An Economic Analysis of Argentina and Its Future essays

An Economic Analysis of Argentina and Its Future essays Officially known as the Argentine Republic, Argentina occupies the majority of the southern portion of South America. Argentines have tended to disagree about why it has been so hard for them to prosper economically or collaborate politically. Over the years, they have claimed that it was due to their unfortunate victimization, insisting that they were exploited by foreigners who were always economically more powerful than themselves. The people who ran the world economy, they said, controlled the nation's governments. While this interpretation of the nation's economic condition today is appealing because of it is simple and appears plausible, it relies too much on a single cause to account for the way Argentines practice politics. Furthermore, this explanation ignores the fact that countries facing similar economic problems do not always share Argentina's types of political problems. Today, Argentina's recovery from such disappointments and its prospects for future development are based on the potential manifested in its excellent resources and its well-educated populace (Eidt Argentina, an examination of some of the factors underlying Argentina current financial and economic crisis, a recommended recovery strategy, followed by a summary of the research in the conclusion. People/Population. The population of Argentina has experienced enormous growth over the last century and a half, where it has witnessed a 20-fold increase since 1869, when 1.8 million people were recorded there by the first census (Eidt continued through the early part of the 20th century, but declined thereafter as both the birth rate and immigration also began to decline. The percentage of young people also declined during this period. Today, Argentina's birthrates and populati...

The Life of Cesar Chavez essays

The Life of Cesar Chavez essays Cesar Chavez was a famous labor leader. He helped out the agricultural workers in problems they faced in the work force. Chavez led several strikes to help the migrant workers get a higher pay and started a Labor Movement. Chavez also urged Mexican-Americans to register and vote. The actions that Chavez took called attention nationally. With his attitude and courage he led other Mexican-Americans to speak up and stand up for themselves. Cesar Chavez was a civil rights activist, a former farm worker and a leader. Cesar Estrada Chavez was born on March 31, 1927 near Yuma, Arizona. Chavez was named after his grandfather, who escaped from slavery on a Mexican ranch and arrived in Arizona during the 1880s. Cesar was the second child of a family of six. Chavez began school at age seven, but he found it difficult because his family spoke only Spanish. At age 10, Chavez began life as a migrant worker when his father lost the land during the Depression. Chavez learned many things from his mother. She believed violence and selfishness were wrong and taught these lessons to her children. Chavez and his family packed their belongings and headed to California in search of work. In California, the Chavez family became part of the migrant community, traveling from farm to farm to pick fruits and vegetables during the harvest. They lived in numerous migrant camps and often were forced to sleep in their car. Chavez regularly attended more than thirty elementary schools, often encountering cruel discrimin ation. When he completed eighth grade, Chavez quit school and started working full-time. He also joined the Navy and served his country for seven years. In 1952, Chavez met Fred Ross, who was part of a group called the Community Service Organization (CSO) formed by Saul Alinsky. Chavez became part of the organization and began urging Mexican-Americans to register and vote. Chavez traveled throughout California and ...

Description Assignment Essay Example | Topics and Well Written Essays - 1500 words

Description Assignment - Essay Example Professor Earle’s book is based on the assumption that the field of engineering makes use of a form of expression no less special than that of the lawyer, the novelist or the poet. The purpose of the primary text is to focus on how to achieve a readable style. The author assumes that, without the knowledge he prescribes, no one would really be interested in reading anything you write. It is only through learning the knowledge in the book that readers will be attracted to your writing. The second text gives us a more conceptual background on what technical writing is all about and how it differs from general writing. Throughout the text, Professor Earle emphasizes the succinctness of technical writing so that engineers can reach the best results without much waste of time. Both of the books discuss the requirements of technical writing and list some of the important characteristic of technical writing. At the introductory chapter, both books attempt to explicate how technical writing (expository) differs from the general writing. In the first book by Tebeux and Dragga, they listed four important specialties. These included the requisite awareness that legal liabilities might arise due to the content of the documents or that the documents might be read by unknown readers who might be interested in the organizations. Besides, the writing should achieve the intended job goals by a wide variety of readers who might be having completely different perspectives from the writer. In addition, they emphasize that a good technical paper should have the following qualities: accuracy, clarity, conciseness, readability, usability, and correctness. Professor Earle also elucidates the occasions when it may be necessary to apply the technical writing. Unlike what we did at school, there is actually no force to demand for people to write something. Technical writing,

