Learn About Greenland

Since the eighteenth century, Greenland has been a territory controlled by Denmark. In recent years, however, Greenland has regained a considerable level of autonomy from Denmark. Greenland as a Colony Greenland first became a colony of Denmark in 1775. In 1953, Greenland was established as a province of Denmark. In 1979, Greenland was granted home rule by Denmark. Six years later, Greenland left the European Economic Community (the forerunner of the European Union) in order to keep its fishing grounds from European rules. About 50,000 of Greenlands 57,000 residents are indigenous Inuit. Greenlands Independence From Denmark It wasnt until 2008 that Greenlands citizens voted in a non-binding referendum for increased independence from Denmark. In a vote of over 75% in favor, Greenlanders voted to reduce their involvement with Denmark. With the referendum, Greenland voted to take control of law enforcement, the justice system, coast guard, and to share more equality in oil revenue. The official language of Greenland also changed to Greenlandic (also known as Kalaallisut). This change to a more independent Greenland officially took place in June 2009, the 30th anniversary of Greenlands home rule in 1979. Greenland maintains some independent treaties and foreign relations. However, Denmark retains ultimate control of foreign affairs and defense of Greenland. Ultimately, while Greenland now maintains a great deal of autonomy, it is not yet a fully independent country. Here are the eight requirements for independent country status with regard to Greenland: Has space or territory which has internationally recognized boundaries: yes Has people who live there on an ongoing basis: yes Has economic activity and an organized economy. A country regulates foreign and domestic trade and issues money: mostly, although the currency is the Danish kroner and some trade agreements remain the purview of DenmarkHas the power of social engineering, such as education: yes Has a transportation system for moving goods and people: yes Has a government which provides public services and police power: yes, although defense remains Denmarks responsibilityHas sovereignty. No other state should have power over the countrys territory: no Has external recognition. A country has been voted into the club by other countries: no Greenland reserves the right to seek complete independence from Denmark but experts currently expect that such a move is in the distant future. Greenland will need to try on this new role of increased autonomy for a few years before moving to the next step on the road to independence from Denmark.

The Great Thinkers Like Socrates And Martin Luther King

Great thinkers like Socrates and Martin Luther King took themselves in a unique way of thinking in social changes and attempts to influence others. Martin Luther King is a theologian who used his enlighten powers to fight against inequality in the southern region of United States during 1960s. Dr. King Jr. is a good interpreter of Socrates because they both were aiming to help the society by making them knowledgeable about justice and social advancements. Socrates and martin Luther king were quiet similar in their understanding of world and pointing out the changes that needed in the society. Socrates’ intention was to influence the men of Athens to follow the one who teaches wisely than someone who earns knowledge from an unreliable source. He believed that his source were reliable and it was suitable for the society, Similar to Socrates, Martin Luther King advances his community by letting his people to seek more knowledge about just and unjust laws. In his letter from Birmingham jail, King says â€Å"How can you advocate breaking some laws and obeying others? The answer lies in the fact that there are two types of laws: just and unjust† (Letter from Birmingham Jail, 611). Socrates was on trial because he broke some laws that he does not believe in and yet was willing to die by those same laws. Martin Luther King argues that if someone thinks there is something wrong with the law, you have to stand up and do something to change the wrong in the law. Both Martin Luther King andShow MoreRelatedThe Great Conversation Of History1573 Words   |  7 Pagesdecision. Over time in which some say is a great conversation about history this battle is changing. The Great Conversation of history spans over many eras where the questions of faith and reason are always things battling for a spot in our minds, but they shouldn’t be in battle because they are very much dependent on the other. 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Big Brother Cartoon Analysis Essay Example For Students

Big Brother Cartoon Analysis Essay J. Wright contends in his cartoon (The Age 13/5/01) that the publics craving for constant surveillance anticipates that there is something quite wrong with us. He chooses to portray the public as exhibitionists, who do not care that somebody, Big Brother, is watching them 24/7. We see that there are many cameras in each cell, capturing everybodys moves, and the public does not care. It is only in cell six, with a sign saying: Big Brother is ignoring you, that we see the public upset and throwing tantrums like little children. Wright shows the public as egocentric. In every cell, there are one or more cameras. In cell three there is a camera at an ATM, for security reasons, where there is a man taking money out of his account and is reading that he is being watched, then automatically thinks that he is now famous. Thinking that we are famous by being watched by a couple of security guards tells us that we are increasingly becoming superficial. When a man is asked and absurd question his reply is, Of course Ill answer your inane question Ill pull my pants down too if you like. This asks the reader to accept that our lives are dull and boring, and the only way we can brighten our lives is to watching other people doing their everyday things, even if they are doing their business on the toilet. By criticising the public, and by implicating the readers by doing so in a humorous fashion Wright questions readers whether they are like this. Wright further argues that there is something wrong with us by contrasting the ideas in Orwells novel 1984 when everybody dreaded Big Brother watching them to the present where being watched is no longer our nightmare. The people of 1984, as depicted by Wright, dreaded Big Brother watching them. They walked down the streets with worried faces, hunched shoulders and thinking that they had no privacy. On one of the faces of a building in the background there is a poster saying, Big Brother is watching you, reminding the pedestrians that they are constantly being scrutinised. In the last couple of cells, people are actually doing anything and everything to get Big Brother to watch them. By contrasting the change over time, Wright is inviting readers to feel alarmed and begin worrying again. Another technique used by Wright is showing the number of cameras placed all around the city and the ludicrous places cameras are found, including the streets and in the toilet. In the second cell there are six cameras attached to the sides of buildings where member of the public are posing and talking into them. Then, in the fifth cell, a man on the toilet talking into a camera! This shows that there is something very wrong with the public today. That something is that we are becoming vain and show offs. Readers, seeing the validity in Wrights argument, that surveillance is increasing, likely reject further such intrusions in their life. Evidence of our tolerant reaction to being observed is yet another one of Wrights techniques to persuade the reader. In the last cell, Big Brother is ignoring society and the peoples reactions are seen as very child-like. The characters in Wrights cartoon throw tantrums and cry like children. This shows us that our behaviour is very child like. Children feel the need to have attention drawn to them. The people in Wrights cartoon are seeking attention from Big Brother and those watching and this immaturity shows us that there is something seriously wrong with us. .u2077fb9dd53ec60bbb4ec7570c15f4b6 , .u2077fb9dd53ec60bbb4ec7570c15f4b6 .postImageUrl , .u2077fb9dd53ec60bbb4ec7570c15f4b6 .centered-text-area { min-height: 80px; position: relative; } .u2077fb9dd53ec60bbb4ec7570c15f4b6 , .u2077fb9dd53ec60bbb4ec7570c15f4b6:hover , .u2077fb9dd53ec60bbb4ec7570c15f4b6:visited , .u2077fb9dd53ec60bbb4ec7570c15f4b6:active { border:0!important; } .u2077fb9dd53ec60bbb4ec7570c15f4b6 .clearfix:after { content: ""; display: table; clear: both; } .u2077fb9dd53ec60bbb4ec7570c15f4b6 { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .u2077fb9dd53ec60bbb4ec7570c15f4b6:active , .u2077fb9dd53ec60bbb4ec7570c15f4b6:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u2077fb9dd53ec60bbb4ec7570c15f4b6 .centered-text-area { width: 100%; position: relative ; } .u2077fb9dd53ec60bbb4ec7570c15f4b6 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u2077fb9dd53ec60bbb4ec7570c15f4b6 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u2077fb9dd53ec60bbb4ec7570c15f4b6 .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .u2077fb9dd53ec60bbb4ec7570c15f4b6:hover .ctaButton { background-color: #34495E!important; } .u2077fb9dd53ec60bbb4ec7570c15f4b6 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u2077fb9dd53ec60bbb4ec7570c15f4b6 .u2077fb9dd53ec60bbb4ec7570c15f4b6-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u2077fb9dd53ec60bbb4ec7570c15f4b6:after { content: ""; display: block; clear: both; } READ: How does Shakespeare present the relationship between Romeo and Juliet? Essay I would like Antarctica to be preserved for future generations because it is the only landmass that has not been spoilt by humanity.  Antarctica should never be touched by man. Humanity has already ruined too many of the places we are living in and killed too many animals. Take for example the dodo bird which once walked freely and now it only lives in books as a creature of the past. Mans ever-changing ways are also destroying the environment. Mankind is clearing land to build houses for themselves, polluting the air to produce products for themselves endangering other organisms to make way for themselves. It almost seems that the world revolves around man. But there is one place that the elements rule over man Antarctica. In Antarctica, the elements dominate any activity or research that is being done. Scientist have found that Antarctica has many hidden minerals within the ice. Some people are saying that we should drill into Antarctica for oil. However, what if the oil leaks and stains the ice? Antarctica would no longer be white but black; it would no longer be able to reflect the suns rays, as black absorbs the sun. Then Antarctica would slowly begin to melt away, increasing water in our oceans and eventually flooding the world. That is why Antarctica should be conserved just the way it is. It would be a great experience for future generations to take a trip down to Antarctica to see a world untouched, as it was the last continent to be discovered by man. Future generation can see animals in their own natural habitats, like many varieties of penguins, whales and seals.  Antarctica should be left the way it is untouched by man but not untouched by the elements and the arctic animals.

