Women s Rights Of Women - 1206 Words

It irritates me, to speak of women and the role of women in this election, the subject of women is tiresome but necessary in a world where gender is still existent as an obstacle for most. I cannot identify what woman is. I am basing my definition from our modern understanding of woman, our general view, and the popular experience. People are using younger women voting for Bernie Sanders as proof of gender’s irrelevant in this election, that women have achieved their rights. Even if women ‘have rights now’ it does not change people’s habits that are so embedded in our societies that it has become a custom to treat women as lesser. These gender roles are not altered by law alone but by de-socialization of a society that believes women to be less and believes they, the women, are less than men. Women, even women who are aware of gender’s troubles, are socialized to have a father, a male figure to take care of them, they, although they see themselves in Hillary Clinton, cannot feel safe in the hands of a woman. Supporters of Hillary and Bernie alike continuously talk of equality, that woman is equal to man. Not only does that not matter, but it also is not true. Every person is different and requires different needs. Gender is still in question; we can see the double standards th at apply to Hillary and excused to Bernie. Marx believes women’s oppression is purely economical. He believes with the exploitation of labor, women will also rise for a revolution and gain theirShow MoreRelatedWomen s Rights Of Women Essay1455 Words   |  6 Pagesa myriad of women have expressed through outlets such as public assemblies, literature, and speeches. There have been three waves of the women’s movement, each targeting a variety of issues within each era. The third wave was in 1995, where Hillary Clinton spoke in Beijing, China, claiming that women’s rights were the same as human rights, that every aspiring girl deserved the civil liberties that every man was given around the world. Moreover, the movement had shifted towards women in developingRead MoreWomen s Rights Of Women1265 Words   |  6 Pagesstands in the way of women being equal to men? Journalist Carlin Flora suggests the following, â€Å"While not all claims to humanity are universal and no one context, culture or continent can truly represent all peoples, the following three examples from very different contexts, cultures and continents show that some violations of women’s human rights are universal. In particular, it is still the case the world over that a woman’s reproductive rights, which impact on her right to life, are still seenRead MoreWomen s Rights Of Women881 Words   |  4 PagesTwenty –first century ladies are discovering it a daunting task to keep up both sexual orientation parts as an aftereffect of the women s activist development. They are presently assuming liability for both the supplier and the nurturer, battling like never before to acquire and keep a superior personal satisfaction. Woman s rights has supported in equivalent vocation opportunity, battling to get ladies acknowledged into the employment advertise, and what initially began as ladies strengtheningRead MoreWomen s Rights Of Women Essay1647 Words   |  7 Pagesthe early 1920’s, women thought t hey had achieved the unachievable. They could finally work, keep their earned wages, marry whomever they please, and even vote. After reaching their goal and fighting vigorously, women could taste equality and the freedom they deserved. While women still have the right to work in today’s society, women are not exactly treated equal in the workplace. Regardless of the past and the extreme measures taken to ensure equal opportunities for both men and women, there are manyRead MoreWomen s Rights Of Women1590 Words   |  7 Pagesthe 1920s, women were ignored in every aspect of their life. From politics, to social situations, women were constantly looked at as lesser. The 20s was a decade of women ready to fight for their rights. From gaining social freedoms, to getting political rights, the 20s was the first decade of feminism. Many women played key roles in the fight for women s rights through speeches, marches, and much more. The women that fought for their rights in the 1920 s completely changed how women live their livesRead MoreWomen s Rights Of Women1230 Words   |  5 PagesWomen’s suffrage has stretched from the 1800’s to present day, as women have struggled to have the same civil and constitutional rights as men in politics and be appreciated as equals in the workforce. Groups of women known as suffragists questioned the customary views of women’s roles. Eventually our nation has evolved and realized that male-controlled societies suppress women’s rights. From the beginning steps taken in 1850 to 2013 with women earning combat roles in the military, women’s rolesRead MoreWomen s Rights Of Women1393 Words   |  6 Pages Women all over the world are being treated different than men. Iran is one of the places that women are being treated the worst. From restrictions to punishments, women in Iran are being treated with no respect, and that is not okay. Women’s rights activists have tried to get it to cha nge, and have traveled to many places to try and get more people to join their movement. There are many issues with women not having the same rights as men. One of the main problems is that they are treated lessRead MoreWomen s Rights Of Women1272 Words   |  6 PagesThroughout history, women have fought a strenuous battle for equal rights. Many men, and even some women, all over the world believe that women do not share the same value and importance to society as men do. On September 5, 1995, Hillary Clinton spoke at the 4th World Conference on Women, on behalf of women all over the world. Clinton raised awareness on how women s rights are being violated and why it is important to recognize women s rights as equal to everyone else’s rights. Even today, in 2016Read MoreWomen s Rights Of Women1052 Words   |  5 PagesThe family has traditionally been the basic unit of Chinese society where women have long been charged with upholding society s values in their roles as wives and mothers. Especially in the Qing Dynasty, women were required to balance society s i deals with the reality of raising a family and maintaining a household. Throughout the imperial period and into the beginning of the twentieth century, the relationship among family members was prescribed by Confucian teachings. The revered philosopherRead MoreWomen s Rights Of Women1159 Words   |  5 PagesWomen’s Rights is an extremely ethical topic that is surrounded by ethical theories and has a lot of history. While some of the theoretical systems in ethics have helped to gain women their rights, others have assisted in preventing women rights. Women in America have seen much improvement in our modern day society regarding Women’s Rights, but what about the women in less economically stable countries? Women continue to fight against abuse, hatred, and discrimination worldwide. I will be discussing