Dissertation Introduction - Taobao vs eBay Essay

Dissertation Introduction - Taobao vs eBay - Essay Example In terms of outline, this chapter will then offer a Background and rationale for the study, which is based upon existing work in the area. Several studies have recently been made of the eBay and Taobao phenomena, and the results documented. These will be used as a springboard towards the contribution of this study. The Aims and Objectives section of the chapter will offer the overall objective of the study. The aim is to scrutinize the current situation of eBay in China, and how a comparison with the more successful Taobao can be used in order to improve its situation. This section will also clarify the concepts of e-Commerce and C2C e-Commerce. The e-Commerce business model that eBay is currently using in China will also be evaluated. A comparative analysis will be performed of eBay and Taobao. Initial recommendations will be formulated in order to optimize eBay’s Chinese market presence, while the objectives identified will be related to the achievement of the overall aim. T he methodological framework will be explained, while the chapter concludes with a brief outline of the dissertation structure. Despite a promising beginning, eBay has been experiencing a recent drop in growth in its Chinese market. Its main competitor in this market is the local company, Taobao. This study is then conducted in order to identify possible ways in which eBay can remedy its market position in China. Several important studies have been conducted to compare Taobao with companies such as eBay in order to identify the success factors of the former. One such study has been conducted by Chen et al. (2007). According to the outcome of this investigation, three main factors have differentiated Taobao from its American counterpart, and been responsible for the success of the former. The first factor is that China’s C2C (consumer to consumer) market is young and experience-seeking. The customers are price sensitive, in concomitance

Academic freedom Essay Example for Free

Academic freedom Essay The playgrounds of any public school in the United States today abound with children from different races. African-Americans, Asians, Latin Americans and Caucasians all populate the diversity rich public school system of America today. Classrooms are filled with different opinions regarding the different races and beliefs (Faegin O’Brien 203). The lunchrooms are full of children all races rubbing elbows with each other without regard for whatever differences in appearances they may have or for whatever the color of their skin may be. This same diversity parallels the situation in today’s world. With all these differences in race, nationality and beliefs, one will be hard pressed to find people who do not feel strongly for or against these differences. While there are rules against the practice of beliefs or convictions, there is no limitation on the right to believe. In relation to this, Universities must not be allowed to banned hate speech as such is against the Freedom of Speech as enshrined in the United States Constitution. See more: Homelessness as a social problem Essay In order to arrive at a better understanding of the issue, there must be a discussion of the Freedom of Speech, particularly in the academic environment. Freedom of Speech has historically been used as a tool of the people to prevent the suppression of their rights by voicing out their opinions. The United States Constitution, and other constitutions for that matter, holds one’s freedom to information in the highest regard (Holmes 198). One will be hard-pressed to find a constitution that does not guarantee this fundamental right. One must also be remember at this point that with every right comes a corresponding responsibility. There is no right so absolute that it oppresses the right of other individuals as well (Holmes 198). In line with this, it must be remembered that the freedom of speech, as a tool against oppression, must be exercised responsibly because of it may also lead to the suppression of the rights of others. In furthering the Civil Rights movements, the Freedom of Speech has proved to be crucial to its success. Without the Freedom of Speech, it is arguable that most of the social legislation that is in effect today would be present (Holmes 198). The power of the Freedom of Speech, in the context of protecting one’s civil and constitutional rights, is that it allows people to bring the attention of the public to their grievances in an attempt to provide a solution to the problem (Holmes 197). The United States Constitution, and other constitutions for that matter, holds one’s freedom of speech in the highest regard. One will be hard-pressed to find a constitution that does not guarantee these fundamental rights. One must also be remember at this point that with every right comes a corresponding responsibility. There is no right so absolute that it oppresses the right of other individuals as well. There are exceptions to this rule such as the secrecy of military information, national secrets, trade secrets, and certain information offensive to the public. These exceptions constitute the reasonable restraints on one’s freedom and under the last category fall the information that is being suppressed from minors in public libraries. As such, the means employed is not an undue restraint but rather a reasonable means to maintain one’s constitutional liberties. This means that while there exists the right to speech, there is a need for certain limitations to exist as well. In the context of the right of Universities to ban hate speech, it must be remembered that while the United States Constitution also grants Academic Freedom, it must not run contrary to the Freedom of Speech. Hate Speech is one of the expressions of speech that is constitutionally protected. As the United States Supreme Court has held in several cases, there is a public interest that must be protected. Individuals must be allowed and cannot be unduly restricted with regard their right to Free Speech. The important issue here is the fact that while such speech may be regarded as offensive it does not contravene the constitution unless such speech is made with the intent to create an uprising or lead to overt acts of hate. Therefore, Universities cannot ban hate speech arbitrarily since this is contrary to the Constitution and such right is protected under certain circumstances. A very integral part of the education process lies in learning to interact with other races and nationalities, especially in the United States which is considered as a melting pot for all cultures and races all over the world. The sad reality is that most Americans are brought up in relative isolation from other races and cultures and only in college does such exposure occur. This leads to undesirable consequences such as the creation of strong stereotypes and racial biases (Richey 204). A restriction on the right of people to free speech only serves to widen this bridge between races. While it is true that hate speech may be offensive, it also serves to educate and enlighten people. Expression is an integral part of learning and as such it must not be stifled at the cost of depriving students not only the chance to speak their minds but also to deal with the real world and cultural differences on a more mature level. Freedom of Speech is a constitutionally guaranteed right. It protects the right of every person to speak his mind with regard to any issue at all even if it is critical of a certain class or even the government. The only limitation, as previously highlighted, is that it must be exercised within the rights of other people meaning that it is constitutional as long as it does not impair the rights of other people. Everyone, therefore, regardless of creed, color or belief may exercise his or her right to Freedom of Speech (Reeve 206) and no university can be allowed to curtail this constitutionally protected right. References: Amar, A. (2000) The Bill of Rights: Creation and Reconstruction Yale University Press; New Ed edition. 432 pg Amar, A. (1992) The Bill of Rights and the Fourteenth Amendment Yale Law Journal The Yale Law Journal Company, Inc Smith, G. (1999) Reconstruction or Reaffirmation? Review of â€Å"The Bill of Rights: Creation and Reconstruction† George Mason University. Virginia Spaeth, H J. and Smith, E. (1991). HarperCollins College Outline: The Constitution of the United States (13th ed. ). New York: HarperCollins. The Federalist with Letters of Brutus, edited by Terence Ball, Cambridge Texts in the History of Political Thought, pgs 447-453.