Tactile Memory free essay sample

An overview of Tactile Memory Tactile memory is part of sensory memory systems and it is the recollection of information acquired via touch. It is one of the primitive sensory codes that are used as interacting familiar objects. It is not only important to interact with familiar objects but it is also necessary to interact with novel objects with similar size. Traces of tactile information is similar to iconic memory in terms of duration of the trace since it lasts for a short time and it is vulnerable to decay after almost two seconds (Gallace, amp;Spence, 2009). One of the earliest experimental studies on tactile memory was conducted by Bliss, Crane, Mansfield, and Townsend (1966). In this study, they investigated the characteristics of immediate recall for brief tactile stimuli applied to the hand. The results obtained showed a haptic memory store remarkably similar to the visual memory store. Similar to tests of visual sensory memory, it was also found that haptic memory performance was significantly improved with the use of partial report procedures. We will write a custom essay sample on Tactile Memory or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page In a recent study, Gallace and Spence (2009) also verified these findings. According to Bliss and colleagues, the difference between partial report and whole report is the result of a sensory form of memory for passively presented tactile stimuli with a high capacity and short duration. Furthermore, Gilson and Baddeley (1969) argued that memory for stimuli applied to the skin is resilient for approximately ten seconds after removal of the stimulus, even when the individual is engaged in tasks that inhibit verbal rehearsal. After this delay, the memory trace becomes vulnerable to forgetting as it decays from the haptic memory store and begins to rely on a more central memory store. Although tactile memory representations can be thought as similar to visual representations in nature but there are significant differences between these two different memory systems in terms of processing and neural anatomy. Easton, Srivinas, and Greene (1997) showed that there is an innate difference between visual and tactile memory representations. In their study, they presented their participants with an object either in visual or tactile forms. In the study, the participants viewed a sphere but they could not touch it. After that, the participants were given a similar shape but they could not see it. The results of the study indicated that the participants’ performance was worse as they were judging size differences in visual form compared to that in tactile form. It is suggested that this is because the participants’ processing in visual form resulted in more variance in terms of object size due to influences, such as perspective and distance. Nero-anatomy of Tactile Memory Tactile memory is widely organized in the somatosensory cortex. The information signals received by body surface goes to the areas that are close together on the brain surface. Various areas of the  parietal lobe  are responsible for contributing to several aspects of tactile memory. Memory for the features of a stimulus including its roughness, spatial density, and texture result in activation of the parietal operculum. On the other hand, features of a stimulus, such as size and shape are detected by touch receptors in the skin. These signals are maintained in the anterior part of the parietal lobe. In addition to features of the stimulus, memory for spatial information such as the location of stimulusactivates the right  superior parietal lobule  andtemporoparietal junction (Gallace, amp;Spence, 2008). There are several studies investigating neural correlates of tactile memory. In one study, Harris, Harris, and Diamond (2001) assess the contribution of topographically organized neural areas to tactile working memory. In order to investigate neural correlates of tactile working memory, they presented their participants with vibrations in different frequencies. The participants were asked to compare the frequency of two vibrations. The vibrations were presented to either the same fingertip or to different fingertips. The retention interval between vibrations was at various lengths. The results of the study indicated that participants performed well if their task was to compare vibrations delivered either the same finger or to corresponding fingers on opposite hands. However, their performance was lower when the vibrations were implemented on distant finger on either hand. These results demonstrate that tactile working memory mechanism organized in topographical framework. In another experiment, Harris and colleagues (2001) presented vibrations to the same fingertip but they added an interference vibration to the retention interval. Participants’ task was again to compare the frequencies of two vibrations by ignoring interference vibration in retention interval. The results showed that the interpolated vibration impaired performance especially if it is delivered to the same finger as the comparison vibrations. The effect was smaller if the vibrations were delivered to more distant fingers. This finding verified the previous finding suggesting that tactile working memory is supported by topographically organized regions of somatosensory cortex. In a similar vein, Numminen et al. (2004) investigated tactile information in brief intervals. Rather than longer interval durations, the study investigated the brain activation using functional magnetic resonance imaging (fMRI) in short inter-stimulus intervals. Participants were presented with triplets of pressure pulses to the second and fourth fingers of the left hand. After a brief interval, a second triplet was presented. In â€Å"compare† task, participants were asked to give feedback by finger lift if the triplets were same. The experiment also included a â€Å"control† task. The control task was same as the compare task but infrequent stimuli applied to the little finger to which the participants reacted. There were different inter-stimulus intervals. The activation in the brain areas as a result of participants’ efforts in recognizing, maintaining and comparing tactile triplets in compare and control conditions showed the related brain areas. The results of the study demonstrated that activation in inferior parietal cortex, supplementary motor area, and right dorsolateral prefrontal cortex was enhanced during the compare task compared to the activations in the control task. It seems that the activation in the dorsolateral prefrontal cortex is the result of an attempt to memorize the stimulus sequence. The activation in supplementary motor area and inferior parietal cortex is the result of an effort to analyze temporospatial tactile patterns and haptic exploration. The comparison task itself required a high effort and it resulted in an enhanced activation in the anterior cingulate gyrus. All in all, the results suggested that these areas revealed a task-specific activation. The process engaged in comparison task is common with normal processing of tactile stimuli and therefore, it can be said that dorsolateral prefrontal cortex, supplementary motor area and inferior parietal cortex are involved in processing tactile stimuli. Another line of research focuses on the separation between and integration of spatiovisual and tactile memory systems. As previously mentioned, although tactile memory representations can be thought as similar to visual representations in nature but there are significant differences between these two different memory systems in terms of processing and neural anatomy. Saito et al (2003) used fMRI to assess the neural substrates for tactile-visual cross-modal matching. The task used in the experiment involved tactile – visual matching of two-dimensional shapes. The participants performed four tasks. TT task required a tactile – tactile matching with no visual stimulus, TTv task required a tactile – tactile matching with visual stimuli, VVt task required a visual – visual matching with tactile stimuli, and TV task required a tactile – visual matching. It was expected that the neural substrates for tactile and visual shape matching were enhanced during tasks requiring matching of information coming from different sensory modalities, which are visual, and tactile modalities compared to the task requiring a matching within the same modality. The results of the study showed that TT task activated the following areas: contralateral primary sensory motor area, post-central gyrus superior parietal lobules, anterior part of the intraparietal sulcus, thalamus, cerebellum, and supplementary motor area but there was no occipital involvement since there was no visual part in the task. Visual matching task, on the other hand, activated primary visual cortex, lingual and fusiform gyri. However, the tasks required cross-modal effort resulted in enhanced activation in the posterior intraparietal sulcus bilaterally. This means that shape information coming from different modalities may be integrated in this region, the posterior intraparietal sulcus. These findings lead researchers to cross-modal integration between visual-spatial and tactile information. On the other hand, the study explained above used only 2D (two-dimensional) objects. However, using 3D (three-dimensional) stimuli may be more similar in real life situation. Using 3D stimuli may also enable to investigate a 3-way cross-modal integration that is the integration between visual – spatial-tactile modalities. In the present study, it aimed to investigate the cross-modal integration of visual-spatial-tactile information by using 3D stimuli and its neural correlates by utilizing fMRI. Method Participants Ten healthy volunteers participated in this study. Eight of them were right handed and other two were left-handed. There was no history of neurological and psychiatric illness in any of the subjects. The ethical committee of Yeditepe University approved the protocol and all subjects gave their written informed consent for the study. Matching Task For the tactile–tactile, visual–visual, or tactile–visual matching tasks, we used patterns of cube, rectangular parallelepiped, and cone. We used two cubes with different sizes – one’s edge was 3,5 cm and the other one’s edge was 5 cm. We also used a rectangular parallelepiped which had a long edge for 5 cm and short edge for 3,5 cm and last edge was 5 cm again. Lastly, we used 3 types of cone – one’s height was 5 cm, one’s height was 3,5 cm and last oblique cone’s height was 5 cm. Each pattern had one or three lobule on the surface, which can be noticeable either with tactilely or visually. The subjects performed four different tasks: a tactile–tactile matching task with no visual input (TT), a tactile–tactile matching task with visual input (TTv), a visual–visual matching task with tactile input (VVt), and a tactile–visual matching task (TV). One task was performed in each fMRI sessions. Each task session was repeated twice, and thus, each subject completed eight sessions. The presentation order of the eight sessions was counterbalanced. Prior to the fMRI session, the subjects were trained for the tactile discrimination task. For the TT task, subjects were asked to place their right hand in a supine position. Their left hand was placed on the button, which was connected to a microcomputer for recording their responses. The subjects closed their eyes throughout the session. During the task period a cube (Figure 1) was manually placed on the subject’s right palm. The subjects were required to explore the surface and edges of the cube with right hand’s fingers for 7 seconds. Then, participants had another 7 seconds to explore the pair of the pattern before gave his/her response to the question â€Å"were they same? If the participant thinks they were same, then he/she used left index finger, if they weren’t same then he/she used left middle finger to push a button. After they responded, they were all allowed to drop the pattern. For the TTv task, the procedure was identical to the TT task except that additional visual 3D stimuli were presented simultaneously. The visual stimulation was projected using a television screen. The subjects through a mirror viewed the screen. It was confirmed that the subjects were not able to see their right hand. During the task periods, the tactile and visual stimuli were presented simultaneously for 7 seconds, then, pairs of patterns were presented visually and tactilely for another 7 seconds, followed by a response. The subjects responded by pushing a button with the left index finger if the tactile pair-wise pattern were the same, or with the middle finger if the pattern were different, irrespective of the visual stimuli.