America’s Foundation Free Essays

The United States Declaration of Independence written by Thomas Jefferson was a statement that was used on July 4, 1776 by the Continental Congress to declare the independence of thirteen American colonies from Britain. It entailed in part the following; political independence of every person as provided by natural law, right of revolution. By this, it implied that all Americans were entitled to equal rights and in cases where these rights were breached, anyone was entitled to revolt against the aggressor. We will write a custom essay sample on America’s Foundation or any similar topic only for you Order Now Another part of the declaration was a list of charges against king George who was seen as having dishonored the rights of colonialist therefore was seen as unfit to govern. Lastly, the declaration stipulated conditions under which people could change their government and Britain situation offered a perfect example. Hence it called on to all colonies to throw off British Crown and claim their independence (Library of Congress, 1861, 865). The article of Confederation The article of Confederation was the first governing constitution of America. The article sought to unite several States in America that were initially sovereign under the British regime. It was made in drafts with the last draft made in 1977 and adopted by Continental Congress on November 15, 1977. The article stipulated the rules and regulation to govern the new found United States confederation. Hence with the Article, United States was capable of making wars and settling interstates dispute diplomatically. Furthermore, United States was able to resolve issues concerning western territories. The articles were created with a view of providing freedom, Sovereignty and independence of America. With time, it was found that these articles were unable to provide sufficient provisions that would govern the country effectively hence a need for a detailed constitution that would replace the Confederation with the Federal. This paved way for the formation of a constitution in 1788 (Jensen, 1970, p 109). The constitution The constitution is the current governing body of law in United States of America. It is the supreme law of United States and is the source of legal authority fundamental to the existence of America and all its administrative and judicial bodies within it. It defines three arms of the government; the legislative led by Congress, an executive branch led by the President and judicial branch led by Supreme Court. In its description, it stipulates each branch powers that helps eliminate conflict of power during implementation. In addition, it established the federal system of government that gave individual states various rights. It was adopted on September 17, 1789 and has so far undergone twenty seven amendments (Hickey, 1853, 483) Comparison and Contrast between Articles of Confederation, Constitution and Declaration of Independence. There are various similarities and differences in the Declaration, Articles of Confederation and the Constitution. In comparison, all the above three documents sought to provide the sovereignty and independence of United States of America. They stipulated that US was a sovereign state that was capable of making laws, negotiating diplomatic relations and setting up its own army. America, therefore, was free to trade and govern itself under its own laws without any external interference. All three document emphasized on basic human right. This was stipulated through the provision for freedom of movement and expression in the constitution and the Article of Confederation. Equality and sovereignty of each state was also equally stipulated in three documents. Above all, the document stipulated the rules and regulation that would hence fourth govern United States of America. Breach of which would lead to prosecution and there after a punishment. Similarity among the documents can also be seen in their way of formation where by; representatives from various states were chosen to draft them and later sign on the document to authenticate them. In this sense, all the above three document are similar. Contrasts Among the notable differences are in levying taxes. In Articles of Confederation, Congress could only request various states to pay taxes but looking into the constitution, Congress has the right to levy taxes on individuals. On the Executive side, the Constitution provides the president with powers to choose cabinet members and has power to check on the powers of judiciary and legislature, however, the article provided the president with no executive powers and his role was only to preside over the Congress. On amending the constitution, two thirds of both houses of congress and three quarter of senate legislature are needed to amend the constitution under the provision of the current constitution compared to thirteen out of thirteen as provided by the Article. With the Article, it recommended that sovereignty remained within States however; the constitution states that it is the supreme law of the land hence sovereignty applies within the range of constitution. Regarding trade, Article provided no control of trade within states and no regulation what so ever was done between interstate trades. This implied that there was free movement of goods and services within states without government interference. However, constitution provides for regulation of trades between states and the power is bestowed to the Congress which oversees all these regulations. In formation of an army to provide military support, Article of Confederation awarded no right to the congress to draft troops that would participate in war. Hence, they had to rely on military contribution by various states. In the Constitution, Congress has the power to raise an army that would deal with any military emergency in the country. In conclusion, it can be asserted that without these three documents in US history, the legality of United States of America could be at stake and therefore, it would have become difficult to govern all the states under one government. References Faber H. , Faber, Doris. (1987). We the People: The Story of the United States Constitution since 1787. New York: Scribner’s. Hickey, W. (1853). The Constitution of the United States of America: With an Alphabetical Analysis; the Declaration of Independence †¦ Electoral Votes for All the Presidents and Vice-presidents: the High Authorities and Civil Officers of Government from March 4, 1789, to March 3. T. K. P. G. Collins . pp 483. Jensen M. (1970). The Articles of Confederation: An Interpretation of the Social-constitutional History of the American Revolution 1774-1781. University of Wisconsin Press. Library of Congress (1861). Catalogue of the Library of Congress. Oxford University. Pp 865. Suksi M. (1993). Bringing in the People: A Comparison of Constitutional Forms and Practices of the Referendum. Martinus Nijhoff Publishers. US History. Articles of Confederation Vs the Constitution. http://home. earthlink. net/~gfeldmeth/chart. art Accessed on February 26, 2009. How to cite America’s Foundation, Papers

Law of Criminology and Criminal justice †MyAssignmenthelp.com

Question: Discuss about the Law of Criminology and Criminal justice. Answer: Introduction Since ancient times, politics has been the driving force of the human civilization, its customs and its survival along with its right hand, the law. Politics can be defined as the method that involves the various processes by which a nation or a country and its people can be governed by a single ruling party after several sessions of debate and a majority poll by the people of a the democratic republic. When such a party takes it upon itself to govern a nation, it needs a string of stringentlaws to manage peace and order. Laws can be defined as a system that is developed in such a way that each and every action of the individual living in a country is monitored, checked and regulated. If such a system is broken by a single being, then that person is bound by the country and its legislations to get penalized and punished for the breach of the standardized code. By the above discussion, it is now clear that all laws are authorized by the ruling political party itself and also has a strong grasp on the criminal justice system as well. Since such parties have to get along with other entities like the media, other parties, its donors and several business organizations, they sometimes have to take justice for themselves at almost every level of Criminal Justice as analyzed in this report. Selection of Decision Makers Judges are the key decision makers in a court oflaw or a legal justice system. The judges are selected by ether a polling process or by directly being appointed by a higher authority (Luban, 2013). Either way, their appointment is always directly or indirectly linked to the political system. If we suppose the selection process is that of polling, then, the decision is solely based on the fact that if the candidate is popular or not. Such populism may directly be linked to how a candidate is shown to the voters. Even if the candidate is not actually appealing by character but acts impressionable and righteous in front of the voters, they will get the attention (Akhavan, 2013). Politics in Creation of Laws Members of the Congress and often the legislation of the state play a huge role in passing and amendment of laws (Baylis et al, 2017). Such members have their affiliations to a certain party and a standing in the society, hence, not all their decisions are based for the sole purpose of welfare of the public, but to benefit political interests and selfish reasons. Such situations are most common when media is hysterical or public goodwill is needed during pre election campaigns. Political involvement of Persecutors Persecutor appointment is done on both state and federal levels. Such attorneys when appointed, in order to further their careers have to have some attachment to the strings of politics (Cliffsnotes.com, 2017). In order for them to not suffer a loss and get reappointed when need be, such attorneys need to support politics actively whenever necessary. Often, when it comes to advancement in career opportunities, prosecutors ignore the impartiality of a righteous judgment and take consideration in political lines, thinking otherwise to favor a selfish case (Daily Kos., 2017). The International Court of Justice The International Court of Justice is the most primary judicial branch of the United Nations the court settles legal disputes submitted to it by states and provides advisory opinions on legal questions submitted to it by duly authorized international branches, agencies, and the UN General Assembly. Few of the many aims and purposes of an international court of justice are to: Decide disputes of a justifiable nature that is to say, disputes which can be submitted to a court and be determined by principles of justice expressed in rules of law, which may and must of necessity arise between and among nations. To enable the court to act and to bring forth the fruits of justice, an agreement of the nations is required that such disputes shall at their beginning and before they assume political importance be automatically submitted to the tribunal. The International Court of Justice is an established tribunal that maintains law and order and settles various disputes; a couple of them would be ICTY and ICTR ICTY: The tribunal was established by Resolution 827 of the UNS Council, which was passed on the 25th of May 1993. It has jurisdiction over four clusters of crimes committed on the territory of the former Yugoslavia since 1991: grave breaches of the Geneva Conventions, violations of the laws or customs of war, genocide, and crimes against humanity. The maximum sentence it can impose is life imprisonment. ICTR: was a tribunal established in November 1994 by the UNS Council in Resolution 955 with the aim to judge people responsible for the Rwandan Genocide and other serious violations of international law in Rwanda, or by Rwandan citizens in nearby states, between 1 January and 31 December 1994. By discussing the above practical examples, it can be seen how law and order can be and is present even when there are extreme political barriers and how justice is still relevant for guiding humanity. Both the above tribunals were formed to stop crimes of these particular countries after revolution. Judges and Political Influence It is the duty of a judge to make decisions that are righteous and impartial, but in some cases, such decisions can be hindered when politics comes in play (Kahler, 2015). There are cases when political leaders might deny judgeship to a person based on decisions they made that the political parties might not have been in favor of. Such members might ridicule judges over media to unseat them. Conclusion Hence, by the facts stated in and analyzed in the given report, it can be stated that since it is obvious that law and the people involved in the process of taking lawful actions against criminal offences are all either connected or selected by the political party, the president, the governor, the congress or the senate, it can be rightfully stated that in the case of Criminal Justice, since the start of democracy and even before was directly or indirectly influences by actions that were taken to benefit politics or to favor a party or an individual so involved. However, the few examples stated above also throw light on the fact that justice is still worth striving for and how few of the international bodies have done so over the years. They are an ideal model and our aim should be to emulate that in the field of international criminal justice. References Akhavan, P., 2013. The rise, and fall, and rise, of International Criminal Justice.Journal of international criminal justice,11(3), pp.527-536. Anon, (2017). [online] Available at: :https://www.capitalregionlawyers.com/ [Accessed 16 Oct. 2017]. Baylis, J., Owens, P. and Smith, S. eds., 2017.The globalization of world politics: An introduction to international relations. Oxford University Press. Bosco, D., 2013.Rough justice: The International Criminal Court in a world of power politics. Oxford University Press. Cliffsnotes.com. (2017).The Politics of Criminal Justice. [online] Available at: https://www.cliffsnotes.com/study-guides/criminal-justice/the-criminal-justice-system/the-politics-of-criminal-justice [Accessed 15 Oct. 2017]. Daily Kos. (2017).The Ways Politics Influences Criminal Justice. [online] Available at: https://www.dailykos.com/stories/2015/12/13/1459761/-The-Ways-Politics-Influences-Criminal-Justice [Accessed 14 Oct. 2017]. Findlay, M.J., 2013.Governing through globalised crime: Futures for international criminal justice. Willan. Kahler, M. ed., 2015.Networked politics: agency, power, and governance. Cornell University Press. Lamont, C.K., 2016.International criminal justice and the politics of compliance. Routledge. Luban, D., 2013. After the honeymoon: reflections on the current state of international criminal justice.Journal of International Criminal Justice,11(3), pp.505-515.