Post-traumatic stress disorder in Kuwait :: Post-traumatic stress disorder, PTSD

REPAIRING A NATION POSTTRAUMATIC STRESS DISORDER IN KUWAIT THESIS: Studies made by experts found after the liberation of Kuwait following the Gulf War of 1991 that most children who were inside the country experienced undesirable emotions simultaneously which brought out more abnormal behaviors. INTRODUCTION In the oppressively hot summer of 1990 the second of August to be exact, people were sleeping peacefully in their homes. It was a Thursday morning and most Kuwaitis had left the country on holiday. No one ever suspected or believed that a neighboring country of the same religion would invade such a small innocent country. Most of the Kuwaiti citizens who were inside the country or outside were in shock. This Iraqi occupation that Kuwait suffered for seven months was dramatically experienced by both adults and children. They were exposed to such brutal atrocities as executing anyone who had a typewriter or a camera so that no one in the outside world would know how indecently they were treating a neighboring country. Plus any interference in Sadaam's military actions resulted in hundreds of patriots who fought bravely for the freedom of their country. The Iraqi soldiers tried to terrorize the Kuwaiti people by subjecting them to different types of torture techniques like raping virgin females and mothers in front of their children. Rape was practiced not only on females but young males too. Many Kuwaiti civilian men, women and children were taken from their homes and never returned to their families. There are still 625 Kuwaiti hostages in Iraq. This number means much to a small community where every family is related to a POW. The people who suffered less are those who lost their homes, money and other valuables. All those terrors of war have now caused what is called Post-traumatic Stress Disorder (PTSD) (Second International Conference, Mental Health in the State of Kuwait). People suffered from this brutal and fateful period when the country was under occupation, either by being forced to start over from scratch or by working in a new job, building a new house. Many people fell into poverty. Also the thought that their country no longer existed during the invasion had a very difficult mental effect on the people. They could not believe the reality that their country was being occupied. This idea was especially traumatic for older people. The behaviors and emotions of Kuwaitis under such war-like circumstances are not new to psychology.