A comparison of Death in Venice and Baron In the Trees essays

A comparison of Death in Venice and Baron In the Trees essays A comparison of Death in Venice by Thomas Mann and Baron in the Trees by Italo Calvino Solitary individuals often exploit different views on our world, sometimes accompanied by a disharmonious way of living, as we can see in these two books. The concept of a distant view on life, is applied in both works, be it Gustav von Aschenbachs artistic dilemma in Death in Venice or Cosimos escape from rules and regulations by leaving the natural life on the ground, to live beneath the sky yet above the earth, in Baron in the Trees. What is it then, that drives them? Is it the pursuit of perfection, of utmost beauty? The wish to live independently, free from the humdrum routine of an earthbound existence? Or perhaps they are merely engaging in a quest for romance? Both of the lead characters are different from the rest; both are hermits in their own separate ways, and their views on our world are accordingly diverse. Death in Venice, written by Thomas Mann in 1912, is a symbol-laden story of aestheticism and decadence. Gustav von Aschenbach is an ascetic German author with a sense for discipline and formal perfection in literature, and writes thereafter. Upon travelling to Venice for vacation purposes, he encounters a young boy, named Tadzio. Obviously, this boy is a splendid example of Grecian, almost godlike beauty and innocence. Fascinated by this pulchritudinous being, Aschenbach is willingly engulfed in a whirlpool of decadence, sacrificing his once proud and dignified self in favour of an ever-increasing state of obsession for this boy and degradation of his former person. This infatuation eventually takes his life, when a lethal cholera invades Venice. He has the opportunity to leave, but cannot bring himself to leave what has now become an object of desire. Henceforth, his life ends in the embracement of madness. This novel undoubtedly deals with the role of the artist in society, and houses numerous images...

Free Essays on Euthansia

Meanings of terms Why is it an issue? Beliefs about suicide and euthanasia Meanings of Terms Most people in North America die what may be called a bad death. One study found that "More often than not, patients died in pain, their desires concerning treatment neglected, after spending 10 days or more in an intensive care unit." cited in Ref. 1 The word Euthanasia originated from the Greek language: eu means "good" and thanatos means "death". One meaning given to the word is "the intentional termination of life by another at the explicit request of the person who dies." 2 That is, the term euthanasia normally implies that the act must be initiated by the person who wishes to commit suicide. However, some people define euthanasia to include both voluntary and involuntary termination of life. Like so many moral/ethical/religious terms, "euthanasia" has many meanings. The result is mass confusion. It is important to differentiate among a number of vaguely related terms: Passive Euthanasia: Hastening the death of a person by altering some form of support and letting nature take its course. For example: Removing life support equipment (e.g. turning off a respirator) or Stopping medical procedures, medications etc., or Stopping food and water and allowing the person to dehydrate or starve to death. Not delivering CPR (cardio-pulmonary resuscitation) and allowing a person, whose heart has stopped, to die. Perhaps the most common form of passive euthanasia is to give a patient large doses of morphine to control pain, in spite of the likelihood that the pain-killer will suppress respiration and cause death earlier than it would otherwise have happened. Such doses of pain killers have a dual effect of relieving pain and hastening death. Administering such medication is regarded as ethical in most political jurisdictions and by most medical societies. These procedures are performed on terminally ill, suffer... Free Essays on Euthansia Free Essays on Euthansia Euthansia Euthanasia is often called â€Å"mercy killing†. It is intentionally making someone die, rather than allowing that person to die naturally. It is sometimes the act of ending someone’s life, who is terminally ill, or is suffering in severe pain. Euthanasia is mostly illegal in the world today. Euthanasia can be considered a form of suicide, if the person afflicted with the problem actively does it. The person volunteering to commit the act to that person can also consider it a form of murder. The positive side of Euthanasia is that it ends a person’s suffering in this world. Many physicians and psychiatrists believe that it may a humane act. From a virtue ethics point of view, it may be appropriate. What we seek in human existence is to be happy, and find happiness. Suffering from a terminal illness, or affliction, could inhibit one’s happiness in life. If the goal is to be happy, then Euthanasia would be an answer for this person. Euthanasia may even bring about happiness in that it is what the person desires and wants, in order to no longer to be a burden to his/her family. Also, Euthanasia would stop the pain and not prolong the dying process. In the utilitarian point of view we all have a duty to our happiness, and a duty to the society. Euthanizing a person based on the society aspect makes sense. With greater and greater emphasis put on managed care today, many doctors are at a financial risk when they provide treatments to patients who are in the dying process. These patients may also feel like not becoming a burden to the society at large, and choose to fulfill a duty – Euthanasia. If the person is in a coma or is brain dead, that person is no use to himself or herself, or society anymore. Euthanasia is a viable method to end an otherwise futile attempt at recovery. The family of the person being euthanized may not want their family members in pain – to suffer. It can be a family duty to do the ... Free Essays on Euthansia Meanings of terms Why is it an issue? Beliefs about suicide and euthanasia Meanings of Terms Most people in North America die what may be called a bad death. One study found that "More often than not, patients died in pain, their desires concerning treatment neglected, after spending 10 days or more in an intensive care unit." cited in Ref. 1 The word Euthanasia originated from the Greek language: eu means "good" and thanatos means "death". One meaning given to the word is "the intentional termination of life by another at the explicit request of the person who dies." 2 That is, the term euthanasia normally implies that the act must be initiated by the person who wishes to commit suicide. However, some people define euthanasia to include both voluntary and involuntary termination of life. Like so many moral/ethical/religious terms, "euthanasia" has many meanings. The result is mass confusion. It is important to differentiate among a number of vaguely related terms: Passive Euthanasia: Hastening the death of a person by altering some form of support and letting nature take its course. For example: Removing life support equipment (e.g. turning off a respirator) or Stopping medical procedures, medications etc., or Stopping food and water and allowing the person to dehydrate or starve to death. Not delivering CPR (cardio-pulmonary resuscitation) and allowing a person, whose heart has stopped, to die. Perhaps the most common form of passive euthanasia is to give a patient large doses of morphine to control pain, in spite of the likelihood that the pain-killer will suppress respiration and cause death earlier than it would otherwise have happened. Such doses of pain killers have a dual effect of relieving pain and hastening death. Administering such medication is regarded as ethical in most political jurisdictions and by most medical societies. These procedures are performed on terminally ill, suffer...

Why Many Good Workers Turn into Bad Bosses Essay

Why Many Good Workers Turn into Bad Bosses - Essay Example When Mr. Min was promoted as the Chief Chef, orientation was given by the management about the nature of the job and expectations of the management. But when Mr. Min took charge he was not performing well as he had done in his previous job. There was confusion in the kitchen and the kitchen staff were de-motivated. In fact some of the chefs were considering exploring new opportunities. The management was concerned about the developments in the kitchen and Mr. Min was called for meeting with the management. Separate interviews were also conducted with the kitchen staff to identify the source of the problems. It was identified by the management that, the position of the Chief Chef is a job which requires more of leadership and interpersonal skills than of culinary skills. A Chief Chef should know culinary but the knowledge of culinary alone does not make a Chief. Mr. Min was a very good chef but when it came to leading a department it was very difficult for him, because his ability to lead the department in a positive manner was very less. As the Chief of a department it is very essential that a person understands the need to moti vate the staff in a positive way.

Logistics and Supply Chain Management Operations' Process Control, Assignment

Logistics and Supply Chain Management Operations' Process Control, Optimization, and Sustainability in Seaport Container Termina - Assignment Example This is to say that the result of a productive port container terminal over a relatively longer period of time yields sustainability (Clark, Dollar and Micco, 2004). But for productivity to be optimized, a couple of operational management needs have to be fulfilled. These are logistics and supply chain management. The reason why these two phenomena should be incorporated and used hand-in-hand is that productivity and for that matter sustainability of container terminal is measured partly by the discharge and loading of container onto vessel as well as the reception and delivery operations, which involves transferring containers in and out of trucks (Kim and Park, 2003). These means of measurement directly require logistics to control the flow of container demands as well as supply chain management, which would determine the activities of individuals and organizations, which ensure the upstream and downstream flow of products and goods in vessel operations (De Monie, 1987). Problem St atement Vessel operators have recently adapted several methodologies and strategies in achieving sustainability in seaport container terminal including the use of concessions and the privisation of ports but not much of results seem to have been achieved even with these (Drewry Consultants Ltd. 2003). In the midst of the major failures being recorded therefore, there is the need for there to be a paradigm shift that looks at an unorthodox and radical strategy that can promise an unprecedented result. Interestingly, there have been a couple of research works already undertaken by a number of researchers who have looked at the impact of logistics and supply chain management towards process control, optimization and sustainability in seaport container terminal. For the present study, a number of those studies that made use of qualitative research approach shall be critically analysed. This implies that the proposed research shall be made to follow the qualitative research approach. By this study, some of the major forms of qualitative research approach shall be reviewed according to their weaknesses and strengths and an eventual decision on the best form or type of qualitative research approach for the proposed study shall be selected. Aims and Objectives Generally, the present study is structured around and aim, which is the overall goal that the researcher wants to achieve for the study. But the aim is wide and cannot be achieved without breaking it down into divisible parts. To this end, a number of specific objectives are set to help accomplish the research aim. The aim of the study is to determine which qualitative methods in the academic literature have been most effectively used in addressing the issue of how logistics and supply chain management aids in accelerating process control, optimization and sustainability in seaport container terminal. The specific objectives that need to be achieved independently to consolidate the achievement of the overall aim are given as follows. 1. To identify the two commonest forms of qualitative methods used in addressing the issue of logistics and supply chain management in seaport container terminal. 2. To evaluate the two types of approaches independently on the basis of The type of research questions addressed The value of the results presented The methods and instruments employed in achieving results 3. To evaluate the

