Occupation as Ends and Means

Introduction to the Periodic Table of Elements

Introduction to the Periodic Table of Elements Dmitri Mendeleev published the first periodic table in 1869. He showed that when the elements were ordered according to atomic weight, a pattern resulted where similar properties for elements recurred periodically. Based on the work of physicist Henry Moseley, the periodic table was reorganized on the basis of increasing atomic number rather than on atomic weight. The revised table could be used to predict the properties of elements that had yet to be discovered. Many of these predictions were later substantiated through experimentation. This led to the formulation of the periodic law, which states that the chemical properties of the elements are dependent on their atomic numbers. Organization of the Periodic Table The periodic table lists elements by atomic number, which is the number of protons in every atom of that element.  Atoms of an atomic number  may have varying numbers of neutrons (isotopes) and electrons (ions), yet remain the same chemical element. Elements in the periodic table are arranged in periods (rows) and groups (columns). Each of the seven periods is filled sequentially by atomic number. Groups include elements having the same electron configuration in their outer shell, which results in group elements sharing similar chemical properties. The electrons in the outer shell are termed valence electrons. Valence electrons determine the properties and chemical reactivity of the element and participate in chemical bonding. The Roman numerals found above each group specify the usual number of valence electrons. There are two sets of groups. The group A elements are the representative elements, which have s or p sublevels as their outer orbitals. The group B elements are the nonrepresentative elements, which have partly filled d sublevels (the transition elements) or partly filled f sublevels (the lanthanide series and the actinide series). The Roman numeral and letter designations give the electron configuration for the valence electrons (e.g., the valence electron configuration of a group VA element will be s2p3 with 5 valence electrons). Another way to categorize elements is according to whether they behave as metals or nonmetals. Most elements are metals. They are found on the lefthand side of the table. The far right side contains the nonmetals, plus hydrogen displays nonmetal characteristics under ordinary conditions. Elements that have some properties of metals and some properties of nonmetals are called metalloids or semimetals. These elements are found along a zig-zag line that runs from the upper left of group 13 to the bottom right of group 16. Metals are generally good conductors of heat and electricity, are malleable and ductile, and have a lustrous metallic appearance. In contrast, most nonmetals are poor conductors of heat and electricity, tend to be brittle solids, and can assume any of a number of physical forms. While all of the metals except mercury are solid under ordinary conditions, nonmetals may be solids, liquids, or gases at room temperature and pressure. Elements may be further subdivided into groups. Groups of metals include the alkali metals, alkaline earth metals, transition metals, basic metals, lanthanides, and actinides. Groups of nonmetals include the nonmetals, halogens, and noble gases. Periodic Table Trends The organization of the periodic table leads to recurring properties or periodic table trends. These properties and their trends are: Ionization Energy - energy needed to remove an electron from a gaseous atom or ion. Ionization energy increases moving left to right and decreases moving down an element group (column).Electronegativity - how likely an atom is to form a chemical bond. Electronegativity increases moving left to right and decreases moving down a group. The noble gases are an exception, with an electronegativity approaching zero.Atomic Radius (and Ionic Radius) - a measure of the size of an atom. Atomic and ionic radius decreases moving left to right across a row (period) and increases moving down a group.Electron Affinity - how readily an atom accepts an electron. Electron affinity increases moving across a period and decreases moving down a group. Electron affinity is nearly zero for noble gases.

SEX CRIMES Essay Example | Topics and Well Written Essays - 2500 words

SEX CRIMES - Essay Example Introduction Sex crimes include incest, rape, bigamy, child pornography, child molestation, indecent exposure, sodomy and prostitution. Nowadays, sexual motives play a pivotal role in stranger murders, intimate murders, serial murders, child murders, sexual abuse murders and prostitute murders. There exist a close link between homicide and sex. Sexual homicide can be defined as homicide where there exists a sexual motive, relationship or perversion, which includes molestation, rape, intimacy, prostitution, sexual jealousy and battering. Sexual homicide means the killing of an individual in the background of sexuality, brutality and power. Sex played a dominant role in various varieties of homicides involving kids, sexual workers and serial killers. (â€Å"Flowers, 2006, p.9†). Sex offenders comprise of an assorted group of individuals. The term sex offender is associated with the individuals who have carried out felonies like rape, engaged in child pornography, sexual murders and indecent exposures. Sexual offenders can be either juveniles or adults, male or female and of any age. Majority of sexual offenders aware of their victims and are associated to them, have some relationship with them or might have some authority over the minor or acquainted with them. Further, sexual offenses differ across cultures, religions, countries and states. In sexual offenses, there is a lack of consent on the part of victim and some level of intention on the part of an offender. Since 1980, many laws have been enacted in USA to enhance the supervision and administration of sexual offenders. For instance, such policy requires registration of sexual offenders, notification to community, restriction on residence, monitoring by GPS and compulsory chemical castration for those sex offenders under parole. (â€Å"Terry, 2010, p.3†). Statistical Date of Sexual Crime in USA In USA, as per the US Department of Justice, in every 2.7 minutes, one person is raped. In their lif e’s time, every one out of six American women has been the target of an attempted or suffered rape. In their life’s time, one in every thirty-three American men have witnessed an attempted or experienced a rape. In 73% of the sexual / rape attempts, the offender was well known to the victim who may be either an acquaintance or a friend or an intimate. About 191,670 rapes / sexual assaults were experienced by the victims with an average age of 12 or older in 2005 alone. Further, kids under the age of twelve comprise of 15% of the sexual /rape victims. Further, those under the age of 18 comprise about 44% of rape or sexual assaults. About 62% of the all sexual assaults or rapes were not made a complaint to the law enforcement in the year 2005. Of all the age group, people in the age group of 16 to 19 had a higher scale of sexual victimization. About 66% of prostitutes were reported to be sexually assaulted when they were as a kid. About 12% of the rape cases were recogni sed as alleged drug-facilitated cases in an emergency ward of a hospital. About 64,080 American women were reported to be raped in the year 2004-2005 alone. The occurrence of pregnancy for every-time unprotected sexual intercourse is estimated at five percent as per the medical reports. By applying the same to the 2004-05 rape victims, one can come to a conclusion that there would be 3,204 pregnancies due to sexual assault in that period as per RAINN report. Further, those kids