Nitric Acid

Nitric acid is a highly reactive oxidizing agent used in making fertilizers, explosives, and rocket fuels, and in a wide variety of industrial metallurgical processes. It is also a component of acid rain. Its chemical formula is HNO3 and it has been known as â€Å"aqua fortis†, which means strong water, to alchemists. It is a transparent, colorless to yellowish, fuming corrosive liquid. Nitric acid is a strong acid and therefore it completely dissociates in water. It has a gravity of 1. 41 and the concentration of the hydronium ions(1) yields a pH of 0. . Its boiling point is 122C and its melting point is -42C. It was first mentioned by Pseuso-Geber, a European alchemist born in the 13th century. Described by Albert the Great in the 13th century and named by Ramon Lull, who prepared it and called it â€Å"eau forte† (aqua fortis). There were people saying that it was discovered by Joseph-Louis Gay-Lussac or Johann Rudolf, but nobody knows who really did discover that. A s it is a intoxicating, oxidizing acid, it reacts most with metals, but does not react with pure gold.However, noble metals could be oxidized and dissolved by nitric acid which leads to colour changes of gold-alloy surface. So nitric acid is used in jewelry shops to spot low-gold alloys (< 14 carats(2)) and to asses the gold purity. Nitric acid also reacts powerfully with most of the organic material, which may also explode. It reacts with non-metallic elements except for nitrogen, oxygen, noble gases, silicon and halogens. It oxides them to their highest oxidation states(3) as acids with the formation of nitrogen dioxide for concentrated acid and nitric oxide for dilute acid.Chromium (Cr), iron (Fe) and aluminium (Al) dissolve in dilute nitric acid, which the concentrated acid forms a metal oxide layer that protects the metal from further oxidation, and it is called passivation. Nitric acid can be made in laboratory or industrially. In laboratory, nitric acid can be made from coppe r(II) nitrate or by reacting approximately equal masses of a nitrate salt with 96% sulfuric acid (H2SO4), and distilling this mixture at nitric acid's boiling point of 83  °C until only a white crystalline mass, a metal sulfate, remains. Then, the red fuming itric acid obtained may be converted to the white nitric acid, which the equation is H2SO4 + NO? 3 > HSO? 4(s) + HNO3(g). In view of the fact that it is a really violent and strong acid, people make this acid for many different uses. It can be used in various forms as the oxidizer in liquid-fueled rockets. The forms include red fuming nitric acid and white fuming nitric acid. Red fuming nitric acid, known as RFNA, is a oxidizer used as a rocket propellant, which can be stored very long. It consists mainly of nitric acid, but also contains 13% of dinitrogen tetroxide(4) and 3% of water.It breaks down to a certain degree to form nitrogen dioxide. The white fuming nitric acid, known as WFNA, does not contain free dinitrogen tetro xide. It consists of pure nitric acid with 2% of water and less than 0. 5% of dissolved nitrogen dioxide. If the forms are mixed with sulfuric acid, it forms with the HF inhibitor. Nitric acid can also be used in some woodwork. In a low concentration (10% of nitric acid in water), it is sometimes used to artificially make pines and maple look older. It produces a grey-gold, old looking wood colour on wood.By looking at the usage of nitric acid, we can see that, this kind of acid has a great impact to the society and the global economy. As it is not quite expensive, and you can make it in laboratories, there were many incidents where people throw glasses containers holding nitric acid on crowed streets. Many people got hurt, the nitric acid burnt through their clothes and burn them. Concentrated nitric acid makes human skin yellow, because of a reaction with keratin(5). The keratin is the key structural material making up the outer layer of the human skin, and it is also a structural component of hair and nails.It will turn orange when neutralized. However, this acid has many usages and also helps us a lot. It helps the astronauts to fly to space where nitric acid is used in rocket fuels. It also helps us decorate our places with artificial old wood furniture. This acid creates more job opportunities in the job market as the companies need people to work for it. Nitric acid is extremely hazardous and corrosive, and mostly, a poison. Inhaling will cause you breathing problems and lead to pneumonia and pulmonary edema, which may be fatal.Other symptoms may include choking, coughing, irritation of both nose and throat, and also respiratory tract. Ingesting it can cause sudden burn or pain in the mouth, throat, esophagus, and gastrointestinal tract. It can also cause skin burns if there is any skin contact. Concentrated solutions can cause deep ulcers and stain skin a yellow or yellow-brown colour. If it gets into the eye, it is even worse, as it is corrosive, the vapors are irritating and will cause damage to the eyes including burns and permanent eye damage.Long-term exposure to concentrated vapors may cause erosion of teeth and lung damage. Long-term exposures seldom occur due to the corrosive properties of the acid. People with pre-existing skin disorders, eye disease, or cardiopulmonary diseases must be susceptible to the effects of this substance. There are rules to follow when using the nitric acid. If people don’t follow it, it will be very dangerous to use it. Acid rain is a form of precipitation which contains a high level of sulfuric and nitric acids.It has a pH of approximately 5. 5-5. 