Conclusion and recommendation Essay Example for Free

Conclusion and recommendation Essay Based on the results of the focus group discussion and the interview, Web 2. 0 applications being utilized for educational purposes are seen to have a very good potential in being integrated into educational processes for teaching and learning. Reflective of the first objective, it has been seen that there is a positive outlook with regards to Web 2. 0 applications from students and how the communicate. In addition, it is seen that educational processes would from time to time inculcate particular. Web 2. 0 applications and replacing conventional educational tools with newer and more technologically adept Web 2. 0 applications in order for educators to be more effective in communicating with students. With respect to the sixth objective of this study, educators are keen to note that Web 2. 0 applications have the potential for being used as a tool for educational purposes. Educators on one hand furthered this conclusion because of their openness to the concept of including Web 2. 0 applications in their curriculum, utilizing its capabilities in effectively transferring knowledge to their students and more importantly communicating with them. In answering objectives two and three, educators themselves indicated that they are able to already utilize Web 2. 0 applications for providing administrative information to their students and they have indicated that Web 2. 0 applications being used as educational tools already exists and is being utilized by other educators. They are able to go with the flow of innovation as students are getting more and more adept with the use of such internet tools that they are able to identify with this and use this to the teacher’s advantage. The educators have identified that Web 2. 0 applications such as Blogs, Wikis, and other social networking tools have the potential to be used as teaching tools. Being able to use such a tool would not only make their teaching efforts easier but more importantly more effective in bringing information to their students. Coming from the aim of the study particularly to identify how Web 2. 0 technologies can be applied to Higher education, it is apparent that due to the inputs coming from both the student body and educators and because of extant literature there is an apparent improvement in the use of Information Technology in higher education. With the current use of Web 2. 0 technologies such as that of Flickr, Wikis and Myspace by both students and educators in communicating and teaching learning, Web 2. 0 technologies in the future will most certainly be integrated into higher education. This is due to the cultural changes that are observed within educators and students as how they perceive Web 2. 0 technologies and their effect on higher education. This is already evident as students currently utilize such Web 2. 0 applications in communicating with their peers for educational purposes. The next phase would be to utilize such tools more effectively and efficiently by the educators themselves in communicating with their students. On the other hand, because of such an increase in utilization, it would be constructive for this area of educational research if there are additional in-depth studies pertaining to Web 2. 0 technologies and how they affect higher education. In order to further explain and expound on this body of knowledge, it is recommended that a considerable number of focus groups be added into the study. This would yield a more accurate and diverse collation of answers. This would then be used in acquiring more information and validating the results of this study. In addition to the methodology, there should be an inclusion of several interviews to be conducted on other areas particularly other educational classes and universities so as to identify the relationship of geography with Web learning. In addition to this, it would be useful to identify if there is a relationship between racial background and web learning, is there a trait that controls the preferences of various races utilize web 2. 0 applications and if there is a relationship with race. Lastly, In addition to what was mentioned above, it would prove crucial if there is further study with regards to other countries and how they are able to utilize Web 2. 0 applications in their pursuit for better education. This would be able to provide the research with a better comparison particular to the effects of countries with respect to Web 2. 0 applications and Web learning.

Bohr and the Periodic table :: essays research papers

Bohr's Model   Ã‚  Ã‚  Ã‚  Ã‚  There are three main parts of an atom the electrons, protons and the neutrons. Each part has charge. It is rather positive, negative, or neutral. An electron always has a negative charge. Protons always have negative charges. Then finally the neutron is a neutral charge or a charge of zero. If the charge of the whole atom it zero that means there are an equal number of positive and negative pieces. An electron can be found anywhere around the nucleus, and the protons and neutrons are in the nucleus. You can not pin point were the electrons are but the area that it can be in is called a shell. Periodic Table   Ã‚  Ã‚  Ã‚  Ã‚  On the periodic table the horizontal rows are called periods, and the Vertical columns are called groups. Elements that are in the same row have something in common. Elements in the same period have the same number of atomic shells. Every element in the top row has one shell for its electrons. The second row has two shells for their electrons. Now, the most shells for one element is seven. Less specific groups are called families. Families are grouped by their chemical properties and how the elements react with the outside world. The columns in the periodic table are mostly used to make families. A family of elements can be found in many different ways. An isotope is an atom that is missing or that has an extra neutron. Ionic Bonds   Ã‚  Ã‚  Ã‚  Ã‚  Ions are atoms with an extra electron or a missing electron. But a normal atom would be neutral because it has the same number of electrons as the atomic number. If you are an atom and you are missing one electron, it does not mean that you are another atom, but you are not a complete atom either. You are something new, an ion. The goal of an atom is to be happy. If you have filled shells you are called stable. When you give up the extra electron you are attractive and other atoms want to bond with you. The two main types of bonding are covaent and electrovalent. Ionic bonds are really groups of charged ions held together by electric forces. Covailent Bonds   Ã‚  Ã‚  Ã‚  Ã‚  Covailent compounds happen when the electrons are shared by the atoms.

Critical Thinking Questions Essay

Labeling is a societal way of correcting wrongs within the community by giving names related to the kind of wrong committed. Unfortunately, this does not always correct the deviant’s behavior. The labeled character internalizes the label and gets accustomed to it so as behave as labeled. Once one is called a thief they become one because the society is already aware of their character and they have no fear. They abide to the ascribed label, (Labeling and Crime, 2001). 2). What is the difference between primary and secondary deviance? Primary deviance, according to Edwin Lemert, is the initial act in which a person is identified to have committed a social wrong. When the society tries to correct it by punishing the offender they may or not stop committing this act depending on their perception of the form of correction. Secondary deviance is a kind of deviance that results from the reaction of the offender to the initial societal corrective measures. The offender tends to acquaint themselves with stubbornness against first hand correction to mistakes. As result of being labeled they develop a mind set that they are deviants. The community may try to punish them harder only to realize that they harden and commit the crime more frequently and fully become criminals rather than just deviants, (Crime and Criminology, 2010). 3). What are some examples of master status not in the text? A master status is acquired when one is successfully labeled and develops that particular kind of label making it his/her personality. For example, one may acquire a master status as a prostitute, rapist, gay or homosexual. This may have resulted from an act out of curiosity, desperation or poverty. When it is known to the public they may be labeled. The community does not want to associate with them and they may not get jobs due to the label and they decided to make it their personality for survival. 4). What are traits associated with them? Master status may result to a complete change in the character and personality of an individual. The new state makes them express low self esteem, shyness to the public, wild reactions that make them commit the crime more even after harsh punishment. They may tend to be closely associated with other criminals and may indulge in other related crimes other than the one they were labeled after. This mixed reaction results from victimization of the labeled person by capitalizing on his weakness rather than promoting their strengths. 5). How do those assumed traits affect our perceptions of people with that status? The perception of the community on a person who has acquired master status is transformed towards the description of this person in accordance to their label. They are called thieves other than teacher or father which would still be his other roles in the society. The community perceives them as evil and criminals despite any attempt to act well. 6). What are decision-making types used by rational choice theory? Decision making in rational theory may be in two types. Criminal event decision type and criminal involvement decision type. Criminal involvement type of decision making involve the criminal weighing options on whether participating in a criminal activity would yield more benefits or negatives. A cost benefit analysis is first taken before one commits crime. Crime event type of decision making involve the issues related to a particular crime that respond to the questions where, when, and how. The person must have decided to commit a crime and but they are either held back by either of the above mentioned situations which would promote the success of the crime, (Vito, Maahs, & Holmes, 2007). 7). How do these decisions apply to crime? The rational decision making applies in crime in a number of ways. If a criminal decides that it would be beneficial, advantageous, and lucrative to commit the crime then they would commit it at particular location and specific time as deemed appropriate. When the analysis is completed the criminal does not fear any punishment emanating for the crime they intend to commit. This is applicable in theft and burglary cases. References Crime and Criminology: retrieved in 2010. http://www. sociologyindex. com/crime. htm 2010 Labeling and Crime: edited in March 2001: http://www. le. ac. uk/education/resources/SocSci/labelling. html 09 Vito, GT F. , Maahs, J. R. & Holmes, R. M. (2007). Criminology: theory, research, and policy. Canada: Jones and Bartlett’s publisher.