Mafia In America Essays - Genovese Crime Family, Murder, Inc.

Mafia In America Throughout history, crime has existed in many different forms and has been committed by not only individuals, but by groups as well. Crime is something that knows no boundaries; it exists in all cultures, is committed by all races, and has existed in all time periods. Crime exists as a part of the economic institution and is a lifestyle for many people. Crime also exists in both organized and un organized forms. Since the early 1900's, "organized" crime has existed in the United States. The following will show where, when, and why the Mafia came to the United States, who organized it in the United States, and how it differed from its origins in the European mafia. In the ninth century, Arab forces occupied Sicily. The native Sicilians were oppressed and took refuge in the surrounding hills. The Sicilians formed a secret society to unite the natives against the Arab and Norman invaders. This secret society was called Mafia after the Arabic word for refuge. The society's intentions were to create a sense of family based on ancestry and Sicilian heritage. In the 1700's, pictures of a black hand were distributed to the wealthy. This was an unspoken request for an amount of money in return for protection. If the money was not paid, the recipients could expect violence such as kidnappings, bombings, and murder. By the nineteenth century, this society grew larger and more criminally oriented. In 1876, Mafia Don Rafael Palizzolo, ran for political office in Sicily. He forced the voters to vote for him under gunpoint. After being elected into office, he promoted Mafia Don Crispi as Prime Minister. Together the two put Sicily under government control and funneled government funds to the society known as the Mafia. In the 1800's, New Orleans was the largest Mafia site in the United States. It was while investigating the murder of an Italian immigrant that the current Police Chief, David Hennessey discovered the existence of this secret society. Police Chief Hennessey was assassinated before this murder case could go to trial. Twelve men were charged with this assassination but were lynched by a newly formed vigilante group. The Italian Ambassador demanded that the vigilantes be tried. President Harrison who disproved of the vigilantes and gave a large cash settlement to the families of the lynched men. This was a widely publicized case because of its' foreign ramifications and the involvement of the President of the United States. Don Vito, Vito Cascio Ferro, was the first Sicilian Capo de Tutti Capi. He fled to the United States in 1901 to escape arrest and formed a group of the Black Hand. Its' members were hardened criminals currently fugitives from Sicily. He is known as the Father of the American Mafia. In 1924, Mussolini was determined to rid Italy of the Mafia so many members fled to the United States to avoid persecution. This increased the numbers of members in the organization. These fleeing Italians were well aware there was money to be made in the United States through extortion, prostitution, gambling and bootlegging. Every large city soon had its own Mafia chapter. Prohibition which was a legal ban on the manufacturer and sale of intoxicating drinks generated a wave of illegal activity since there was big money to be made. During this time, gangsters openly flaunted their wealth and power. This period established many young men as leaders in the New Age American Mafia. Charles Luciano, born in 1897 in Sicily, came to New York in 1906. He trained in the Five Points Gang, a Mafia crew, under John Torrio. In this gang, he became friends with Al Capone and other prominent gangsters. Luciano started his own prostitution racket in the early 1920's and was in total control of prostitution in Manhattan by 1925. In 1929 he was kidnapped, beaten and stabbed severally with an icepick. He miraculously survived but maintained "omerta", which is a vow never to reveal any Mafia secrets or members under penalty of death or torture. By 1935, Luciano was known as The Boss of Bosses. He had previously established Murder Inc. with Bugsy Siegel and Myer Lansky, two other well known gangsters. Luciano's wide spread criminal activities led to his being investigated by District Attorney Thomas E. Dewey. He was eventually sentenced to thirty to fifty years for extortion and prostitution. Luciano was considered to be a powerful Mafia member with strong ties to Sicily. After his conviction, the United States government approached him with a deal. In exchange for his assistance in the

How did the changes brought about by the factory system challenge the family

How did the changes brought about by the factory system challenge the family? How do some of the authors included in Chapter Four, in Rogers, treat this issue? Does Mary Shelley have any insights or criticisms with regard to the family and industrial society? The changes brought about by the factory system changed drastically the whole family structure. This is especially evident from the way children and women were treated in the industrial society. Mary Shelley's Frankenstein discusses changes within the family from two different perspectives one of which is Victor's and the other one that of the creature. The Industrial Revolution created a unique new category of people who were dependent on their job alone for income, a job from which they might be laid off without any reason. The factory worker had no land, no home, and no source of income but his job. Working in the factory meant more self-discipline and less personal freedom for workers. The system tended to depersonalize society and reduced workers to an impersonal status. This Economy powered by machines, turned people into machines as well. Even though life overall was improving, the industrialism brought misery to the workers and their families. Family structure and gender roles within the family were changed by the growth of the industrial society. Families as economic unit did not exist anymore. Productive work was taken out of the cottage. A new pattern of family life emerged. Families now worked on factories and mills for people they did not know. Production was the key in the industrial society and family was a minor issue. Families were less closely bound together than in the past - the economic link was broken. Children became an essential part of the factory system. Little children could work in such areas where a normal-sized adult would not fit. So factory and mine owners depended on child labor greatly. They especially depended on children who...