6. It is produced when sulfur dioxide and various nitrogen oxides combine together with atmospheric moisture. Acid rain can contaminate drinking water, damage the plants and aquatic life. It also erode buildings and monuments. If the plants are damaged, people won’t be abled to see the green things again and will also affect our eye-si ght. And we won’t have vegetables to eat after acid rain because acid may cause many harmful effects to our body. If we still eat the vegetables, then we be sick.The government had made an effort to reduce the amount of sulfur dioxide released, but it can be produced naturally by volcanic eruptions. Nitrogen oxide can be produced by lightning strikes. Acid rain had became a political issue in 1980s, where Canada claimed that pollutants from the US were contaminating the forests and waters, so power plants were asked to reduce the amount of sulfur dioxide released. Although there are harmful effects of nitric acid, people still keep on producing nitric acid. They only reduced producing them, still shows that there are still benefits of this acid! Nitric Acid Copper + Nitric Acid Copper is a reddish-brown metal, widely used in plumbing and electrical wiring; it is perhaps most familiar to people in the United States in the form of the penny. (Although since 1983, pennies are actually made of zinc surrounded by a paper-thin copper foil to give them the traditional appearance of pennies. ) Copper is oxidized by concentrated nitric acid, HNO3, to produce Cu2+ ions; the nitric acid is reduced to nitrogen dioxide, a poisonous brown gas with an irritating odor: Cu(s) + 4HNO3(aq) ——> Cu(NO3)2(aq) + 2NO2(g) + 2H2O(l)When the copper is first oxidized, the solution is very concentrated, and the Cu2+ product is initially coordinated to nitrate ions from the nitric acid, giving the solution first a green, and then a greenish-brownish color. When the solution is diluted with water, water molecules displace the nitrate ions in the coordinate sites around the copper ions, causing the solution to change to a blue color. In dilute nitric aci d, the reaction produces nitric oxide, NO, instead: 3Cu(s) + 8HNO3(aq) ——> 3Cu(NO3)2(aq) + 2NO(g) + 4H2O(l)In the following demonstration, a balled-up piece of thin copper wire is added to about 100 mL of concentrated nitric acid; once the copper is added the evolution of nitrogen dioxide occurs quickly. Once all of the copper has reacted, the solution is diluted with distilled water, changing the solution from a dark brown to a pale blue color. This demonstration can be done with copper in the form of shot, pellets, thicker wire, or bars, but is a great deal slower than with copper wire. Video Clip: REAL, 7. 02 MB [pic] |[pic] | |[pic] |[pic] | |[pic] |[pic] | |[pic] |[pic] | |[pic] |[pic] |[pic] |[pic] | |[pic] |[pic] | |[pic] |[pic] | |[pic] |[pic] |A Historical Sidelight: Ira Remsen on Copper and Nitric Acid Ira Remsen (1846-1927) founded the chemistry department at Johns Hopkins University, and founded one of the first centers for chemical research in the United S tates; saccharin was discovered in his research lab in 1879. Like many chemists, he had a vivid â€Å"learning experience,† which led to a heightened interest in laboratory work: While reading a textbook of chemistry I came upon the statement, â€Å"nitric acid acts upon copper. † I was getting tired of reading such absurd stuff and I was determined to see what this meant.Copper was more or less familiar to me, for copper cents were then in use. I had seen a bottle marked nitric acid on a table in the doctor's office where I was then â€Å"doing time. † I did not know its peculiarities, but the spirit of adventure was upon me. Having nitric acid and copper, I had only to learn what the words â€Å"act upon† meant. The statement â€Å"nitric acid acts upon copper† would be something more than mere words. All was still. In the interest of knowledge I was even willing to sacrifice one of the few copper cents then in my possession.I put one of them on the table, opened the bottle marked nitric acid, poured some of the liquid on the copper and prepared to make an observation. But what was this wonderful thing which I beheld? The cent was already changed and it was no small change either. A green-blue liquid foamed and fumed over the cent and over the table. The air in the neighborhood of the performance became colored dark red. A great colored cloud arose. This was disagreeable and suffocating. How should I stop this? I tried to get rid of the objectionable mess by picking it up and throwing it out of the window.I learned another fact. Nitric acid not only acts upon copper, but it acts upon fingers. The pain led to another unpremeditated experiment. I drew my fingers across my trousers and another fact was discovered. Nitric acid acts upon trousers. Taking everything into consideration, that was the most impressive experiment and relatively probably the most costly experiment I have ever performed. . . . It was a revelation to me. It resulted in a desire on my part to learn more about that remarkable kind of action.Plainly, the only way to learn about it was to see its results, to experiment, to work in a laboratory. from F. H. Getman, â€Å"The Life of Ira Remsen†; Journal of Chemical Education: Easton, Pennsylvania, 1940; pp 9-10; quoted in Richard W. Ramette, â€Å"Exocharmic Reactions† in Bassam Z. Shakhashiri, Chemical Demonstrations: A Handbook for Teachers of Chemistry, Volume 1. Madison: The University of Wisconsin Press, 1983, p. xiv: !!! Hazards !!! Nitric acid is extremely corrosive. Handle with care. The nitrogen dioxide produced in this reaction is poisonous. This reaction must be done in a fume hood!