Invisible Man

1) Symbol In chapter 15, the narrator comes across a coin bank when leaving Mary's house. The coin bank is a figurine is of a grinning black man, who when a coin is placed in its hand and a lever is pushed, tosses the coin into his mouth. This is not only derrogative on how society viewed the african americans but also symbolic in how the narrator has experienced the race being not only treated negatively, but regarded in terms of unequality and in a sense, bottom feeders. More specifically, this can relate to the Battle Royal where the young black boys scavvanged up their winnings on the electrified carpet infront of an audiance that was mainly wealthy white people. To the white men, this exemplified the black men's despair to grab up any money they could, in a humiliating mannor, which was supplied by the white man himself. I think this symbol is significant because it symbolizes the reoccuring issue of black men being lesser equals of the white man, and it doesn't allow the narrator to forget about his â€Å"place† in society, as long as the rest of the race. ) Setting â€Å"†¦ I found a home-or a hole in the ground, as you will†¦. My hole is warm and full of light. In my hole in the basement there are exactly 1,363 lights. I've wired the entire ceiling, every inch of it. And not with flourescent bulbs, but with the older, more-expensive-to-operate kind, the filament type. (p. 6,7)† † It was foggy with cigar smoke. And already the whiskey was taking effect. I was shocked to see some of the most important men in town quite tipsy. They were all there-bankers, lawyers, judges, doctors, fire chiefs, teachers , merchants. Even one of the more fashionable pastors. Something we could not see was going up front. A clarinet was vibrating sensuously and the men were standing up and moving eagerly forward. (pg. 18) † It was a beautiful college. The buldings were old and covered with vines and the roads gracefully winding, lined the hedges and wild roses that dazzled the eyes in the summer sun. Honeysuckle and purple wisteria hung heavy from the trees and white magnolias mixed with their scents in the bee-humming air†¦. How the grass turned in the springtime and how the mocking birds fluttered their tails and sang, how the moon shone down on the buildings, how the bell in the chapel tower rang out the precious short-lived hours; how the girls in bright summer dresses promenaded the grassy lawn. (pg. 34)† â€Å"†¦ winter, with the moon high above and the chimes in the steeple ringing and a sonorous choir of trombones rendering a Christmas -caarol; and over all is a quiteness and an ache as though all the world were lonliness. (pg. 5)† † The plant was in Long Island, and I crossed a bridge in the fog to get there and came down in a stream of workers. Ahead of me a huge electric sign announced its message through the drifiting strands of fog†¦. Flags were fluttering in the breeze from each other in a maze of buildings below the sign, and for a moment it was like watching some vast patriotic ceremony from a distance. But no shots were fired and no bugles sounded (pg. 196)â⠂¬  † I was sitting in a cold, white rigid chair and a man was looking at me out of a bright third eye that glowed from the center of his forehead. He reached out, touching my skull gingerly, and said something encouraging, as though i were a child. his fingers went away (pg 231). † † When I came out of the subway, Lenox Avenue seemed to careen away from me at a drunken angle, and I focused upon the teetering scene with wild, infant's eyes, my head throbbing (pg. 251). † † Then I was back in the street and moving toward the subway. My eyes adjusted quickly; the world took on a dark-green intensity, the lights of cars glowed like stars, faces were a mysterious blur; the garish signs of movie houses muted down to a soft sinister glowing (pg. 84). † â€Å"†¦ a small crowded room of men and women sitting in folding chairs, to the front where a slender woman in a rusty black robe played passionate boogie-woogie on an upright piano along with a young man wearing a skull cap who stuck righteous riffs from an electic guitar which was connected to an amplifier that hung from the ceiling above a gleamin g white and gold pulpit. A man in an elegant red cardinal's robe and a high lace collar stood resting against an enormous Bible and now began to lead a hard-driving hymn which the congregation shouted in an unknown tongue. And back and high on the wall above him there arched the words in letters of gold: LET THERE BE LIGHT (pg497,498). † â€Å"It was a hot dry August night. Lightning flashed across tge eastern sky and a breathless tension was in the humid air (pg 516). † I believe Ralph Ellison has created a credible setting because in each of the examples, a detailed description of the narrator's surrounding is evident. With such detail, it is clear to the reader what time period the novel or flashback is taken place in and the environment the main character, or author is experiencing. In this case, the story is taking place first in the south, then making its way towards the north, Harlem, in the early 1920's and 1930's. 3) Striking images, ideas, events, objects â€Å"I am an invisible man. No, I am not a spook like those who haunted Edgar Allan Poe; nor am I one of your Hollywood-movie ectoplasms. I am a man of substance, of flesh and bone, fiber and liquids- and I might even be said to possess a mind. I am invisible, understand, simply because people refuse to see me (pg. 3). † Opening the prologue, the narrator starts by introducing himself as an invisible man. This introduction is important because it immediatedly allows the reader to understand the narrator's self placement in society, which also sets the constant theme throughtout the novel. â€Å"Without light I am not only invisible, but formless as well; and to be unaware of one's form is to live a death. I myself, after existing some twenty years, did not become alive until I discovered my invisibility (pg. 7). † Prior before this excerpt, the narrator explained he installed 1,369 lights in his basement. He goes on to explain why he possesses so many lights in the theory that even though he is â€Å"invisible† he still exists; and the light permits him to exist. In addition, he explains that he hadn't begun to live until he realized he was invisible. I interperate this as him stepping back from participating in the life society leads, and observing and living his own, secluded. † All my life I had been looking for something, and everywhere I turned someone tried to tell me what it was†¦. I was looking for myself and asking everyone execept myself questions which I, and only I, could answer (pg. 5). † The narrator begins to flashback to his adolecent years by explaining what he now realizes was the hindering aspect of his youth. Throughout the book he begins to find himself, and his place in society. â€Å"You're hidden right out in the open – that is, you would be only if you realized it (pg. 154). † At the Golden Day, the veteran doctor tells th is to the narrator. In his flashback, this is when the narrator gets the notion of being an invisible man of society. It also foreshadows his future understanding of himself. Who knows but that, on the lower frequencies, I speak for you? (pg. 581)† Ending the novel, the narrator leaves the reader with these words. This can be interperprated into different views. To me, this means that he may speak for you, it is possible that he is expressing your feelings or describing some part of your experience; and who is to prove otherwise other than yourself? 4) Figures of Speach â€Å"Like the bodiless heads you see sometimes in circus sideshows, it is as though I have been surrounded by mirrors of hard, distorting glass (pg. ) . † This metaphore is used to exemplify the narrator's view upon his place in society and how he is viewed. With this, he is trying to explain that when in public, he is never seen as he is; whether he had been replaced by his surroundings, other people, or figments of the viewer's imagination. â€Å"†¦ A figure in a nightmare which the sleeper tries with all his strength to destroy (pg. 4). † Another metaphore is used to explain how the narrator experiences invisibility. Invisibilty has led him to question if in reality he is infact viewed and understood as an actual human being or is he rather a neusance, or terrorist in other's lives in that they wish not to see him- making him invisible. † Live with your head in the lion's mouth (pg. 16). † A few of the narrator's grandfather's last words that had powerful meaning. To live with your head in the lion's mouth means to live life on the edge, or to live life in a knowingly dangerous manor. The grandfather did not want his grandchildren to live life in fear, and with the wills of society. Invisible Man 1) Symbol In chapter 15, the narrator comes across a coin bank when leaving Mary's house. The coin bank is a figurine is of a grinning black man, who when a coin is placed in its hand and a lever is pushed, tosses the coin into his mouth. This is not only derrogative on how society viewed the african americans but also symbolic in how the narrator has experienced the race being not only treated negatively, but regarded in terms of unequality and in a sense, bottom feeders. More specifically, this can relate to the Battle Royal where the young black boys scavvanged up their winnings on the electrified carpet infront of an audiance that was mainly wealthy white people. To the white men, this exemplified the black men's despair to grab up any money they could, in a humiliating mannor, which was supplied by the white man himself. I think this symbol is significant because it symbolizes the reoccuring issue of black men being lesser equals of the white man, and it doesn't allow the narrator to forget about his â€Å"place† in society, as long as the rest of the race. ) Setting â€Å"†¦ I found a home-or a hole in the ground, as you will†¦. My hole is warm and full of light. In my hole in the basement there are exactly 1,363 lights. I've wired the entire ceiling, every inch of it. And not with flourescent bulbs, but with the older, more-expensive-to-operate kind, the filament type. (p. 6,7)† † It was foggy with cigar smoke. And already the whiskey was taking effect. I was shocked to see some of the most important men in town quite tipsy. They were all there-bankers, lawyers, judges, doctors, fire chiefs, teachers , merchants. Even one of the more fashionable pastors. Something we could not see was going up front. A clarinet was vibrating sensuously and the men were standing up and moving eagerly forward. (pg. 18) † It was a beautiful college. The buldings were old and covered with vines and the roads gracefully winding, lined the hedges and wild roses that dazzled the eyes in the summer sun. Honeysuckle and purple wisteria hung heavy from the trees and white magnolias mixed with their scents in the bee-humming air†¦. How the grass turned in the springtime and how the mocking birds fluttered their tails and sang, how the moon shone down on the buildings, how the bell in the chapel tower rang out the precious short-lived hours; how the girls in bright summer dresses promenaded the grassy lawn. (pg. 34)† â€Å"†¦ winter, with the moon high above and the chimes in the steeple ringing and a sonorous choir of trombones rendering a Christmas -caarol; and over all is a quiteness and an ache as though all the world were lonliness. (pg. 5)† † The plant was in Long Island, and I crossed a bridge in the fog to get there and came down in a stream of workers. Ahead of me a huge electric sign announced its message through the drifiting strands of fog†¦. Flags were fluttering in the breeze from each other in a maze of buildings below the sign, and for a moment it was like watching some vast patriotic ceremony from a distance. But no shots were fired and no bugles sounded (pg. 196)â⠂¬  † I was sitting in a cold, white rigid chair and a man was looking at me out of a bright third eye that glowed from the center of his forehead. He reached out, touching my skull gingerly, and said something encouraging, as though i were a child. his fingers went away (pg 231). † † When I came out of the subway, Lenox Avenue seemed to careen away from me at a drunken angle, and I focused upon the teetering scene with wild, infant's eyes, my head throbbing (pg. 251). † † Then I was back in the street and moving toward the subway. My eyes adjusted quickly; the world took on a dark-green intensity, the lights of cars glowed like stars, faces were a mysterious blur; the garish signs of movie houses muted down to a soft sinister glowing (pg. 84). † â€Å"†¦ a small crowded room of men and women sitting in folding chairs, to the front where a slender woman in a rusty black robe played passionate boogie-woogie on an upright piano along with a young man wearing a skull cap who stuck righteous riffs from an electic guitar which was connected to an amplifier that hung from the ceiling above a gleamin g white and gold pulpit. A man in an elegant red cardinal's robe and a high lace collar stood resting against an enormous Bible and now began to lead a hard-driving hymn which the congregation shouted in an unknown tongue. And back and high on the wall above him there arched the words in letters of gold: LET THERE BE LIGHT (pg497,498). † â€Å"It was a hot dry August night. Lightning flashed across tge eastern sky and a breathless tension was in the humid air (pg 516). † I believe Ralph Ellison has created a credible setting because in each of the examples, a detailed description of the narrator's surrounding is evident. With such detail, it is clear to the reader what time period the novel or flashback is taken place in and the environment the main character, or author is experiencing. In this case, the story is taking place first in the south, then making its way towards the north, Harlem, in the early 1920's and 1930's. 3) Striking images, ideas, events, objects â€Å"I am an invisible man. No, I am not a spook like those who haunted Edgar Allan Poe; nor am I one of your Hollywood-movie ectoplasms. I am a man of substance, of flesh and bone, fiber and liquids- and I might even be said to possess a mind. I am invisible, understand, simply because people refuse to see me (pg. 3). † Opening the prologue, the narrator starts by introducing himself as an invisible man. This introduction is important because it immediatedly allows the reader to understand the narrator's self placement in society, which also sets the constant theme throughtout the novel. â€Å"Without light I am not only invisible, but formless as well; and to be unaware of one's form is to live a death. I myself, after existing some twenty years, did not become alive until I discovered my invisibility (pg. 7). † Prior before this excerpt, the narrator explained he installed 1,369 lights in his basement. He goes on to explain why he possesses so many lights in the theory that even though he is â€Å"invisible† he still exists; and the light permits him to exist. In addition, he explains that he hadn't begun to live until he realized he was invisible. I interperate this as him stepping back from participating in the life society leads, and observing and living his own, secluded. † All my life I had been looking for something, and everywhere I turned someone tried to tell me what it was†¦. I was looking for myself and asking everyone execept myself questions which I, and only I, could answer (pg. 5). † The narrator begins to flashback to his adolecent years by explaining what he now realizes was the hindering aspect of his youth. Throughout the book he begins to find himself, and his place in society. â€Å"You're hidden right out in the open – that is, you would be only if you realized it (pg. 154). † At the Golden Day, the veteran doctor tells th is to the narrator. In his flashback, this is when the narrator gets the notion of being an invisible man of society. It also foreshadows his future understanding of himself. Who knows but that, on the lower frequencies, I speak for you? (pg. 581)† Ending the novel, the narrator leaves the reader with these words. This can be interperprated into different views. To me, this means that he may speak for you, it is possible that he is expressing your feelings or describing some part of your experience; and who is to prove otherwise other than yourself? 4) Figures of Speach â€Å"Like the bodiless heads you see sometimes in circus sideshows, it is as though I have been surrounded by mirrors of hard, distorting glass (pg. ) . † This metaphore is used to exemplify the narrator's view upon his place in society and how he is viewed. With this, he is trying to explain that when in public, he is never seen as he is; whether he had been replaced by his surroundings, other people, or figments of the viewer's imagination. â€Å"†¦ A figure in a nightmare which the sleeper tries with all his strength to destroy (pg. 4). † Another metaphore is used to explain how the narrator experiences invisibility. Invisibilty has led him to question if in reality he is infact viewed and understood as an actual human being or is he rather a neusance, or terrorist in other's lives in that they wish not to see him- making him invisible. † Live with your head in the lion's mouth (pg. 16). † A few of the narrator's grandfather's last words that had powerful meaning. To live with your head in the lion's mouth means to live life on the edge, or to live life in a knowingly dangerous manor. The grandfather did not want his grandchildren to live life in fear, and with the wills of society. Invisible Man Invisible Man

