WARSIM 2000 will provide a complete operational environment with scenarios drawn from the entire operational continuum to support Army, joint and coalition force training distributed across the globe. a. The WARSIM 2000 simulation system will use a computer-based simulation and associated hardware to support the training of unit commanders and their battle staffs from battalion through theater-level as well as to support training events in educational institutions. Designed and built using modern computer technology, modern software engineering techniques, and validated algorithms and databases, it will allow units world-wide to train using their organizational equipment. A key feature of the system will be its use of technology to minimize the total Army's overhead associated with supporting training. The system will be designed to meet emerging Distributed Interactive Simulation (DIS) standards and protocols to facilitate linkages with DIS compliant simulators and live training events. b. The WARSIM 2000 simulation system will consist of, or use, several components: (1) Computer-based battle simulation models that portray the joint and combined environment needed to s...

WISNIEWSKI - Surname Meaning and Origin

WISNIEWSKI - Surname Meaning and Origin The Polish surname Wisniewski is generally a geographical surname deriving  from the place of origin of the original bearer, indicating a man who originally came from one of dozens of Polish villages named Wisniewo or Wisniew. The name roughly translates to town with a cherry tree, from the root wisznia, meaning cherry tree. WiÅ›niewski is the 3rd most common surname in Poland. WiÅ›niewska is the feminine version of the surname. Surname Origin:  Polish Alternate Surname Spellings: WISNIEWSKI, WISNIOWSKI, WISNIOWOLSKI Where do People with the Surname WISNIEWSKI Live? According to WorldNames publicprofiler, individuals with the last name Wisniewski are found in the greatest numbers in Poland, followed by the United States, Germany and Australia. The largest number of individuals named Wisniewski are found in northern Poland, especially the voivodeships (provinces)  of Kujawsko-Pomorskie,  Warminsko-Marzurskie,  Mazowieckie, Zachodniopomorski and Pomorskie.  The Polish-specific surname distribution map on moikrewni.pl identifies surname population at the district level, identifying over 52,000 people with the WiÅ›niewski surname living in Poland, most living in ToruÅ„, Ã… Ãƒ ³dÃ… º, Bydgoszcz, GdaÅ„sk, PoznaÅ„, InowrocÅ‚aw, Szczecin, Brodnica and Plock. Famous People with the Surname WISNIEWSKI James Wisniewski - American professional ice hockey playerMichaÅ‚ Krystian WiÅ›niewski - Polish pop singerDavid Wisniewski - English-born childrens authorJanusz Leon Wisniewski - Polish author Genealogy Resources for the Surname WISNIEWSKI WISNIEWSKI Family Genealogy ForumSearch this popular genealogy forum for the Wisniewski surname to find others who might be researching your ancestors, or post your own Wisniewski surname query. FamilySearch - WISNIEWSKI GenealogyAccess over 250,000 free historical records and lineage-linked family trees posted for the Wisniewski surname and its variations on this free genealogy website hosted by the Church of Jesus Christ of Latter-day Saints. DistantCousin.com - WISNIEWSKI Genealogy Family HistoryExplore free databases and genealogy links for the last name Wisniewski. WISNIEWSKI Surname Family Mailing ListRootsWeb hosts a free mailing list for researchers of the Wisniewski surname.   The Wisniewski Genealogy and Family Tree PageBrowse genealogy records and links to genealogical and historical records for individuals with the Polish surname Wisniewski from the website of Genealogy Today. Polish Genealogy Databases OnlineSearch for information on Wisniewski ancestors in this collection of Polish genealogy databases and indexes from Poland, the United States and other countries. Looking for the meaning of a given name? Check out First Name Meanings Cant find your last name listed? Suggest a surname to be added to the Glossary of Surname Meanings Origins. - References: Surname Meanings Origins Cottle, Basil. Penguin Dictionary of Surnames. Baltimore: Penguin Books, 1967. Menk, Lars. A Dictionary of German Jewish Surnames. Bergenfield, NJ: Avotaynu, 2005. Beider, Alexander. A Dictionary of Jewish Surnames from Galicia.  Bergenfield, NJ:  Avotaynu, 2004. Hanks, Patrick and Flavia Hodges. A Dictionary of Surnames. New York: Oxford University Press, 1989. Hanks, Patrick. Dictionary of American Family Names. New York: Oxford University Press, 2003. Hoffman, William F. Polish Surnames: Origins and Meanings.  Chicago:  Polish Genealogical Society, 1993. Rymut, Kazimierz. Nazwiska Polakow.  Wroclaw: Zaklad Narodowy im. Ossolinskich - Wydawnictwo, 1991. Smith, Elsdon C. American Surnames. Baltimore: Genealogical Publishing Company, 1997. Back to Glossary of Surname Meanings Origins

Business ethics. Social enterprise and business and poverty Essay

Business ethics. Social enterprise and business and poverty. Responsible investment - Essay Example This essay describes action of SELCO in her social entrepreneurship responsibility. SELCO has set example in social entrepreneurship both in India and worldwide. The company successfully presented solar electricity for lighting and power to the less privileged persons in the society. SELCO faced several challenges before succeeding in her operations and objectives in helping the poor. It initially grew purposely through gaining of enough capital and experience thus making it to attempt expanding her networks, which greatly interfered with her financial status. The company then increased the price of the solar panels thus causing a serious decline in the sales and the general operations of the company. Investors were not impressed by the decline of the business and forced the company to lay off employees and contract the business in 2000s. In 2008, SELCO acquired finance from the World Bank and International Finance Corporation to streamline the company although the company remained a for profit organization. However, the director of the company was able to obtain new investors who were aligned with the mission of the company thus making the company to keep her sales and service organization intact. The director was also able to boost the morale of the company’s employee who helped it to continue devising innovative solar solutions. The company successfully devised the solar system that could suite specific needs of the needy urban and rural persons. This was indeed a very good way of achieving social entrepreneurship objective of fulfilling the society needs. SELCO was able to design solar panels that exactly met the needs of the society by beginning with a broad needs assessment of specific part or activity of the underprivileged people in the society (Crane and Matten 2010, p. 474-476). The company ensured that they designed solar panels for street vendors, midwives and even the rural farmers who were in dire of the solar panel. The redesigning process involved many different activities that would ensure that the needs of particular markets were met. The company ensured that her operations were client based thus causing it to restructure and redesign her solar panels. SELCO was able to acquire funds from the World Bank and IMF perhaps due to her social objectives. It also gained publication due to her social entrepreneurship objectives. The company also arranged for financial assistance for the rural people who could not afford to buy even the cheap user customized solar panels. This slowed the company’s growth and made it to earn small levels of profit. The company could also not align her social objectives with the investors needs. Responsible Investment Responsible investment is one of the optimistic emerging trends in the financial world that integrates financial goals with positive business values that shapes the society future. Responsible investments vary because some companies may invest in the environmental factor s, employees’ welfare or society effects such as smoking. Responsible investment is a very vital area in doing business since sustainable society is crucial to the company’s values. Although it is important for organizations to reconcile society’s needs and the business objectives, the main problem is linking the economic, social, and environmental advantages with the

Evaluate the implications for the maritime component of the likely Essay

Evaluate the implications for the maritime component of the likely characteristics of future conflict - Essay Example The Cold War was precipitated by the bipolarity that prevailed during the rivalry of the United States and the Soviet Union for influence and power. In studying the causes for these major conflicts, one will see their marked differences. Chester Crocker, Fen Osler Hampson and Pamela Aall have argued that any theories about war must reject that it is constant or at least must be modified to include many variables that explain observed variation.1 In talking about future war, it is, hence, difficult to predict. But history, after numerous wars, and the current military, political and economic trends have equipped us with enough knowledge to understand what will characterize the future conflicts and how they will affect the their components today onwards. The significance of this kind of analysis and discourse is that, as we sufficiently understand the political, economic and social circumstances that lie behind the decisions for violent actions, we are in a better position not just to be ready but also to utilize the knowledge for use in conflict prevention. More importantly, it underscores the reality that war remains primarily a tool of politics in the hands of willful leaders. For this paper, I will explore several variables of future conflict that is affecting and will affect the maritime forces including: the actors in conflict both state and non-state entities; the nature of future war; inter-state warfare; the changing nature of future threat; the changing roles and missions that future conflict may require of maritime forces; the effect of the new roles and responsibilities that are required by future conflict on maritime forces; and, how the asymmetric warfare looks like at sea. The numerous wars that the world has seen have different characteristics in regard to scale, period, casualties, among other characteristics. It varies in form (interstate, intrastate), regional concentration, frequency, intensity, and other

