Why Nations Go To War

WHY NATIONS GO TO WAR is a unique book and a product of reflection by author, Dr. John G. Stoessinger. First published in 1978, its Eleventh Edition with additions came out in 2010. It is built around ten case studies, culminating in the new wars that ushered in the twenty-first century: Iraq, Afghanistan, and the wars between Arabs and Israelis in Gaza and in Lebanon. In the book he analyses the most important military conflicts of the 20th century: First World War, operation Barbarossa, the Korean War, the Vietnam War, the war in Yugoslavia, the India-Pakistan conflict etc.The distinguishing feature of the book is the author's emphasis on the pivotal role of the personalities of leaders who take their nations, or their following, across the threshold into war. Thus this book transmits an understanding of warfare from World War I to the present century. Dr. Stoessinger believes that the war is neither impersonal, nor inevitable, arguing that the responsibility for a war doesn't lie solely with certain events, because everything is, in fact, about the decisions that people make.He argues that many conflicts could have been avoided without the use of force or without going to war. Dr. John G. Stoessinger attended college at Grinnell College in Iowa as an undergraduate and completed his Ph. D. in International Relations at Harvard. He has taught at several universities including Harvard, MIT, Columbia, Princeton, and the University of San Diego, where he is currently a Distinguished Professor of Global Diplomacy. In addition to his teaching career, Dr. Stoessinger has also led the International Seminar on International Relations at Harvard in 1969.He was also the keynote speaker at the World Congress of Junior Chamber International during their fiftieth anniversary event in Kobe, Japan. Dr. Stoessinger has written ten books on international relations and was awarded the Bancroft Prize for The Might of Nations: World Politics in Our Time. He has served as the book review editor of Foreign Affairs, acting director of the Political Affairs Division of the United Nations, and is a member of the Council of Foreign Relations. He has been included in Who’s Who in America and Who’s Who in the World. Dr.Stoessinger is notable for his individual analyses of war, contrasted with the systemic views more commonly studied by political scientists after the Second World War. Stoessinger was only a child when Adolf Hitler invaded his home of Austria in order to obtain Anschluss. As a Jewish family, they needed to escape from the Nazis. They received a visa to Shanghai, China from Chiune Sugihara, a Japanese diplomat who helped thousands of Jews escape from the Nazis. These were the beginnings that shaped Dr. Stoessinger's world view and interest in ‘WHY NATIONS GO TO WAR’.In the book’s introduction, Dr. Stoessinger tells how, when he was a student, he was always dissatisfied with the explanations found in history books rega rding wars: nationalism, militarism, alliance systems, economic factors and other â€Å"fundamental causes† that, according to him, couldn’t be directly linked to the precise moment of a war’s beginning. He argues that these â€Å"fundamental causes† of wars throughout history are those forces that people apparently don’t control, although it is people who lie at the base of a conflict.In analyzing the 10 conflicts presented in the book, Dr. Stoessinger searches for the â€Å"moment of truth†, the one in which the leaders take the fatal step towards the war, and he wonders in which precise moment the decision to go to war becomes irreversible, who takes responsibility for it and if the disasters could have been avoided. Dr. Stoessinger has set up his book to look at the events that led to specific wars of the twentieth century and then drawing parallels between the different wars that might not have been apparent or obvious at the times of t he various conflicts.The book closely examines each war or group of wars in individual chapters arranged in a near chronological order with a conclusion chapter that pulls from all of the conflicts previously presented. This approach is very well organized and helps the reader to follow the evolution of war styles. The book’s first chapter is dedicated to World War I and is expressively entitled The Iron Dice, referring to the famous words spoken on August 1st by German chancellor Theobald von Bethmann Hollweg: â€Å"If the iron dice must roll, may God help us†In general, because of the history taught in schools or because of popular history books, most people consider that the so-called fundamental causes of World War I are: the deteriorating balance of power in Europe and the new competitive alliances, the arms race, Germany’s militarism and her claims regarding a larger colonial empire etc. Loyal to his theory, Stoessinger ignores these causes and chooses to analyze the leader’s actions in the war’s eve. According to the author, all of the political leaders involved were aware of the war’s inevitability and, in spite of this, they couldn’t stop it.More than once, these leaders have denied their responsibility, placing it in the hands of God or destiny. But it wasn’t God who could control the evolution of events and stop the war, was he? Dr. Stoessinger’s main theory is that the events weren’t, in fact, incontrollable and that it was the people who made the crucial decisions. And these people weren’t some evil leaders with a thirst for blood and destruction (how the Kaiser is so often portrayed), but worried people stuck inside their own illusions.Stoessinger believes that the crucial events that pushed the European countries to war were the following 1) The pledge that Germany made to Austria-Hungary regarding her policy towards Serbia 2) The ultimatum Vienna gave to Serbia and its rejection by the Serbs 3) The German efforts to mediate the conflict and tame Austria 4) At last, the declaration of war made by Germany against Russia and the invasion of Luxembourg and Belgium. In the first section of his novel, The Iron Dice: The causes of WW1, Stoessinger offer an alternative explanation of the causes of World War I, one that includes human reactions and feelings.He says: â€Å"The notion that WW1 is beyond men's control is wrong: Mortals made these decisions. They made them in fear and in trembling but they made them nonetheless. In most cases, the decision makers were not evil people bent on destruction but were frightened and entrapped by self-delusion. They based their policies on fears, not facts, and were singularly devoid of empathy. Misperception, rather than conscious evil design, appears to have been the leading villain in the drama. † Although Dr. Stoessinger's essay is well thought out and well written, It is hard to agree to the thesis compl etely.It seems that all the European countries had good reasons for wanting a war as well. â€Å"Serbia was right in wanting to expand, Austria in wanting to survive. Germany was right in fearing isolation, Great Britain in fearing German power. † All these countries needed to wage war since the balance of power was no longer balanced. All of these countries had good motives for a war, therefore, it is illogical to place the blame just upon the leaders of those countries, rather than analyzing the circumstances that made the countries want to wage war.As much as we would all like things to be simple, they are not. Finding a couple of unfortunate leaders in power guilty seems to be the easiest solution. However, the truth is just not that simple. The truth is that everyone was to blame, the circumstances that created the need for war, the short war illusion that everyone entertained, and the governments who felt the need for a war. The responsibility of preventing World War On e rests not solely upon the shoulders of a few selected individuals. However that is the theory maintained by Dr. Stoessinger throughout the book.The distinguishing feature of the text throughout the book remains the author's emphasis on the pivotal role of the personalities of leaders who take their nations or their following across the threshold into war. Most statesmen who made the crucial decisions behaved like fatalists. The terrible denouement was foreseen, but couldn't been prevented. Historians have been affected by this fatalistic attitude (events passing beyond men's control). Stoessingers view is that this is wrong mortals made decisions basing their policies on fear, not facts. Stoessinger views the World War I as preventable.The perception of statesmen and generals were absolutely crucial. Following dimensions of this phenomenon: 1. A LEADERS PERCEPTION OF HIMSELF 2. HIS PERCEPTION OF HIS ADVERSARY'S CHARACTER 3. HIS PERCEPTION OF HIS ADVERSARY'S INTENTIONS 4. HIS PERCE PTIONS OF HIS ADVERSARY'S POWER AND CAPABILITIES 5. HIS CAPACITY FOR EMPATHY WITH HIS ADVERSARY Most leaders saw themselves as stronger than they really were and their adversaries as weaker than they really were. These misperceptions led directly to distorted perceptions of adversarial intentions which then precipitated quickly into all out war.If the leaders of the various nations involved would have viewed reality rather than their own distorted misperceptions, it may have been possible to avoid conflict on such a massive scale or even avoid war altogether. This seems to be a recurring theme throughout the book. One of the important theories attributed to Stoessinger is the theory of perceptions. Stoessinger believes that, in the eve of major conflicts, many of the political leaders involved have misjudged the situation and have thus led their countries to war.These false perceptions manifest on 4 levels: firstly, a false perception regarding the leader’s own person, of the ir role in the world and of their loyalty towards the possible outcome of the conflict. The second level regards the opponent and often includes demonizing his image and the inability to objectively understand a situation. On the third level, we are dealing with the misperception of the opponent’s intentions and, on the fourth level, with misjudging the opponent’s abilities.Stoessinger has emphasized the importance of the political leaders’ personalities and the fundamental part they play in the evolution of international relations. The second chapter discusses Hitler and his invasion of Russia in 1941. Again, misperceptions played a key role in the events that unfolded. This time, more emphasis was put on the character of the aggressor and his adversary. Hitler essentially had a one track mind. He decided to attack and eliminate the Russian people and paid no attention to the lessons learned by Napoleon when he had attempted to conquer Russia.Hitler was convinc ed that it would be a quick and easy victory. Stalin, on the other hand, believed that since they had previously been allies, Hitler would not invade Russia. Stalin continuously ignored intelligence that came from British and American sources, including eighty-four warnings in the year preceding the attack, because he was suspicious of Anglo-American motives. He preferred to place his trust in Hitler, a fellow dictator. In the end, Hitler invaded Russia and had misjudged the Russian people.They were fighting for their very existence which is probably the most powerful motivation ever. He had failed to plan for the Russian winter because he thought it would be a quick and easy victory, and ended up losing many men to cold and starvation, much as Napoleon had previously. Stalin had placed his trust in the wrong entity and was greatly disillusioned and was unprepared for the attack when it came. Again, the misperceptions of the leaders involved ended in a great loss of life. The third chapter deals with the Korean War and misperceptions of a different sort.In the later stages of the war, after the North Koreans were driven back to the 38th parallel, General Douglas MacArthur went beyond the original scope of the police action by driving toward Chinese border along the Yalu River. This move provoked China and brought them into the conflict. MacArthur did not believe that the Chinese army would be strong and thought he could achieve an easy victory. He ignored intelligence that told him the size of the Chinese army and chose to believe that it was smaller than it really was.His hubris added two years to the war and cost 34,000 additional American lives. Had he chosen to listen to reality instead of his own misperceptions, many lives could have been saved. The Vietnam War was full of misperceptions as well. One of the biggest misperceptions would be the type of war being fought. The United States was fighting against communism, while the Vietnamese were fighting aga inst imperialism and colonialism and to protect their way of life. Had the United States never entered Vietnam, communism would have taken over earlier, and with fewer human lives wasted.In 1978, the Vietnamese communists invaded Cambodia to put a stop to the communist regime of Pol Pot and the killing fields. Had the United States been open-minded enough to see that there were distinctions between types of communists, perhaps we would never have participated in the conflict. Dr. Stoessinger continues through several other wars including: Milosevic’s ethnic cleansing in Yugoslavia, the battles between India and Pakistan, the Arab-Israeli conflicts, Saddam Hussein’s wars in Iran and Kuwait and the current American wars in Iraq and Afghanistan after the tragedy of 9/11.Dr. Stoessinger summarizes the book in the final chapter. Here he reiterates his thoughts that the â€Å"case material reveals that perhaps the most important single precipitating factor in the outbreak o f war is misperception. † He also restates the dimensions of misperception and gives each one special attention. In regards to the idea that there is a misperception in a leader’s self-view, Stoessinger notes that there is â€Å"remarkable consistency in the self-images of most national leaders on the brink of war.Each confidently expects victory after a brief and triumphant campaign. † He also states that â€Å"leaders on all sides typically harbor self-delusions on the eve of war. † Stoessinger also discusses the idea that a leader’s misperception of his adversary’s power is perhaps â€Å"the quintessential cause of war. It is vital to remember, however that it is not the actual distribution of power that precipitates a war; it is the way in which a leader thinks that power is distributed.†Dr. Stoessinger uses many primary sources for his information including newspapers, documents, reports, and first-hand accounts. He also uses many secondary sources including books by other authors well-versed in the conflicts being discussed. It is very apparent that a lot of thought and research has gone into the creation of this book. The index is very complete and the bibliographies at the end of each chapter make it easy to find more information on the conflict at hand.I believe that this book has a lot of historical worth since it pulls from so many valid sources. It presents straightforward and factual information with knowledgeable interpretations of the information. I believe that Dr. Stoessinger has successfully accomplished what he has set out to do. I would recommend the book to others if they are looking for interpretations of war and how they begin. The book was interesting, though it could be a little dry at times to someone who is not well-versed in modern and contemporary history.