Congress Members Who Voted Against the 2002 Iraq War

Congress Members Who Voted Against the 2002 Iraq War The directionless Iraq War has killed over 4,100 U.S. soldiers, wounded or maimed more than 200,000 more, and delivered a devastating blow to our countrys reputation and moral authority. Its time we honor the members of Congress who voted in 2002 to prevent the Bush administrations hasty rush into an unprovoked attack and occupation of Iraq. Voter Breakdown The dramatic, much-debated vote on Joint Resolution 114 was taken on Oct. 11, 2002. It passed the Senate by a vote of 77 to 23, and the House of Representatives by a vote of 296 to 133. In the end, 156 members of Congress from 36 states had enough information and personal insight and wisdom to make the correct decision for our nation and the world community. Six House Republicans and one Independent joined 126 Democratic members of the House of Representatives in voting NAY. In the Senate, 21 Democrats, one Republic, and one Independent courageously voted their consciences in 2002 against the War in Iraq. These discerning, courageous leaders are exactly what our country needs to lead us out of the present abyss in Iraq under the Bush Administration. We can trust their judgment! Voting Record This convenient list is organized by state, and features all 156 members of Congress who voted NAY to the War in Iraq, including their political affiliations. State Congress Name Party Notes Alabama Rep Earl Hilliard D retired from office Arizona Rep Ed Pastor D Arkansas Rep Vic Snyder D California Sen Barbara Boxer D California Rep Joe Baca D California Rep Xavier Becerra D California Rep Lois Capps D California Rep Gary Condit D California Rep Susan Davis D California Rep Anna Eshoo D California Rep Sam Farr D California Rep Bob Filner D California Rep Mike Honda D California Rep Barbara Lee D California Rep Zoe Lofgren D California Rep Robert Matsui D deceased California Rep Juanita Millender-McDonald D California Rep George Miller D California Rep Grace Napolitano D California Rep Nancy Pelosi D California Rep Lucille Roybal-Allard D California Rep Loretta Sanchez D California Rep Hilda Solis D California Rep Pete Stark D California Rep Mike Thompson D California Rep Maxine Waters D California Rep Diane Watson D California Rep Lynn Woolsey D Colorado Rep Diana DeGette D Colorado Rep Mark Udall D Connecticut Rep Rosa DeLauro D Connecticut Rep John Larson D Connecticut Rep James Maloney D Florida Sen Bob Graham D Florida Rep Corrine Brown D Florida Rep Alice Hastings D Florida Rep Carrie Meek D retired from office Georgia Rep John Lewis D Georgia Rep Cynthia McKinney D Hawaii Sen Daniel Akaka D Hawaii Sen Daniel Inouye D Hawaii Rep Neil Abercrombie D Illinois Sen Dick Durbin D Illinois Sen Bobby Rush D Illinois Rep Jerry Costello D Illinois Rep Danny Davis D Illinois Rep Lane Evans D Illinois Rep Luis Gutierrez D Illinois Rep Jesse Jackson Jr. D Illinois Rep Bill Lipinski D retired from office Illinois Rep Jan Schakowsky D Indiana Rep Julia Carson D Indiana Rep John Hostettler R Indiana Rep Pete Visclosky D Iowa Rep Jim Leach R Maine Rep Tom Allen D Main Rep Baldacci D Maryland Sen Barbara Mikulski D Maryland Sen Paul Sarbanes D Maryland Rep Benjamin Cardin D Maryland Rep Elijah Cummings D Maryland Rep Connie Morella D Massachusetts Sen Ted Kennedy D Massachusetts Rep Michael Capuano D Massachusetts Rep Bill Delahunt D Massachusetts Rep Barney Frank D Massachusetts Rep Jim McGovern D Massachusetts Rep Richard Neal D Massachusetts Rep John Olver D Massachusetts Rep John Tierney D Michigan Sen Carl Levin D Michigan Sen Debbie Stabenow D Michigan Rep David Bonior D Michigan Rep John Conyers Jr. D Michigan Rep John Dingell D Michigan Rep Dale Kildee D Michigan Rep Carolyn Cheeks Kilpatrick D Michigan Rep Sandy Levin D Michigan Rep Lynn Rivers D Michigan Rep Bart Stupak D Minnesota Sen Mark Dayton D Minnesota Sen Paul Wellstone D deceased Minnesota Rep Betty McCollum D Minnesota Rep Jim Oberstar D Minnesota Rep Martin Olav Sabo D Mississippi Rep Bennie Thompson D Missouri Rep William Clay Jr. D MIssouri Rep Karen McCarthy D retired from office New Jersey Sen Jon Corzine D New Jersey Rep Rush Holt D New Jersey Rep Robert Menendez D New Jersey Rep Frank Pallone Jr D New Jersey Rep Donald Payne D New Mexico Sen Jeff Bingaman D New Mexico Rep Tom Udall D New York Rep Maurice Hinchey D New York Rep Amo Houghton R New York Rep John LaFalce D New York Rep Gregory Meeks D New York Rep Jerrold Nadler D New York Rep Major Owens D New York Rep Charles Rangel D New York Rep Jose Serrano D New York Rep Louise Slaughter D New York Rep Edolphus Towns D New York Rep Nydia Velazquez D North Carolina Rep Eva Clayton D retired from office North Carolina Rep David Price D North Carolina Rep Melvin Watt D North Dakota Sen Kent Conrad D Ohio Rep Sherrod Brown D Ohio Rep Stephanie Tubbs Jones D Ohio Rep Marcy Kaptur D Ohio Rep Dennis Kucinich D Ohio Rep Thomas Sawyer D Ohio Rep Ted Strickland D Oregon Sen Ron Wyden D Oregon Rep Earl Blumenauer D Oregon Rep Peter DeFazio D Oregon Rep Darlene Hooley D Oregon Rep David Wu D Pennsylvania Rep Robert Brady D Pennsylvania Rep William Coyne D retired from office Pennsylvania Rep Mike Doyle D Pennsylvania Rep Chaka Fattah D Rhode Island Sen Lincoln Chafee D Rhode Island Sen Jack Reed D Rhode Island Rep James Langevin D South Carolina Rep Gresham Barrett R South Carolina Rep James Clyburn D Tennessee Rep John Duncan Jr R Texas Rep Lloyd Doggett D Texas Rep Charles Gonzalez D Texas Rep Ruben Hinojosa D Texas Rep Sheila Jackson-Lee D Texas Rep Eddie Bernice Johnson D Texas Rep Ron Paul R Texas Rep Silvestre Reyes D Texas Rep Ciro Rodriguez D retired from office Vermont Sen Jim Jeffords D Vermont Sen Patrick Leahy D Vermont Rep Bernie Sanders I Virginia Rep Jim Moran D Virginia Rep Bobby Scott D Washington Sen Patty Murray D Washington Rep Jay Inslee D Washington Rep Rick Larsen D Washington Rep Jim McDermott D District of Columbia Rep Brian Baird D West Virginia Sen Robert Byrd D West Virginia Rep Alan Mollohan D West Virginia Rep Nick Rahall D Wisconsin Sen Russ Feingold D Wisconsin Rep Tammy Baldwin D Wisconsin Rep Jerry Kleczka D retired from office Wisconsin Rep David Obey D