Writing helps jog creativity (needs better wording..) Essay

Writing helps jog creativity (needs better wording..) - Essay Example No doubt, free writing is a natural way of writing that accelerates learning and enhances creativity. Writing is a process that explores ideas, beliefs, knowledge of known, and leads to the unknown. Free thinking and writing keeps the ideas and thoughts flowing. Murray finds free writing as a natural way of writing. He acknowledges the fact that writers are mostly clueless, they don’t know what their direction is. It is because they use language as a tool to explore what is beyond their knowledge (77).Free writing let the writer express every little detail on the paper rather than missing it in the â€Å"only thinking† or planning process. I personally feel that ideas are like soap bubbles that form and burst quickly, one after the other. I can identify with Abelardo Delgado who says, â€Å"I literally give birth to the ideas which wiggle in me wanting to come out†(qtd. in Tomlinson).It is critical to save them as they appear, and nothing can save them as beautifully as free writing. James Baker refers ideas and details as â€Å"free-floating metal shavings† looking for magnet (qtd. in Tomlinson).The magnet here are words that attract and absorb every little detail of our ideas. Free writing gives clarity and meaning to the whole thought process in general and writing in particular. Murray observes his students exploring and discovering the meaning through their writing process (77). While writing freely, we naturally express ourselves more. Gradually, we come to identify the meaning behind our expressions. It is more like a process of self exploration which introduce us to our writer self. Elie Wiesel says, â€Å"I write in order to understand as much to be understood† (qtd. in Murray 77).Murray supports my idea of writing as a discovery of meaning which unfolds itself as it proceeds. However, I never felt like professor of philosophy who felt embarrassed or dumb because he has to keep writing to find out what is his objective

International Management Essay Example | Topics and Well Written Essays - 1750 words - 6

International Management - Essay Example in the standardization and adaptation process include the legal-political climate, social-cultural make-up of the target market technological, economic and demographic factors, etc. (Doyle and Stern P. 35). During a product’s launch into a new international market, multi-national firms can decide to either use their standardized marketing mix or adapt the mix to suit the market. In my study I am going to discuss the different standardization and adaptation strategies employed by different multi corporations like; Pepsi, Mc Donald’s and Toyota motors in the international business market. In several instances, a multi-national firm is forced to adapt its products and services marketing mix strategies to meet the local consumer needs. Also, the company is influenced to apply marketing mix techniques to deal with wants that can’t be altered due to factors such as culture, belief, economic conditions among others. McDonalds is a global producer of fast foods but their burgers, and other foodstuffs are adapted to local needs alongside tastes and preferences. In the Indian market where a cow is a venerated animal, their fast foods contain other meat products in place of beef. In South America McDonalds’ burgers come highly chilled due to the natives love for excessively chilled foods (Learn marketing, Para.2). In the Middle East where Pepsi is the leading soft drinks producer, it’s less sweet as compared to Africa where sweetness is preferred. The locals have a culture of growing sugar cane which tends to affect their consumption tastes and preferences (Learn marketing, para.2). Toyota Motors Corporation is the leading producer of automotive in the world. Its headquarters are situated in Japan decided. The company decided to use its standard production techniques for all its companies in the World with minimal changes to adapt it to the local environment. Over the years, Toyota enjoyed monopoly in terms of cheaper and fuel economic consumption. However, in