Crash Essy

Julius M Dix Professor Gail Lighthipe Writing 106 Section 1 12 November 2013 Crash Essay Crash is the perfect analogy of how we as a human race deal with life, people and our own experiences. Physical characteristics and racial differences may be interpreted as two distinguishing traits that separate us. I think it's what keeps us apart. That leaves several abstract questions that the film Crash illustrates. What are the origins of personal prejudice? Do individuals experience stereotypes? Can people battle internal struggles within their own ethnic group?What prohibits us from vercoming these prejudices? The writers of the Crash managed to extend my viewing experience beyond the 90 minute film, thus forcing me to analyze my own prejudices and racial stereotypes towards others. I always thought that racism occurred as a result of a person's upbringing. If your parents were racist, there is a good chance that you will be a racist too. At first glance, Matt Dillon's character exhibits characteristics typical of this theory. Dillon exhibited a close bond with his father and later, we discover the roots of his racism.I naively assumed that Dillon as absorbing external cues from his father regarding his attitudes towards black people. It turns out that his father was not racist towards black people. It was Dillon who, in combination with his father's negative experiences and his own as a member of the LAPD, formed his own perceptions towards blacks. Another example of this occurred at the beginning of the film when the Persian family was attempting to purchase a gun. The clerk at the gun shop made a few blatantly racist comments about the perceptions of the customers. There were several references to the twin owers and planes.It didn't matter that the two were Persian, not Arab. A recurring theme was that post 9/1 1, all Middle Eastern people became potential terrorists. It is amazing that people have the ability to interpret bad events and cast their own prejudices on different ethnic groups to mask their feeling of anger and frustration. Perhaps stereotypes have maintained their prevalence because there are so many people that perpetuate them. It is often believed that all young black men are destined to be thugs, criminals and drug dealers. Additionally it is a common statistic hat the majority of incarcerated males are African American.As a young black man, it is difficult to break free of that stereotype. â€Å"Things will never change. † That attitude along with the perpetuation of existing stereotypes may be largely responsible for negative racial longevity. Ludacris' character was one of the most interesting to me. Here was this articulate young black man that spent his life stealing cars from white people. â€Å"Rap music is the music of the oppressor,† he said. It is often easier to blame others for your shortcomings than it is to confront them head on. On the reverse, rouble facing stereotypes can occur anywhere.They a re not simply restricted to skin-tone and neighborhoods. Racial discrimination transpires through social class as well. This creates division within the same racial groups. In the film, Cameron was portrayed as a wealthy, black, television actor. He achieved success as a nard working black man, but at what cost? Films like Crash are forcing us to look outside our own lives and fears, to realize that we're more alike than we think. Aside from the 2% genetic differences between us, we all have problems and internal struggles. That's what makes us human.

Inadequate Disposal Of Wastewater In Mauritius Environmental Sciences Essay

It was in 1984 that Mauritius started recognizing that unequal disposal of effluent in Mauritius is going a turning menace to the belowground H2O, the surface H2O resource every bit good as to the Marine and coastal ecosystem ( United Nations 2004 ) . In 1988, the Government of Mauritius ( GOM ) , with the aid of the World Bank, prepared the National Environmental Action Plan ( NEAP ) and was endorsed by the GOM in 1990. In 1992, the sewage Master Plan was developed by the GOM based on the recommendation of the NEAP, which has for aims to suppress a sound effluent direction in the state ( United Nations 2004 ) .1.1 Why H2O is treatedAlthough nature has an astonishing ability to get by with little sums of H2O wastes and pollution, it would be overwhelmed if we did n't handle the 1000000s of gallons of effluent and sewerage produced every twenty-four hours before let go ofing it back to the environment. Wastewater intervention cut down pollutants in effluent to a flat nature can manage . The major purpose of effluent intervention is to take every bit much of the suspended solids as possible before the staying H2O, called wastewater, is discharged back to the environment. As solid stuff decays, it uses up O, which is needed by the workss and animate beings populating in the H2O. Treating effluent therefore helps us to take attention of our environment and our ain wellness. Keeping our H2O clean is an of import precedence for many grounds. ( WMA, 2010 ) 1.2 Purpose of the undertaking: – To transport out a critical rating of the wellness effects on the dwellers populating near the intervention workss in Mauritius. 1.3 Background: – Cognition about intervention works as environmental jeopardies and their wellness impacts is mostly missing in Mauritius and there have been really small study carried out internationally in this subject, therefore earlier surveies have besides been taken as mention.2.0 Literature reappraisal: –In this subdivision, the assorted surveies on wellness issues related to intervention works have been reviewed.2.1 DefinitionsThe definitions below were quoted from the Oxford dictionary eight edition. Health ( Page 543 ) : – ( 1 ) â€Å" The province of being good in organic structure or head † ( 2 ) â€Å" A individual ‘s mental or physical status † ( 3 ) â€Å" Soundness, clairvoyance. fiscal or moral ( the wellness of the state ) † ( 4 ) â€Å" a toast rummy in person ‘s honor † For this undertaking we will see merely the definition 1 and 2. Perception ( page 883 ) : – ( 1 ) â€Å" Capable of comprehending † ( 2 ) â€Å" Reasonable, spoting, observant †2.2 Types of intervention PlantsIn Mauritius there are two types of intervention workss: –( 1 ) Solid waste intervention works. ( 2 ) Wastewater intervention works.2.2.1 Solid waste intervention worksThe Ministry of Local Government and the Rodrigues Regional Assembly are responsible for solid waste direction. Solid waste aggregation is undertaken by the local governments in countries under their legal power and disposed of at the Mare Chicose landfill via a web of transportation Stationss situated at St Martin, Roche Bois, Poudre d'Or and La Brasserie. The transportation Stationss carry out compression of waste prior to their transit to the landfill site. The Mare Chicose landfill, which was originally planned to have 400 metric tons of waste day-to-day, is now having about 1000 metric tons as the Mare D'Australia landfill has non been implemented. Hence, the life span of the disposal site at Mare Chicose has dramatically been reduced from 19 old ages to 8 old ages. Green ( or garden ) waste is estimated to stand for a important portion ( every bit high as 60 per centum ) of collected waste, imparting itself really easy to composting. ( WMA 2009 )2.2.2 Wastewater intervention works.Effluent or sewerage or waste contains polluted stuffs which are suspended, dissolved or left in the environment ( Gobba 2006 ) .If the untreated sewerage is straight discharge to a watercourse, it will do terrible pollution and will show danger to public wellness. Therefore a intervention works is designed to take wastewater that is acceptable to the environment. ( Thorn et al. 2001 )Long-run aims of a intervention worksThe long-run aims of intervention undertaking are to – Prevent the spread of diseases. – Prevent the prevalence of conditions offensive to spy and smell. – Control the taint of H2O resources. – Prevent and control dirt and land H2O pollution. ( Rylander 1999 )2.4 Specific aims of a intervention worksThe specific aims of the intervention undertaking are to: – Establish a reliable intervention works that is cost effectual option to conventional mechanised intervention and disposal installations. ( WMA, 2009 ) Pull off the infective hazard inherent in effluent to run into the wastewater discharge criterions set by Mauritius Ministry of Environment and the MOH & A ; QL. ( WMA, 2009 ) Eliminate or pull off the safe disposal of sludge. ( WMA, 2009 ) Every state generates waste ; municipal, sewerage and risky waste are inevitable by merchandises of the developed and developing states ( Harrison 2003 ) . To revise how intervention works signifiers portion of the immediate environment ( Elliot et al. 2001 ) reported that 80 % of the United Kingdom population lives within 2 kilometers of a pumping station.2.5 Components of intervention workssA intervention procedure is classified into different classs: – ( 1 ) Screening chamber ( 2 ) Imhoff armored combat vehicle ( 3 ) Biological trickling filter ( 4 ) Humus armored combat vehicle ( 5 ) Sludge dry bed ( 6 ) Deposit pool ( 7 ) Leaching field. 2.5.1 Sreening Chamber: – coarse solids are prevented to come in the imhoff armored combat vehicle by the saloon screen. 2.5.2 Imhoff armored combat vehicle: – this armored combat vehicle like a infected armored combat vehicle and has combination of two procedures. Sedimentation takes topographic point in the upper part of the armored combat vehicle and accumulate sludge undergoes anaerobiotic decomposition at the underside. 2.5.3 Biological dribbling filter: – wastewater go forthing the imhoff armored combat vehicle goes into a dosing chamber and so to the biological trickling filter, which consist of extremely permeable media. Presettled wastewater from the dosing armored combat vehicle is equally distributed over the filter bed by revolving distributer and drips down through the bed. The wastewater which comes out, the latter goes to a humus armored combat vehicle. 2.5.4 Humus armored combat vehicle: – wastewater that goes to the humus armored combat vehicle and it is pumped back to the imhoff armored combat vehicle. This procedure is called re-circulation and it improves the operation of the filters. 2.5.5 Sludge drying bed: – the sludge accumulated in the imhoff armored combat vehicle is emptied on drying beds and left to opened air for drying. 2.5.6 Sedimentation pool: – the deposit pool is besides call ripening pool and its major importance in the system is to take infective beings from the wastewater. 2.5.7 Leaching field: – the intervention provided by agencies of subsurface soaking up besides known as leaching field, provides a combination of physical, biological and chemical mechanism which treat the wastewater farther. ( Hammer et al 2001 )2.6 International perceptual experience about sewerage intervention worksA public perceptual experience study on sewerage intervention workss carried out in selected countries in Selangor and Kuala Lumpur by C.P Tso, revealed several interesting and unexpected findings. The general perceptual experience forms sing smell, noise and ocular impact suggest that the sensed strength is a map of clip ( C.P Tso 1990 ) .It was noted that plagues constitute a serious nuisance to which version was non possible ( C.P Tso 1990 ) . The manner a sewerage intervention works is managed has a great influence on the perceptual experience of public ( Narain 2006 ) . A intervention works was inaccurately build in the Republic of Lebanon, where this state of affairs non merely did non do the authorities to lose a batch of money but the public sentiment was on intervention works worsened ( MEFA 2006 ) In India, the state of affairs is more helter-skelter, Delhi has already got 17 sewage intervention workss, which together add up to 40 per cent of the sum installed sewerage intervention capacity in India. But the fact is that these workss remain grossly underutilized. The metropolis does non hold drainage to convey all the body waste to the sewerage intervention workss. It is expensive to construct sewage drainage but even more expensive to keep it. Today, the majority of the metropolis is non connected to belowground drainage. It besides finds that it can ne'er mend plenty. The terminal consequence is that where there is a sewerage intervention works, there is no waste to handle. Yamuna is Delhi ‘s river ; the fact is that Delhi has already spent a immense sum on cleaning the small stretch of the Yamuna which flows through the metropolis. The grounds are the flower and bury mentality of people in Delhi ( Narain 2006 ) .2.6.2 Situation in MauritiusIn Mauritius 25 % of the pop ulation is connected to sewer pipes which goes to a pumping station by the action of gravitation and from at that place, the sewerage are pumped to interventions workss, there, the sewerage are treated and the treated H2O is used for irrigation or is safely dispose in the ocean. WMA is responsible for the sewage substructure and sewerage and intervention installations in Mauritius. 75 % of Mauritanian discharges their effluent in unfastened underside cesspools or infected armored combat vehicles. When these overflow, they hire a vacuum truck to empty them and the wastewater is brought to the intervention works. ( L'express 2009 )2.6.4 Treatment workss in MauritiusIn Mauritius there are 18 intervention workss and 36 pumping station as shown in table 1.0 in Appendix A ( beginning: WMA 2009 )2.7 Sewage disposal – A tabu topicSewage and its disposal have frequently been considered forbidden topics, peculiarly in Asiatic Countries, and therefore necessitate more than merely technology cognition to cover with them efficaciously. Perceptibly, sewerage is considered a forbidden substance because it reveals to adult male a negative side of his being that he would prefer to bury ( Faechemet et al. 1981 ) .2.8 Concern of the common people about sanitationAlthough, long ago, authors like Xoomsai ( 1988 ) and Hamsa ( 1989 ) have pointed out the deficiency of equal sanitation installations in the development states, it is now that common people have started speaking about. The populace are the most of import participants in the sewerage generation-transmission-treatment- disposal rhythm and their positions and attitudes should be considered earnestly ( Kuszmider 1997 ) . The common feeling that the populace ‘s function is merely in the coevals stage of the sewerage rhythm has to be abolished if efficient planning is to be effected. The governments may hold significantly by sing the positions and attitudes of the populace.2.9 Rules and Regulations to be followed before constructing a intervention works.In Mauritius, there are certain regulations and ordinance about edifice of a intervention works.2.9.1 Environmental Impact AssessmentFirst of wholly, an EIA study should be prepared in conformity with the Part IV of the Environmental Protection Act 2003. The undermentioned subdivisions should be considered individually:

The Civil Rights Act of 1964 Research Paper Example | Topics and Well Written Essays - 1250 words

The Civil Rights Act of 1964 - Research Paper Example Discrimination based on Race, Color, religion, and nationality In the beginning of 1960s, most Americans knew the potential of having equal protection was to be fulfilled in the fourteenth amendment. There was a debate in the three arms of the government and the public on whether the constitution enhances equal protection to all American workers, but civil Acts has been able to protect American workers from being discriminated based on color, religion, race, and national origin. It is, therefore, unlawful to deny equal employment opportunity to an employee because of his race, or even perceived race, or race-linked characters such as hair color and facial features, or because the individual is married to or has an association with another person of a particular race and color. This law also extended non-discrimination protection to workers who are disabled. There have been attempts to enact the legislation to protect lesbians, bisexual and gay workers from discrimination but the Cong ress has failed to protect workers from discrimination based on sexual orientation. ... Sex was added in the law to protect Alice Paul who was a woman. Section 703 part A declared it unlawful for an employee to refuse to hire or even discharge a worker with respect to the worker’s terms of service, compensation, or any privilege of employment because of the individual’s race, national origin, color or religion. Final bill that was passed allowed sex to be one of the considerations especially when the sex of the worker was a bona fide qualification for an intended job. EEOC was later created under Title VII for implementing this law. Recruiting, Hiring and Advancement Section 703 Part A protects workers during hiring process, and it states that it is unlawful to discriminate an employee with respect to compensation or any other privileges of employment. Any job requirement should be applied in a uniform and consistent manner to all persons regardless of the race and color. Moreover, a job requirement should without putting in place job performance or needs of the business; otherwise, it will be unlawful if the specific requirements will exclude persons of specific race and color in a significant way than others. For instance, an employer who solicits applications from applicants of the same race and color, or applicants with a specific education background which may not be important for the performance of the job, or even testing the job applicants for knowledge or abilities when the job performance is not important. In other circumstances, an employer may require racial information of an applicant for having affirmative action. To obtain information relating to race without discriminating the employee is by using separate forms or

Organizational Effectievness Essay Example | Topics and Well Written Essays - 1250 words

Organizational Effectievness - Essay Example Rational, open and natural systems approaches are among the strategies that can be adopted to accomplish organizational goals. This paper presents a critique as to why most managers find rational approaches to organizations and organising appealing. It highlights with examples how taking an open or a natural systems approach benefits managers. Rational Approaches The rational system perspective views organizations as mechanisms intended to accomplish particular goals. The approaches provide a means to the goals but not a basis for development of goals. In other words, rational approaches facilitate the achievement of organizational goals regardless of whether they are smart or not (Marnet 2007). According to Gans (1996), rationality requires specific goals that are formalized to enhance their accomplishment. This is necessitated by the fact that rational approaches involve various segments that contribute to the attainment of organizational goals. Goal specificity is usually appealin g to managers since it allows them to make appropriate choices regarding the available alternatives without ambiguity. It allows the prioritization and assignment of various functions and resources in the organization (Das 2003). The organizational structure also highly depends on specificity of goals. Generally, specific goals guide decision making as to what particular tasks need to be performed, the nature of human resources to be engaged as well as how funds are to be distributed among the team players within the organization (Tolbert & Richard 2008). The significance of goal specificity can be illustrated through the functioning of military organizations. Although people might argue regarding the role of the military, there is a specific goal of enhancing defence in a particular jurisdiction. People are assigned particular. The decision making process is clearly defined and therefore there can be no confusion in accomplishing the organizational goals. Rationality applies regard less of whether the goals of the military organization are indecorous or not (Gans 1996). Rational approaches allow formalization of the organizational structure which in turn promotes ownership of the goals among members. Formalization enhances standardization of behaviours among members thereby maintaining predictability of outcomes of various actions (Provan & Milward 1995). Generally, formalization guides actions of various people involved in the accomplishment of goals. It also allows the presence of a smooth transition in a situation whereby replacement of an employee is needed. The incoming employee is selected on the basis of skills as stated in the formal structure (Handel 2002). Taylor’s model of scientific management is among the rational approaches that managers have found useful in accomplishing organizational goals. It involves assessing tasks in the workplace and ensuring that the processes involved produce maximum output with minimal inputs in terms of labour and materials (Christian 2003). All processes are experimented and proved to serve the desired purpose before putting them in practice. Scientific management helps to eliminate procedures that lead to time wasting and inefficiency. At a glance, managers are in a position to tell what activity every person in the organization is involved in. Workers do not have to wait for instructions to perform tasks. Rather, they have a scheme that they follow on daily basis (Tolbert & Richard 2008). Scientific management ensures that workplace rules govern the behaviour of individuals making management functions easy to undertake. Workers are selected scientifically through assessment of their

Parkinson and vitamin D Essay Example | Topics and Well Written Essays - 1000 words

Parkinson and vitamin D - Essay Example The Advanta Vitamin D 3 supplement contains 5000 IU of the vitamin D 3 composition. They are packed in a bottle containing 90 capsules. Vitamin D 3 is considered as the most common form of vitamin D in terms of composition and activity. The supplement dosage is supposed to be one tablet on daily basis. The Advanta Vitamin D 3 supplement is said to have a high absorption rate hence it is capable of restoring the levels of vitamin D that are required in the body instantly. The choice of this supplement is based on the proposition by Dr Oz that half of the population suffers from the deficiency of Vitamin D and there are few or no diagnosis that have been done concerning them. They also argue that the supplementation with the vitamin D can be the predictor of whether an individual will be well or sickly. In addition, the relationship of vitamin D3 deficiency has been linked with autoimmune diseases, cancer, and dementia. Advanta vitamin D 3 supplements is compliant with the requirements of the law passed by Congress in 1994, Dietary Supplement Health and Education Act. Vitamin D 3 is purposely developed as a dietary supplement and is highly rich in Vitamin D3. The product has been well labelled and it appears in form of capsules (NIH 1). No major side effects that have been associated with the supplementation of Vitamin D 3. However, when consumed in high dosage, it can result to fatigue, headache, loss of appetite, sleepiness, and general body weakness. This indicates that the supplement is highly safe and should be consumed in desirable doses. Studies have been done to establish the specific role of vitamin D in the Parkinson’s disease. Evatt et al.(2008) established that vitamin D has a potential role in the development of the Parkinson’s disease. This means that the vitamin is vital in the prevention of the disease. Similar results were

Practice of investment management Essay Example | Topics and Well Written Essays - 1500 words - 1

Practice of investment management - Essay Example This change in the interest rate is also notable in the federal rate. The hike in the federal rate does not have a major immediate effect in the stock market of the US. This suggests that in short term, the impact of federal rates on the equity indices is not as prominent as deemed. However, it has a gradual, but significant impact on equity indices of the nation in the long term. In this regard, it is notable that the hike in the federal rate leads to the increase in the equity indices of the nation at large. The data collected from Bloomberg L. P. (2015) reveals that there has been an increasing trend in the federal fund rates in the US within the last one year i.e., from March, 2014. This is eminent from the increasing linear slope through graphical representations of the data. The underneath graphical representation depicts the same in a compressed but elaborative form. The set of valuable data collected from Market Watch, Inc (2015) also suggests that there has been an increasing trend in the NYSE Equity indices from March 2014. Further, a trend analysis of the collected data predicts that there would be an increase in the equity market in the long run i.e. 2 years. The quantitative analysis predicts that equity indices of NYSE would increase to 11521.72 points. However, it is also estimated that the increasing trend would not have a major impact on the short-term operations, which can be 3 months in general. The statistical analysis predicts that after three months i.e. May 2015, the NYSE equity index would have 11012.05 points. Correspondingly, increase in the equity market through the rise in the federal fund rates is also proved with the help of positive correlation between the two variables. The correlation value determined is 0.319133833 (Market Watch Inc, 2015). The underneath graphical representation depicts the short term (3 months) and

Christopher Nolan and the Philosophy of Neo-Noir Case Study

Christopher Nolan and the Philosophy of Neo-Noir - Case Study Example In the neo-noir sense, the product of the narrative can be invented. What looks like facts in narratives may be viewed as pieces of the puzzle and can be reassembled to bring out various end products. Nolan brings out a moral ambivalence brought about by the inversion of traditional values. He also brings out themes on social criticism by preventing crime and violence, and different feelings like paranoia and alienation brought about by various situations and different moods of dislocation. Nolan also brings out disorientation as a theme on the viewers part. These themes focus on key areas that make up the plot (Conard, 46). Christopher Nolan also uses stylistic devices that include the constant opposition of light and shadow, the use of non-classical narrative patterns, the relation between camera angles and scenes and incoherent plot lines. He also uses the characters of various positions within shots, their unmotivated actions that cannot be understood and incoherent plot lines. There is also the use of flashbacks that portrays the non-chronological order of events. Nolan uses all these devices to portray the anti-hero protagonist who is a good person but has to make questionable decisions due to circumstances (Conard, 58). The function of a master narrative is that it is constructed and designed to bring out an affirmative and an off-putting in every situation. Nolan’s story concludes with Leonard Shelby the anti-hero protagonist, as someone who goes through the good and the bad and still manages to rearrange the clues in order to come out on top. This brings out the neo-noir sense that we can either see good or evil in a situation or person depending on how we rearrange the pieces of the puzzle. Leonard distorts this syntactically to be either on top or towards the bottom.