High School Preparation Tips for Business Majors

High School Preparation Tips for Business Majors Admission requirements at schools all over the nation are getting more and more difficult to meet. Many schools have minimum GPA requirements, prerequisites that need to be completed in preparation for college classes, and other requirements that are more stringent than ever before. The application process is also more competitive nowadays. A single school can reject more than 10,000 students during every round of applications. Business schools - even at the undergraduate level - have an application process that is even more competitive than some of the other common college majors. The best way to increase your chances of acceptance is to plan ahead. If you are still in high school and are thinking about majoring in business, there are several ways in which you can prepare. Take the Right Classes The classes you will need to take as an active business major will depend on the school and the program that you choose to attend. However, there are certain classes that are required for every business major. Preparing for these classes while you are still in high school will make everything a lot easier. It will also give you an edge over other applicants when you are trying to get admitted into a quality business program. Some of the classes you will want to take while you are in high school include: EnglishSpeech/CommunicationsMath and Accounting If your high school offers computer classes, business law classes, or any other classes that directly relate to business, you will want to take these too. Develop Leadership Skills Developing leadership skills while you are still in high school will be very beneficial when it comes time to apply to different schools. Admissions committees value business applicants who can demonstrate leadership potential. You can acquire leadership experience in school clubs, volunteer programs, and through an internship or summer job. Many business schools also value an entrepreneurial spirit. Dont be afraid to start your own business while you are still in high school.   Research Your Options If you want to be a business major, it is never too early to begin researching careers, scholarships, and schools. You will find numerous resources on this site and in other places around the web. You can also speak to your guidance counselor. Most counselors have information on hand and can help you develop a plan of action. Sometimes the best way to get accepted to college is to find a school that is the right fit for your style of learning, academic capabilities, and career aspirations. Remember, not every school is equal. They all offer a different curriculum, different opportunities, and different learning environments. Take time to find the one that works for you.

Christian Democracy Essay Example | Topics and Well Written Essays - 1500 words

Christian Democracy - Essay Example We combine the principle of centralization and that of popular sovereignty. Christian Democracy had, for all intents and purposes, begun with the immediate pre-war period. Thus, unlike political movements like socialism, or even liberalism, Christian Democracy became an important political force before it had matured ideologically. As a result, the development of its ideology was inhibited by the pressures of political responsibility. The Italian Christian Democratic Party, for example, was founded in 1943 and came to power in 1948. It was never able to develop its autonomous self separately from a close and intimate relationship with the state. The Christian Democratic phenomenon raises several puzzles: the contradiction between these parties' religious roots and their enduring success in the heart of one of the most secular social environments in the world, western Europe; the success of religion in structuring impressively successful political parties at a time of general secularization and decline of the institutional power of the church; the translation of religion, a supposedly premodern cleavage, into mass parties, the modern political weapon par excellence; the emergence of confessional parties in some countries but not in others; the domination (and often monopolization) of the bourgeois political space by confessional parties; the integration into... Solving these puzzles requires a theory of Christian Democracy. Such a theory should specify the conditions under which parties that appeal to voters on religious grounds form and succeed; account for the failure of such parties to emerge in seemingly favourable environments; and determine the impact of confessional parties on the politics of the societies in which they operate and the ways in which they shape the relationship of religion and politics. (Stathis, p.2) European Scenario One of the initial problems that European Christian Democratic leaders had to overcome was the traditional reluctance of many devout Catholics to get involved in politics. After the unification of Italy by a liberal, anticlerical movement in 1870, the popes exhorted their followers to stay aloof from politics. At the time of the virulently anti-Catholic phase of the French Revolution, many French Catholics adopted similar positions of separation and intransigence. Both the French Revolution and the Italian unification were accompanied by substantial increases in state power. This meant significantly less respect for traditional ecclesiastical prerogatives. The Church and many faithful Catholics reacted to this state usurpation by attempting to withdraw from the political system and withholding their cooperation. This attitude split the Catholic faithful, with some believers maintaining that they ought to participate in politics, even under a liberal, anticlerical state, to "Christianize" the political process. (Einaudi, 187-90) By the beginning of the twentieth century, the official Church position toward the liberal state had softened somewhat. In 1891, Pope Leo

Organ Report Assignment Example | Topics and Well Written Essays - 1000 words

Organ Report - Assignment Example The rate of blood flow is 1.5 litres per min. it possess diverse cells such as 70-80% hepatocytes, sinusoidal epithelial cells, kupffer cells, hepatic stellate cells. The essay seeks to dig out the anatomy, physiology and the relationship between the liver and other organs in the body. The liver plays a key role in digestion process through the production of bile. The cells responsible for bile production are the hepatocytes. Food contain fats stimulates the duodenum to secrete cholecystokinin, which in turn stimulates the gall bladder to release bile. Bile emulsifies fats for the ease of digestion process (Mitra & Metcalf 2009). Additionally, the Kupffer cells are involved chiefly in breaking down all the worn out red blood cells. Furthermore, it stores iron after the erythrocytes are broken down (Campbell 2006). The metabolic function of the liver encompasses breaking down carbohydrates, proteins and lipids into useful body materials (Vainer et al. 2008). Carbohydrates are broken down into monosaccharaides, fatty acids metabolised to produce ATP, while proteins break down to amino acids. The detoxification process involves removal of dangerous components inclusion of drugs and the rest of inactive metabolites. Moreover, the liver has a high potential in storage of essential nutrients, minerals and vitamin. It also produces vital body proteins such as pro-thrombin, albumins and fibrinogen. Most significantly, it acts as an organ contributing to the immune system via sinusoids containing Kupffer cells, a form of macrophages, phagocytic in nature. The Kuppfer cells capture and auto digest fungi, bacteria, worn out cells and other debris (Thomson et al. 2002). The stomach receives and stores food as they await digestion. It does initiates the proteins digestion process, and propels food down to pass through the duodenum. The gastric secretions initiates digestion process, while pepsin