Critical Issue Promoting Technology Use In Schools Education Essay

Critical Issue Promoting Technology Use In Schools Education Essay Although there has been a strong push to get educational technology into the hands of teachers and students, many obstacles to implementation still exist. Equipment may not be placed in easily accessible locations. Hardware and software often pose problems for teachers in the classroom, and just-in-time technical support may be unavailable. Teachers may lack the time and the motivation to learn technology skills. Professional development activities may not provide ongoing, hands-on training for teachers or practical strategies for implementing technology into lesson plans. Initial technology funding may not be sustained and thus not capable of providing upgrades, maintenance, and ongoing professional development. Fortunately, these obstacles can be addressed and overcome. This Critical Issue provides practical information for promoting technology use in schools. OVERVIEW: The push to provide technology in schools has been successful in recent years. According to Goldman, Cole, and Syer (2000), most schools have computer labs and many have computers in every classroom. More than 90 percent of all schools are connected to the Internet, and more than 33 percent of teachers have Internet access in their classrooms. Yet teachers readily admit that they are not making as much use of technology as they could. According to an Education Week survey, nearly 30 percent of teachers said their students use computers only one hour per week; nearly 40 percent said their students do not use computers in the classroom at all (Trotter, 2001). Although technology is more prevalent in the schools, several factors affect whether and how it is used. Those factors include placement of computers for equitable access, technical support, effective goals for technology use, new roles for teachers, time for ongoing professional development, appropriate coaching of teac hers at different skill levels, teacher incentives for use, availability of educational software, and sustained funding for technology. Placing Computers for Equitable Access Access to technology is an important issue for teachers and students. Although schools may have computers available, one factor that determines their use is where those computers are located. If computers are connected to the Internet but are not in a convenient location, the availability to students and teachers will be limited. Across the case study sites, there were five different strategies for allocating computers for student use:  · Distribution among the regular classrooms  · Computers in labs  · Mobile computer labs  · Incremental roll-out  · School-within-a-school The standard computer lab is commonly used in schools. If the use of the computer lab is carefully scheduled, it will provide high equipment utilization; on the other hand, keeping the computers in one place may be a barrier to using them on a continual but intermittent basis as a part of the curriculum. Some schools prefer to place computers in the regular classroom. These computers often are distributed through incremental rollout. In incremental rollout, technology is given to a limited number of classrooms at first and then expanded to an additional classroom each year. Sometimes the computers are distributed on a grade-by-grade basis with primary grades first and upper grades later receiving the most up-to-date equipment. This approach requires continual, yearly funding. Some schools have chosen to start with their Internet connection in the school library. This location necessitates that the library-media specialist is aware of educational sites to supplement students classroom activities. The library-media specialist also needs to work with teachers and the technology specialist to determine the best use of the equipment. In situations where software also is a limited commodity, the school library may house and catalog the software, as is done with other educational materials. This situation makes the software available to all teachers and allows teachers flexibility in assigning work to students. Whatever decisions are made on allocation of equipment, it is imperative that all staff members are included in the decision making and that long-term plans are made for acquisition and upgrading of materials. Such collaborative decision making and planning helps ensure staff buy-in, equity of access, and effective use of technology in teaching and learning. Providing Technical Support Without continuous technical support, technology integration in the classroom will never be satisfactorily achieved (Bailey Pownell, 2002). Most teachers have heard horror stories about equipment failure, software complexity, data loss, embarrassments, and frustration. They dont want to be left hanging with 30 students wondering why nothing is working the way it is supposed to be. When teachers are trying to use technology in their classrooms and they encounter difficulties, they need immediate help and support. Providing Time for Ongoing Professional Development Learning the new roles and ways of teaching that go hand-in-hand with technology integration requires that teachers have opportunities to participate in an extended process of professional development. Teachers need time to acquire technology skills and develop new teaching strategies for integrating technology into the classroom. Except for occasional in-service programs, teachers often have no time built into the school day for their own professional development. When professional development activities are conducted after school, teachers may not have the energy necessary for engaging in learning. Burgos (2001) notes, The research on staff development tells us that its least effective when its done at the end of the school day. Some researchers suggest that the ideal time for teachers to participate in professional development activities is during the summer, when students are not a consideration and teachers do not have as many demands on their time. But teachers are more likely to apply new instructional strategies if they receive feedback and support while trying the new strategies in their classrooms. Coaching Teachers at Different Skill Levels A school may be home to educators with a wide variety of skill levels in technology: computer gurus anxious to put the capabilities of the newest hardware and software to use; moderate technocrats, who implement basic computerized tasks; and the technologically limited. The problem faced by administrators and professional development staff of such a school is providing adequate training to bring all teachers to an adequate level of technical expertise so learning goals can be met. After the teachers skill levels are identified, administrators, teachers, and the technology specialist can brainstorm to determine what support and resources teachers need to advance to the next stage. Teachers can develop personal plans for professional development that include goals for using technology. These professional development plans can be competency driven, identifying specific areas where technology can be used effectively; they can specify outcomes to be achieved using technology, such as implementing specific projects with students; and they can list software applications that should be mastered by specific dates. By putting individual goals in writing, these plans formalize teachers commitment to using technology in the classroom, states Tenbusch (2002). Choosing Appropriate Software One barrier to technology integration is the difficulty many teachers face in finding and using appropriate software for instruction (Glenn, 2003). Teachers at novice or apprenticeship stages of technology integration may need guidance in locating multimedia software and Internet sites to support the schools learning goals, either because they are unfamiliar with these media or because they feel overwhelmed by the profusion of software on the market and sites on the Internet. Lack of time and experience to make good decisions about what particular products or sites have the potential of fostering learning goals can make technology integration a frightening prospect. Glenn (2003) succinctly summarizes the challenge: Problems exist with finding and using appropriate software or courseware for instruction. The number of high-quality curriculum materials has increased, and there is a wider variety; however, creating innovative learning opportunities for all students remains a fundamental challenge and elusive for far too many teachers. GOALS:  · The schools technology plan clearly identifies learning goals to be achieved through technology.  · Technology supports the instructional learning goals. It is integrated into instruction in meaningful ways so that it contributes to the attainment of high standards by all students.  · Technology is used for challenging, long-term projects that promote students higher-order thinking skills instead of merely for drill-and-practice programs to improve basic skills.  · All students have opportunities to use a variety of technologies to support their work on authentic tasks.  · All technology is in operable condition and is being used effectively and to the maximum extent possible.  · Just-in-time technology support is available for teachers and students.  · There is a flexibility in managing the technology to ensure that all students and teachers have equity of access.  · Professional development is considered an important part of the technology plan and the technology budget.  · The professional development component of the technology plan ensures that every teacher has allotted time throughout the school year for professional development relating to technology and its integration into the classroom.  · Professional development in technology is directly applicable to the classroom situation.  · A diverse portfolio is in place to ensure that funding is available to support technology and ongoing professional development. Administrators:  · Pursue funding strategies to provide the necessary technology, professional development, technical support, equipment upgrades, and equipment maintenance to achieve educational goals.  · Develop strategies for ensuring equitable use of education technology for all students and teachers.  · Acknowledge the benefits of plugging educators into technology improved student performance, increased student motivation, lower student absenteeism, and higher teacher morale.  · Understand the implications of preparing teachers for the Digital Age.  · Ensure that the school is providing professional development for effective technology use.  · Determine expectations for teachers in regard to their use of technology in their classrooms. Develop strategies for teaching the teachers and eventually winning teachers over.  · Read about technology implementation strategies in Teachers and Technology: Making the Connection.  · Provide all teachers and administrators with an Internet e-mail address. Use e-mail for all school announcements.  · Provide a networked computer on the desk of every teacher and administrator.  · Provide all teachers with on-site training in technology use. Ensure that teachers have adequate time to practice new skills, explore software, and become proficient with the schools technology.  · Involve teachers in identifying and pursuing technology professional development that is appropriate to their needs and skills.  · Encourage teachers to set their own technology integration goals as part of their individual professional development plans.  · Ensure that adequate technical support is available.  · Address any problems that arise with new uses of technology in the classroom quickly and efficiently.  · Use a variety of time and monetary incentives as well as job requirements that encourage teachers to use technology in their classrooms. o Provide release time for teachers to participate in technology professional development activities during the school day. o Pay for additional professional development activities, such as outside conferences and workshops that address specific classroom technology issues. o Pay teachers to act as technology mentors for teachers with novice technology skills. o Provide classroom-embedded mentoring, tutoring, and follow-up activities. o Financially reward teachers for designing good instructional uses of technology. o As an additional incentive, offer technology for classroom or personal use: laptop computers, technology equipment, and software. o Make teachers base pay contingent upon participation of technology professional development. o Include technological competence as one aspect of teacher evaluation. o Tie job security to technology professional development by adding technology competence to teacher evaluation, requiring technology-related professional development for contract renewal, or making technology professional development a requirement for re-certification.  · Periodically visit classrooms to determine teachers technology needs and to observe and encourage their integration strategies.  · Provide opportunities for teachers to observe effective technology use in other classes or schools.  · Recognize teacher successes with technology. Share these stories with the school and the community. Encourage teachers to share their successes with colleagues at conferences.  · Participate in professional development programs, study groups, and other technology activities with teachers and other staff members.