Nursing Advanced Practice Role Paper -. Florida's Certified registered Research

Nursing Advanced Practice Role -. Florida's Certified registered nurse anesthetists - Research Paper Example Currently there are more than 3,400 CRNAs in the state of Florida and they are the only nurses who are credentialed to provide anesthesia services (Florida Coalition of Advanced Practice Nurses, 2008). In most rural hospitals of Florida, the CRNAs are the sole anesthesia providers. Nationally, the CRNAs are known to deliver 30 million anesthetics each year (American Association of Nurse Anesthetists, 2008). Significant Contributions of CRNAs: The CRNAs have made incredible contributions to nursing and nursing practice. The CRNA’s education and practice has evolved in recent years to fill the growing need surgeons had for anesthetists. Unlike the regular registered nurses, CRNAs function with a high degree of autonomy. The CRNAs provide anesthetic services in surgical, diagnostic and therapeutic procedures. As pioneers in the field of anesthesia, the CRNAs are committed to ensure high standards, based on evidence based practices (Northam, 2009). They provide high quality servic es, which are comparable to those provided by their physician counterparts (Florida Coalition of Advanced Practice Nurses, 2008). The CRNAs have made significant contributions in rural healthcare. ... Barriers Confronted: External Barriers: 1. HMOs, Medicaid and many insurance plans do not provide direct payment for the services of ARNPs as they do for their physician counterparts. In fact they do not even contract with the ARNPs directly (Florida Coalition of Advanced Practice Nurses, 2008). 2. ARNPs are denied medical staff privileges in many hospitals and other medical care facilities (Florida Coalition of Advanced Practice Nurses, 2008). 3. When compared to their physician counterparts, ARNPs are subject to strict malpractice insurance requirements (Phillips, 2005). 4. The ARNPs in Florida can prescribe a wide range of medications. However, unlike the ARNPs in other states, the ARNPs in Florida are not permitted to prescribe controlled substances (Phillips, 2005). Internal Barriers: 1. In the state of Florida, CRNAs are required to work under direct supervision of a medical physician, an osteopathic physician or a dentist (Florida Coalition of Advanced Practice Nurses, 2008). They are required to work within the framework of the protocols which identify the medical acts that can be performed and the conditions under which they can be performed. This greatly limits their ability to function independently. 2. APNs generally have inadequate administrative support and are pressed for time as they try to balance clinical and non-clinical activities (Irvine et al, 2000). This is frequently reported as a major barrier to participating in education, research and leadership activities (Sidani et al., 2000). Benefits to nursing and constituents: The increasing demand for APNs has boosted student enrollment into entry-level baccalaureate programs in nursing by 5.7% (AACN, 2011). The scope

The effects of ergonomics, health and safety on productivity in hotels Dissertation

The effects of ergonomics, health and safety on productivity in hotels - Dissertation Example The current economic climate in Ireland poses many challenges for businesses entities in the country. Many have had to reduce costs drastically. One of the highest costs for any employer is staffing and a reduction in staff numbers has become the main criteria for cutting costs. With a reduced number of employees and a larger work-load, a high level of labour productivity is essential. Some may argue that the level of productivity from an employee depends on their attitude towards the job, the job rewards, and the way in which a manager motivates the employee, all of which have been proven to be true. But today, employers are under more pressure to ensure that maximum level of productivity is achieved which necessitates finding new ways to achieve this. Fraser, 1994, makes a point that the level of work productivity depends on basic human abilities, enhanced by education, training, selection, and direction. Education and training transform an individual’s basic abilities into skills. Selection and direction ensure that these skills are matched to the most appropriate tasks. But if the tasks, the working environment and job factors are not suited to the worker, the resulting mismatch can lead to poor work quality, worker fatigue, and reduced productivity. Traditionally, projects focusing on the improvement of working environment were based on energy-saving. ... Productivity can be defined as â€Å"output to the labour hours used in the production of that output† (Bureau of Labour Statistics). In more simplified terms, it is a measurement of work produced within a given time. Attention to productivity levels is particularly important in Ireland as the cost of labour is very high in comparison to other countries. Hotel managers must ensure that the high rate of pay is justified. An emphasis on productivity in hotels over the past few years with the economic decline has meant that employees have had to work harder and some employees have lost their jobs. An article by James R. Brown of Cornell University suggests that a hotel's size, its service orientation, its ownership arrangement, and its management arrangement affect productivity. His research also found that large hotels use their labour more productively and generate the most income from their capital investments. Upscale hotels are inclined to be more productive than mid-market hotels, while hotels operated by branded management companies use their capital and labour resources more efficiently than do hotels operated independently or by independent management companies. Finally, company owned properties tend to employ their labour more productively than do franchised hotels. (Brown, 1999). Currently hotels in Ireland are focusing on reducing labour costs while maintaining sales. Concentrating on the reduction of labour costs as a percentage of sales may achieve short term productivity targets but can also jeopardise long term viability due to the erosion of service standards. Poor service affects customer satisfaction, which in turn influences sales and

Horizontal Map and Curriculum Chart Coursework Example | Topics and Well Written Essays - 1250 words

Horizontal Map and Curriculum Chart - Coursework Example Type in the resources used to obtain your mission statement here: http://school.stmcary.org/school%20philosophy.htm Part II: CHARACTER EDUCATION PLAN List 8 character principles that you feel should be taught throughout the curriculum. Response: 1. Communication 2. Commitment 3. Acculturation 4. Flexibility 5. Team work 6. Responsibility 7. Confidentiality 8. Interdependence Create a corresponding learning experience that could be used to teach and practice the identified 8 character principles. Response: 1. Communication: The idea behind any language use is to create understanding. The learners involved in English language use should comprehend each other so much so that there is no room left for doubts or misunderstandings. Any form of miscommunication is lethal to peaceful co-existence of a people. 2. Interdependence: There is a need to view the use of English language in the form of a clear relationship among the communication components. Communication is complete where there is effective listening, which leads to a better response while speaking. Reading also should affect the way a person applies their writing skill. These four elements are the necessary skills for any language use. 3. Acculturation: The use of English language should be such that it makes a people accept and respect the cultures of other peoples. Thus, language use should be integrated with the cultural activities and contexts of the people to create the appropriate meaning. 4. Flexibility: English language should enable learners to be flexible in terms of adjusting to different contexts and situation. Owing to the fact that language use in one context could be interpreted to mean differently in another context, there is then a need to accord each situation and context, a particular communication mode. 5. Teamwork: English language should encourage free interaction and cooperation in all activities that the learners undertake in all aspects of life. Learners should appreciate the importa nce of teamwork in achieving individual and organizational goals. Through effective communication and clear understanding, teamwork is enhanced. 6. Responsibility: English language use should instill the element of responsibility on the part of the learners. English curriculum should lay emphasis on accountability by encouraging the learners to avoid misuse of the language. 7. Confidentiality: The English curriculum should encourage learners to observe confidentiality in formal settings. The learners should observe discretion when making formal speech and formal writing. This is necessary when communicating information that has limited accessibility. 8. Commitment: The English curriculum should encourage obligation to ones duties. The learners should learn to accomplish various assignments and fulfill any of the promises they make. Commitment enables students to achieve their set objectives in the stipulated time. Part 3: Section A STANDARDS – Comparison and Contrast Standard s of English language 1. English language Arts (ELA) of the Georgia 2. English Standards of learning, (SOL) of Virginia state Comparison of the two sets of standards In both the English language Arts (ELA) of the Georgia state and the English Standards of learning, (SOL) of Virginia state, the students are exposed to similar content, and by the time they leave school, they are in a better position to

williams essay Essay Example for Free

williams essay Essay The Poem, â€Å"Blackberries† (1992), by Yusef Komunyakaa is a retrospective look In the Day of a life experienced by the author as a seller of blackberries when he was a 10 year old child. It is told from a first persons perspective so as to pronounce the level of Intimacy to the narrative relative to the poet. In this essay, I’ll give a brief analysis of my Thoughts on the poem and its effectiveness as an artistic literature. In recounting the nostalgiac setting of summer, while working as a berry picker And seller, the author attempts paint an image of the emotional and sensual complexities laden through an average day on the streets: â€Å"Although I could smell old lime-covered History, at ten I’d still hold out my hands and berries fell into them. Eating from one and filling a half gallon with the other. â€Å" (MLM , Komunyakaa, â€Å"Blackberries† PPG 147-148) . Through his description in detailing the labor of picking berries and being challenged not to eat them, he showcases a conflict that he’s clearly been faced with, in the face of his  duty. This conflict is later alluded to, from a more lustful point of view  later in the piece. When the author posit’s his disposition even further, he goes on to say: â€Å"I ate the mythology dreamt of pies and cobbler, almost†¦Ã¢â‚¬  (MLM, Komunyakaa, â€Å"Blackberries† PPG 147- 148). It seems with this statement the author is implying that he is impoverished. When he uses the memories of his poverty as a child in his descriptions, it gives the poem a very melancholic tone; one of sympathy, even. Yet, still, in recounting these days of hardship, he still finds the nostalgia of being with his dog and among nature’s elements. : â€Å"Needful as forgiveness. My bird dog Spot. Eyed blue jays thrashers. The mud frogs in rich blackness, hid from daylight.† (MLM, Komunyakaa, â€Å"Blackberries† PPG 147-148) . To balance the conflict with a longing to be in simpler times, with a connection to the animals and nature, gives the piece a much needed lighter touch. As the poem winds down, the author spans the poem from the beginning of his days journey to a point where he recalls the lure of air conditioning in contrast to the seemingly excessive heat of the day. : â€Å"The big blue car made me sweat. Wintertime crawled out of the windows. When I leaned closer I saw the boy and girl my age, in the wide back seat smirking..† (MLM, Komunyakaa, â€Å"Blackberries† PPG.147-148) The context in him describing this observation was cynical, in my opinion. Throughout the poem the author has struck a delicate balance in expanding on moments in his life that would otherwise be forgettable to anyone else, and discovering the beauty in those very moments that made the experience worthwhile. Overall, â€Å"Blackberries†, by Yusef Komunyakaa is a short, autobiographical narrative integral to the authors experience as an impoverished boy. The poem begins as workman’s like representation of a commodity he seemed to be burdened, yet enamored by. In detailing hi profound allegorical appreciation for the fruit, he seems challenge to reconcile his desires with his duty as a laborer and a provider. Though, in recalling his memories, he writes with such a clarity and strength in his descriptions, that some unappealing moments, were beautiful in their nobility.