Qing China and the consequences of the golden age Essay Example for Free

Qing China and the consequences of the golden age Essay The â€Å"Prosperous Age† was a period where Qing China experienced a drastic increase in population, flourishing trade and commerce, and a remarkable level of social and political stability during the reign of Emperor Kangxi, Yongzheng and Qianlong. However, its brilliance was overshadowed by its subsequent consequences and China was soon at its breaking point in the 19th century. This essay would then evaluate on the implications of the â€Å"Prosperous Age† and how the long-term consequences proved to be more negative in the 19th century due to a string of crisis, and subsequent problems that continued even in modern China of the 20th century. Negative Unanticipated Long Term Consequences Reversal of Trade Fortunes with Britain During the 18th century, there was mounting European demand for Chinese goods (Hung, 2011). Britain in particular, had strong liking and demand for Chinese goods especially tea. Hence, it led to the outflow of British silver into China, but little inflow of silver back into the British economy resulted in China enjoying a trade surplus (City University HK, 2007) while Britain suffered from a trade deficit. To redress this deficit, Britain began to smuggle and sell opium in China (City University HK, 2007). China’s attempt to prohibit opium then resulted in the Opium Wars and suffered a tragic defeat. The defeat in the Opium War led to the signings of unequal treaties . Upon signing of the unequal treaties, much Chinese marked it as the beginning of a century of shame and humiliation. Although China was never formally colonized, the lack of ability to defend its basic sovereign rights and ability to govern its own country made it look like a like semi-colonized state of Britain. Consequently, the Qing government was seen as weak and inefficient to combat against the foreigners and much Chinese lost faith in the Manchurian Qing government. As a result, this gave rise to the Boxer Rebellion (1899-1901) where violent revolts and attacks were targeted against foreigners as a sign to resist their influence. Boxers, supported by China, suffered a yet another defeat and were forced to sign yet another unequal treaty: Boxer Protocol, where the reparations drastically crippled the Chinese economy till the mid 20th century (Zheng, 2009). Thus, we can see that the initial trade surplus, a sign of â€Å"Prosperous Age† resulted in British to redress the situation by selling opium to the Chinese led to the Opium Wars and the unequal treaties which greatly weakened Qing China internally and externally in the 19th century. China’s failure to counter foreign influence led to their continued defeat in the Boxer Rebellion at the end of 19th century, where another unequal treaty continued to cripple her till mid 20th century , thereby demonstrating the long term consequence of the â€Å"Prosperous Age† was indeed negative in the long run, especially since the consequences did not confine just to the 19th century but even stretched to the 20th century. Reforms did not keep up with population boom During the â€Å"Prosperous Age†, China’s population tripled from less than 150 million to over 400 million (Perkins, 1969). Civil Service Exam however continued its strict quota for passing (Bentley Ziegler, 2003) and that meant a lower ratio of scholar to population passes. The frustration of students led to the rise of influential leaders like Hong Xiuquan who sought for reforms which led to the Taiping Rebellion . Coincidentally, the backbone of his rebels were the poor peasants who were forced out of arable lands and were socially upset and frustrated, which was also due to the consequence of the population boom. The consequence of the Taiping Rebellion led to a weakened Qing as they were forced to decentralize power to provincial elites to deal with the crisis and this power was never fully recovered even after the rebellion was suppressed (Sng, 2011). Provincial elites who did not return the power were a growing sign of defiance and could have the possibility of rising up against the imperial court. The unneeded civil unrest caused by Taiping Rebellion also served to exacerbate subsequent crisis like the Northern Chinese Famine (1876-1879) where the government was severely blamed for not providing sufficient aid. The excess unrest and loss of power proved to be detrimental in the 19th century as it crippled China and the country with no official political bloc stepping up to assist with the problems and crisis. In short, China was in a total disarray and chaotic. Lack of technological advancement Qing China favoured political and social stability over technological innovation which they feared would lead to unsettling changes. Furthermore, the vast population available to firms was a cheaper alternative to increase output, rather than investment of new technologies which was costly (Bentley Ziegler, 2003). This proved to be adverse in the 19th century when China engaged in wars. In the Opium Wars, the Qing military was no match against the British who utilized better technology to triumph (Tanner, 2010). The first defeat resulted in Treaty of Nanjing which ceded Hong Kong to Britain. Subsequent wars like the First Sino-Japanese War (1894-1985) had China suffering a crushing defeat against a more superior and modernized Japanese army. China then ceded Taiwan, Penghu and the Liaodong peninsular to the Japanese. It clearly implied that China could not defend its own sovereign ground and indicated how backward the Chinese army. It questions the right of China to even claim rights over those territories if she could not even defend it properly. The problem gets exemplified into the 20th century when China continued to suffer several defeats to the Japanese in the Second Sino-Japanese War . Even with the Self-Strengthening Movement (1861-1895) which was embraced to modernize China was insufficient. The subsequent defeats to Allied forces in the Boxer Rebellion and Japanese in the Sino-Japanese Wars marred the success of the movement. Especially significant was the defeat in First Sino-Japanese war as for the first time in over 2000 years of history, regional dominance in East Asia shifted from China to Japan (Johnson, 2010). Coupled with the defeat, China’s international and regional standings were challenged and staged subsequent revolutions that led to other problems and the eventual demise of Qing. Positive Long Term Unanticipated Consequences Building a new foundation based on common people The end of Taiping Rebellion inspired nationalists (Del Testa Lemoine Strickland, 2001) to fight for the betterment of Chinese. It was because of the consequence of the â€Å"Prosperous Age† that led to the decisive rise of nationalist to seek for reforms. An example would be the decentralizing of power, which meant many parties would be involved in decision-making process, rather than just the monarch government. This would ensure that concerns are taken into deliberation before decision-making that will benefit majority of the Chinese, rather than the imperial court only. The nationalist dream then culminated in the 1911 Revolution in the early 20th century, where the Qing was overthrown and the Republic of China was established. Nevertheless, the dream of the nationalist was short-lived due to a power struggle within. Even though election was scheduled for 1913, but it soon became clear than Yuan Shikai wanted to establish his own power base. Sun Yat Sen was then forced into exile after he stepped down as head of the newly formed Kuomintang (Foster, 2007). The new government was then monopolized by Yuan and led to decades of political division and warlordism, including monarchy restoration (Blecher, 2010). Therefore we can see that the perceived benefits from the consequence of â€Å"Prosperous Age† in the 19th century did not fully materialize in the 20th century. Monarchy restoration was attempted and defeats the purpose of the promised sharing of power with the people initially. Political and social unrest persisted even with the new government which culminated in the May Fourth Movement (1919). Hence, we can see that China did not become better even with the end of Qing. It would be judgmental to argue that the initial rise of nationalists had resulted in a better China. It would be fairer to argue that the initial rise of nationalists led to more power struggle and dissident movements like the Chinese Warlord Era (1916-1928) as there were no strong political forces to enforce stability and order until the Chinese Communist Party (CCP) came in 1949. Conclusion Hence, we can see that the consequences of the â€Å"Prosperous Age† proved to be more negative. The severity of the negative consequences shed light on the crises in the 19th century which crippled China internally and externally. The impact of the consequences was so overwhelming that it even snowballed to the 20th century and further crippled modern China. In contrast, the perceived positive consequences was that it built the foundation but the problem was that the foundation was weak and unstable which in turn led to more problems which culminated in more movements and revolutions. Furthermore, problems like sovereign issues were not solved by reforms or China’s surge in military strength but rather treaties that returned territories to her under imminent conditions . Thus, we can see that the long term consequences were more negative in the 19th century as it continued the crippling of China economically, socially and militarily and as well as set the stage for the movements and revolutions in the 20th century which did not necessary bring about stability and communal power amongst its people until the CCP came into power in 1949. References Hung, H.F. (2011), Protest with Chinese characteristics: demonstrations, riots, and petitions (p24-26). USA: Columbia University Press Qian Long Emperor’s Letter to George III, 1793, retrieved from Sanders Morillo Nelson Elleberger (2005), Encounters in World History: Sources and Themes from the Global Past, Volume 2 (p289). McGraw-Hill Sng, T.H (2011, Oct 4). Size and Dynastic Decline: The Principal-Agent Problem in Late Imperial China 1700-1850. City University of HK Press (2007), China: Five thousand years of history and civilization (p109). Hong Kong: City University of HK Press Perkins, D.H. (1969). Agricultural development in China, 1369-1968. Chicago: Aldine Bentley Ziegler (2003). Traditions and Encounters (p724-740). New York: McGraw-Hill Tanner, H.M. (2010), China: From the Great Qing Empire through the People’s Republic of China 1644-2009 (p77). USA: Hackett Publishing Company, Inc. Del Testa Lemoine Strickland (2001). Government leaders, military rulers and political activist (p86). Greenwood Publishing Group Foster, S (2007). Adventure Guide China (p18-19). Hunter Publishing, Inc. Blecher, M.J. (2010). China against the tides: restructuring through revolution, radicalism, and reform (p205). Continuum International Publishing Group Johnson, R.E. (2010). A Global Introduction to Baptist Churches (p267). Cambridge University Press Zheng, J.G. (2009). Historical dictionary of modern China 1800-1949 (p32). USA: Scarecrow Press