The HR Professional Map

In 2009 the CIPD conducted a report on what human resource practitioner's did, their roles, and activities. They interviewed practitioner's from a large number of professions across different sectors and the result was the production of the HR professional map, that does not focus on job titles, but instead focused on the skills and behaviours. It is simple, flexible and can be used as a whole or in part. Starting with and including the two core professional areas, it consists of ten professional areas, eight behaviours and four competency bands.â€Å"It describes what you need to know and what you need to do, within each professional area at four bands of professional competence†. There are eight behaviours that need to be displayed by HR professionals; these are, collaborative, driven to deliver, courage to challenge, role model, curious, decisive thinker, skilled influencer and personally credible. These behaviours are displayed in each of the professional areas. There are four bands of competence that define the contribution of professionals at each stage of their career, it details the relationship with client, service to client ,focus of activity and where time is spent.It also details measures of success and contribution and the relative skill balance between behaviours and technical ability. The two core professional areas that relate to all HR professionals, at all career levels and job roles, these are; Insight, strategy and solutions. There are five activity areas, building a picture, developing actionable insight, delivering situational HR solutions that stick and building capacity and capability that detail tasks that you are required to perform in each capability band. There are also four areas of knowledge.Business, contextual and organisational knowledge and HR professional knowledge. Leading HR, service delivery and information. There are six activity areas, along with tasks performed at each band level, theses are Personal leadership,Le ading others, Leading Issues:HR function design and service delivery,HR resource planning and development, delivering value and performance in HR teams and managing HR budgets and finances. The knowledge areas for this core professional area are Leadership, HR service delivery models, Commissioning services and Resource, Performance and Financial management.Employee relations is one of the remaining eight professional areas, an Employee relations professional is required to display knowledge of a strong understanding of employment law, or can access relevant,current and planned changes to laws relevant to the organisation. There is also a requirement to identify and act to mitigate risk to the organisation, have the knowledge of employee relations risks, and is able to coach managers to resolve issues, they will also know how to analyse, collate and feedback on communications and messages heard.Activities completed by an Employee relations practitioner are grouped under the headings , Employee relations strategy, policy and practice. Policy, advice and guidance. Complex casework. Collective negotiation and consultation and Health and well being. When an Employee relations Practitioner is displaying competences in band two they will be reactive in most activities, issue lead dealing with current or near term issues. Behaviours that I consider to be displayed by an Employee relations Practitioner are being a decisive thinker, driven to deliver, courage to challenge, personally credible and a role model.The activities I consider to be relevant to an ER advisor in the organisation I worked in are to develop comprehensive guidance to managers on ER issues, give accurate and appropriate advice , training and support managers. Work closely with managers, instructing them on their role and required actions, keeping appropriate records and represent the organisation at external tribunals. The skill balance between technical ability and behaviours displayed should be 50: 50 and a measure of success would be for issues/ problems satisfactory resolved and repeat business.