Right of Children to Free and Compulsory Education Act

Right of Children to Free and Compulsory Education Act Erica D’Souza The Right of Children to Free and Compulsory Education Act:  Impediments of Implementation Introduction to the Subject: The present paper basically focuses on the problems and impediments that have been faced in the implementation of the Right of Children to Free and Compulsory Education Act (RTE) in India. The paper primarily analyses and utilizes the secondary data available in the form of scholarly and newspaper articles on the concerned subject. The paper also attempts to understand, in a reverse mode, the advantages and drawbacks of the RTE Act. A new ray of hope became visible for the largely-undermined Public Education System in India when the Right of Children to Free and Compulsory Education Act came into force on 1st April, 2010. It has made free and compulsory education a fundamental right of every child in the (6 14) age group, irrespective of gender or social category (The Gazette 3). Now, it is a shared responsibility of both Central and State Governments to provide free and compulsory education to all children by all means. If a child is not getting access to the education, the State as well as the Central government will be responsible for it. The RTE Act also states that the responsibility of enrollment, attendance and completion of 8 years of schooling of every child will also be borne by the State. There is a special provision for the differently-able children in the Act. They will also be educated in the ordinary schools as well as up to the age of 18 (Soni and Rahman 6). Some important features of the act in brief (Gazette of India II): Every child belonging to the age group of 6-14 has the right to free and compulsory education. Private school will also have to take 25% of their class strength from the weaker section and the underprivileged groups of the society and that is also through a random selection process. It also states that there should not be any vacant seat in 25% quota in private schools. Moreover, these children from weaker background should be treated equally in all ways. Every school will have to follow norms and standards prescribed in the Act and school that does not follow these standards within 3 years will not be permitted to function further. No admission test or interview will be taken for children or parents in order to secure admission. A fixed student and teacher ratio is to be maintained suggested by the central government. The ratio is (30:1). The Government must ensure a Primary school within 1 KM and secondary school in 3 KM of all the territory of the State to ensure 100% enrollment. Impediments of Implementations: Different organizations have carried out various studies to find out status of implementation of the RTE Act focusing both on the educational infrastructure and quality of education. The most comprehensive and important survey is the Annual Status of Education Report (ASER) which is carried out by Pratham, an education foundation bringing such annual report since 2005. ASER is carried out carried out by a local institution in every rural district in India. It is carried out each year in two months: September and November. In 2012, the survey reached 567 districts, 16,166 villages, 331,881 households and 5,96,846 children. About 500 organizations and 25,000 volunteers participated in this effort (Status 7). The ASER report for the status of implementation of the RTE Act in Chhattisgarh, Madhya Pradesh and Rajasthan reveals two major findings which are not very gratifying for the implementation of the RTE Act in India and universalization of education: poor quality of education and privatization (8). The reports also provides some specific findings such as: turn down trend in student and teacher attendance; enrolment is high, but proportion of out-of-school children also high, first choice was given for private schools and declining reading skill, private tution in demand etc. In his article â€Å"Advantages and Disadvantages of RTE Act†, published in The Hindu on 21 May 2013, Mohamed Imranullah S. argues that despite 25% reservation for children from the weaker sections of the society in private schools, they do not end up enrolling themselves in the lack of proper information about it (Imaranullah 2). It shows that lack of awareness regarding the RTE Act and facilities which one can avail under this right is one of the major impediments in the successful implementation of the RTE Act. Siddhartha Shome in her article â€Å"What is Wrong with the Right of Children to Free and Compulsory Education Act† draws our attention to a discrepancy inherent in the law itself which may also affect the proper implementation of the Act itself. She point out that if a private school fails to meet the required norms and standards, it will be fined heavily. But, in the same condition, a government run school will face no punishment (Shome 4). This inherent discrepancy, I feel, will also affect the attitudes of authorities in charge as they will not be responsible to provide answers if they fail to meet the given standards. And that will surely affect the education of children too. In their jointly written article â€Å"Feasibility of Implementation of Right to Education Act† and published in Economic and Political Weekly, Pankaj S Jain and Ravindra H Dholakia argue that insufficient allocation of the funds for the universal school system also weakens the proper impleme ntation of the RTE Act (Jain and Dholakia 38). They argue that government school system is inefficient to fulfill the dream nurtured by the Act and as a kind of solution to this problem they suggest to â€Å"rely on low cost private schools as a significant instrument of the government education policy† (Jain and Dholakia 38-43). In response to their article’s argument, Vimala Ramachandran in her article â€Å"Right to Education Act: A Comment† argues that reliance on alternative schools or private schooling will condemn the poor and marginalized to a second-rate education as they can never afford private and expensive schooling (Vimala 155). Status of Implementation of the RTE Act (2013): The study carried out in the year 2013 in Chhattisgarh, Madhya Pradesh and Rajasthan regarding the implementation of the RTE Act reveals two major impediments in the implementation of the RTE Act: 1) The role of the state and 2) the coordination between the implementing agencies (The Status 26-27). The report reveals that the state is not very much willing to spend money on the proper implementation and there is a lack of coordination between implementing agencies such as the Labor Ministry and the police, the Human Resource Development Ministry, the child rights commissions in each state, etc. For example, In Uttar-Pradesh, the state has no intention of contributing towards implementation of Act and is wholly depended on the central government (Rai 3). The RTE Act states that a child must have access to a school near their home. How many schools would we have to build to meet the needs of the population? Dilara Sayeed in her article â €Å"Hurdles in implementation of Right to Education Act in India† draws our attention towards this problem. She argues that proper infrastructure, poor distribution of budget, acute shortage of teachers and great heterogeneity of citizenry all make proper and smooth implementation of RTE Act very difficult (Sayeed 4). According to her the lack of schools is a major hurdle for the implementation. She argues that for educating every Indian as proposed in RTE Act, not many schools have been built up by the centre or state government to meet the needs of the population (5). Moreover, the alarming growth of private tution-based education with heavy load of fee is also another reason. And because of it children of the poor class lag behind (6). Ramakant Rai in his article â€Å"Challenges in Implementing the RTE Act† draws our attention to another fragile issue which obstructs the smooth implementation of the RTE Act in India. He argues that the Indian Constitution has clear ly stated that implementation of RTE Act cannot be only done by the state but the Centre will have to contribute equally. Lack of funds cannot be the only hurdle for its implementation but lack of intent and political will is the primary obstacle. There is improvement seen in the facilities provided by schools and in infrastructure facilities but still quality of learning could not bring remarkable change over the period of nine years (Madhav Chavan- ASER report). There are many accusations against government school being questioned with mismanagement, skipping, negligence and of appointment made on political expediency (RTE Wiki). The act has provision for orphans to provide admission without seeking any certificates but still schools are not admitting students without required documents (RTE). It has also been argued that the RTE Act has been hastily drafted without concerning many expertise scholars in the field of education. Moreover, it did not properly mention the actual defin ition for quality education. Bibliography: The Right of Children to Free and Compulsory Education Act, 2009 (RTE Act, 2009). The Gazette of India. Web. http://www.ncte-india.org/Norms/RTE-1.pdf>. Soni, R.B.L. and Md. Atiqur Rahman. Status of Implementation of RTE Act-2009 in Context of Disadvantaged Children at Elementary Stage. Deptt. of Elementary Education. National Council of Educational Research and Training. Delhi. The Annual Status of Education Report (ASER). Pratham. Jain, Pankaj S and Ravindra H. Dholakia. â€Å"Feasibility of Implementation of Right to Education Act.† EPW 44.25 (2009):38-43. Print. Ramchandran, Vimala. â€Å"Right to Education Act: A Comment.† EPW. 44.28 (2009): 155-157. Print. Imaranulllah, Mohamed S. â€Å"Advantages and Disadvantages of RTE Act.† The Hindu. May 21, 2013. Sarkar, Chanchal Chand. â€Å"Right of Children to Free and Compulsory Education Act, 2009 and Its Implementation.† India’s Infrastructure Report 2012. Shome, Sidhartha. â€Å"What is Wrong with the Right of Children to Free and Compulsory Education Act.† Manushi: Working Towards Solutions. http://www.manushi.in/ articles.php.> Accessed on October 18 2014. Status of Implementation of the RTE Act: Chhattisgarh, Madhya Pradesh and Rajasthan. Web. https://socialissuesindia.files.wordpress.com/2013/04/status-of-implementation-of-rte-2013.pdf>. Srivastava, Prachi and Claire Noronha. â€Å"Institutional Framing of the Right to Education Act: Contestation, Controversy and Concessions.† EPW 49.18 (2014): 442-456. Print. Rai, Ramakant. â€Å"Challenges in implementing the RTE Act.† Infochange News Features. May 2012. Web. http://infochangeindia.org/education/backgrounders/challenges-in-implementing-the-rte-act.html>. Sayeed, Dilara. â€Å"Hurdels in Implementation of Right to Education Act in India.† India Tribune. Web.http://www.indiatribune.com/index.php?option=com_contentview=articleid=7659:hurdles-in-implementation-of-right-to-education-act-in-india-catid=30:opinionItemid=460>.