Dr. Strangelove, by Stanley Kubrick :: Dr. Strangelove Essays

  Ã‚  Ã‚  Ã‚  Ã‚  In Dr. Strangelove, Stanley Kubrick took a serious issue and turned it into a political comedy. He was able to illustrate a satire of the hazardous notion of a nuclear war and the insane individuals who were coordinating it, and furthermore, addressed the issue of stereotyping. This movie was created in 1964; today in 2005, we still have nuclear weapons. Yes, the United States and other countries still have nuclear weapons, however, a question does arise, do we still have insane individuals coordinating war plans and security procedures? If you are expecting to find the answer in this essay, do not continue reading for that reason, the answer will not be found in this essay. The reason being is the answer needs to be realized and determined by every individual, not just me. However, if questioned that in Dr. Strangelove was there an individual who was insane and should he have not been placed in command of a military base, then I would have to answer yes there was such an individual. This individual was General Jack Ripper.   Ã‚  Ã‚  Ã‚  Ã‚  I think that it was not coincidental that Kubrick named this individual Jack Ripper, but purposely did so. The real Jack Ripper was a serial killer. Not only does the name fit with the character in Dr. Strangelove, but also the images and actions often associated with the serial killer. Silent and cruel attacks, nighttime, darkness and dense fog are a few images associated with the serial killer. In the movie General Ripper was in a dark office, he ordered Wing Attack Plan R to bombard the Soviet Union with a nuclear bomb before they could respond, and right before killing himself he was in a cloudy/smoky room. The Wing Attack Plan R is my analysis of the silent and cruel killings. The cloudy/smoky room is the dense fog. And finally the darkness of General Ripper’s office fits with the darkness image. What was the purpose of General Ripper when looking at the movie as a whole?   Ã‚  Ã‚  Ã‚  Ã‚  It is my analysis that Kurbrick was not just showing America the stupidity of nuclear war, but was also showing that the United States government often makes mistakes. One mistake, not just in the movie but in life, is the allocating of power to an individual who is not fit, whether mentally or physically, to have this power. When these individuals are allocated this power their actions can have a worldly consequence.