Greed in Ode on the Death of a Favorite Cat (Favourite) Essay -- Ode t

Greed in Ode on the Death of a Favorite Cat (Favourite)  Ã‚   Greed is one of the underlying themes found in Thomas Gray's Ode on the Death of a Favourite Cat. This greed becomes the ultimate demise of the lead character, Selima the Cat. Mr. Gray uses a few different literary techniques to bring to life the inanimate written words. These techniques along with word choice allow for the possibility of many different interpretations of the text.    The general format Mr. Gray follows is seven stanzas of AACBBC form, wherein the A and B lines consist of eight syllables and the C lines consist of six. Thomas Gray also uses alliteration to emphasize certain aspects of the peom. "...fair round face/golden gleam..."(lines 8 & 18) are two examples of this. The imagery that is used to paint the lyrical picture of the feline stalking its prey also describes in fairly great detail the appearance of the cat's surroundings. Gray's word choice enhances the ever present physical aspects of his subject. "...The fair round face, the snowy beard, The velvet of her paws..."(8-9) presents the ...

Learning Assessment Essay

In classrooms where assessment for learning is practiced, students know at the outset of a unit of study what they are expected to learn. At the beginning of the unit, the teacher will work with the student to understand what she or he already knows about the topic as well as to identify any gaps or misconceptions (initial/diagnostic assessment). As the unit progresses, the teacher and student work together to assess the student’s knowledge, what she or he needs to learn to improve and extend this knowledge, and how the student can best get to that point (formative assessment). Assessment for learning occurs at all stages of the learning process. In past decades, teachers would design a unit of study that would typically include objectives, teaching strategies, and resources. An evaluation component—the test or examination—may or may not have been included as part of this design (Cooper, 2006). The student’s mark on this test or exam was taken as the indicator of his or her understanding of the topic. Assessment for learning †¢comprises two phases—initial or diagnostic assessment and formative assessment †¢assessment can be based on a variety of information sources (e.g. , portfolios, works in progress, teacher observation, conversation) †¢verbal or written feedback to the student is primarily descriptive and emphasizes strengths, identifies challenges, and points to next steps †¢as teachers check on understanding they adjust their instruction to keep students on track †¢no grades or scores are given – record-keeping is primarily anecdotal and descriptive †¢occurs throughout the learning process, from the outset of the course of study to the time of summative assessment Assessment as learning †¢begins as students become aware of the goals of instruction and the criteria for performance †¢involves goal-setting, monitoring progress, and reflecting on results †¢implies student ownership and responsibility for moving his or her thinking forward (metacognition) †¢occurs throughout the learning process Assessment of learning †¢assessment that is accompanied by a number or letter grade (summative) †¢compares one student’s achievement with standards †¢results can be communicated to the student and parents. †¢occurs at the end of the learning unit Evaluation †¢judgment made on the basis of a student’s performance Diagnostic assessment (now referred to more often as â€Å"pre-assessment†) †¢assessment made to determine what a student does and does not know about a topic assessment made to determine a student’s learning style or preferences used to determine how well a student can perform a certain set of skills related to a particular subject or group of subjects †¢occurs at the beginning of a unit of study. †¢used to inform instruction:makes up the initial phase of assessment for learning Formative assessment †¢assessment made to determine a student’s knowledge and skills, including learning gaps as they progress through a unit of study †¢used to inform instruction and guide learning †¢occurs during the course of a unit of study †¢makes up the subsequent phase of assessment for learning Summative assessment †¢assessment that is made at the end of a unit of study to determine the level of understanding the student has achieved †¢includes a mark or grade against an expected standard.