Why The Berlin Wall Was Assembled Essay

Why The Berlin Wall Was Assembled Essay To fully understand why The Berlin Wall was assembled, one must know of the events that took place. This wall for 28 years separated families, friends and a nation. Perhaps the major reasons it was assembled were for political and economical issues. Politically, the West side was interfering with the Russian Sector (East side). Economically, all of the citizens from East Germany were getting well educated there and moved to West Berlin for work. In this paper, I will explain the events and circumstances that led to the construction of the Berlin Wall. After the World War II in 1945, the Nazi Germany surrendered, the 4 allied countries, the United States, Great Britain, France and Russia signed the Potsdam Agreement treaty which determined the borders for Germany and Berlin. The Potsdam Agreement divided Germany and Berlin into four administrative zones. The United States, Great Britain and France combined to control three divisions in the Western half of Germany and Berlin, which eventually united to make a federal republic and made the three divided parts West Germany (Berlin 2002). The Eastern portion of Germany and Berlin were controlled by the Russia/Soviet Republic, later to become communist and made East Berlin the capital of East Germany (Tusa 1997). After the division, the economics of daily living was more acute in East Germany than in West Germany. Many suffered under repressions of the Communist party because of a communist system. Like the Soviet Union, the economy was struggling to get back on their feet after the war. It was said that East Germany was much like a Mini Moscow (Tusa 1997). The stores were literally empty and what good they did have were not of good quality. There were shortages of housing, food and health care. The economic of daily living in the West was much better. The economy was a lively urban area much like American cities. This is partially because West Germany and West Berlin were able to get from the United States through the Marshall Plan. (Grathwol 1994). Initially the division between East and West Berlin were uncertain because there was nothing to divide the city. For over ten year after the official separation, East Berlin saw a major emigration of East Germans who were unhappy with the communist system. With nothing to physically separate the East from the West, emigration was from totalitarianism to democracy was as easy as changing classrooms. The Soviet Union went against their promise to the people of East Germany and turned the country to Communist country. This decision separated East Germany even more from the rest of Europe. By the summer of 1952, East Germany was by it self and the border between East and West Germany was closed. Only the border in Berlin was open. (Berlin 2002) Most of the residents of East Berlin and East Germany did not like the communist regime. In fact, most people were not communists. On June 17, 1953, the people of East Germany became dissatisfied with the economic and political conditions of the German Democratic Republic (GDR). And started a riot and marched through the Brandenburg Gate into West Germany. Their intensions were to be combined with the workers of West Germany. To break up the riot, the Soviet Union called in tanks and troops that shot into the crowd on both sides killing or injuring many of them. Realizing that they were trapped and if they wanted to escape East Germany, they would have to risk their lives. It is estimated that by each day 8,000 to 10,000 people left East Germany to escape further west (Taylor 2007). This damaged the creditability and the workforce of the German Democratic Republic. For most of the emigrants under the age of sixty between 1949 and 1961, the legal process for lawful emigration was leng thy and difficult. This successfully in discouraged the young people from leaving the country. Since the elderly had no big role in the growth of the Communist State, emigration for them was fairly easy. To put an end to emigration, it was proposed to build a high wall. This idea later became The Berlin Wall. Winston Churchill would later name this barrier the Iron Curtain. The Berlin Wall was built on August 13, 1961. The German Communist leader under the command of Stalin, Walter Ulbricht organized the construction of a large wall to be built in order to restrain illegal emigration from the East to the West (Taylor 2007). On August 13, 1961, the Soviet premier at that time, Nikita Khrushchev, ordered the Berlin wall built to stop the flow of refugees. (Berlin 2002) In 24 hours, the streets of Berlin were ripped up; barricades of paving stones were erected; tanks were gathered at crucial places and subways and local railway services were interrupted, so that within a day the West of Berlin was completely sealed off from the East (Grathwol 1994). There were many escape tunnels dug under the wall. The tunnel system was dug by hundreds of East Berlin students unexpectedly. The first successful tunnel was in an East Berlin Graveyard and the largest tunnel was found in the basement of a home at number sixty Wernerstrasse. Twenty nine people were freed from this location. That same day citizens of East Berlin and 60,000 commuters were no longer allowed to enter the West side of the city. The GDR claimed that the barricade had been raised to prevent a third world war. On August 23, 1961, GDR ordered all subways, railroads and telephone lines going into West Berlin to be stopped (Bowman 1998). The citizens of East Berlin were no longer allowed to enter West Berlin, including the sixty-thousand workers who worked in West Berlin. However East Berliners still managed to get out through bribery, cigarettes and money. After some people still managed to scale the wall, there was a ban on the sale of rope and twine. On September 20, 1961, to begin construction on the second more permanent concrete wall, the GDR demolished all of the houses near the wall. The Berlin Wall consisted of 67 miles of concrete segment wall which was four meters high, 42 miles of wire mesh fencing, 65 miles of anti-vehicle trenches, 79 miles of signal fence, 302 watchtowers, and 20 bunkers. (Taylor 2007). There behind all of that was a second wall which was called no mans land or death strip. It cut off one hundred-ninety two streets (Taylor 2007). This area made it easy to spot footprints because of the raked gravel; was mined and booby-trapped with tripwires and it offered a clear field of fire to the armed guards who were instructed to shoot on sight. The main crossing point for the American sector of West Berlin was at checkpoint Charley which was six hundred-eighty feet west of the Brandenburg Gate. On October 27, 1961, the United States sent tanks; jeeps and soldiers to Checkpoint to guarantee entrance of US offic ials to West Berlin (Berlin 2002). The wall divided Berlin through the center and the outer part of the city and on the border between West and East Germany, from the Baltic Sea southward through the center of Germany all the way to Hildburghausen. From there it went east toward the border of Czechoslovakia (Taylor 2007). While the wall was being constructed, the United States was opposed to the establishment of the Wall. President John F. Kennedy was crucial to the cause, declaring his commitment with the infamous words: As a free man, I take pride in the words Ich bin ein Berliner (I am a Berliner) (Taylor 2007). At the verge of a nuclear war, the United States and the Soviet Union reached a conclusion, but the Berlin Wall remained but by the mid 80s the relationship between the East and West Germany began to transform. The end of the German Democratic Republic and the Berlin Wall began when Hungary opened its doors to the west. Passage between Communist states was unrestricted; therefore, East Germans could go from East Germany to Hungary and from there to West Germany or any other Western European state. East Germany began to reform. Gunter Schakowsky, the leader of the East Berlin communist party announced on November 9, 1989 that the border to West Berlin would be opened for private trips out of the country. Shortly after his announcement, citizens began hammering and using chisels to knock out pieces of the wall. The Wall had fallen (Taylor 2007). Between November 10, 1989 and later on December 22, 1989 checkpoints were opened for pedestrians at Potsdamer Platz and the Brandenburg Gate. Finally on July 1, 1990 East and West Germany were united and assumed West Germanys old name, The Federal Republic of Germany. All restrictions between East Germany and West Germany were released. The entire wall was taken down (Berlin 2002). In conclusion, the Berlin Wall was erected for political, economical, as a way for the Soviet Union to maintain their communist system and prevent brain drain in East German. These tactics did not improve the situation for East German as the people did not like the communist regime and still found ways to escape. While the erection of The Berlin Wall did not prove to be successful for the Soviet Union; the fall of the wall reunited families, friends and a divided nation back together.

Natorp on Social Education: A Paideia for all Ages :: Teaching Education Philosophy

Natorp on Social Education: A Paideia for all Ages ABSTRACT: In Man and his Circumstances: Ortega as Educator, Robert McClintock says that American educators have forgotten about the influence of Natorp. This essay proposes to discuss Natorp's Platonic and Neo-Kantian view of the human being and of knowledge as a foundation to all education. It will examine the influence of Friedrich Schleiermacher, the distinguished German philosopher, and of the great Swiss educator, Johann Heinrich Pestalozzi, on Natorp's ideas. In Natorp's view of Socialpadagogik (Social Education), it is not possible to have any positive social or political change without great alterations in educational philosophy. The work of the American educator, Robert Hutchins, will be discussed and defended as an exemplary attempt in the practice of higher education of these ideals. Although Hutchin's programs were adapted for only a short time by the University of Chicago and by a few small liberal arts colleges, his influence, as well as that of American disciples of Na torp and Pestalozzi, still has lasting value, since it is based on the idea that we are all souls in development. Paul Natorp's several important works on the philosophy of education, such as Pestalozzi: Sein Leben und seine Ideen, (1) are grounded in his Neo-Kantian epistemology. The post 1900 Natorp expanded his theory of knowledge from the purely Neo-Kantian idea that the Ding an Sich and the noumenal world were not only unknowable but also could not even be posited as existing. He expanded it to include the idea that the Ding an Sich is the "X" at the borders of the known which always moves into the unknown. As Natorp puts it in his own words, "Erkenntnis ist nicht stillstand, sondern ewiger Fortgang." (2) (Knowlege is not standing still, but is eternal movement.) Our experience builds on itself. Each individual must be treated as a living soul constantly building on experience in life (Erlebnis). Science is not the only criterion for knowledge, but the philosophical examination of the growth or degradation of the soul becomes the standard. In this sense, Natorp is a Neo-Platonist, because h e does not see limits to the possibilities of the soul. However, he never actually speaks of metempsychosis. This idea is noumenal. Finally, Natorp's view of religion is essential here. Religion is also not knowledge, but it is a repository of the rules of moral behavior which should, nevertheless, be determined by reason.

Rejection in Shakespeares King Lear :: King Lear essays

Rejection in King Lear      Ã‚  Ã‚  Ã‚  Ã‚   An important idea present in William Shakespeare's "King Lear" is rejection and the role this rejection plays in the experiences of the involved characters.   The important ideas to be considered here are the causes and effects associated with the act of rejection. The most important situations to be considered in the story of "King Lear" are those that   develop between the two fathers, Lear and Gloucester, and their children, Goneril and Regan, Cordelia, Edmund, and Edgar.   Each case falls on a different plane, but it is important to consider the similarities between the positions of Lear and Gloucester.   Ã‚  Ã‚  Ã‚  Ã‚   The rejection of Lear by his two daughters, Goneril and Regan, can be seen as a type of revenge.   Throughout their lives they had always been far behind Cordelia in the king's eyes.   As a result of this second-hand treatment, Goneril and Regan carried with them an immense amount of hatred and when Lear divided his kingdom between them, they both openly rejected his presence in their lives. " Some other time for that. - Beloved Regan, she hath tied sharp- tooth'd unkindness, like a vulture here, - I can speak scarce to thee ; thou'lt not believe with how depraved quality - O Regan ( King Lear II.iii )! Goneril's response further clarifies this rejection.   " Good sir, no more ; these are unsightly tricks : return you to my sister ( King Lear II.iii ). Lear's reaction is pure rage. He understands that he had not given them too much of his time, but he had given them their percentage of the kingdom only because they had made a pledge to him that they would care for him in his elder years.   The bond broken in this situation is a very weak one. The only thing that held it together was this flimsy pledge that the daughters had no intention of honoring.   But no matter the conditions, he was their father and his well-being was a sort of payment for their very existence.      Ã‚  Ã‚  Ã‚  Ã‚   Cordelia's rejection of Lear breaks a much stronger bond.   Lear loses his entire life purpose when Cordelia turns Lear away.      Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Good my lord, you have begot me, bred me, lov'd me : I