Most Important Mnemonics for Step 2 Cs

HISTORY & PHYSICAL EXAMINATION HPI (history of present illness) ALL CASES: OPD CSF AAA PAIN: OPD CSF LIQR AAA OPD CSF ABCDO FLUIDS: (Vomiting, Diarrhea, constipation, cough, vaginal discharge) O Onset of the symptom + precipitating factors P Progression D Duration C Constant /Intermittent S Settings F Frequency L Location of the symptom (forehead, wrist†¦ ) I Intensity of the symptom (scale 1-10, 6/10) Q Quality of symptom..BCDSPP(burning,Cramping,dull,Sharp,pulsating,pressure like) R Radiation of the symptom ( to left shoulder and arm) A Associated symptoms ( palpitations, shortness of breath) A Alleviating factors (sitting with my chest on my knees) A Aggravating factors (effort, smoking, large meals) A Amount B Blood C Color C Consistency C Content D Duration O Odor UG Hx: OPD-CSF-AAA + FINISH PUBC F Frequency (How frequent do u have to pass urine? ) I Incontinence (Do u have trouble holding Ux until u get to BR? ) N Nocturia ( do u have 2 wake up @ Night to go to BR? I Incom plete emptying (do u feel fullness even after Ux) S Stream (How is ur flow of urine? is it cont. or is there any dribbling after Ux? ) Strain (Do u have to strain during Ux) Stone (have u passed stones in the past? ) H Hematuria (did u notice any blood), Hesitancy (do u have 2 wait b4 starting Ux) P Pyuria (was there any pus in ur Ux? ) U Urgency (do u have 2 rush to BR to Ux? ) B Burning (dysuria) (does it burn) C COLOR 1 [email  protected] com PMH (past medical history) PAM HUGS FOSS P Previous presence of the symptom (same CC), Past Medical problems (^BP, ^BS,U , idney prob. Rhinitis,Sinusitis, sthma,) A Allergies (drugs, foods, chemicals, dust †¦ ) M Medicines (R U taking any prescription medications/any over-the-counter med. ), H Hospitalization for any illness in the past (Trauma, surgery) U Urinary changes ( esp if diabetic, elderly†¦ ) G Gastrointestinal complains (diet changes, bowel movements†¦ ) S Sleep pattern(difficulties falling/maintain asleep,wake up ,snoring,med. to help sleep, how many hour, nightmares) F Family history (similar chief complaints/serious illness)/ Fevers, Chills/ Fatigue O OB/GYN history (LMP, abortions, para†¦ LMP RTV CS PAP S Sexual habits (active/preferences/STD/no. of partners/contraception/pregnancy/ last pap smear) Q 1. â€Å"Mr. John, Are you Sexually Active? † Q 2. â€Å"How Many Partners are you active with? † Q 3. â€Å"Are your partners male or female or both? † [Unless the SP says wife or husband in Q 2] Q 4. â€Å"Do you use protection during intercourse? † Q 5. If yes in Q. 4 â€Å"What kind of protection do you use? † Q 6. Ask about anal intercourse in male homosexuals Q 7. h/o STD's; Rx for STD's S Social Hx (job/house/smoking/alcohol/recreational drugs/†¦.. ) WAD SAD TOES Social Hx WAD SAD TOESW Weight A Appetite D Diet S Smoke (cigarettes, marijuana, how much, how many years) A Alcohol (what type of alcohol, how often, how much ,consider doing CAGE question. ) D recreational Drugs (what drug, how do you use it, any IV drug use? ) T Travel /Trauma O Occupation (what do you do for living? ) E Exercise S Stress HEADACHE OPD CSF LIQRAA + DIAGRAM Head trauma/Seizure/Weak,Numb Tears / visual changes Flu Vomit/ Speech Neck stiffness 2 [email  protected] com Ped Hx (Child with fever) CUB FEVERS + PAM IF BIG DEALS-T C Colds-runny nose,cough,chest pain, fast respirations,SOB-CRYâ€Å"how is ‘cry of ‘baby? U Urination-increased or decreased urination, # of diapers, any odour, colour of urine Ulcers in mouth B Bowel changes: Diarrhea-frequency, onset, mucus/pus/blood in stool, any crying during defecation Discharge Q’s (ABCD-O: Amount, Blood, Content, Consistency, Color, Constant/Intermittent, Duration, Odor/Onset) F Fever & chills E Ear pulling V Vomiting E Ear/eye discharge, Ear hearing, Eye vision R Rash S Seizure-any jerky movements, which part of body? Any leakage of urine or stool during fits, and postictal irr itability or loss of consciousness. Stress (bet wet, DM) P Past medical/Past surgical Hx / Previous Hospitalizations.A Allergies, effect on child/parents (bet wet, DM), Activities M Medications, Menstruating (female child >10yo) I Ill contacts F family history B Birth Hx I Immunizations G Growth n development, ht, wt, milestones SSC-WTD: S(1), S(6),C(9),W(12),T(15), D(30) smile, sit, crawl, walk, talk, dress wks: 1,6,9,12,15,30 D Day care / Difficult swallowing E Eating habits, feeding of baby A Appetite L Look of the baby or appearance, Last check-up S Sleep T Travel recently Premenopause : H Hot flashes A Atrophy of vagina D Dryness of vagina O Osteoporosis (council) C Coronary artery disease HADOC [email  protected] com ObGyn Hx : LMP RTV CS PAP L LMP (when was ur LMP? ) M Menarchae (how old were u when u had ur 1st period? P Period (how many days ur period last? ) R Reglarity ( R ur periods regular? ) T Tampoons (how many pads do u use in a heavy day? ) V Vaginal DID: discharg e, itching , dryness (have u ever had any vag discharge? ABCDO. do u have any vag. Itching? ) C Cramps (Dysmenorrhea) do u have abd cramp with ur period? S Spotting ( intermenstrual / post coital ) have u ever bled (. ) ur cycles?Did u ever notice any bleeding after intercourse? P Pregnency ( Hx & complications) have u ever been pregnant? How many times? A Abortion/miscarriage (Any miscarriages or abortions? In ? month of ur pregnancy? ) P PAP smear(have u been getting regular PAP sm ? when did u have the last PAP sm ) (any Female>50 yo:ask about:1-R u taking vit D & Ca,2-have u ever tried HRT? ) If suspect abuse SAFE GARDS S Safety inquiry (Do you feel safe at home? ), Sex ever forced? A Alcohol abuse (does your hubby abuses alchol? ), Attacked Children?F Friends/Family who are aware( Dos any1 f ur friend/Fam know of this) Fractures (Abuse ever resulted in fractures? ) E Emergency plan (u have emergency plan? ), Ever tried to leave/divorce? why not? G Guns at home (are there any we apons @ home? Attacked with it? ) A Afraid of husband R Relationships with husband (how is ur relationship with husband? do you feel Threatened when he is around? For how long? D Depression (lost wt/appetite/sleep), Drugs (does husband use recreational drugs) S Suicidal (idea/plan/attempt) (ever felt like ending it all up? ) 4 [email  protected] com Diabetic pt â€Å"FU/Med Refill† D Duration of disease I Insulin regimen/ oral hypoglyemics regimen A A1c hg -> Gluc. monitoring (fast, home, HgA1c) B Blurry vision (retinopathy) E Extremity (foot ulcer/infection T Tingling/numbness (neuropathy) I Infections (resp/urinary) C Cardio Risk Factors (HTN, CHOL, Heart disease) Counseling DM & HTN M Medications (regularity) E Exercise ( for obese/sedentary life styles) D Diet Modification( Salt/Fatty foods) O Opthalmoscopic exams (annual routine) W Weight Management (/control) S Sugar Check upsDIABETIC MEDOWS Neuro cases â€Å"LOC† P Palpitations A Aura â€Å"b4 problem† S Shaking (duration) S Spinning/ lightheaded B Bladder incontinence / Bowel incontinence L Loss of consciousness (duration) T Tongue biting/ tinnitus & hearing loss S Speech difficulties/ Sleep disturbance A Ataxia â€Å"gait† N Numbness/nausea & vomit D Difficulty breathing W Weakness I Injury (trauma) & fall C Confusion after the event / Visual disturbance H Headache PASS BLT SANDWICH -And to make sure you got it completely don't forget the MinMental Stat.Exam 5 [email  protected] com MINI MENTAL O Orientation X3 â€Å" time, place, persons† R Registration â€Å"I’m going to say 3 objects†Ã¢â‚¬ ¦ then repeat A Attention â€Å"spell world backwards† R Recall what were those 3 items again? L Language â€Å"Repeat after me.. â€Å"No, ifs, ands, or buts† 2 Identify two objects â€Å"what is this.. pen.. and this†¦ paper† 3 Obey 3 commands â€Å"take a piece of paper, fold in ? , put on floor† R â€Å"Read 3 commands on this paper and do what it says† W Write a sentence D Draw, copy the image ORARL23RWDForgetfulness/ Memory Loss / Dementia/ Alzheimer’s FORGETS HIM + DEATH SHAFT F FAINTING / Flashes/ FHx of Alzheimer 0 ORTHOSTATIC HYPOTENSION R RUNNING URINE â€Å"INCONTINENCE† G GAIT E EYE[VISION] T TRAUMA, TINGLING S STRENGTH,SEIZURES H HEADACHE I INFECTION [SYPHILIS, MENINGITIS] M MOOD ADL – Activities of daily living D Dressing E Eating A Ambulation (can you find your way thru home) T Toiletry (do you manage your toiletry unassisted) H Hygiene IADL – Instrumental activities of daily living S Shopping H Housekeeping A Accounting F Food prep (do u do your cooking ) T Transportation (do you drive? How is your sight, hearing? 6 [email  protected] com Foot / Heel / Knee / Back pain OPD-CSF-LIQORAAA +WET SURF-D -‘CIS’ W Work /Weakness / Walking habits /Wt loss E Eye infection redness T Trauma to foot /Tingling& Numbness / Tender S Stifness in other join ts/leg Swelling /long Standing hours/morning Stiff/sound U Urethral discharge /ulcer R Rash/ Redness of skin of joint F Fever & chills& night sweat D Deformity / Dysurea IN CASE OF BACK PAIN ADD: CIS; Cancer Hx /IV DRUGS/ Steroids 4 long time Depression: (Psychiatric Hx Checklist) SIGME CAPS DHAT +2 (+MMSE: ORAL23RWD) S Sleep (difficulties falling/maintain asleep, wake up, snoring, med. o help sleep, how many hours, nightmares), Stress, Support I Interest, What do you do in your free time? How are you doing in your job? do you enjoy what you do? G Guilty M Mood. ( anxious, sad, hopeless, lonely? Memory problems E Energy C Concentration A Appetite, changes in your Weight P Psychomotor agitation/retardation (do you feel easily agitated or angry/do u feel not to do anything? ) S Suicide: thoughts, plan, attempts(do u have pills/guns @ home? D Delusions/Drugs H Hallucinations/Hopes A Attitude towards life (positive negative frame of mind) T Thyroid dysfunctions (ABCD HV for HYPOTHYROID) also need to ask : Do u realize that u have problem ? Do u want help? ( if patient was sent or asked by anyone to consult doc ) HYPOTHYROID APPETITE BOWEL-constipation COLD INTOLERANCE DEPRESSION HAIR FALL VOICE-Hoarseness 7 [email  protected] com ABCD HV Hearing loss: P Pain D Discharge F FB I Imbalance N Noise R Ringing S Spinning T Trauma Dx ABD Signs PDF IN RST CKMG MIOR (MIOR assoc. ith Appendicitis) C Cullen $- periumbilical discoloration (Retroperitoneal He,pancreatitis, AAA rupture) K Kehr $ –sever Lt. Shoulder pain- Splenic rupture, ectopic pregnancy M Muphy’s $- Abrupt interruption of inspiration on palp of RUQ- acute cholecystitis G Gray-Turner $, Discoloration of flank (same as Cullen $) M Mc Burney’s $- Tenderness 2/3 from ASIS to Rt of umbilicus I Iliopsoas $, Hyperextention of R hip Cx ABD pain O Obturator $- Internal rotation of flexed R hip Cx ABD pain R Rovsing $- RLQ pain upon palpation of LLQ DDNasuea & Vomiting A Anorexia M Metabolic( DKA )/Meds O Obstruction (pyloric /Intestinal) P Pregnancy I Inflammation( Pyelo/Cholecysto/Appi/Pancreas/PID) N Neurological (BETA)= Bleed/Encephalitis/Tumor/Abscess G Gastroenteritis A MOPING 8 [email  protected] com Cranial Nerves: 2 optic 3 4 6 5 7 Oculomotor Trochlear Abducent Trigeminal -Test visual acuity -Test pupillary reflexes (direct) -Test accommodation reflexes -Assess pupillary reactions to light -Assess corneal reflection -Perform H-test for EOM -Sensory: close eyes,touch face where? Motor: Assess strength of muscles of mastication;bite down and palpate masseter Ask patient to; -smile -wrinkle forehead, -blow out cheeks -close eyes -whisper, -Weber -Rinne tests Assess movements of the soft palate; swallow and palpate neck Assess strength of trapezius & sternocleidomastoid muscles; -shrug shoulders up -move neck to side against resistance Ask patient to protrude tongue (assess for fasciculation, atrophy & Deviations) -stick your tongue up -move it side to side facial 8 V estibulocochlear 10 vagus 11 accessory 12 hypoglossal 9 [email  protected] com – Mr. ? – Good morning Mr. , I am Dr. Khalil, an attending physician in this hospital. SHAKE HANDS First I’ll ask u few Qs. and do brief physical exam. Meanwhile if u have any Qs, feel free to ask me, ok? – Let me make u more comfortable DRAP PT. – I’ll be sitting & writing some notes while we’re talking, is that ok? †¦THANK U. – Please tell me what brought u in today Mr. ? †¦Ã¢â‚¬ ¦.. – I. C. , can u tell me more about †¦Ã¢â‚¬ ¦.. â€Å"c. c. † Mr. I’d like to ask u few Qs. about ur health in the past, is that ok? Mr. now I’d like to ask u few Qs. bout ur habits, is that ok? Now I’d like to ask u few personal Qs. I assure u that all info. Will be kept confed. ok? Now, let me ask u few Qs. about health of your family members, ok? Does any body in ur family have any med. Conditions? Mr. thank u. I am done e history, let me summarize for it, As u mentioned, u have †¦.. Do u have any Qs. for me? Mr. Now I need to examine u. may I proceed? But 1st let me wash my hands. Ok? Mr. Thank u for ur cooperation. I am done e phys. Exam let me give my impression. Based on ur Hx & my PE, it seems that u might have†¦.. ut it could be something else/ †¦or†¦, so to arrive at right D, I ‘ll run some tests & order imaging studies such as †¦.. once I’ve result we’ll meet again discuss various ttt. Options. – Do u have any Qs. for me? SHAKE HANDS & LEAVE ROOM 10 [email  protected] com HISTORY HPI: OB/GYN: LMP†¦, regular periods every†¦.. Weeks ,lasting†¦.. Days. Menarche at age†¦ Uncomplicated NSVD at full term.. Years ago. ROS: negative except as above. Allergies: NKDA Medications: none PMH: PSH: SH: smoke /alcohol / illicit drugs/sex / job /exercise FH: noncontributory PHYSICAL EXAM Patient is in no acute distress OR looks .. anxious,tired, †¦) ( The source of information is the patient’s mother. the mother of a †¦. -month/year-old female/male c/o her child having †¦.. ) VS: WNL (except for temp. Of †¦) HEENT: NC/AT, PERRLA, no conjunctival pallor. No fundoscopic abnormalities. Nose,mouth and pharynx WNL Neck: Supple, No LAD, thyroid normal, no carotid bruits. Chest: no tenderness, clear breath sounds bilaterally. Heart: RRR, normal S1/S2, no murmurs, rubs or gallops Abdomen: soft, non-tender, non-distended, +BS, no guarding, no hepatosplenomegally Extremities: no edema, normal DTR in lower extremities Skin: no rash Neuro:MMSE: AOx3, spells backward, recalls 3 objects, Cranial nerves: 2-12 grossly intact, Motor: strength 5/5 throughout -sensory: intact to soft touch and pinprick, DTR: symmetric 2+ in all extremities (or lower extremities), – Babinski bilateral, Gait: normal, Cerebellar: – Romberg, rapid alternating movement and heel to chin test normal and symm etric 11 [email  protected] com UWShort UWLong 1 16-31-37 2 1-13-1925-35-39 24 25 4-5-1822-24 29 15 28 20 21-40 12 7 43 10 FA Full 19 1-2 38 6 3 FA Mini CASE 23-24 Urine problem Alcoholism 19 Abd pain Heel pain Chest pain 13 8 31 5 6 7 4 6-26 10 38 42 34 11 UL pain 31 Shoulder pain 21 Knee pain 27 32 Back pain 37 Calf pain Vomiting â€Å"adult† 18 Vomiting â€Å"child-TEL† 7-8 33 Fever â€Å"child† 5-28 20-22 Diarrhea Rectal bleeding Constipation 9 Night sweat 21 Hemoptysis 9-10-40 12 Chronic cough 15-16-17 8 Fatigue 15 Wt loss 16 Wt gain 17 dysphagia 18 1 Headache 3 Depression 4 psychosis Anxiety Seizure –new onset Amenorrhea Menopause 25 26 Menstrual problems 26 Vaginal discharge 12 [email  protected] com 12 23 13 30 9 33 14 16 17 18 19 20 21 22 23 12 36 13 27 23 6 2 22 41 30 36 41 3 17 32 34 14 11 39 30 14 15 30 10 5 7 6 27 28 14 8 32 27 29 11 2 [email  protected] com 35 33 26 31 4 29 29 11 25 34 Forgetfulness Frequent falls DM New DM drug refill BA drug refill HTN drug refill HIV drug refill Vaginal bleeding Obesity Spells â€Å"LOC† Terminal cancer Confusion Tremors Pre-employment Domestic violence Sexual assault Insomnia Dizziness Numbness-weakness Jaundice â€Å"adult† Jaundice â€Å"Neonate† Enuresis Palpitations SOB Smoking cessation Hallucinations +ve Pregnancy test Pain with sex MVA Sore throat Difficult swallowing Hearing loss Blurred vision Erectile dysfunction Behavioral problem â€Å"child† Skin rash 3 FA cases GIT Trauma Resp Cardio Ped Neuro Endo Psych Renal ObGyn Pain DM/HTN Jaundice Fever Fatigue 1-2-5-11 3-21-27-31-37-38 4-9-10-41 6-20 7-8-28-30-36-39-40 12-14-18-22-23-29 13-24 15-16-17-34-35 19 25-26-32-33 FA cases 1-2-3-21-38-6-27-37 13-20-36 11-39 7-8 15-16-17 14 [email  protected] com