Is Social Democracy (huber et al 97) desirable Essay Example

Is Social Democracy (huber et al 97) desirable Essay Example Is Social Democracy (huber et al 97) desirable Essay Is Social Democracy (huber et al 97) desirable Essay Is Social Democracy ( Huber et al 97 ) desirable and accomplishable in developing states? Winston Churchill one time proclaimed, â€Å"Democracy is the worst signifier of authorities except for all the others that have been tried† ( Churchill, 2003, 68 ) .Now the intent of this work is non to measure the comparative virtues, booby traps and misdemeanors of democracy as a signifier of political administration. What I will declare at the beginning nevertheless is my house and firm belief that democracy is the best signifier of political building for both authorities and administration available in the universe today, irrespective of its built-in restrictions. There merely exists no other system that is capable of guarding against autocratic absolutism and all the unfortunate features that accompany it. It is this stance of class that Churchill was mentioning to in the above citation, and therefore from this footing I feel it is just to reason that the desirableness of democracy in developing states is unquestionable. What is more at issue here is whether it is accomp lishable. Given this, it will rapidly go evident to the reader that what is offered below focal points far more on the attainability of democracy in developing states than the desirableness. This is calculated, I make no apologies for it and I would remind the reader that this comparative instability is due to my belief that it is the issue of attainability that is the contention here. I to the full appreciate that there presently exists an ever-growing figure in the universe who consider democracy in any signifier to be detestable and abhorrent. Such feelings are frequently espoused by the advocates of Islamic fundamentalism and hence brief consideration is given to this issue and to the impact it has on the planetary spread of democracy. However, this work has been formed on the stipulation that secure democracy is a positive footing on which to build political and societal life. However, an obvious definitional trouble instantly confronts us. When we speak of democracy, to what are we really mentioning? In trying to reply this inquiry we must return to Evelyne Huber et Al, as it is here that we find a unequivocal analysis of differing democratic options and the steps required for successful execution, development and consolidation. In their work, Huber and his co-workers outline three discrepancies of democracy, each one correlating in some signifier or another to the others. The first and most basic is formal democracy, the constitution of which requires four component factors. First, on a regular basis periodic elections that are both competitively contested and free. Second, cosmopolitan grownup right to vote, which one would presume to be a necessary concomitant to the free and just elections. Third, the answerability of the provinces executive administrative maps to those who have been elected as a consequence of the first two factors. Finally, institut ionalised freedom of look and association which is non merely upheld by the province itself, but acts as surety against punitory and jurisprudence braking province actions should they originate ( Huber et Al, 1997, p.323 ) . Huber et Al, right indicate out that this trade name of democracy is one that is often given to provinces that, although their democratic processs are frequently fishy ( Huber et Al, 1997, p.323-324 ) . The 2nd signifier of democracy provided to us by Huber et Al is participatory democracy. Here all the above-named dogmas have to be efficaciously in topographic point and so combined with drawn-out degrees of democratic engagement. Vitally, such engagement must necessitate the inclusion of all changing groups in society, irrespective of issues of ethnicity and category ( Huber et Al, 1997, p.324 ) . Social democracy, the ultimate and concluding stage of this democratic patterned advance involves the being of all the above factors, along with a important and just distribution of the provinces economic and societal capital. It is this province of personal businesss that is the most desirable and best placed to efficaciously vouch just and equal chances, whether they be political, societal or economic. Importantly, as Huber et al note the constitution of formal and participatory democracy is a necessary requirement for the outgrowth and consolidation of societal democracy ( Huber et Al, 1997, p.324 ) . The cardinal dogmas of societal democracy, as laid down by Huber et Al is I believe the base line of what we should see to be to the full a formed and sustainable democratic system. The inquiry that logically follows from this must be, is societal democracy in developing states accomplishable? I believe that it is, provided that its outgrowth and advancement is nurtured by a profound want to better the lives of ordinary people, a procedure that can non be rushed. It is when such foundations are sacrificed in order to keep the economic, strategic and political involvements of the world’s taking democracies that the procedure is impeded. Similarly, speedy hole solutions, nevertheless good motivated are non the reply. The developed democracies have an chance to play an tremendously positive function in the spread of societal democracy in the universes less fortunate states, an chance that is being squandered. It may at first appear that we are sing the zenith of planetary democracy. An averment dullard out in statistics provided byFreedom House, who in 1996 declared that out of the universes 191 official states, 117 were based on a democratic foundation ( Haynes, 2002, p.84 ) . This is the most the universe has of all time enjoyed and would look to ease the March of societal democracy in the underdeveloped universe. However, this democratic revival has non merely been physical, but ideological. Democrats around the Earth have regained their assurance following the evident impairment of dictatorship and anti democratic motions. As Marc Plattner has explained, as a consequence of this impairment, apparent peculiarly in left-of-center political orientations, â€Å"Democracy has no serious geopolitical or ideological rivals† and that â€Å"democracies are widely regarded as the lone truly and to the full modern societies†( Diamond and Plattner, 1996, p.1 ) . However, this image is misdirecting in the extreme. What we are presently sing is in the words of celebrated academic, Professor Samuel P Huntington, a â€Å"third wave† of democratic enlargement around the Earth. The first, or â€Å"long wave† from the early 1820s up to 1926 saw the birth of 29 new democracies. Between 1945 and 1962 the â€Å"second wave† brought a farther 36 states under the democratic mast. The new â€Å"third wave† that is presently taking topographic point is said to hold begun in 1974 with the terminal of dictatorship in Spain, Portugal and Greece. From 1974 up to 1995 ( which of class includes the prostration of the Warsaw Pact communist governments ) 64 states made the move towards some signifier of democracy ( Huntington, 1996, p.3 ) . However, there are two cardinal issues that rapidly curtail any misjudged exultation we may hold about this development. First, the two moving ridges mentioned above both gave manner to change by reversal moving ridges that brought about a considerable decrease non merely in the figure of democracies in the universe, but besides in the sense of hope exhibited among the universes taking democratic advocates. It can hence be practicably argued that the current democratic revival could yield to a similar destiny. Second, the worldwide democratic growing of the last 30 old ages or so has been accompanied by a less publicized but however distressing countertrend. This countertrend is the decrease in degrees of existent freedom, in footings of political rights and civil autonomies. Since the prostration of communism in the states of the Warsaw Pact,Freedom Househas measured that civil autonomies and political rights have remained comparatively dead in the world’s democracies. Between 1992 and 1996 the figure of what are termed â€Å"free