Essay about Nuclear Fusion

Essay about Nuclear Fusion Essay about Nuclear Fusion Nuclear Fusion Learning the process of nuclear fusion is one of scientist’s greatest discoveries. From how much energy is radiated from the sun to the creation of the hydrogen bomb, nuclear fusion has impacted our world much more than we think. Within this paper, the history and description, importance, relation to our chemistry class, and current research regarding the topic will be explored. In the 1930’s, nuclear fusion was only a process known by scientists that explained how the sun and other stars yielded an enormous amount of energy. But during the 1950’s, scientist discovered a way to explore how and where the energy derives. They found that when two light atoms, often isotopes of hydrogen, collide together at extremely high speeds, they create a larger atom, but also release a large amount of energy in the process. Heavier atoms are much less likely to fuse, and any atom heavier then iron will not fuse at all. After fusion, the mass of the product atom w ill be less than the sum of the two reactants’ mass. This mass is often calculated by one of Einstein’s most popular formulas, E=mc2 (m representing mass, c representing the speed of light). Overall, this equation states that even when the amount of mass that â€Å"disappears† is very small, the amount of energy produced is still very large. Nuclear fusion naturally occurs often on Earth, such as four hydrogen nuclei fusing together to create a helium atom. But, scientists discovered a process that greatly increases the energy output of nuclear fusion called a thermonuclear reaction. This type of reaction created what we call the hydrogen bomb. As heat increases in the casing, gas particles move faster and therefore cause more collision. When the temperature reaches approximately 100,000,000oC, the hydrogen atoms collide so powerfully that they create a mass explosion. In general, scientists found a way to harness a reaction at temperatures completely unknown t o earth and create a bomb from it. Many people are dreaming of a way to use nuclear fusions power under more

Example Sentences Using the Verb Go for ESL

Example Sentences Using the Verb Go for ESL If English students are going to memorize irregular verb forms, theyll need to include the verb go. This page provides example sentences of the verb go in all tenses including active and passive forms, as well as conditional and modal forms. Youll notice that there are many tenses where there is no form of go. Test your knowledge with the quiz at the end. Example Sentences Using 'Go' for All Tenses Base Form go / Past Simple went / Past Participle gone / Gerund going Present Simple Peter goes to church on Sundays. Present Simple Passive None Present Continuous We are going shopping soon. Present Continuous Passive None Present Perfect Peter has gone to the bank. Present Perfect Passive None Present Perfect Continuous Susan has been going to classes for three weeks. Past Simple Alexander went to Denver last week. Past Simple Passive None Past Continuous We were going to visit some friends but decided not to go. Past Continuous Passive None Past Perfect They had already gone to the show so we didnt go. Past Perfect Passive None Past Perfect Continuous We had been going to that school for a few weeks when it was chosen as the best school in the city. Future (will) Jennifer will go to the meeting. Future (will) passive None Future (going to) Peter is going to go to the show tonight. Future (going to) passive None Future Continuous We will be going to dinner this time tomorrow. Future Perfect She will have gone to visit her parents by the time you arrive. Future Possibility Jack might go out this weekend. Real Conditional If she goes to the meeting, I will attend. Unreal Conditional If she went to the meeting, I would attend. Past Unreal Conditional If she had gone to the meeting, I would have attended. Present Modal You should go out tonight. Past Modal They might have gone out for the evening. Quiz: Conjugate With Go Use the verb to go to conjugate the following sentences. Quiz answers are below. In some cases, more than one answer may be correct. Peter _____ to the bank.Alexander _____ to Denver last week.They _____ already _____ to the show so we didnt go.Jennifer _____ to the meeting.If she _____ to the meeting, I will attend.We _____ but decided not to go after all.Peter _____ to church on Sundays.Susan _____ to classes for three weeks.Peter _____ to the show tonight.She _____ to visit her parents by the time you arrive. Quiz Answers has gonewenthad gonewill gogoeswere going to gogoeshas been goingis going to gowill have gone

Performance and Interpretation Essay Example | Topics and Well Written Essays - 2500 words