Understanding Curriculum and Professional Issues Essay Example for Free

Understanding Curriculum and Professional Issues Essay This assignment will explore current views on professionalism in the Lifelong Learning Sector in the UK, and will make particular reference to the impact of professional status on teachers in the Further Education (FE) sector. The paper will examine current policy before going on to discuss; professionalism, continued professional development (CPD), the importance of reflective practice as a professional attribute and impact on teaching. The assignment will also discuss own personal development making reference to subject specialism. Finally professionalism in the sector will be evaluated. Historically Further Education (FE) Colleges were once far removed from the terms ‘professional’ and ‘academic’ and as Spencely (2006 pg 292) reminds us, â€Å"student learning in FE was definitely positioned in the arena of practical skills based training rather than education, this emphasis on training, rather than education, has led a number of commentators to question the existence of the profession of ‘educator’ or ‘teacher’ in the further education sector†. However, FE is now an integral part of the education system and plays a key role in supporting the professional development of teachers in the sector. Even with the ongoing drive to up skill FE lecturers with teacher training qualifications, those in FE appear to be in a continuous flux where recognition of professional status is concerned. Katz, cited in Avis et al highlights this when he states â€Å"Few professionals talk as much about being professional as those whose professional stature is in doubt†. (2009 pg 75) FE has struggled to be recognised as professional, this may be because the majority of teaching practitioners in FE are from a vocational rather than academic background. Currently FE teachers operate within a system of duel professionalism† (Davies 2006) meaning that they have vocational expertise and have gained teacher training qualifications in order to develop as a professional. However, according to Gray and Griffin, â€Å"professionalism of FE has never been homogeneous or particularly well formed in the FE sector† and it lacks the professional culture found in the schools (2000 pg 238). It may be that what Gray fails to acknowledge is the FE sector is not the school sector and it should therefore be different. Since September 2001, it has been a requirement that all teachers in FE colleges should have, or be working towards, a nationally recognised teaching qualification. The original national standards on which such qualification was based were drawn up by the Further Education National Training Organisation (FENTO). In order to receive FENTO endorsement, bodies such as the City and Guilds London Institute (CGLI), which at the time awarded a range of sector-specific teaching qualifications, were required to ensure that the content and outcomes of their teaching qualifications conformed to these national standards. Only teachers with a FENTO endorsed qualification were deemed to meet the national requirement for the profession. As the result of a government policy change, the national training organisations, including FENTO, were replaced by sector skills councils, and responsibility for managing the national standards and endorsing qualifications for teachers in the Lifelong Learning Sector (LLS) was taken over in January 2005 by Standards and Verification UK (SVUK), the standards and verification arm of Lifelong Learning UK (LLUK). This body, which is also responsible for the professional development of teachers in work-based learning and higher education, brought out a revised set of national standards in 2007 following a lengthy period of consultation. These are known as Qualified Teacher Learning and Skills (QTLS) standards; and it is now a requirement that all teachers in the sector, whether full-time or part-time, must have, or be working towards QTLS. This can be achieved by a number of routes, including SVUK-endorsed higher education programmes such as the Certificate of Education (Cert Ed), the Postgraduate or Professional Graduate Certificates in Education (PGCE) The Institute for Learning (IFL) are the driving force behind seeking professional recognition for teachers in FE. The chief executive of the IFL recently announced a major development for the IFL, commenting on Professor Alison Wolf’s recommendation that FE teachers with QTLS should be recognised as qualified to teach in schools. Secretary of state for education, Michael  Gove, has accepted recommendations from the Wolf Report clarifying that there is a need to â€Å"allow qualified further education lecturers to teach in school classrooms on the same basis as qualified school teachers†. (Goodman, 2011) The Association of Teachers and Lecturers (ATL) supports the drive to professionalise FE lecturers and states that â€Å"The inescapable conclusion is that it is now time for the Qualified Lecturer Status (QLS) to be replaced by the qualified teacher status (QTS), as the benchmark of teacher professionalism in FE colleges. It is time for lecturers to become teachers.† (ATL, 2011) Although this appears to be progression we could argue that this could be deemed more as compliance with an accepted view of what teacher professionalism is, whereas FE should be viewed as professional and the role of QLS should carry with it professional status. However, when considering current thinking on professionalism in teaching Pollard summarises that good teaching â€Å"requires a large number of implicit and often instantaneous judgements and decisions† often shaped by the ‘community of practice’ to which we belong†. (Pollard, 2010 pg 5) This takes account of classroom management, including relationships, positive learning environments and the ability to be creative and innovative. The ‘Teaching Learning Research Project’s’ ten principles of effective teaching, which form the basis of professionalism in the teaching sector, highlight a set of principles which are evident within the FE sector, clearly demonstrating (from my viewpoint) equity with the school sector. There are a number of issues around the concept of professionalism and obviously meaning here can and will differ according to ones profession. In order to define professionalism we must also consider that interpretation will differ dependent on perspective. Professionalism generally involves both characteristics of self and those of organisations. Professional organisations will have a set of values which will be reflected in working practices in line with ethical standards. However, irrelevant of organisation teacher professionalism is a significant factor as it affects the role of the teacher and their pedagogy, which in turn affects student ability to learn effectively. Teacher professionalism should contain the essential characteristics of, competence, performance, and conduct, all of  which should reflect the goals, abilities, and standards of the organisation for whom we work, and should impact on teaching through the development of these qualities. External drivers such as government policy will and do impact on the status of FE lecturers and along with the recognition of ‘Qualified Teacher Status’ (QTS) will no doubt come even more rigorous inspection of both student and lecturer achievement. The FE sector has continued to grow and in order to support; growth, the shift in education delivery from educators to Government control, and to meet the demands of Sector Skills Councils, the development of professionalism will continue to be a key focus. However, in order to develop this professionalism Hargreaves, reminds us that the existence of a top down education system with limited pay and over standardisation will result in a paradoxical profession. Hagreaves states â€Å"The paradox in the professional life of teachers is illustrated by the co-existence of two seemingly contradictory trends in the development of the teaching profession: standardization of teaching and antipathy to teachers’ professionalization, on the one hand, and higher professional standards and greater professionalism, on the other†. (2000 pg 11) In 2004 LLUK began the process of developing new professional teaching standards for the FE system, in line with the requirements of; Government, Sector Skills Councils, regulatory authorities, awarding organisations and providers. Bill Rammell, Minister of State for Lifelong Learning, emphasises the importance of professionalism in teaching, Rammel states, â€Å"I believe these standards will contribute greatly to improving quality in teaching, training and learning across the further education system, and provide a key part of the infrastructure that will support the professionalisation of the workforce†. (LLUK, undated) However, this may also create a more rigorous evaluation of teaching standards, as teachers in FE become more qualified, as mentioned previously, expectations will also rise. The new professional teaching standards, with emphasis on specialist subject knowledge, will benefit FE in terms of quality, more importantly it will also provide a better learning experience for students, which when we consider professionalism must be our first concern . However, Avis (2009 pg 76) makes  the point that current thinking on developing professionalism, specifically when considering the detail and length of standards, that â€Å" LLUK standards are in contrast to the equivalent single page of broad statements that cover higher education† the same here applies to schools, it could therefore be suggested that the definition of professional in the FE sector is â€Å"more restricted and prescriptive than in other areas of education† (Avis, 2009 pg 77) This may also apply to continued professional development (CPD) in the FE sector. CPD is increasingly seen as an essential driver in raising the standards of teaching and learning in post-16 education and training. Requirements and processes have been set in place by LLUK and IFL to ensure that every teacher engages in CPD, meaning any activity undertaken for the purpose of; updating knowledge of subjects or developing teaching skills. However, CPD has also become a contentious subject, mainly due to interpretation at organisational level and the associated funding costs of ensuring CPD is beneficial to the lecturer. The IFL requires a commitment from all teachers to 30 hrs CPD per year, upon which teachers reflect, and draw on; learning which takes place, how this is shared and how it supports both one’s own development and outcomes for learners. CPD has been under scrutiny of late with concerns raised over the quality of CPD and whether it is meeting the needs of the individual or organisations. Trorey (2002 pg 2) defines CPD as â€Å"institutional development† which is aimed at improving a whole organisation, often described as â€Å"staff development† and â€Å"professional development† which involves â€Å"pedagogic knowledge and subject expertise†. It could be argued that CPD should encompass a whole organisation culture yet still support the development of pedagogic expertise, which defines the FE sector from the school sector, as the IFL remind us, â€Å"teaching practitioners engage in various forms of professional development throughout their careers, but that often this goes unrecorded†. (Davies, 2006) Here again we can see the influence of the IFL in the drive to support the development of professionalism in the FE sector. However, irrelevant of contention, where CPD is concerned, a commitment to continually update both knowledge and skills of one’s subject specialism and teaching expertise is essential if we  wish to viewed as professionals. Teachers in FE have a great deal of autonomy in their teaching as they are deemed to be experts in their field, therefore professionalism is an essential attribute. CPD should support the development of that expertise. Gray et al (2000 pg 25) states that â€Å"the professional is someone who is continuously developing his or her underpinning knowledge through reflection on their own (and others’) practice†. Therefore the ability to reflect is imperative as without this essential tool we cannot be viewed as professional. Reflection can be viewed as a process of thinking and improving your professional skills and it allows us to focus on positive aspects of practice and build on them. It also helps us to identify areas for improvement. Schon (1983) defines reflective practice as â€Å"thoughtfully considering your own experiences in applying knowledge to practice†. In essence reflective practice means learning from experience, it is therefore an essential element of teaching and supports CPD. Boud et al (1985) defines reflective practice as â€Å"an activity in which people recapture their experience, think about it, mull it over and evaluate it†. As simplistic as this may sound, reflecting on experience in order to improve requires a level of objectivity in reference to your teaching practice. Therefore unless we are willing to fully partake in reflective practice we may fail to grasp opportunities to improve both our own performance and the learning experience for our students. Clouder (2000) supports this view when he states â€Å"in its broadest sense, reflective practice involves critical analysis of everyday working practices to improve competence and professional development†. Practitioners must ensure that time is set aside to think about our teaching practice in order to evaluate it and make changes where necessary. However, it could be argued here that this relies on a whole organisation culture, as without time set aside by your organisation this could result in even more unpaid work than is already expected. Reflection should therefore be an integral aspect of professional teaching practice. The very nature of education requires teachers to be open to change, as the sector is under continuous pressure to improve outcomes for learners. This compounds the need for reflective practice for teachers, learners and whole organisations. Reflective practice encourages; the sharing of good practice, learning from the experience of others, it can support the planning process and overall encourages collaborative working to the benefit of all involved. Barriers to change exist in all aspects of society and reflective practice is viewed by many as a ‘questioning of their practice’ and some teachers struggle with this concept. However, barriers are often self imposed or they may originate from the culture of organisations, who may themselves have pre-conceived ideas about reflection, which in itself is often a barrier. In the drive to gain professional recognition in the FE sector we must embrace reflective practice as a tool for improvement and progression. Throughout the course we have been introduced to a number of models of reflection such as Schon’s (1983) â€Å"reflection in action† and â€Å"reflection on action†, Kolb’s (1984) learning cycle and Phil Race (2005) ‘ripples’ approach, all of which have been useful in supporting the development of reflective practice. Races (2005) ‘ripples’ model is based on the assumption that the best way to learn is by doing. This is a principle which supports both my specialism and teaching practice, as I firmly believe that students require hands on experiences before moving on to more abstract learning. When reflecting on my own practice, specifically when working with 16-18year olds, this has become evident. Reflective practice requires an open mind, hard work and deep understanding of the benefits in leading to improvements in practice and outcomes. It is only through undergoing a process of reflection and evaluation that we are able to make reasoned judgements about our teaching practice. CPD should be viewed as an ongoing process that; improves capabilities, helps to determine own learning needs and helps us to acquire new skills and abilities. Education in its many forms is a big responsibility and teachers should maintain professional standards as required by the sector, as  ultimately it will help us to gain professional credibility. There are many types of CPD which can be accessed such as, formal training, research, in house training, mentoring and further academic study. Undertaking the ‘Certificate in Education’ has helped me to develop in my role as a teacher, and also to recognise the importance of teaching qualifications. Having come into teaching from a subject specialism background I can clearly see the benefits of CPD in enhancing my teaching abilities and skills, therefore, in order to continue my professional journey my aim will be to achieve QTLS and possibly progress onto the BA in Education and Professional Development.