The Scientific Method

Dianna Baldwin SCI 230 The Scientific Method The first step in the scientific method is to observe. When you are observing you are discovering what is going on around you. The second step in the scientific method is question. To question one must make an attempt to explain the observation that was made. The next step in the scientific method is making a hypothesis. A hypothesis is made to predict a solution and an outcome. The fourth step in the scientific method is making a prediction. When making a prediction you are indicating the outcome. Next is the conclusion.The conclusion details the findings of the testing. This then leads to the final step which is the results. The results are whether your findings based on the hypothesis are supported or refuted. In the activity I applied the steps of the scientific method by observing what was said in the captions and what was happening in the picture. I then had to question what was going on with my observation. I then made a hypothesis and tested the hypothesis and made a prediction. Then based on the outcome of the testing I found the conclusion and gathered the results.A real – life situation that I have used the scientific method would be when I flipped the light switch the light did not come on. I observed the light did not come on when I turned it on. I then questioned what may be the problem. Is it a burnt out bulb or something more complex. I then made a hypothesis on what I thought the problem was. My best guess was the light bulb was burnt out. I predicted that if I change the light bulb and put in a new one it would work just fine. I changed the light bulb and it was indeed burnt out. My hypothesis was supported. The Scientific Method The scientific method is a hypothesis-driven process of inquiry. The goal is to ask and answer scientific questions by making observations and doing experiments. This week we were asked to complete the scientific method activity on the student website. I participated in both experiments, but I found the car experiment to be a bit more of a challenge. I had to apply the steps of the scientific method several times before I finally arrived at a resolution. The Car Experiment. The car experiment began with an observation; something is wrong with the vehicle because it will not start. In an effort to explain my observation I ask the question; â€Å"Why won’t the vehicle start? † There could be a number of reasons why the vehicle will not start, so the next step is to hypothesize the solution and outcome. The website provided us with the following 3 hypotheses: 1. The car needs fluids. 2. The car battery is not working. 3. There are electrical problems. The next step is to make a prediction. I predicted that the vehicle must have an issue with the battery. I chose this hypothesis first, because it is not uncommon for someone to leave a dome light on and accidently drain their battery. While it is not uncommon to run out of fuel, I did not select this answer because in this day and age most vehicle owners keep an eye on their fuel levels to ensure that they have an adequate amount for the next day. The conclusion details the findings of your prediction. In this case the vehicle’s battery was fine. The results tie back into my hypothesis. The result was refuted, and I must now begin the process from the top to find the correct scientific method to remedy the problem. I had to repeat the scientific method 3 times until I found the solution to my problem. The vehicle had faulty electrical issues, and once the fuses were replaced it started right up. A real-life problem that I could use the scientific method to solve is a problem I have been having recently with my new vacuum. It is less than 3 months old and it has been acting strangely. I can use it one day for an hour without any problems, and two days later I can turn it on but it will only work for 3 or 4 minutes before shutting off. The steps that I would take to solve the problem are: 1. Make an Observation 2. Question: â€Å"Why is my vacuum not working properly? † 3. Thesis: Develop a hypothesis about why the vacuum may be acting strangely. It has electrical problems. It is clogged. It is faulty and I should contact the manufacturer. 4. Prediction 5. Conclusion 6. Results The Scientific Method The Scientific Method Hands-On Labs, Inc. Version 42-0130-00-01 Lab Report Assistant This document is not meant to be a substitute for a formal laboratory report. The Lab Report Assistant is simply a summary of the experiment’s questions, diagrams if needed, and data tables that should be addressed in a formal lab report. The intent is to facilitate students’ writing of lab reports by providing this information in an editable file which can be sent to an instructor. Observations Data Table 1: Scientific Method Data Unknown Sample Number #1 #2 #3 #4 #5 #6 Hypothesis:Coffee Potting soilBrown sugarBaby powderFlowerBaking powderColor:Dark brown Old copper(sepia, maroon)Light BrownWhiteWhiteWhite Texture:It’s coarse& fragile particleVery coarse and grittyThe particle is sticky and a bit grittyVery Soft particle &silkyVery softVery soft Shape:In general, it’s coarse-grainedNot regularCoarse-grainedVery fine. It’s difficult to look in detailCoarse-grainedC oarse-grained Smell:It’s totally coffeeNo smell or a faint scant Sweet tasteVery nice. It’s just delicate baby smellNo smellNo smell Soluble:SolubleInsolubleSolubleSolubleSolubleSoluble Density:The dense is less than baby powder(0. 182 g/cm3)Little dense/it’s similar as #6(0. g/cm3)Low dense (0. 467 g/cm3)High dense (0. 867 g/cm3)It’s similar as #6 (0. 454 g/cm3)It’s similar as #5 (0. 5 g/cm3) Conclusion:CoffeePotting soilBrown sugarBaby powderFlowerBaking powder Data Table 2: Calculating Density of Unknown Samples U nk no wn S a m p l e Number Mass of full vial & bag (g) Mass of empty vial & bag (g) Mass of unknown sample (g) Volume (cm3) Density (g/cm3) #12. 0g1. 8g0. 2g1. 1 cm30. 182 #22. 5g1. 8g0. 7g1. 4 cm30. 5 #32. 5g1. 8g0. 7g1. 5 cm30. 467 #43. 0g1. 8g1. 2g1. 5 cm30. 867 #52. 3g1. 8g0. 5g1. 1 cm3 cm30. 454 #62. 5g1. 8g0. 7g1. 4 cm30. 5 The Scientific Method The Scientific Method is a complex, yet simple process. It was designed to help scientist and every day people who face problems come up with a logical and tested solution. According to authors Pruitt and Underwood (2006), The Scientific Method is defined as â€Å"the set of procedures that form the rational approach to studying the natural world. † This method can be applied to something dealing with science or something that deals with everyday life. In the below paragraphs, this writer will explain the scientific method and how it was used to achieve results in a web-based experiment as well as a real life situation. This writer would begin the web-based experiment by researching and discover why plants grow towards the light. Once the results of the search are gathered, this writer would produce a hypothesis. The possible hypothesis is; plants grow toward the light because it is a critical part of the process known as Photosynthesis. This writer’s prediction is that if a plant is placed to grow near a window, the plant will lean toward the light. For the experiment, this writer would put three plants on a table with a window to the left of them and three plants on a table with a window to the right of them. Over the course of three weeks, this writer will observe and document the plants reaction to the light coming through the window. After careful review of the information documented, this writer can safely conclude that the plants with the window to the right of them, grew bent toward the light and the plants with the window to the left of them grew bent toward the light. This information does support my hypothesis that plants grow toward the light to help with the Photosynthesis process. There were many problems that this writer could have tested, but decided to test the most important one of all. This writer’s daughter is at the stage in her life where she is taking off her pamper, but refuses to become potty trained. What is causing this? Not unlike other parents and scientists, this question came from a problem that needed a solution. Through personal experimentation as well as information compiled through secondary sources, this writer came up with effective ways to potty train their daughter properly. While observing the child, this writer noted that whenever the child needed to use the bathroom, she would cross her legs. After the child would receive some type of drink, approximately 20 minutes, she would again start to cross her legs. It became very apparent that the child was very ready to become potty trained. Through these observations, this writer produced her hypothesis. If this writer puts the child on the pot 20 minutes after she ingests any type of drink, the child will gradually become potty trained. This writer tried this method of potty training for two days. During those days, the child did successfully use the pot at the times this writer put her on it, but the child still had accidents on herself. With this information, this writer concluded that their methods were unsuccessful. This writer researched potty training techniques to construct a new hypothesis. According to the Mayo Clinic website (1998-2011), â€Å"when you notice signs that your child may need to use the toilet- such as squirming, squatting or holding the genital area- respond quickly. Once the child successfully uses the toilet, there should be some type of praise. Some people use stickers on a chart and others give special treats such as candy or an extra bedtime story (Infant and toddler health, 1998-2011). With using these techniques as well as cutting off all liquids that the child receives at eight o’ clock every day, this writer has found that the child has not had a day time potty accident in t hree days. Consistent monitoring of children while actively trying to potty train is the most important thing to do if successful results are desired. While potty training is no small feat, each parent who tackles this task knows that not every parent is the same and not all methods work for every child. This is something that will be learned on a case-by-case base. While the two experiments conducted are drastically different, they are both similar in the way that they both followed the Scientific Method. With a sound hypothesis and a thirst for knowledge, using the Scientific Method will always provide valid results backed by science. References Potty training: How to get the job done. (1998-2011). Infant and toddler health. Retrieved on March 24, 2011 from http://www. mayoclinic. com/health/potty-training/CC00060 Pruitt, N. L. , & Underwood, L. S. (2006). Bioinquiry: Making connections in biology (3rd ed. ). Hoboken, NJ: John Wiley & Sons, Inc. Stein Carter, J. (1996). The Scientific Method. Retrieved on March 24, 2011 from http://biology. clc. uc. edu/courses/bio104/sci_meth. htm The Scientific Method The Scientific Method Hands-On Labs, Inc. Version 42-0130-00-01 Lab Report Assistant This document is not meant to be a substitute for a formal laboratory report. The Lab Report Assistant is simply a summary of the experiment’s questions, diagrams if needed, and data tables that should be addressed in a formal lab report. The intent is to facilitate students’ writing of lab reports by providing this information in an editable file which can be sent to an instructor. Observations Data Table 1: Scientific Method Data Unknown Sample Number #1 #2 #3 #4 #5 #6 Hypothesis:Coffee Potting soilBrown sugarBaby powderFlowerBaking powderColor:Dark brown Old copper(sepia, maroon)Light BrownWhiteWhiteWhite Texture:It’s coarse& fragile particleVery coarse and grittyThe particle is sticky and a bit grittyVery Soft particle &silkyVery softVery soft Shape:In general, it’s coarse-grainedNot regularCoarse-grainedVery fine. It’s difficult to look in detailCoarse-grainedC oarse-grained Smell:It’s totally coffeeNo smell or a faint scant Sweet tasteVery nice. It’s just delicate baby smellNo smellNo smell Soluble:SolubleInsolubleSolubleSolubleSolubleSoluble Density:The dense is less than baby powder(0. 182 g/cm3)Little dense/it’s similar as #6(0. g/cm3)Low dense (0. 467 g/cm3)High dense (0. 867 g/cm3)It’s similar as #6 (0. 454 g/cm3)It’s similar as #5 (0. 5 g/cm3) Conclusion:CoffeePotting soilBrown sugarBaby powderFlowerBaking powder Data Table 2: Calculating Density of Unknown Samples U nk no wn S a m p l e Number Mass of full vial & bag (g) Mass of empty vial & bag (g) Mass of unknown sample (g) Volume (cm3) Density (g/cm3) #12. 0g1. 8g0. 2g1. 1 cm30. 182 #22. 5g1. 8g0. 7g1. 4 cm30. 5 #32. 5g1. 8g0. 7g1. 5 cm30. 467 #43. 0g1. 8g1. 2g1. 5 cm30. 867 #52. 3g1. 8g0. 5g1. 1 cm3 cm30. 454 #62. 5g1. 8g0. 7g1. 4 cm30. 5