Matilda Analysis †Belonging Essay

Despite an individual’s desire to belong to a group or community, this is not always possible. More than anything else, belonging is about finding a sense of place in the world. Belonging Matilda has a sense of belonging when with her school peers/friends and when she is with Miss Honey. When at the school and with the children, she smiled, and loved the environment/setting. When with Miss Honey, Matilda smiled and laughed. She felt had a connection with Miss honey. She had a sense of belonging when at the forest and also at the library. She had inner peace and felt happy there reading books in the silence. Not belonging She did not belong in the family, even when the father first saw her. He just made a face and walked away. The family felt there was something wrong with her. The family hated books and television, while she loved reading books. The family uses her like a tool. â€Å"Who would be there to sign the packages†. Father forces her to stop reading and to watch TV. Cynically, the father says â€Å"you’re not going to be calling us for support payments†, rather than saying good bye. Her sense of exclusion is presented in the relationship between her parents and family. film techniques Techniques Example + effect Lighting + contrast In the scene, after Matilda is dragged away from her father after asking for a book, she walks to the staircase and is clouded by darkness, while the rest of the family is lighted up. This places emphasis on how Matilda is not made to feel welcome in the family. After the consequent emotional bullying by the family, she runs to her room. She is in the presence of the light, but outside of that circle, it is all dark. This emphasizes that she feels isolated and unhappy about this place. When Matilda is sitting in Ms Honeys lap, she is surrounded and in sunshine. This, in contrast to the darkness surrounding her at the beginning of the film emphasizes she found a place to belong. It brings justice to the reader, knowing that, she will have a good future. Music At the beginning, when matilda is standing at the stairs, ponding on her family’s first treatment of her, sad and somber music is used to set the atmosphere. This makes the audience feel for her. At the scene where Matilda is setting off to the library, Diagetic sounds of the city, her foot , the trucks along with the happy, exciting music is playing. The audience knows that matilda is going on a happy trip and will have a good time. At the ending of the film, after Matildas family signed the papers and left, optimistic and joyful music is played with the montage of matilda’s happy life. The audience knows that in the future Matilda will forever be happy. Dialogue â€Å"Matilda was left alone and that was how she liked it†. It has a hopeful tone. It gives the audience a sigh of relief that she would have some relief from the neglectful family. Emphasizes that she never belonged with those people at all. At some time within the orientation, Matilda’s father argues with her, saying, â€Å"Listen you little wise-ache! I’m smart you’re dumb! And I’m big and you’re little! I’m right you’re wrong! And there’s nothing you can do about it! † Emphasizes that the father does not care for her and reinforces her alienation. Her father treats her as though he does not have a single feeling for her, creating the idea that she does not belong. During when the family was watching television, Matilda’s father asks her, â€Å"Are you in this family†¦? Hello? I said are you in this family? † The dialogue causes the audience to feel sympathy towards Matilda and hatred towards her family, thus conveying that Matilda does not belong in the family and will not feel a sense of belonging unless she leaves the family. Camera shots At many scenes where the father is intimidating or arguing with Matilda. At the beginning of the film, when Matilda is reading books on the floor, her father walks in and a low mid shot is utilized with the father filling up most of the screen. This gives the effect that the father is treating her badly, thus makes the audience feel empathy for her. This conveys that Matilda does not belong in the family. At the scenes where Matilda is bonding with Miss honey, e. g. when they are walking at the garden, a medium eye level shot is utilized revealing their emotions. Matilda smiles with not a worry on her mind, emphasizing that she feels a sense of belonging and place when with Miss Honey.

Injustice Gods Among Us Essay

Injustice Gods Among Us Essay Injustice: Gods Among Us Essay Video gamers and comic book fans alike, two of the biggest factions in this nerdy world, rejoiced at the dawn of a new kind of arcade-style fighting game. Injustice: Gods Among Us is an innovative arcade fighter based on the fictional universes of DC Comics. Warner Bros. Interactive Entertainment published the game in 2013 after a long and wildly successful marketing campaign. The unique storyline and iconic characters were written by DC Comics. NetherRealm Studios, a video game developer made rich and famous for rebooting the Mortal Kombat fighting game series, developed the gameplay and graphics. Three of the most well respected names in their respective genres worked closely together to produce this game, all contributing some of their best work to make this game arguably the best in its genre. The success of almost every product, especially in the category of video games, is somewhat dependent on the promotional hype leading up to its release and the ability to maintain a strong fan base after its release. In the case of Injustice, the marketing campaign was very impressive. Warner Bros. is a massive entertainment company made one of the major names in show business through over a century of ingenious marketing, and they did an excellent job with this one. Prior to its release, the company launched a web-based promotional series featuring weekly matchups between characters, showcasing the uniqueness of multiple characters, interactive fighting arenas, smooth gameplay and beautiful graphics. Through another intuitive marketing ploy, fans could vote on their favorite characters to participate in the next tournament style showdown. This event, coupled with the extensive use of TV commercials and website ads, led to an extremely successful release. A major selling point in any game is the plotline. Injustice: Gods Among Us offers the most interesting story of any other fighting game available, hands down. DC Comics has already spent decades establishing iconic super heroes and villains, with hundreds of unique story arcs and various team ups- and the story arc they wrote for Injustice is just as rewarding as anything you might find in a comic book, perhaps even more so. It is the ultimate script, showing comic book fans what happens when Superman finally snaps and decides that mortals need to be ruled by his near limitless power. It gives an outlet for all our musings over who would win in a fight, with Batman leading the Insurgency against Superman’s Regime. It blurs the line between hero and villain, transitioning between multiple universes to recruit Insurgents- including Superman’s counterpart- to fight side by side with what were once his greatest enemies. The story is told by short cutscenes before and after each playable battle. In total, there is about two hours’ worth of animated movie material telling this epic tale. These cutscenes provide the only source of material to those perpetually negative critics. It has been said that the near-perfect game tries for too much when it comes to graphics. These critics are referring to the background images in scenes with large clashing armies, mountainous landscapes or a distant metropolis, claiming that the art has â€Å"bland textures and shoddily modeled buildings† (Ingenito). However, every critic I’ve found also praises the in-game art and graphics, admiring the smooth and realistic gameplay. In my opinion, it is only the outstanding level of detail on the superhero close-up shots that dull the background textures in comparison. Besides the impressive computer generated graphics, what makes this game so appealing visually is the smooth gameplay. It has become the standard for modern video games to strive for perfect flow with minimal lag. Nowadays most video games use a level of technology unimaginable twenty five years ago, yet receive the harshest criticism for even the slightest lag. Despite the public’s increasingly demanding taste, NetherRealm Studios has drawn only