The Internet and Plagiarism Essay -- Internet Plagiarism Essays Cheati

The Internet and Plagiarism The World Wide Web is larger than any one person can imagine. There are an infinite amount of links to libraries and other sources of information. There are numerous search engines, such as Yahoo, which make researching really easy. We can find anything that we want on line, because there are no boundaries to our explorations, and there are no laws to stop us. You can find anything from socks to guns. People can even find completed research papers online; they simply copy and paste it to a new document, make a few adjustments, and it is ready to turn in. Un-honest people do this every day, and it has become a common problem among high schools and colleges. This is a serious problem known as plagiarism, which has become easier through Internet access. The Internet has negative and positive effects on plagiarism in today’s society. What makes a person steal another person’s work? What makes a person copy lines from an article, essay, book or an encyclopedia? Plagiarism, what is Plagiarism? How do people know if they have plagiarized? We live in a fast pace world, and a little boost now and then to help us get our job done faster won’t hurt. Truthfully, it can hurt you more than you know! Plagiarism is defined as using someone’s words and ideas without giving proper credit to the author1. It is actually taking credit for a research and thought process that you never attempted. It is pretending to have knowledge of a subject that you don’t have a clue about. Did you know that you could get in trouble for plagiarizing from yourself? It is possible. That old paper that you revised for a new assignment can get you in some deep trouble. Plagiarism has been a problem among high schools and colle... ...s can be caught on the web. The Internet also has great web sites that teach you how to paraphrase a paragraph and, how to avoid plagiarism: http://www.indiana.edu/~wts/wts/plagiarism.html, and, http://owl.english.purdue.edu/handouts/research/r_plagiar.html. Not every person that plagiarizes will be caught, but hopefully people will become more aware of the consequences they may face. In our present society, people are effected daily by plagiarism from online sources. It is an unjust way to get a task completed, and is unfair to the author. Sites that offer easy way outs plague the Internet, and they are infecting students of all ages. Luckily, sites are being formed to help professors and teachers to stop such acts. There will never be a way to totally control plagiarism but we can only hope that the consequences for plagiarism will keep honest people honest.