states† , ( arguably a more important method of mensurating democratic spread ) merely increased from 75 to 76. Furthermore, the figure of provinces deemed inhibitory or â€Å"not free† byFreedom Househad increased by 15, from 38 to 53 ( Haynes, 2002, p.84 ) . If we conceptualise these developments within the model laid down by Huber and his co-workers it would look that what we are sing is a considerable growing in formal democracy around the universe. However, it is clear that the transitionary development along the predetermined democratic ladder is non taking topographic point. Why is this? Huber et Als have explained in great item the factors that are required in consolidating formal democracy. These include displacements in the power balance between viing categories and the ability to equilibrate the provinces function as maintainer of jurisprudence and order with the rights of persons. They besides highlight the function of international dealingss, peculiarly refering to planetary economic forces ( Huber et Al, 1997, p. 325 ) . These are critical considerations, nevertheless although they do sketch the demand for this procedure to be comparatively bit-by-bit, they fail to pay adequate attending to the fact that the development of so cietal democracy outside of the 3rd universe is the apogee of a procedure that has taken centuries. To propose that the 3rd universe can merely use the tested and tried methods of the developed societal democracies and mirror their institutional make-up as the footing for some sort of bluish print is short sited. What is critical to maintain in consideration is the fact that it is non merely democratic establishments and processs that develop over centuries, but besides democratic civilization. It may good be possible to implement a procedure that brings about the former over a comparatively short period. However, the latter will non of course follow and can non be imposed from above. A democratic civilization non merely gives legitimisation to democratic political procedures and establishments but its very being is necessary in order for democracy, in even its basic formal phase to boom. This is the bosom of the job, and it is the ground why new democracies around the universe are neglecting to develop into the desirable societal signifier. Furthermore, this unfortunate state of affairs is unhappily exacerbated by the actions of the universes taking societal democracies. It appears that the United States in peculiar non merely considers the forced infliction of basic formal democratic proced ures as desirable, but besides as polar in accomplishing the development to societal democracy. No other issue high spots this statement more than the comparatively recent invasion of Iraq. It is unneeded to travel into item sing Washington’s motives for engaging war in Iraq. However, it is adequate to state at this point that pre war intelligence studies of the being of arms of mass devastation were false, something conceded in recent months by both George W Bush and Tony Blair ( Guardian Unlimited, 2005 ) . Therefore, we are left to presume that the overruling ground for the invasion was foremost, to liberate the Iraqi people form the servitude and repression of Sadam Hussein’s government, and secondly to convey about a democratic transmutation in the state. This is surely the line that Washington and London have emphasised continually. Yet in the three old ages that have passed since the beginning of the invasion, autonomous democratic answerability has failed to attest itself in even the most basic signifier. Progression in the signifier of installing of democratic establishments and procedures has been made, but this procedure has been probationary an d marred. Iraq has shown above all else that it merely impossible for an incursive force to play a positively active function in altering the political world of a state that has comparatively no democratic experience. The anticipation made by Samuel Huntington in 1991 that â€Å"A big American deployment in the Gulf, if sustained over clip, would supply an external drift towards liberalisation† ( Huntington, 1996, 6 ) has clearly been shown to be wrong, and in fact democratic hopes in the Middle East are at their lowest point in recent history. Therefore, one-sided American action does more to impede democratic patterned advance in the development universe than aid it. Another index of this is the increased entreaty of Islamic fundamentalism in developing Muslim states all over the universe. Islam itself, contrary to popular myth is absolutely compatible with democracy ( Halliday, 2003, p.116 ) . However, Islamist fundamentalism of the Khomeini assortment is non and American actions are playing a greater function than of all time in the fundamentalist enlisting procedure. Of class this earnestly curtails any wish to see democracy take clasp in such states. Ultimately, as I have already stated, the democratic patterned advance of developed and preponderantly western societal democracies is the consequence of centuries of democratic development. In the instance of Britain, a full an equal franchise, without systematic differences of gender was non enacted until 1928 ( Pearce and Stewart, 1992, 257 ) . Similarly, it took the United States about two centuries to get the better of racial inequality to sufficiency of an extent to even mistily resemble a societal democracy. If Iraq and besides Afghanistan represent a case in point in the effort to distribute democracy on a planetary footing, it makes hapless reading for those who wish to see healthy societal democratic civilizations flourish in the underdeveloped universe. I still feel house in my original strong belief that societal democracy of the sort outlined by Huber et Al is the most effectual manner of organizing political building and societal life. It is hence desirable that such a system should be developed and expanded to embrace as many parts of the Earth as possible. However, we must be highly careful about how this is achieved. The recent planetary democratic revival that has taken topographic point since the mid 1970s is a positive development, but we must non delegate to this probationary advancement the properties of a new morning age. In the terminal developing states must be provided with the forbearance and steady development that marked the outgrowth of societal democracy in the developed universe. The old democracies have a enormous chance to play an active and reciprocally good function in this procedure. However, such a function must ever be motivated by the general concern to break the stuff and societal being of ordinary peop le, and non got the intents of self involvement. When this is achieved we may good be able to talk of a truly planetary democratic civil order, and the universe may travel frontward into a new age, where societal democratic rules form the bedrock of planetary society. Bibliography Clapham, C. ( 1985 )Third World Politics: An Introduction. London: Routledge. Diamond, L A ; Plattner, Marc. erectile dysfunction. ( 1996 )The Global Resurgence of Democracy. Baltimore: John Hopkins. Gerard, D. ( 2000 )Citizenship in a Global Age. Buckingham: Open University. Guardian Unlimited. ( 2005 ) Bush Admits Iraq Intelligence Was Wrong, hypertext transfer protocol: //www.guardian.co.uk/usa/story/0, ,1667411,00.html, Date accessed 19/3/06. Halliday, F. ( 2003 )Islam and the Myth of Confrontation. London: I.B.Tauris. Haynes, J. ( 1996 )Third World Politics: A Concise Introduction. Oxford: Blackwell. Haynes, J. ( 1997 )Democracy and Civil Society in the Third World: Politicss and New Political Motions. Oxford: Blackwell. Haynes, J. ( 2002 )Politicss in the Developing World: A Concise Introduction. Oxford: Blackwell. Huber, E, Rueschemeyer D, Stephens J. ( 1997 ) The Paradoxes of Contemporary Democracy. Formal, Participatory, and Social Dimensions , Comparative Politics, 29, 3, 323-342. Huntington, S. ( 1996 ) Democracy’s Third Wave. In L. Diamond A ; M. Plattner ( Ed. )The Global Resurgence of Democracy( pp. 3-26 ) . Baltimore: John Hopkins. Pearce, M A ; Stewart, G. ( 1992 )British Political History, 1867 – 2001: Democracy and Decline. London: Routedge. Pinkney, R. ( 1993 )Democracy in the Third World. Buckingham: Open University.