Performance and Interpretation - Essay Example An art master great Rokem's Introduction cautiously delimits the range of his question to productions concerning the Shoah and the French Revolution two main turning points in history that Rokem declare "have formed our modern consciousness, in exacting our intelligence of the historical past as a series of disastrous failures of basic human values". Working from this underlying assumption, Rokem endeavors to explore "the restorative potentials of the theatre in trying to counteract the destructive forces of history", to examine how these two "failures of history" have been represented on stage, and to address "the ways in which these performances have communicated in different national and ideological contexts"(Theater Journal, 323-347). Great Rokem's exploration of these issues proceeds primarily through his detailed, insightful analyses of live or recorded performances, but also makes productive use of published production reviews, programs, interviews, artists' memoirs, and production-related archival documents. Performance Production And Reception The Introduction establishes the centrality of the actor in works that perform history, arguing that an actor performing a historical figure on stage "in a sense becomes a witness of the historical event". The actor is, in Rokem's conception, a "hyper-historian" who serves "as a connecting link between the historical past and the 'fictional' performed here and now of the theatrical event". Rather than attempting to elide the differences in time between the historical event and its theatrical performance as happens in many traditional historical and documentary dramas Rokem's "notion of performing history is based on strengthening or reinforcing the dialectics between" those times(K. K. Seet, 2000. 305). The first three chapters of Performing History provide theatrical case studies allowing Rokem to articulate the concepts of performing history and the actor/witness as "hyper-historian" in greater, more concrete detail. This section devotes less attention to the national or ideological context of performances as it considers productions acting, performance and interception which examined in this research relate to the French Revolution, the plays form a less unified grouping than found in history of the plays deal with the Marquis de Sade, the other does not; two are considered experimental works of collaborative creation, the other is not; two feature metatheatrical elements, the other does not; two depict "public events from the French Revolution which had very obviously distinct effects on the public sphere", the other does not. As a result, it is difficult to draw broader typological conclusions regarding these works; one of the plays generally stands as an exception to the principle under investigation. The consistency

Bush's War (PBS) Analasys Essay Example | Topics and Well Written Essays - 750 words

Bush's War (PBS) Analasys - Essay Example Cheney advocated the use of controversial interrogation techniques to obtain information that would link Saddam Hussein to the 9/11 attacks. In the documentary, Cheney and Rumsfeld supported a pentagon (military) led alternative that led to the decision to invade Iraq. Cheney was also involved in securing controversial secret legal opinions from the Justice Department that would grant President Bush unrestricted broad authority to wage 'war' without the consent of the U.S congress. Cheney also supported the use of 'enhanced combat and interrogation techniques' against captured combatants. President Bush's fixation on invading Iraq was borne out of his distrust of Saddam Hussein. Bush stated in the documentary that Saddam was "an evil man who gassed his own people" In reference to Saddam Hussein, Bush declared after the 9/11 attacks, that his administration would hunt down the Islamic fundamentalists and "those who harbour them." Bush believed that Saddam Hussein was providing support for Al-Qaeda. The intelligence information that was used as a predicate to the invasion was manipulated in order to justify the war. This invasion 'policy' was hatched and promoted chiefly by Cheney and Rumsfeld although there was a lack of substantial evidence that linked Saddam to Al-Qaeda. The Central Intelligence Agency (CIA) Director, George Tenet did not initially support the Iraq invasion on account of the lack of credible intelligence evidence available. Instead of relying and heeding to CIA intelligence reports, Cheney and Rumsfeld formed a parallel and secretive intelligence unit in the Pentagon to analyse evidence that would hitherto link Saddam Hussein to Al Qaeda (Chapter 12). Cheney also pressured CIA analysts who were preparing a National Intelligence Estimate, to include language that would support the invasion policy. The CIA analysts have since reported that Cheney and his staff wanted the report to indicate that Saddam had or was seeking to acquire Weapons of Mass Destruction ( WMD). This attempts led the administration to use "highly dubious" and un-corroborated evidence that stated that Saddam Hussein had attempted to purchase 'yellow cake' Uranium (a key component for producing a nuclear weapon) from Niger (Chapter 12). Why was the press unable to bring this story to light earlier Although some sections of the press were critical of the plans, President Bush had a 90% popularity rate. The national press were therefore weary and feared a public backlash if they did not seem to be supporting the President in war time. How would you assess Rumsfeld's role in this issue Donald Rumsfeld was the one of the Architects of the invasion of Iraq. Rumsfeld first succeeded in taking the lead role in the 'war on terror' from the CIA in Afghanistan and subsequently in the Iraq invasion plans. He wanted to be the solely in charge, "100% responsible" and determined to go to war with Saddam at all cost. He continued to claim that Saddam Hussein had WMD (Chapter 13). Rumsfeld also withheld critical information form the White House and undermined both the State Department and the CIA all in a bid to ensure that the invasion took