Full Text Search in Ruby

Full text search is a technique for searching a document or database stored in the computer. A full text search engine examines all the words, in every stored document, to find a match of the keyword searched by the user. Many web sites and application programs provide full-text search capabilities. There are quite a few choices when it comes to adding a full text search in a Ruby on Rails application. A choice can be made on the basis of the language the search engine is written in or the scalability options suited for the application.Acts As Indexed being a pure Ruby implementation makes for a tool that is totally portable, and suitable for almost any application requiring full text search capabilities. Search queries support many standard boolean operators, namely exclusion of a term through the use of ’-’ and the matching of phrases through the use of quotation marks. It is useful in case of a simple site and need to implement a basic search very quickly. Ferret is a full text search engine library written for ruby implemented in a rails application by the Acts As Ferret plugin.It is inspired by the Apache Lucene Java project. The first step to implementing a search is to get an index built and then the index is searched for the documents having the keyword. One of the more useful features especially in a web scenario is highlighting the matched words. This is made trivial by Index’s highlight method. It’s also possible to use Ferret as a more general purpose data store Xapian is written in C++ with bindings to allow use from Perl, Python, PHP, Java, Tcl, C# and Ruby.An important feature of Xapian is the Ranked probabilistic search – important words get more weight than unimportant words so more relevant results appear at the top. It also supports Synonyms as an automatic form of query expansion and can even suggest spelling corrections for user supplied queries. Full range of structured boolean search operators (â€Å"st ock NOT market†, etc). Sphinx, written in C++, is the most logical successor to Ultrasphinx, since both utilize Sphinx as the search server.Sphinx works by reading information out of the database to build the search index. Communication with the Sphinx server occurs by sharing C â€Å"objects† over sockets. A variety of text processing features enable fine-tuning Sphinx for application requirements, and a number of relevance functions ensures you can tweak search quality as well. Sunspot is a Ruby library for expressive, powerful interaction with the Solr search engine. Sunspot uses Solr, a Java search server built on the Lucene search library.It provides robust, flexible full-text search with no boolean queries and no string programming. Solr servers can be clustered and since they manage the index, Sunspot can automatically update the indexes when the model objects change. There’s no need to run a cron job to reindex the data or setup delta indexing like with S phinx. Thus we see that Full text search has come a long way since the early days of Ferret. The incompatibility of Ultrasphinx, once the most preferred, with Rails 3. resulted in the emergence of Sphinx and Sunspot as favourites. Solr is a compelling alternative to Sphinx, since the most scalable Web apps (Facebook, Twitter) use Java behind the UI layer. Xapian can be considered as the best option whenever ranked probabilistic search is required. Acts_As_Indexed, written entirely in Ruby, works out great and is very easy to implement with automatic indexing. (ie No cron jobs needed to keep the index up to date).

In Gothic texts, women are either hopelessly submissive or significantly absent Essay

The novel Frankenstein is dominated with male characters amidst female characters often being used to fill minor roles. For a female character to be ‘hopelessly submissive’ we would expect the character was pre-determined to be passive with no chance of progressing from the ‘submissive’ role. However in Frankenstein we see female character such a Elizabeth Lavenza stand alone at points even when other are against her for example the persecution of Justine Moritz. The term ‘significantly absent’ implies the female to be absent in order to teach a lesson or convey a message, to have some primary objective. Within Frankenstein this is true in relation to Caroline who dies yet the absence is significant within the plot and Mary Shelley’s authorial message. In regards to women being ‘significantly absent’ we see the character of Margaret Saville, Robert Walton’s sister, follow this idea. Within the opening letters of the frame narrative of ‘Frankenstein’ we are made aware of ‘dear Margaret’ being the recipient of Roberts’s letters informing the reader of his whereabouts. We never hear from Margaret herself yet we know she’s disapproves of Robert’s excursion, Shelley intentionally provides the views of Margaret second handily; whatever we know about her is conveyed through Roberts writings. Throughout the novel any mention of women comes from either Robert or Victor and the reader is never made aware of the thoughts and feelings of the women directly and therefore a gender bias is apparent. The absence of a female narration also reflects the male dominance present at the time the novel was written mirroring the submissive woman. Similarly Elizabeth Lavenza, an orphan adopted by the Frankenstein’s, can also be seen as submissive due her passive role. Elizabeth is objectified from the moment we are introduced to her; she is presented as property of victor when described as a ‘pretty present’ for victor to play with. Here Mary Shelley is making a point of the unfair treatment of women and their objectification. Elizabeth represents a character much like Shelley herself she is aids the poor, respects all classes and supports Justine when wrongly accused. In this sense Elizabeth is neither ‘hopelessly submissive’ nor ‘significantly absent’ instead she expresses individualism in her actions which can be admired by the reader and run unconventional in the genre of gothic novels. Victor’s mother, Caroline Frankenstein, can be seen as both ‘hopelessly submissive’ and ‘significantly absent.’ After dying of ‘scarlet fever’ victor is absent of a mother figure and it may be questioned if this is an element of his disintegration of character. After bringing the monster to life Victor dreams he dreams he ‘held the corpse’ of his ‘dead mother’ creating some disturbance and upholding the genre of the gothic. In this case victors ‘absent’ mother is affecting him mentally and this can be seen as Shelley showing the power of females which is overlooked by men. Caroline can be related to the feminist theory of ‘the angel in the house.’ The angel in the house refers to a maternal, domestic female seen as an idealisation for men. Caroline is often portrayed as a weak vulnerable woman with a ‘soft and benevolent mind’ and therefore fits into the ‘submissiveâ⠂¬â„¢ female character. After her death it seems the ‘angel of the house’ is then shifted to Elizabeth who takes over the role of the mother and is devoted to the family becoming the maternal figure herself. The statement reduces the women within gothic novels to just two roles ‘hopelessly submissive’ or ‘significantly absent’ and therefore is very limiting towards the female characters of gothic novels. Although the women in Frankenstein do display these roles these are just two of many. We see both Margaret and Caroline to be significantly absent and Elizabeth is often submissive within her place in the family prior to Caroline’s death. However all the female characters within Frankenstein, other than Margaret (she is the only one to remain significantly absent throughout) display many more elements within their characters. Consequently when considering this statement in the light of the female characters in Frankenstein it fails to account for other character roles and therefore is only partially valid when applying to Frankenstein.