Scaffolding Instruction Strategies

Scaffolding Instruction Strategies Scaffolding describes how instruction is planned and delivered to students receiving special education services. Scaffolding instruction refers to specialized teaching strategies geared toward supporting learning when students are first introduced to a new subject. Scaffolding gives students a context, motivation, or foundation from which to understand the new information that will be introduced during the coming lesson. Scaffolding techniques should be considered fundamental to good, solid teaching for all students, not just those with learning disabilities or second language learners. In order for learning to progress, scaffolds should be gradually removed as instruction continues so that students will eventually be able to demonstrate comprehension independently. Scaffolding Strategies Scaffolding instruction includes a wide variety of strategies, including: Activating prior knowledge. This strategy reminds of what they have already learned, often through brief reviews. This helps reduce students anxiety as they move on to new subjects.Offering a motivational context to pique student interest or curiosity in the subject at handBreaking a complex task into easier, more doable steps to facilitate student achievementShowing students an example of the desired outcome before they complete the taskModeling the thought process for students through think aloud talkOffering hints or partial solutions to problemsUsing verbal cues to prompt student answersTeaching students chants or mnemonic devices to ease memorization of key facts or proceduresFacilitating student engagement and participationDisplaying a historical timeline to offer a context for learningUsing graphic organizers (visual aids) to offer a visual framework for assimilating new informationTeaching key vocabulary terms before readingGuiding the students in making predictions for what they expect will occur in a story, experiment, or other course of action Asking questions while reading to encourage deeper investigation of conceptsSuggesting possible strategies for the students to use during independent practiceModeling an activity for the students before they are asked to complete the same or similar activityAsking students to contribute their own experiences that relate to the subject at hand Implementing Scaffolding Strategies A deeper look shows how you can implement a few of the strategies mentioned above into your classroom. Prior knowledge: A great scaffolding technique is to ask students to share their own personal experiences or knowledge about the topic that they are learning about. Have them try and relate the topic in one way or another to their own lives. Visual aids: Visual aids like graphic organizers, charts and photographs all serve as wonderful scaffolding tools because they visually represent what the students are learning about. They are essentially the training wheels students use until they can really get a firm grasp on the information. Pre Teach vocabulary: It is essential to preteach any new vocabulary before moving on to a new subject. Simply introduce the new words through a photo or picture and put each word into context and relate it to something that students already know. Doing so will keep students interested and ready to tackle the next learning objective. Edited By: Janelle Cox

Mine water and mine waste management Assignment

Mine water and mine waste management - Assignment Example ocess of applications: 1) that water is sliced off from a natural resource to become part of the working process in mining operations, and to also provide fresh water to the crew; and 2) that natural water resources must be diverted away from the area in order to continue providing clean and environmentally safe resources to surrounding towns and to the natural habitat (Watson & Furey, 2013). Diversion channels assist above ground to moving stream and lake waters away from mining operations. At the same time, channel infrastructures must also be designed to isolate water at the mine from one process to the next one, whether the water is to be cleaned or else mixed with waste (rock and tailings), or used in another part of the mining process. This chapter reviews the components of mine water and mine waste as part of the waste management infrastructure. The following image shows the management design layout for the separations of solid waste on the one side, and mine water drainage on the other side, particular to a copper mine operation (Mining Profile, 2012). In the mining industry, the term â€Å"waste,† as defined by the Resource Conservation and Recovery Act (RCRA) of 1976, is based on the specific circumstances of causation and in what part of the management process. In some cases, â€Å"waste† is not really a waste, based on the RCRA, such as when considering mine water or process wastewater, which is controlled by permit through the National Pollutant Discharge Elimination System (NPDES) (Mining Profile, 2012). Mine water, therefore, does not fall under the RCRA regulations. 1.1.a. Waste Rock refers to both â€Å"overburden† and mine development rock which is removed from underground mines in order to access the bodies of ore located underneath. There is none, or very little of, recoverable mineral value in either type. As waste rock is susceptible to air and water, once hauled to disposal dumps, potentially, there will be oxygen and sulphide minerals

Why Should We Forgive Others Essay Example | Topics and Well Written Essays - 500 words

Why Should We Forgive Others - Essay Example In Christianity which is a western religion, teaching about forgiveness takes a very central role in the spiritual life of the Christian adherent. The teaching is that, if we expect God to forgive us, we must in turn forgive our fellow man when they wrong us. This is best expressed in what is known as the Lord’s Prayer in Mathew 6:9-13 where the Christian petitions God to forgive him just as they forgive others. This is as a precondition that if we expect God to forgive us, we have a part to play in forgiving others as it is narrated in Mathew 6:15. We also find the example of a Christian who practiced forgiveness during the stoning of Stephen in Acts 7:60 where Stephen prayed and said ‘lay not this sin to their charge’, words almost similar to the ones uttered by Jesus Christ at His crucifixion, ‘forgive them for they know not what they do’, speaking about His crucifiers, yet He had committed no sin, Luke 23:34. This shows that a Christian who forgiv es is following the example of the author of Christianity, Jesus Christ. The Bible also teaches about turning your other cheek and giving your coat as well to someone who takes your cloak as it continues to express the virtue of forgiveness, Luke 6: 27-31. The Bible also talks about God’s demonstration of love in that Jesus Christ died for the sins of the world while man was still a sinner (Bash, 2007).

Early Computers Research Paper Example | Topics and Well Written Essays - 1250 words

Early Computers - Research Paper Example Conventional desktop and laptops have extreme efficiency and storage. Apart from these they have blended in our vehicles, aircrafts, security systems, houses and industries to name a few. The computers we use today are a result of progress and innovation for almost three quarters of a century. The early developments are discussed in detail; 2. The First Computer Konrad Zuse was a German engineer who made Z1, the first programmed digital computer in 1936 (Copeland 5). The computer used electromechanical process to relay data. His original design was based on Vacuum Tubes, but due to lack to funds he could not implement the technology in his design. Because of the electromechanical processing his computer is not considered by many to be the first fully electronic computer (â€Å"Who Invented the Computer† 2). However, Zuse continued work on his computer and in 1941 introduced Z2 and Z3. The machines used telephone relays for sending and receiving data. The breakthrough, however, came from John Atanasoff, who introduced ABC Computer in 1942. According to Null and Lobur, John Atanasoff is credited with the construction of â€Å"first completely electronic computer† (19). The computer used vacuum tubes for relaying data. ... 3. Early Developments 3.1 Vacuum Tubes Vacuum Tubes were the most critical development and the major step towards the development of modern computers. These were used to deliver electric current in a vacuumed environment. The current was passed through the tubes and amplified. These were used for electrical signals by varying the amount of current. Vacuum Tubes were used in different devices and varied as per functionality. The tubes were replaced by transistors for use in computers. They were power efficient than the tubes and were responsible for shrinking the size. Furthermore, they significantly improved reliability of these early systems (Rojas and Hashagen 85). 3.2 Storage The Vacuum Tubes were used to relay data. They could not store data and were very unreliable. The first real storage was by F.C. Williams (Lavington 19). It was simply a charged phosphor film that recorded the pulse from the tubes. The pulse was recorded as a binary with the values differing with the strength of electric signal. The pattern of binary was recorded on the film and could be later used for regeneration. The equipment was known as Williams Cathode Ray Tube and was an electrostatic storage technology. 4. Operation Binary Number System was used for calculations. Programs were based on arithmetic and it was interpreted in binary code for the computer to process any calculation (Introduction to Computers 8). The Binary System has only two values that are 1 and 0. The computers interpret electric signals as 1 and dim signals as 0. The Vacuum Tubes were used to relay the signal and the storage films were used to record the information for later use. These components made the computers extremely big and difficult in