A Timeline of the Genocide in Rwanda

A Timeline of the Genocide in Rwanda The 1994 Rwandan Genocide was a brutal, bloody slaughter that resulted in the deaths of an estimated 800,000 Tutsi (and Hutu sympathizers). Much of the hatred between the Tutsi and Hutu stemmed from the ways they were treated under Belgian rule. Follow the increasing stresses within the country of Rwanda, beginning with its  European colonization to independence to genocide. While the genocide itself lasted 100 days, with brutal murders happening throughout, this timeline includes some of the larger mass murders that took place during that time period. Rwanda Genocide Timeline 1894:  Germany colonizes Rwanda. 1918: The Belgians assume control of Rwanda. 1933: The Belgians organize a census and mandate that everyone is issued an identity card classifying them as either Tutsi, Hutu, or Twa. December 9, 1948: The United Nations passes a resolution which both defines genocide and declares it a crime under international law. 1959: A Hutu rebellion begins against the Tutsis and Belgians. January 1961: The Tutsi monarchy is abolished. July 1, 1962: Rwanda gains its independence. 1973: Juvà ©nal Habyarimana takes control of Rwanda in a bloodless coup. 1988: The RPF (Rwandan Patriotic Front) is created in Uganda. 1989: World coffee prices plummet. This significantly affects Rwandas economy because coffee was one of its major cash crops. 1990: The RPF invade Rwanda, starting a civil war. 1991: A new constitution allows for multiple political parties. July 8, 1993: RTLM (Radio Tà ©là ©vison des Milles Collines) begins broadcasting and spreading hate. August 3, 1993: The Arusha Accords are agreed upon, opening government positions to both Hutu and Tutsi. April 6, 1994: Rwandan President Juvà ©nal Habyarimana is killed when his plane is shot out of the sky. This is the official beginning of the Rwandan Genocide. April 7, 1994: Hutu extremists begin killing their political opponents, including the prime minister. April 9, 1994: Massacre at Gikondo - hundreds of Tutsis are killed in the Pallottine Missionary Catholic Church. Since the killers were clearly targeting only Tutsi, the Gikondo massacre was the first clear sign that a genocide was occurring. April 15-16, 1994: Massacre at the Nyarubuye Roman Catholic Church - thousands of Tutsi are killed, first by grenades and guns and then by machetes and clubs. April 18, 1994: The Kibuye Massacres. An estimated 12,000 Tutsis are killed after sheltering at the Gatwaro stadium in Gitesi. Another 50,000 are killed in the hills of Bisesero. More are killed in the towns hospital and church. April 28-29: Approximately 250,000 people, mostly Tutsi, flee to neighboring Tanzania. May 23, 1994: The RPF takes control of the presidential palace. July 5, 1994: The French establish a safe zone in the southwest corner of Rwanda. July 13, 1994: Approximately one million people, mostly Hutu, begin fleeing to Zaire (now called the Democratic Republic of the Congo). mid-July 1994: The Rwanda Genocide ends when the RPF gains control of the country. The Rwandan Genocide ended 100 days after it began, but the aftermath of such hatred and bloodshed will take decades, if not centuries, from which to recover.

Rewrite Essay Example | Topics and Well Written Essays - 500 words - 8

Rewrite - Essay Example This only shows that hospital associated infection is a serious issue that needs to be taken seriously. HAI cause preventable deaths and complications in the hospital environment. Hospital workers, including the healthcare providers, use their hands during most of their dealings with the patients. The hands carry millions and millions of microorganisms, including viruses, bacteria and fungi which can easily be transmitted to the next patient the healthcare worker touches, when adequate measures are not put in place. Poor hand hygiene results to the contamination of the hands of the personnel especially when they attend to patients with airborne diseases, so it is easy to see how this can cause HAI. Studies show that hand washing is important in health care facilities in order to minimize infections. However, the statistics show that there is a great problem in the implementation of hand washing among health care personnel because of the increased number of HAI. Using the current literature and program from IHI and Voss and Widmer, the question arises: Does an educational intervention increase hand washing among nurses and care providers? Hand washing by health care providers has differed because of two aspects, perception and practice (Ebbing et al, 2010). Normally, healthcare providers wash their hands when the hands are soiled, gritty, or sticky or after using the toilet. Generally, these actions are the result of what was learned during childhood. Beyond that, there are no other norms or habits regarding washing hands beyond these personal hygiene actions. There are practices, however, that do not necessarily cause the healthcare provider to wash their hands, including touching patients, taking the blood pressure of patients or just the touching of the healthcare environment (Ansie, 2008). The fact remains that the healthcare providers

Week 2 MGMT 670 Conf Essay Example | Topics and Well Written Essays - 500 words

Week 2 MGMT 670 Conf - Essay Example However, strategic plans that are too vague and do not distinguish between key organizational objectives will result in a firm that ultimately fails. This is because there is no planning and direction from top management, whose responsibility it is to make sure that no stone is left unturned when it comes to strategic planning. The key is to strike a balance between flexible and firm strategic plans. In some industries, the margin for error in this process can be extremely tight, so it is important to have the right executives with industry experience making key management decisions. The right timeframe for a strategic plan depends on the situation of the firm involved and the industry it is in, but in general a strategic plan should last for about one year. After this period of time, management can reevaluate whether the market conditions have changed, and if so, how the strategic plan should be adapted to accommodate these changes. Because a strategic plan is of extreme importance to a company’s future success, only those with the appropriate knowledge and expertise should develop a strategic plan. Traditionally this has been a top-down process, but the best strategic plans include many more people than just top management. Opinions should be sought from department heads as to where the company currently is and where each department sees the company going in the future. This is important because only by receiving the opinions of middle management can the top executives understand how a strategic plan will affect the company. Also, a strategic plan can then be implemented based on the opinions of every department, which will not only help everyone to feel included in the process, but it will get every department working from the same page. The most successful strategic plans are followed because everyone understands their part in the process and what is expected of