A Profile of the Karabiner 98k

A Profile of the Karabiner 98k The Karabiner 98k was the last in a long line of rifles designed for the German military by Mauser. Tracing its roots to the Lebel Model 1886, the Karabiner 98k was most directly descended from the Gewehr 98 (Model 1898) which first introduced an internal, metallic five-cartridge magazine. In 1923, the Karabiner 98b was introduced as the primary rifle for the post-World War I German military. As the Treaty of Versailles prohibited the Germans from producing rifles, the Karabiner 98b was labeled a carbine despite the fact that it was essentially an improved Gewehr 98. In 1935, Mauser moved to upgrade the Karabiner 98b by altering several of its components and shortening its overall length. The result was the Karabiner 98 Kurz (Short Carbine Model 1898), better known as the Karabiner 98k (Kar98k). Like its predecessors, the Kar98k was a bolt-action rifle, which limited its rate of fire, and was relatively unwieldy. One change was the shift to using laminated stocks rather than single pieces of wood, as testing had shown that plywood laminates were better at resisting warping. Entering service in 1935, over 14 million Kar98ks were produced by the end of World War II. Specifications Cartridge: 7.92 x 57 mm (8 mm Mauser)Capacity: 5-round stripper clip inserted into an internal magazineMuzzle Velocity: 760 m/secEffective Range: 547 yards, 875 yards with opticsWeight: 8-9 lbs.Length: 43.7 in.Barrel Length: 23.6 in.Attachments: Knife Bayonet S84/98, rifle grenades German and World War II Usage The Karabiner 98k saw service in all theaters of World War II that involved the German military, such as Europe, Africa, and Scandinavia. Though the Allies moved towards using semi-automatic rifles, such as the M1 Garand, the Wehrmacht retained the bolt-action Kar98k with its small five-round magazine. This was largely due to their tactical doctrine which emphasized the light machine gun as the basis of a squads firepower. In addition, the Germans frequently preferred to use submachine guns, like the MP40, in close combat or urban warfare. In the final year and a half of the war, the Wehrmacht began phasing out the Kar98k in favor of the new Sturmgewehr 44 (StG44) assault rifle. While the new weapon was effective, it was never produced in sufficient numbers and the Kar98k remained the primary German infantry rifle until the end of hostilities. In addition, the design also saw service with the Red Army which purchased licenses to manufacture them prior to the war. While few were produced in the Soviet Union, captured Kar98ks were used widely by the Red Army during its early war arms shortage. Postwar Use Following World War II, millions of Kar98ks were captured by the Allies. In the West, many were given to rebuilding nations to rearm their militaries. France and Norway adopted the weapon and factories in Belgium, Czechoslovakia, and Yugoslavia began producing their own versions of the rifle. Those German weapons taken by the Soviet Union were kept in case of a future war with NATO. Over time, many of these were given to nascent communist movements around the world. Many of these ended up in Vietnam and were used by the North Vietnamese against the United States during the Vietnam War. Elsewhere, the Kar98k ironically served with the Jewish Haganah and later, the Israeli Defense Forces in the late 1940s and 1950s. Those weapons that were obtained from captured German stockpiles had all Nazi iconography removed and replaced with IDF and Hebrew markings. The IDF also purchased large stocks of Czech and Belgian-produced versions of the rifle. In the 1990s, the weapons were again deployed during the conflicts in former Yugoslavia. While no longer used by militaries today, the Kar98k is popular with shooters and collectors.