Analysis of Saddam Husseins Trial

Analysis of Saddam Husseins Trial Frank Kopeski On March 19 2003 The United States along with allied forces invaded Iraq and marked the start of the Iraq War. The Conflict later received the name Operation Iraqi Freedom by the United States. The invasion consisted of 21 days of major combat operations in which a joint force of troops from the United States, the United Kingdom, Australia and Poland invaded Iraq and overthrew the Baathist government of Saddam Hussein. The invasion phase consisted primarily of a conventionally fought war which concluded with the capture of the Iraqi capital of Baghdad by American forces. On December 13 2003 US troops Cptured Saddam Hussein. He was taken into custody for war crimes, crimes against humanity and genocide. With success of detaining the Iraqi President this raised a very important question. What do we do with him? Since his crimes were committed in Iraq it would only make sense that a trial be held there. The Iraqi Interim Government ended up conducting the trial. The United States Established the Iraqi Interim Government after the invasion. The Coalition Provisional Authority voted to create the Iraqi Special Tribunal (IST), consisting of five Iraqi judges. The United states Depart of justice aided in the investigation. The DOJ also aided in the setting up of the trial. The most challenging part for the US in Aiding the trial was to not get entirely involved. This became very difficult especially during the trial. The first trial began before the Iraqi Special Tribunal on October 19th 2005. At this trial Saddam and seven other defendants were tried for crimes against humanity with regard to events that took place after a failed assassination attempt in Dujail in 1982 by members of the IslÄ mic Dawa Party. A second and separate trial began on 21 August 2006, trying Saddam and six co-defendants for genocide during the Anfal military campaign against the Kurds of northern Iraq. Saddam may have also been tried in absentia for events dating to the Iran–Iraq War and invasion of Kuwait, including war crimes, crimes against humanity, and genocide. During the trial Saddam appeared confident. He denied all charges and stated he was just doing what any good president would do. On November 5 2006 Saddam Hussein was sentenced to death by hanging for the killing of 148 Shiites from Dujail, in retaliation for the assassination attempt. No further action was necessary and Saddam was ordered executed within 30 days of that date. When sentenced to death Saddam stated â€Å"Long live the people. Long live the Arab nation. Down with the spies. God is great. Saddam Hussein is executed on December 30 2006 at about 6:05am. He was hung at an Iraqi army base in Kazimain called Camp Justice. After his execution all other charges were dropped. On January 15 2007 Saddams co-defendants, Barzan Ibrahim al-Tikriti, his half-brother and Iraqs intelligence chief at the time of the Dujail killings, and Awad Hamed al-Bandar, who issued death sentences to Dujail residents as head of a Revolutionary Court, were also sentenced to death by hanging. The former Iraqi vice-president Taha Yassin Ramadan is originally sentenced to life in prison. However, his sentencing changed to death by hanging on 12 February 2007. Ramadans execution took place on March 20th 2007. Many Viewed the trial as a joke, Stating it as a â€Å"show trial or a Kangaroo Court Human Rights Watch stated that Saddams execution follows a flawed trial and marks a significant step away from the rule of law in Iraq. Amnesty International stated that the trial was unfair, Many believed that the US had heavy influence on the court; this includes Saddams legal counsel Khalil al-Dulaimi. Khalil stated, This court is a creature of the US military occupation, and the Iraqi court is just a tool and rubber stamp of the invaders. Although many felt that the US had too much influence in the trial others believed that they didn’t have enough. The trial seemed to have one goal in mind, and that was revenge. Because the US did not have final say in how the trial was conducted the trail was not entirely modeled after our system which has the one goal of justice. For example every time a judge would sway towards Saddams side or agree with him on a statement the judge would be replaced with a new judge. This happened many times. Another example was the way the execution was conducted. The date and place of the execution were secret until the sentence was carried out. The execution was completely absent of respect. Every aspect of the execution was fueled by revenge. He was ridiculed and humiliated which portraits a powerful message. Although his sentencing in many aspects is just, the conduction was not. This runs a huge risk of retaliation which can cause problems in the future. Currently we are finding out that ISIS is a major problem. ISIS (The Islamic State of Iraq and the Levant) is an extremist, jihadist group that aimed to set up an Islamic state in Sunni Arab-majority areas of Iraq. Many are former Baathists who seek retaliation. Raouf Abdul Rahman the Kurdish judge who sentenced Saddam Hussein to be executed has himself been captured and executed by ISIS. He was killed by the militants in retaliation for the killing of Saddam Hussein. Martha Minow discussed three issues that were present during the Nuremberg trials that are similar to those in Saddams trial. The three aspects Minow points out that deserve critiquing are retroactivity, politicization, and selectivity. Retroactivity is explained as defendants being charged with charges that were not announced before the start of the trial or didn’t exist before the trial. It violates the rule of law because of the laws commitment to apply clear, preexisting norms. The second aspect is politicization constructing a group of different institutions and political pressures that get rid of personal independence and norms, such as they did in Nuremberg with the format of the trial, being base on five different countries that all have different laws and political pressures. Lastly she points out selectivity, which is picking out targets that could be charged with violations. Prosecutorial discretion is reflected off of identification of offenders and who is held res ponsible. It also reflects the chance of finding and arresting offenders. It is based off of who is selected to be held responsible for the crime at hand. Retroactivity could have played a role in Saddams Trial. This is because the new Iraqi government was just formed. When Saddam was in power his actions would not be considered a crime under his government, but with the newly formed Iraq his actions were criminal. In a way this could be seen as retroactive. The next aspect is politicization; The US played a major role in constructing of the trial. Many aspects of it were not the norm of Iraqi culture. This put political pressure on the trial that many did not agree with. Lastly it was difficult to decide who exactly was responsible for what crime. Many crimes committed were done by Saddams or those working under him but some weren’t exactly clear who was responsible. , Barzan Ibrahim al-Tikriti and Awad Hamed al-Bandar were executed for crime committed during the Dujail kill ings. The argument can be made that they were acting under Saddams orders. This process of figuring out who is responsible can be seen as selectivity. The goal of these tribunals is to find justice. This tends to be very difficult do without being bias due to the nature of war. Justice is guided by truth, reason and fairness. This is all for the good of the people. Although some may disagree, revenge isn’t justice. . In times like this it is hard to determine what is right and what is wrong. There is a fine line between cruelty and justice. This is a perfect example of how justice can be a double edged sword. Its situations like this that we need to learn from the past in order to move forward for the future. Work Cited Minow, M. (1998). Between Vengence and Forgiveness. Boston: beacon press books. America at a Crossroads: The Trial of Saddam Hussein, PBS Jun 4, 2014 ANDRE WALKER, http://www.breitbart.com/Breitbart-London/2014/06/23/Saddam-Hussein-Judge-Executed-By-ISIS. 23 Jun 2014.

DOROTHY Essay -- essays research papers

"Dorothy Jean Dandridge" was born on November 9,1922, in Cleveland, Ohio. Her parents (Cyril and Ruby Dandridge) had a troubled marriage, which eventually lead to them going their separate ways. Ruby met the new "love" of her life, a woman, later was much despised by Dottie. She was very domineering and abusive toward Ruby's two children, especially Dottie. Early in their youth Ruby and her friend trained them for performing onstage. Between the ages 4-6 depending on who you ask, was about the time Dorothy and Vivian began performing publicly in Baptist churches, and they toured the country as the gospel singing act, the "Wonder Children "Around the 1930's Dottie &Vivian joined a third girl (Etta Jones) in a song and dance act known as the "Dandridge Sisters" Hard times and the Great Depression forced them to move to Hollywood, where, at age16, "Dandridge Sisters" Dorothy danced with Bill "Bojangles" Robinson in "The Big Broadcast of 1936." The same year she sang at legendary Cotton Club in Harlem, where she first met Harold Nicholas, her future husband. Harold was the younger member of the "Nicholas Brothers". They danced with Gene Kelly in "The Pirate". At 17she was performing in Benny Goodman's musical, "Swinging the Dream". Dorothy Dandridge had a natural beauty, and an ideal figure to match! Dottie suffered from severe stage fright, but despite this, she played the...

Fiction Vs. Reality: A comparison of themes in “Tartuffe” and “Candide” Essay

When reading a work of fiction, one has to be aware of different writing styles that will clue you into the information that the author wants one to pick up on. In the works, Moliere’s â€Å"Tartuffe† and Voltaire’s â€Å"Candide† the themes of appearance vs. reality can be found. I will be discussing this theme which is both obvious and subtle depending on the author. I will be discussing the theme of appearance vs. reality. In â€Å"Tartuffe†, the character â€Å"Tartuffe† is touted as a holy zealous man that is supposed to be pious. Tartuffe is actually a master con-artist who gains entree into the household of Orgon by portraying himself as a holy man. Throughout the play Tartuffe first gains permission to marry Orgon’s daughter Marianne, then he proceeds to try and seduce her mother and Orgon’s wife Elmire. This is one of the most obvious scenes in which one can see Tartuffe’s facade being challenged. Elmire: ‘Your declaration is most gallant, Sir, But don’t you think it’s out of character? You’d have done better to restrain your passion and think before you spoke in such a fashion. It ill becomes a pious man like you†¦ ‘ Tartuffe: ‘I may be pious, but I am human too: With your celestial charms before his eyes, a man has not the power to be wise. I know such words sound strangely coming from me, but I’m no angel, nor was meant to be’ (Moliere Act III Sc IV). Tartuffe is trying to gain the affection of Elmire despite the fact that he is betrothed to Marianne. He makes another pass at Elmire again in Act Four. In this scene, Tartuffe is trying to convince Elmire that they can have an affair. Tartuffe uses language and logic that betray that he is not in fact pious at all. Elmire: But how can I consent with your offense to heaven, toward which you feel such reverence? Tartuffe: If heaven is all that holds you back, don’t worry. I can remove that hindrance in a hurry. Nothing of that sort need obstruct our path†¦ Tartuffe: If you’re still troubled, think of things this way: No one shall know our joys, save us alone, and there’s no evil till the act is known; its scandal, Madam, which makes it an offence and it’s no sin to sin in confidence (Moliere Act IV Sc VII). This scene truly un-masks Tartuffe as the false prude he is. In Voltaire’s novel, â€Å"Candide†, there are many examples of appearance vs. reality. The novel begins by describing different philosophical arguments. Candide’s philosophical stance is one that states that everything is the best of all possible worlds. It can be demonstrated, that things could not be other than they are; for everything has been made to serve a purpose, and so nothing is susceptible to improvement (Voltaire 2). This ideology is one that can be inherently deceiving. When Candide and his companions arrive in Lisbon, there is a huge earthquake that kills many people and creates a great deal of damage. Candide and Pangloss attempt to help the people injured during the earthquake, during which Pangloss attempt to tell someone that the earthquake was for the best, but he ends up being taken by the inquisition: ‘For, all this is for the best; for, if there is a volcano at Lisbon, it cannot be anywhere else; for it is impossible that things should not be where they are; for all is well. ‘ A little, dark man, a familiar of the Inquisition, who sat beside him, politely took up the conversation, and said ‘ Apparently, you do not believe in original sin; for, if everything is for the best, there was neither fall nor punishment. ‘ †¦ ‘Your Excellency will pardon me,’ said Pangloss; ‘free-will can exist with absolute necessity; for it was necessary that we should be free; for in short, limited will†¦ ‘ (Voltaire 120). After this scene, Pangloss is to be hanged. This devastates Candide who travels on without him. Much later in the novel, Pangloss re-appears on a slave ship, where Candide is able to purchase his freedom. Candide believed Pangloss to be dead, but he was really alive, suffering in the slave galley the whole time. This type of situation happens many other times in Candide. When Candide and Cacambo decide to fight on the side of the Paraguayan Jesuits, Candide thinks he killed the brother of Cunegonde when they encountered each other. It turns out that Candide just wounded the Baron who was also on the slave ship with Pangloss. The use of reality vs. a fake reality makes a story more interesting and gives it more dimensions. These realities are also subjective realities. In Tartuffe’s case, Dorine and Damis both saw through the monk’s false piety and tried to un-mask him. In Candide the reality exists, but Candide may not have been aware of the actual reality. Bibliography: Voltaire. Candide and Related Texts. Indianapolis: Hackett Publishing Company Inc, 2000. Moliere. Tartuffe and other plays. New York: Penguin Group Inc, 1967.