Professional Development Essay Example | Topics and Well Written Essays - 2500 words

Professional Development - Essay Example The Aviva ask the candidates to deal company’s clients through telephone line and the candidate’s performance in this process is evaluated by company officials. 1. Communication skill Communication skill is the basic requirement that every employer expects with an applicant regardless of the nature and size of the company. This is highly significant in sectors like insurance industry where group work and customer interaction are inevitable factors. Communication skill is considered as primary requirement for employees as it enables the upward and downward flow of information easily at the organisational level. Obviously Aviva also gives higher importance to this skill as one of the criteria for employee recruitment. 2. ICT skills This is another area of expertise that modern enterprises including Aviva have fixed as employment criterion. According to their recruitment strategy, an employee must possess Information and Communication Technology (ICT) skills in order to be employed at their reputed insurance business venture. Aviva’s nature of business includes creation and presentation of plans using graphs and diagrams which necessitate employees’ need of ICT skills. Only a person with good experience in office management and computer applications can meet this requirement. 3. Leadership skills Aviva thinks that leadership quality must be an essential criterion in the employee selection process as their staffs are expected to take charge of projects and be able to work among other group members. Leadership skill in fact involves an array of innate qualities and acquired skills which enable a person to carry out positive interaction with his group members and also with the employer on behalf of his group. From the point of view of Yukl (2003), leadership behavior can be grouped into three such as ‘task-oriented, relation-oriented, and participative leadership’. An individual with leadership skill would come up with innovat ive ideas and normally undertakes the responsibility of his group toward the accomplishment of the given task. All other personal skills including communication skill, knowledge, negotiation skill, and many more add to one’s leadership abilities. 4. Project management skills As mentioned earlier, insurance sector involves wide range of planning activities on their new projects. Therefore, Aviva asks project management skill as another inevitable area of employees’ proficiency. Sometimes, the company would assign specific tasks to its employees and it is not possible to dispose those assignments successfully if the candidate cannot efficiently comply with project management requirements. Although Aviva values math skills, social skills, and work skills, these are not mandatory because the company provides six months basic training to its employees to meet these requirements. 2 Given below are the areas of my proficiency that make me an appropriate candidate at Aviva. I have also specified the area in which I have to further track my excellence. Communication skill must be one of the most important potentials I possess that can meet the employer’s requirements. In addition to the academic knowledge in my majors like Humanities & Social Science and Business Marketing, I have sufficient work experience in marketing field where I had to deal with a wide range of customers. My employment with Samjee International CORP’

Me, Myself, and Why Problem Set Essay Example for Free

Me, Myself, and Why Problem Set Essay 1. What is the difference between self-interest and selfishness? Why is this distinction important when considering the competitive market economy as appropriate for society? Self-interest is looking out for your best interest and finding the best possible alternatives that will benefit yourself in the business world. Selfishness is putting your own interests above the interests of others and making decisions solely based on how they will benefit you. This distinction is imperative in considering the competitive market that is appropriate for society because you need to make sure that you are looking out for yourself but at the same time you should not make market decisions based solely off your own selfish interests. A selfish business man or woman will never be successful in the long run. 2. Does your textbook present only positive economics and avoid any normative economics? If not, give some examples of normative economics covered in your textbook. The textbook presents both positive economics and normative economics. An example of normative economics that is used in the textbook states â€Å"a value-free interpretation [of economics] leads to all sorts of abuses† (42). Normative economics incorporate subjectivity in to their analysis. Normative economics are heavily influenced by value judgment as well as theoretical situations. Normative economics are the opposite of positive economics. 3. What did Adam Smith believe serves to curb self-interest in an economy? â€Å"People care what others think of them and it is this desire for the good opinion of others that constrains people in their pursuit of self-interest† (41). Adam goes on to say, â€Å"this constraint is reinforced by competition and by the jurisprudence system† (41). Smith believes that others opinions shape what they pursue. Smith opposed the exclusive privileges of corporations and even went as far to oppose  regulations such as taxes which he claims gave individuals the ability to gain an unfair advantage. 4. What does it mean to seek the Kingdom of God in a democratic capitalist economy? How can it be done? Capitalism and Christianity can be combined. It may be difficult to combine the two because many Christians believe that it is better to always put the interests of others before yourself. However, Christ calls us to be good stewards of what He has given us and it is important to be good business men and woman that strive to be warriors for the Lord. Christ has not called us to be mediocre but to rise to the top and to shine for Him. The book states, â€Å"we’re not perfect, but we can strive to act righteously with in a system that accommodates both vice and virtue† (50).

Racial Prejudice and Bias Against Hispanics Essays -- Sociology Racism

Racial Prejudice and Bias Against Hispanics At some point in life, every individual has been treated like an outsider. It occurs often with children or teenagers. However, one can still be regarded with this attitude as an adult. Furthermore, an entire group can feel as if they are being treated as an outsider, and sadly enough, it does happen regularly. One author, David Hernandez, spoke about these occurrences through his poem â€Å"Pigeons.† With his poem, Hernandez argues that Hispanics are never treated or viewed as insiders, but always as outsiders. Sadly enough, I would have to agree with Hernandez’s argument, for in his poem he concludes that Hispanics are viewed as â€Å"weird† because of their culture, are deprived by the public, and are not accepted by any of the other cultures within the American society. In the very first line of his poem, Hernandez throws out a shocking argument statement. This line reads, â€Å"Pigeons are the spiks of Birdland† (Hernandez 1023). This is extremely shocking since Hernandez was Hispanic, yet he is calling his people â€Å"spiks† and â€Å"pigeons† in degrading ways. Nevertheless, he does it to make a strong argument. First, he says that his people are viewed as pigeons because their culture is seen as weird and odd. I would have to say that I agree with Hernandez’s feelings on this, even though I do not agree that this is the right attitude to have toward Hispanics or any other race for that matter. Many times the Hispanic’s dress or the way they do things is looked down upon. It seems odd, though, that this is the attitude, since Americans have adopted several aspects from the Hispanic culture, such as pià ±atas at parties and their many types of foods like tacos, en... ...aces and by many people, â€Å"[Hispanics] are not accepted anywhere,† making them â€Å"the spiks of [America]† (Hernandez 1023). David Hernandez’s poem â€Å"Pigeons† makes strong arguments toward the fact that Hispanics are viewed with negative and prejudiced attitudes, are underprivileged by society, and are not accepted in many aspects of the general public, and with these arguments I would have to agree. Nevertheless, Hispanics are not the only group of people who are viewed with a degrading or biased attitude. Many other races are treated as outsiders, which is not right. Every human needs to reach out to others, helping each person to feel included into society. Works Cited Hernandez, David. â€Å"Pigeons.† Making Literature Matter: An Anthology for Readers and Writers. Ed. John Schilb and John Clifford. Boston: Bedford/St. Martin’s, 2000. 1023-24. Racial Prejudice and Bias Against Hispanics Essays -- Sociology Racism Racial Prejudice and Bias Against Hispanics At some point in life, every individual has been treated like an outsider. It occurs often with children or teenagers. However, one can still be regarded with this attitude as an adult. Furthermore, an entire group can feel as if they are being treated as an outsider, and sadly enough, it does happen regularly. One author, David Hernandez, spoke about these occurrences through his poem â€Å"Pigeons.† With his poem, Hernandez argues that Hispanics are never treated or viewed as insiders, but always as outsiders. Sadly enough, I would have to agree with Hernandez’s argument, for in his poem he concludes that Hispanics are viewed as â€Å"weird† because of their culture, are deprived by the public, and are not accepted by any of the other cultures within the American society. In the very first line of his poem, Hernandez throws out a shocking argument statement. This line reads, â€Å"Pigeons are the spiks of Birdland† (Hernandez 1023). This is extremely shocking since Hernandez was Hispanic, yet he is calling his people â€Å"spiks† and â€Å"pigeons† in degrading ways. Nevertheless, he does it to make a strong argument. First, he says that his people are viewed as pigeons because their culture is seen as weird and odd. I would have to say that I agree with Hernandez’s feelings on this, even though I do not agree that this is the right attitude to have toward Hispanics or any other race for that matter. Many times the Hispanic’s dress or the way they do things is looked down upon. It seems odd, though, that this is the attitude, since Americans have adopted several aspects from the Hispanic culture, such as pià ±atas at parties and their many types of foods like tacos, en... ...aces and by many people, â€Å"[Hispanics] are not accepted anywhere,† making them â€Å"the spiks of [America]† (Hernandez 1023). David Hernandez’s poem â€Å"Pigeons† makes strong arguments toward the fact that Hispanics are viewed with negative and prejudiced attitudes, are underprivileged by society, and are not accepted in many aspects of the general public, and with these arguments I would have to agree. Nevertheless, Hispanics are not the only group of people who are viewed with a degrading or biased attitude. Many other races are treated as outsiders, which is not right. Every human needs to reach out to others, helping each person to feel included into society. Works Cited Hernandez, David. â€Å"Pigeons.† Making Literature Matter: An Anthology for Readers and Writers. Ed. John Schilb and John Clifford. Boston: Bedford/St. Martin’s, 2000. 1023-24.