Revolutionary Antiseptic Technique

Joseph Lister's Revolutionary Antiseptic Technique Kundhavaidevi BalamuruganAH 9 Block 13-3-2018 It was October 26, 1877, in King's College and a boy had fractured his patella, also known as a kneecap. A few decades ago doctors would have deemed his case of hopeless, advising him to amputate. It was 1877 though– the height of surgical advancements!– and there was an alternative option– wiring his patella was proposed. Wiring his patella required converting a simple fracture into a compound fracture deliberately, which was often associated with infection and even death (Cartwright, 2017). The procedure itself was deemed preposterous by the public and other medical professionals, receiving harsh criticism. The boy would surely die of infection. His doctor, however, remained confident in his procedure. The doctor had invented antiseptic technique, which would prevent contamination of the surgical equipment and infection of the wound. He used carbolic acid to create antiseptic conditions to perform the surgery. The conditions made the surgery was a success! The surgeon to perform this controversial surgery was Joseph Lister, an innovative and influential surgeon. His creation of antiseptic treatment, based off of germ theory, was the most influential innovation in surgical history. It had revolutionized surgery, allowing complex surgeries to be performed, lowering mortality rates and increasing the safety of procedures.Joseph Lister, Baron Lister of Lyme Regis was born on April 5, 1827, in Upton, Essex, England. He was the son of Joseph Jackson Lister and Isabelle Harris. Both his father and his mother took an active part in his education, teaching him how to use a microscope (Mental Floss, 2017). He received formal schooling in two Quaker schools which further emphasized science and natural history. By age 16, Joseph Lister decided he wanted to pursue a career in the medical field, specifically to become a surgeon. He attended the University College in London and became House Surgeon at University College Hospital in 1856, after receiving a Bachelor of Honors in Medicine in October 1852. He got his fellowship in Royal College of Surgeons and studied under James Syme, a renowned surgeon in Edinburgh. He later became Syme's son-in-law after marrying his daughter, Agnes Syme. On their honeymoon, Lister and his wife visited French and German institutes that inspired Agnes Lister to become Joseph Lister's laboratory assistant. In Lister's early years as a surgeon, he researched inflammation, which was considered a specific disease at the time. He studied the microscopic healing of wounds, specifically the â€Å"mechanism of coagulation of blood and blood vessels during the first stages of inflammation† (Cartwright, 2017). This served as a background to his work in wound dressing and his development of antiseptic treatment.He worked as a dresser for Sir Erichsen, a physician that believed that wounds become infected due to bad air. The miasma theory, which was popular at the time, claimed that concentrated bad air can infect the wound. At the time, miasma was thought to be the cause of spread of disease and infection. The origins of the miasma theory can be traced back to ancient China and Europe. Miasma is comparable to smoke, mist, or fog: air can carry miasma. Air carrying miasma was considered contaminated. The cause of miasma varied– some believed it was from moisture and heat while others thought it originated from rotting organic matter like dead insects. Early in his career, he had not believed in miasma. In dressing the wounds, Lister had realized that when wounds were cleaned, some had healed. He reasoned that if some wounds could be healed, it was highly unlikely that the â€Å"bad air† was the cause of disease and infection.Lister's first major surgery was on a woman named Julia Sullivan. Her drunk husband had stabbed her abdomen on a night out and her intestines were exposed. The injury had caused her to pass out. Joseph Lister was the only one present at the facility due to the odd hours (it was early in the morning). At this point of his career, he became house surgeon to Sir Erichsen when Lister's predecessor stepped down. He had only been in this position for a month when this incident occurred. He cleaned the wound with warm water, extended the cut on the abdomen, sutured the intestines, then sutured the abdomen with a single thread as opposed to multiple threads (Richardson ; Rhodes, 2013). This surgery was controversial at the time but it was effective. This manner of surgery is consistent throughout his career: unconventional, controversial, yet effective.He was appointed Regius Professor of Surgery at the University of Glasgow at the age of 33, in August 1861. Though he was a professor, he did not attain Glasgow Royal Infirmary privileges until a year later, his request initially denied. He became in charge of the Male Accident Ward, a new surgical block at the infirmary(Pitt ; Aubin, 2012).Many patients in the Male Accident Ward suffered compound fractures, which was commonly treated with amputation. Lister observed that 45 to 50 percent of amputation patients died from sepsis between 1861 and 1865. Later he read Louis Pasteur's paper on the germ theory, a theory that stated microorganisms cause infection, as opposed to bad air as proposed by the miasma theory that was popular at the time. Lister hypothesized that the â€Å"same process that caused fermentation was also involved in wound sepsis†. He postulated that sepsis was caused by â€Å"pollen-like dust† (Cartwright, 2017) . He believed the only mode of contamination was by air. To disinfect wounds, he applied carbolic acid, which was commonly used to disinfect sewage at the time. He sprayed carbolic acid in the air, onto the equipment, and onto the wound to disinfect and prevent infection or contamination. He used this method on the patients of his ward for several years. The results of his technique was positive. Using phenol as an antiseptic reduced the mortality rate of the Male Accident Ward to 15 percent in 4 years.His practice was very different than of his peers. Others in the medical field did not wash bed linens and lab coats, using the same equipment for patients.They had believed that infection and contamination were caused by â€Å"bad air†, as the miasma theory entailed, and hence did not see the reason for sterile equipment and techniques. As a result, when he published two papers on antiseptic technique on the Lancet in March and July 1967, his colleagues criticized his methods. The source of doubt was because the microorganisms were not visible to the naked eye. If they were not visible, they did not exist. His work was misunderstood and his colleagues demanded proof of his technique being effective (Cartwright, 2017). He altered the administration of the carbolic acid, spraying it now with a machine he called a donkey engine. The donkey engine increased the efficiency of the application of carbolic acid. He increasingly used this method on surgeries and the results were positive. Patients approved of his methods. Germany, the United States, and eventually Great Britain accepted and adopted his approach to antiseptic technique. In 1871, he operated on Queen Victoria, who had a large abscess on her armpit. Lister lanced the abscess with a sharp tool, drained the pus, dressed the wound, and treated it with carbolic acid (Fulton, 2017). The Queen approved of Lister's methods involving carbolic acid. This nod of approval from the Queen of the United Kingdom encouraged his peers in the medical field to accept antiseptic technique. Though his technique was not accepted during a majority of his lifetime, antiseptic treatment revolutionized surgical procedures. Infection and contamination of the wounds were less common. Surgery was no longer dangerous, lowering mortality rates and increasing success rates. It is quite a feat to dispute a widely popular medical theory and to continue practicing though his colleagues ridiculed his technique. He was creative, too, using phenol, a carbolic acid used to disinfect sewage, to dress wounds. His work revolutionized medicine, a field that is slow to change. His work in antiseptic technique inspired the brand Listerine to name themselves after Joseph Lister. Though his techniques are no longer used, it served as the gateway to developing better antiseptic and aseptic techniques. His ideas and approach to antiseptic technique influence our culture and our behavior from our cleansing our mouths with mouthwash in the morning to disinfecting our clothing to using Bactine to disinfect cuts and minor open wounds. His ability to be nonconformist to popular belief and create antiseptic technique was the most innovative occurrence of the 20th century.10 Intriguing Facts About Joseph Lister. (2017, September  12). Retrieved March 01, 2018, from http://mentalfloss.com/article/503311/10-intriguing-facts-about-joseph-listerCartwright, F. F. (2017, November 16). Joseph Lister. Retrieved March 01, 2018, from https://www.britannica.com/biography/Joseph-Lister-Baron-Lister-of-Lyme-RegisFulton, A. (2017, October 13). ‘The Butchering Art': How A 19th Century Physician Made Surgery Safer. Retrieved March 01, 2018, from https://www.npr.org/sections/health-shots/2017/10/13/557367840/the-butchering-art-how-a-19th-century-physician-made-surgery-saferPitt, D., ; Aubin, J. (2012, October). Retrieved March 01, 2018, from https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3468637/Richardson, R., ; Rhodes, B. (2013, December 20). Retrieved March 1, 2018, from https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3826195/Science Museum. Brought to Life: Exploring the History of Medicine. (n.d.). Retrieved March 01, 2018, from http://broughttolife.sciencemuseum.org.uk/broughttolife/people/josephlister Revolutionary Antiseptic Technique Joseph Lister's Revolutionary Antiseptic Technique Kundhavaidevi Balamurugan AH 9 Block 13-3-2018 It was October 26, 1877 in King's College and a boy had fractured his patella, or kneecap. A few decades ago doctors would have deemed his case of hopeless, advising him to amputate. But it was 1877– the height of surgical advancements!– and there was an alternative option– wiring his patella was proposed. Wiring his patella entailed a deliberate conversion of a simple fracture into a compound fracture, which were often associated with infection and even death. The procedure itself was deemed preposterous by the public and other medical professionals, receiving harsh criticism. The boy would surely die of infection. But his doctor remained confident in his procedure. The doctor had invented antiseptic technique, which would prevent contamination of the surgical equipment and infection of the wound. He used carbolic acid to create antiseptic conditions to perform the surgery. The conditions made the surgery was a success! The surgeon to perform this controversial surgery was Joseph Lister, an innovative and influential surgeon. His creation of antiseptic treatment, based off of germ theory, was the influential innovation surgical history. It had revolutionized surgery, allowing complex surgeries to be performed, lowering mortality rates and increasing the safety of procedures. Joseph Lister, Baron Lister of Lyme Regis was born on April 5, 1827 in Upton, Essex, England. He was the son of Joseph Jackson Lister and Isabelle Harris. Both his father and his mother took an active part in his education, teaching him natural history and how to use a microscope. He received formal schooling in two Quaker schools which emphasized science and natural history. By age 16, Joseph Lister decided he wanted to pursue a career in the medical field-specifically to become a surgeon. He attended the University College in London and became House Surgeon at University College Hospital in 1856, after receiving a Bachelor of Honors with Medicine in October 1852. He got his fellowship in Royal College of Surgeons and studied under James Syme, a renowned surgeon in Edinburgh. He later becomes Syme's son-in-law after marrying his daughter, Agnes Syme.In his early years as a surgeon, he researched inflammation, which was considered a specific disease at the time. He studied the microscopic healing of wounds, specifically the mechanism of coagulation of blood and blood vessels during the first stages of inflammation. This served as a background to his work in wound dressing and his development of antiseptic treatment.He worked as a dresser for Sir Erichsen, a physician that believed that wounds become infected due to bad air. The miasma theory claimed that concentrated bad air can infect the wound. But in dressing the wounds, he had realized that when wounds were cleaned, some had healed. Early in his career he had not believed in miasma, a popular theory of the time in the medical field.He was appointed Regius Professor of Surgery at the University of Glasgow at the age of 33, in August 1861. Though he was a professor, he did not attain Glasgow Royal Infirmary privileges till a year later, his request initially denied. He became in charge of the Male Accident Ward, a new surgical block.Many patients in the Male Accident Ward suffered compound fractures, which was commonly treated with amputation. Lister observed that 45 to 50 percent of amputation patients died from sepsis between 1861 and 1865. Later he read Louis Pasteur's paper on germ theory, a theory that stated microorganisms cause infection. Lister hypothesized that the same process that caused fermentation was also involved in wound sepsis. He postulated that sepsis was caused by pollen-like dust. He believed the only mode of contamination was by air. To disinfect wounds, he applied carbolic acid, which was commonly used to disinfect sewage at the time. He sprayed carbolic acid in the air, onto the equipment, and onto the wound to disinfect and prevent infection or contamination. He used this method on the the patients of his ward for several years. Using phenol as an antiseptic reduced the mortality rate of the Male Accident Ward to 15 percent in 4 years.His practice was very different than of his peers. Others in the medical field did not wash bed linens and lab coats, using the same equipment for patients.They had believed that infection and contamination was caused by â€Å"bad air, as the miasma theory entailed, and hence did not see the reason for sterile equipment and techniques. As a result when he published two papers on antiseptic technique on the Lancet in March and July 1967, his colleagues criticized his methods. The source of doubt was because the microorganisms were not visible to the naked eye, and hence did not exist. His work was misunderstood and his colleagues demanded proof. He altered the administration of the carbolic acid, spraying it now with a machine he called a donkey engine. The donkey engine increased efficiency of the application of carbolic acid. He increasingly used this method on surgeries and the results were positive. Patients approved of his methods. Germany, the United States, and eventually Great Britain accepted and adopted his approach to antiseptic technique. In 1871, he operated on Queen Victoria, who had a large abscess on her armpit. Lister lanced the abscess with a sharp tool, drained the pus, dressed the wound, and treated it with carbolic acid. The queen approved of Lister's methods involving carbolic acid. This nod of approval from the queen of the United Kingdom encouraged his peers in the medical field to accept antiseptic technique. Though his technique was not accepted during a majority of his lifetime, antiseptic treatment revolutionized surgical procedures. Infection and contamination of the wounds was less common. Surgery was no longer dangerous, lowering mortality rates and increasing success rates. It is quite a feat to dispute a widely popular medical theory and to continue practicing though his colleagues ridiculed his technique. He was creative, too, using phenol, a carbolic acid used to disinfect sewage, to dress wounds. His work revolutionized medicine, a field that is slow to change. Though his techniques are no longer used, it served as the gateway to develop better antiseptic and aseptic techniques. His ability to be nonconformist to popular belief and create antiseptic technique was the most innovative occurence of the 20th century.10 Intriguing Facts About Joseph Lister. (2017, September 12).RetrievedMarch 01, 2018, from http://mentalfloss.com/article/503311/10-intriguing-facts-about-joseph-listerScience Museum. Brought to Life: Exploring the History of Medicine. (n.d.). Retrieved March 01, 2018, from http://broughttolife.sciencemuseum.org.uk/broughttolife/people/josephlisterPitt, D., ; Aubin, J. (2012, October). Retrieved March 01, 2018, from https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3468637/Cartwright, F. F. (2017, November 16). Joseph Lister.Retrieved March 01, 2018, from https://www.britannica. com/biography/Joseph-Lister-Baron-Lister-of-Lyme-RegisFulton, A. (2017, October 13). ‘The Butchering Art': How A 19th Century Physician Made Surgery Safer. Retrieved March 01, 2018, from https://www.npr.org/sections/health-shots/2017/10/13/557367840/the-butchering-art-how-a-19th-century-physician-made-surgery-safer