TMA1 Lodge bistro Essay

TMA1 Lodge bistro Essay TMA1 Lodge bistro Essay Lodge Bistro Chain To: Patricia Lodge From: iphonedave Date: 26/10/2013 TMA 1. Part A. Having reviewed the case study of Lodge Bistro Chain I have put together this informal report outlining problem areas within the business. A lack of consistency and structure across the chain, this can become extremely problematic, employees need rules and procedures to ensure everyone knows what they are doing and what’s expected of them by the company. A clear lack of continuity with the interior design of bistros - store managers whitewashing the wallpapered walls. An aging image and concept, based on competition setting up a much more up to date look on a French bistro. Lack of Regular communication, head office relaxed the frequency of audits from 8 page spot check reports being done at least once a month to infrequent scheduled manager meetings. If the manager knows you’re coming you will never see a true representation of the bistro. High Staff Turnover in the East Cheam Bistro added with poor financial performance means bad management Part B. I have decided to use the SWOT Analysis which is based on Capons work (Preston et al 2006) SWOT stands for strengths, weaknesses, opportunities and threats. Now when thinking about threats we need to consider the potential damage these could cause to your organization’s performance within the marketplace or the external environment. The threat might come from an external factor like a competitor or an internal source such as bad management. We will go on to outline some opportunities I see moving forward to see if we can appeal to a wider market and of course your strengths, we need to touch on these so you know what you’re doing well so we can develop and grow them. Threats. Growing competition in the sector in the form of restaurants, cafes, multiple fast-food chains, coffee bars, independent and chain restaurants, cafes in supermarkets and book shops. Even the French bistro concept had been copied and the chain Cafe Rouge had opened over 100 outlets across the country, all new and catering much more to the ever evolving needs of the consumer. The Recession has caused your core demographic (older adult) who already spend less comparative to their younger counterparts to now spend even less. Bad management, because you lost structure and allowed managers to make up their own rules standards slipped, experienced staff left and new staff jumped ship as soon as they became productive. Strengths. Established chain of 25 branches, the experience of your long term staff employed for a number of years, as well as the enthusiasm of younger and new employees. Part 3. I want to offer some ideas and opportunities I feel will help your business moving forward. Take on board the opinions of both the new and existing staff, perhaps not fully bringing back the old strict approach, while retaining some of the modern relaxed approach will maintain high standards and keep staff happy. Offer staff a set training

Worlds Biggest Smoke Bomb

Worlds Biggest Smoke Bomb Have you ever wondered just how big the worlds biggest smoke bomb would be or how it could be constructed? We built a 15-pound smoke bomb to apply for the Guinness World Record for Worlds Biggest Smoke Bomb. Heres how the worlds biggest smoke bomb was made. Why explain how to do it? Well, one of the requirements for a Guinness World Record is that it be breakable. Im hoping explaining how it was done will inspire you to make your own smoke bomb and experiment with the possibilities. Its what science and invention are all about! In addition to this written description, theres also a video, showing the final result. Smoke Bomb Recipe There are several ways to produce smoke, but for a device to be a smoke bomb, it needs to produce a lot of smoke. Dry ice and liquid nitrogen produce fog, but thats something different from smoke. If you want real smoke, you can prepare a powdered smoke mixture or make a solid smoke bomb. To make the worlds biggest smoke bomb, we went with the traditional saltpeter and sugar mixture. You can get smoke at different ratios of ingredients. We made the smoke bomb using: 3 parts saltpeter or potassium nitrate (Spectracide Stump Remover)2 parts sucrose (granulated white sugar) Its possible to make a smoke bomb by dampening these ingredients, mixing them and allowing the formula to dry, but that can take a really long time, plus it doesnt burn as well as the cooked mixture. We cooked the smoke bomb in relatively small batches on a kitchen stove, pouring each batch into a large cardboard mortar. Preparing the Smoke Bomb This smoke bomb formula also is used for model rockets because it produces a lot of pressure as gases are released during combustion. This is great for a rocket, but not desirable for a smoke bomb, so the design needed to prevent the smoke bomb from launching itself. To accomplish this, holes were drilled into the cardboard mortar so gases would escape in all directions. The completed smoke bomb was placed in a hole and lit from the top so that it would push down into the ground. Lessons Learned The design of the smoke bomb worked exactly as planned, but it would have been better if the smoke bomb had burned a little more slowly and with less flame. How can this be achieved? There are two easy fixes. One solution would be to change the ratio of potassium nitrate to sugar. A 1:1 ratio is harder to light, but burns more slowly and produces more smoke. Another solution is to add a small amount of sodium bicarbonate (baking soda) to the mixture to moderate the rate of the reaction. For example, if we do this, a typical amount is 1 teaspoon of sodium bicarbonate per 60 grams potassium nitrate and 40 grams sugar. Safety Notes   If you want to make a smoke bomb of your own or potentially break this record, its best to start small. First, make sure its legal to make and light smoke bombs where you live. Since they dont explode, smoke bombs are legal in many places that disallow other fireworks, but its best to know the law before you get started. Also, use common sense. Dont light smoke bombs anywhere you cant manage a fire, should one start. Smoke bombs should only be made and lit under adult supervision. Start out with the non-cook smoke bomb and then try some of my other recipes. Feel free to write me if you have any questions. Have fun! Disclaimer: Please be advised that the content provided by our website is for EDUCATIONAL PURPOSES ONLY. Fireworks and the chemicals contained within them are dangerous and should always be handled with care and used with common sense. By using this website you acknowledge that ThoughtCo., its parent About, Inc. (a/k/a Dotdash), and IAC/InterActive Corp. shall have no liability for any damages, injuries, or other legal matters caused by your use of fireworks or the knowledge or application of the information on this website. The providers of this content specifically do not condone using fireworks for disruptive, unsafe, illegal, or destructive purposes. You are responsible for following all applicable laws before using or applying the information provided on this website.

Project Resource Management Research Paper Example | Topics and Well Written Essays - 500 words

Project Resource Management - Research Paper Example The work will be carried out in two phases. In the first phase, the software installation will be carried out which will take 15 days. I have come to the conclusion of 15 days on the basis of the highest hours of work put in by one of the IT workers viz. the project analyst (150 hours). Assuming the IT workers put in 10 hours of work each day and work within under the supervision of the project analyst, the entire installation process must not take more than 15 days without weekend breaks. The budget for this phase is $486,005. In the second phase, 12 hospital employees will receive training. The training time for each employee is 2 days, totaling 24 days (12 x 2) in all. Assuming the employees work on a 5-days week schedule, the entire training will take 24 plus 6 days, totaling 30 days. The extra 6 days consist of 2 days leave for each week, that is, Saturday and Sunday, which occur three times during the 24 days training schedule. There is no additional cost for this phase as training is provided to two in-house employees by the vendor. These two employees have been entrusted with the responsibility of training the other 12 employees. (Asta Teamplan) The constraints and risks associated with computerization of the system normally arise due to systems breakdown which may be the result of a virus att