Diseases among Elderly People Essay Example | Topics and Well Written Essays - 2000 words

Diseases among Elderly People - Essay Example thromboxane A2 that promotes a cascade of events leading ultimately to clot formation. Increased homocysteine levels affect the inner lining of the arterial wall, and thus have long been implicated in the causation of thrombosis (Scott, J. and Weir, D., 1996). In fact, increased homocysetine levels associated with syndrome of homocysteinuria are acknowledged to be a cause of intravascular thrombosis. It has been observed that plasma homocysteine is normally converted to methionine co-factored by folic acid correlates in the body. When this reaction is impaired due to deficiency of cobalamine; since cobalamine regulates folate metabolism, it is deranged leading to elevated homocysteine levels (Mayer, E.L., Jacobsen, D.W., and Robinson, K., 1996). High plasma homocysteine, thus, will predispose to increased thrombosis, although it is not yet known whether hyperhomocysteinaemia due to folic acid deficiency predisposes to thrombosis or alters its response to treatment (Welch, G.N. and Loscalzo, J., 1998). This proposal aims to study the effect of folic acid on the elderly in terms of risk of coronary artery disease as relevant to prevention of thrombosis in preexisting atherosclerotic heart disease in terms of incidence of myocardial infarction (Bots, M.L. et al., 1999).Increasingly, healthcare is focusing towards prevention of disease rather than treating it after the catastrophe happens. Coronary artery disease manifested by acute myocardial infraction is one of the most common diagnoses in developed countries throughout the world. The mortality rate of the disease is 30% with over half the patients expiring even before they are able to reach the hospital. Survival from a heart...Research nurses will screen the medical records and exclude patients who have a history of coronary heart diseases or patients who are taking drugs known to interfere with folic acid, or taking vitamin supplements containing folic acid. Patients will be eligible for inclusion if aged 65 years or more and if their medical histories include two or more of the following conditions: diabetes, hypertension, hyperlipidemia, obesity or smoking. All eligible individuals will receive a letter from the hospital explaining the study, followed by a telephone call inviting them to attend the first visit and instructing them to fast from midnight the night before the visit. At the first visit, all baseline measurements will be taken. Research nurses will take general information, such as, name, age, sex, phone number, address, smoking history, marital status, socioeconomic factors, and the names and phone numbers of two or three friends or relatives who always know how to reach the participants. Drugs history including aspirin or other anticoagulants, antihypertensive, anti-angina, and lipid-lowering drugs will be reviewed. Study procedures will be explained to all subjects. Subjects who are unlikely to complete follow-up due to plans to move or due to disease likely to be fatal within 4 years, or unwilling to participate will be excluded from the study. Ethics: All subjects will be explained the study protocol, and a written informed consent will

Jazz project 2 Essay Example | Topics and Well Written Essays - 1000 words

Jazz project 2 - Essay Example Blues songs are not only written about the trials faced during the slave days, these songs are also written about the many trials that blacks have faced over time. After the slaves were freed, the black community had new challenges. While they were excited about being free and in charge of their own lives, there were still a number of obstacles that kept them from being equal to their white counterparts. Because of their inequality, the black community suffered significantly. For instance, the only jobs that were offered to black men were the jobs that their white counterparts were not interested in doing. These jobs usually consisted of back-breaking labor under harsh conditions. Some of the remedial tasks that blacks were forced to perform in order to make a living were working on farms or in the fields or the position of traveling minstrel (University of Scranton). Concerning the conditions under which the blacks were forced to work, one article titled â€Å"Life after the Thirteenth Amendment† states that though blacks were free from slavery; their jobs were similar to what they had to do while they were slaved. Laws were passed to keep blacks in poverty, such as prohibiting them from owning land, imposing stiff fines if they were not working (It was tough to find a suitable job due to severe racial discrimination and lack of work for blacks that did not cause them to take up positions of servitude.), and they could be sold into what was called virtual slavery if they were unable to pay the fines imposed upon them. What’s more, black children could be forced to work as apprentices (Thomas). It would be a very long time before blacks had the true equality that they deserved. Along with the inequality that the black community has suffered, they dealt with a number of other troubles. Blues songs were composed to help them cope with such troubles, as well as being a way to vent out their frustrations. Blues’ songs were sung about the themes that