Role of Hr in Service Sector

http://www. authorstream. com/Presentation/richadinker-85391-training-development-trainings-types-process-d2-business-finance-ppt-powerpoint/ Training And Development : Training And Development â€Å"Training is the process of altering employee behaviour and attitudes in a way that increase the probability of goal attainment. † Features of Training : Features of Training Training objectives are tied to organization’s business objectives. Training is modular so it can be adapted to workplace schedules. Training is tailored to trainee needs and learning styles. Training structure allows employees to learn at their own pace. Trainees are provided regular, ongoing feedback concerning their progress while in the training programme. WHY T & D : WHY T & D No one is a perfect fit at the time of hiring and some training & development must take place. Planned development programs will return values to the organization in terms of : increased productivity reduced costs Morale Flexibility to adapt to changing requirements Slide 4: Moulds employees’ attitude Helps them achieve better co-operation Creates greater loyalty to the organization Reduces wastage and spoilage Reduces constant supervision Improves quality Training Process : Training Process Determine the mission of the org Job description Training needs assessment Decide most imp objective/priorities Evaluate the curriculum Evaluate the Result of Training TYPES OF TRAINING : TYPES OF TRAINING On the job: Orientation Apprentice Committee assignments Off the job: Vestibule Role playing Lecture Case discussion Conference Slide 7: Decision making: In basket Business games Case studies Role play Responsible for Training : Responsible for Training Top Mgmt – Frames the Training policy HR Dept – plans, establishes and evaluates Supervisors – implement and apply development procedure Employees – provide feedback, revision and suggestions http://www. authorstream. com/Presentation/amit. kursija-217224-training-development-appraisals-collective-bargaining-compensation-competency-employee-relations-hr-hrm-human-reso-education-ppt-powerpoint/ Training and Development : Training and Development Definition : Definition Training is the formal and systematic modification of behavior through learning which occurs as a result of education, instruction, development and planned experience. Development is any learning activity, which is directed towards future, needs rather than present needs, and which is concerned more with career growth than immediate performance. Training, Development, and Education : Training, Development, and Education HRD programs are divided into three main categories: Training, Development, and Education. Training is the acquisition of technology, which permits employees to perform their present job to standards. It improves human performance on the job the employee is presently doing or is being hired to do. Also, it is given when new technology in introduced into the workplace. Development is training people to acquire new horizons, technologies, or viewpoints. It enables leaders to guide their organizations onto new expectations by being proactive rather than reactive. It enables workers to create better products, faster services, and more competitive organizations. It is learning for growth of the individual, but not related to a specific present or future job Training, Development, and Education : Training, Development, and Education Education is training people to do a different job. It is often given to people who have been identified as being promotable, being considered for a new job either lateral or upward, or to increase their potential. Unlike training, which can be fully evaluated immediately upon the learners returning to work, education can only be completely evaluated when the learners move on to their future jobs or tasks. Distinction between Training and Education : Distinction between Training and Education The following table draws a distinction between training and education more clearly. Training Education Application Theoretical orientation Job Experience Classroom learning Specific Tasks General concepts Narrow perspective Broad perspective Distinction between Training and Development : Distinction between Training and Development Learning Training Development Who Non-managers Managers What Technical Theoretical Why Specific job General When Short term Long term Purpose of Training : Purpose of Training To increase productivity and quality To promote versatility and adaptability to new methods To reduce the number of accidents To reduce labour turnover To increase job satisfaction displaying itself in lower labour turn- over and less absenteeism To increase efficiency When does the need for training arise? : When does the need for training arise? The installation of new equipment or techniques A change in working methods or products produced A realization that performance is inadequate Labour shortage, necessitating the upgrading of some employees A desire to reduce the amount of scrap and to improve quality An increase in the number of accidents Promotion or transfer of individual employees. Ensures availability of necessary skills and there could be a pool of talent from which to promote from. Advantages of Training : Advantages of Training 1. Leads to improved profitability and/or more positive attitudes toward profits orientation. 2. Improves the job knowledge and skills at all levels of the organization. 3. Improves the morale of the workforce. 4. Helps people identify with organizational goals. 5. Helps create a better corporate image. 6. Fasters authentically, openness and trust. 7. Improves the relationship between boss and subordinate. 8. Aids in organizational development. 9. Learns from the trainee. 10. Helps prepare guidelines for work. Disadvantages of training : Disadvantages of training 1. Can be a financial drain on resources; expensive development and testing, expensive to operate? 2. Often takes people away from their job for varying periods of time; 3. Equips staff to leave for a better job 4. Bad habits passed on 5. Narrow experience Areas of Training : Areas of Training The Areas of Training in which training is offered may be classified into the following categories: Knowledge Here the trainee learns about a set of rules and regulations about the job, the staff and the products or services offered by the company. The aim is to make the new employee fully aware of what goes inside and outside the company. Technical Skills The employee is taught a specific skill (e. g. , operating a machine and handling computer) so that he can acquire that skill and contribute meaningfully. Areas of Training Conti. : Areas of Training Conti. Social Skills The employee is made to learn about himself and other, develop a right mental attitude, towards the job, colleagues and the company. The principal focus is on teaching the employee how to be a team member and get ahead. Techniques This involves the application of knowledge and skill to various on-the-job situations. In addition to improving the skills and knowledge of employees, training aims at clouding employee attitudes: When administered properly, a training programme. It will go a long way in obtaining employee loyalty, support and commitment to company activities. Issues in Employee Training : Issues in Employee Training Communications: The increasing diversity of today's workforce brings a wide variety of languages and customs. 2. Computer skills: Computer skills are becoming a necessity for conducting administrative and office tasks. 3. Customer service: Increased competition in today's global marketplace makes it critical that employees understand and meet the needs of customers. 4. Diversity: Diversity training usually includes explanation about how people have different perspectives and views, and includes techniques to value diversity Issues in Employee Training Conti. : Issues in Employee Training Conti. 5. Ethics: Today's society has increasing expectations about corporate social responsibility. Also, today's diverse workforce brings a wide variety of values and morals to the workplace. 6. Human relations: The increased stresses of today's workplace can include misunderstandings and conflict. Training can people to get along in the workplace. 7. Quality initiatives: Initiatives such as Total Quality Management, Quality Circles, benchmarking, etc. , require basic training about quality concepts, guidelines and standards for quality, etc. 8. Safety: Safety training is critical where working with heavy equipment, hazardous chemicals, repetitive activities, etc. , but can also be useful with practical advice for avoiding assaults, etc. Training Process : Training Process Steps in the Training Process : Steps in the Training Process 1. Organizational objectives 2. Assessment of Training needs 3. Establishment of Training goals 4. Devising training programme 5. Implementation of training programme 6. Evaluation of results Organizational Objectives ; Strategies : Organizational Objectives ; Strategies The first step in the training process in an organization is the assessment of its objectives and strategies. What business are we in? At what level of quality do we wish to provide this product or service? Where do we want to be in the future? It is only after answering these related questions that the organization must assess the strengths and weaknesses of its human resources. Needs Assessment : Needs Assessment Needs assessment diagnosis present problems and future challenges to be met through training and development. Organizations spend vast sums of money (usually as a percentage on turnover) on training and development. Before committing such huge resources, organizations that implement training programs without conducting needs assessment may be making errors. Needs assessment occurs at two levels- group and individual. Slide 19: FOR MORE USEFUL EDUCATIONAL PRESENTATIONS AND TECHNOLOGICAL DOCUMENTATIONS LIKE THESE VISIT WWW. THECODEXPERT. COM