Separating Selected Metal Cations

Chemistry 266 Dominick Armstrong 10/10/2012 Acid-Base Titration Introduction Acid and bases are two important classes of compounds that react to form a salt and water. When mixing acids and bases a precise amount of the base must be added in order to reach the equivalence point. At this point, one reactant has been exactly consumed by the addition of the other reactant. When performing chemical reactions chemist use a process called titration to determine the equivalence point of the reaction.Once the equivalence point is known then chemist can correctly determine the amount the concentration of the acid and the base. In this experiment acid-base titration will be used to determine the concentration of HCl at equilibrium when it reacts with the NaOH H+ (aq)+ Cl- (aq) + Na+ (aq) + OH- >H2O(l) + Na+ (aq)+ Cl- (aq) Procedure When performing this experiment one must first obtain and wear goggles. Next add 40mL of distilled water to a 100mL beaker, then add 5. 00mL of HCl to the beaker. T hen obtain 40mL of 0. 1M NaOH.Place the NaOH in a 60mL reagent reservoir and drain a small amount into a 250mL beaker to fill the tip. Connect the Ph sensor to the LabQuest and set up the drop counter. Then calibrate the titrant by adjusting the reservoir tip to and letting the NaOH slowly drain into a graduated cylinder until 9 or 1o ml has been recorded. After the LabQuest has been calibrated discard the solution. The assemble the titration apparatus as shown in the picture below. Place the HCl solution onto the magnetic stirrer and slowly titrate the NaOH into the solution.Start the data collection to calculate the volume of NaOH is added when the solution reaches its equivalence point. Then right down the calculations and disassemble the apparatus. Discussion My lab group and I completed this experiment doing two trials. We found that both trials were concluded with similar results. In trial 1 we found that the volume of NaOH added to the solution was 4. 01ml before the largest pH increase, and 4. 05mL after. We calculated the volume at the equivalence point to be 4. 03mL. We found there were 4. 3Ãâ€"10-4 moles of NaOH and 4. 03Ãâ€"10-4 moles of HCl. Then we calculated the concentration of the HCl to be . 08 moles per liter. In trial 2 we found 4. 951mL of NaOH was added before the increase and 4. 992mL after. The volume at the equivalence point was 4. 971mL. There were 4. 971Ãâ€"10-4 moles of HCl and 4. 971Ãâ€"10-4 moles of NaOH. The concentration of HCl was found to be . 094 moles per liter. We found the average concentration to be . 08971M. Although the results of both trial in the experiment were similar the results were not exactly the same.The mistake may have come from an error in measuring the HCl and distilled water. More HCl may have been added because we did not have an accurate pipet bulb. We used a graduated cylinder to add the HCl, and may have had a more or less HCl than what was needed in the experiment. Conclusion The results of this e xperiment show that titration is an effective way to find the concentration of reactants in an acid base reaction. Using the titration helped my group accurately calculate the volume of NaOH that was added to the solution, and helped us to correctly determine the correct concentrations.

Infective Endocarditis

Infective endocarditis (IE) is a rare but potentially severe, life-threatening infection of the inner lining of the heart and the surface of valves known as the endocardium. If IE is left untreated, local tissue destruction occurs and heart valves become damaged due to pathogen invasion resulting in severe regurgitation of blood. Consequently, the heart becomes less proficient at pumping blood around the body which can lead to congestive heart failure that is the main cause of death from IE1. IE is a rare affecting around 1 in 30,000 individuals each year in England but is important as despite antimicrobial therapy, severe complications including stroke, heart failure or even death2. Delayed clinical diagnosis of IE is common as the initial symptoms such as fever and fatigue are varied and non-specific. Early diagnosis is crucial to enable faster treatment of IE critical for reducing morbidity and mortality. This review will discuss the aetiology and pathophysiology of IE alongside the standard procedures used for diagnosis. Aetiology of IE:IE is mostly caused by gram-positive cocci with Streptococci, Staphylococci and Enterococci which usually originate from oral, skin and gastrointestinal tract flora respectively, accounting for 85% of cases3,4. IE can also be caused by fungal infections such as Candida or Aspergillus colonising the endocardium5. Individuals at risk of include those that inject drugs or have a central venous catheter inserted as medical instruments can be infected by opportunistic pathogens, so manipulation of the skin disrupts the physical barrier allowing transient bacteria to enter the bloodstream6. Despite medical advancements, rates of IE are increasing due to a rise in surgery for valve replacement2.Pathophysiology: Understanding the pathophysiology of IE provides an insight into disease progression and aids in diagnosis7. The endocardium has an outer endothelium with an underlying basal lamina and an inner sub-endothelial layer made of loose connective tissue, fibroblasts and collagen fibrils8. Despite the presence of transient bacteraemia in the bloodstream, IE is rare due to the resistance provided by the intact endothelium lining the heart valves, heart chamber and great vessels9. If endothelial erosion occurs by altered haemodynamics, valvular heart disease, or mechanical lesions from artificial heart valves, blood would be exposed to the sub-endothelial layer and to stromal cells, thromboplastin and collagen present3. Exposure results in activation of the coagulation cascade resulting in fibrin deposition and platelet aggregation7. Consequently, small masses known as sterile thrombotic vegetations mainly made of platelets, fibrin, red and white blood cells4 form on the damaged endothelium on cardiac valve leaflets resulting in non-bacterial thrombotic endocarditis [Figure 1]. Vegetations are frequently found in low-pressure areas on cardiac valves due to the Venturi effect where blood flows to a lower-pressure area. Greater mechanical stresses are imposed on the left cardiac valves as blood is pumped under higher pressure. Thus, vegetations are usually identified by echocardiography on the atrial surface of the mitral valve and the ventricular surface of the aortic valve10. Knowing the common vegetation sites enables faster diagnosis of IE. Colonisation of an initially sterile vegetation may occur by adhesion of transient bacteria in the bloodstream [Figure 2]. Adhesion of gram-positive bacteria occurs as adhesins present on the surface of gram-positive bacteria recognise the exposed fibronectin, fibrinogen and platelets3. Bacterial colonisation and growth results in leukocyte infiltration into the vegetation further activating the host coagulation cascade. Vegetation enlargement occurs as bacteria grow and produce a biofilm made of polysaccharides and proteins which aids bacterial persistence11. Pathogen binding initiates neutrophil chemotaxis and infiltration occurs concentrating proteases and oxidative activities12 which can cause valvular damage and cusp perforation [Figure 2]. Thrombotic vegetations can disseminate and become septic emboli possibly resulting in the blockage of small vessels, organ failure or stroke if a cerebral artery is occluded13. Clinical presentation:Delayed diagnosis of IE is common as IE has varied presentations; therefore, blood cultures and echocardiography are predominantly used in diagnosis and clinical presentations are used to help guide diagnosis. IE is traditionally classified as either acute where a sudden development of IE occurs within days, or as subacute if a gradual development of IE occurs over weeks to a few months14. Patients usually present with persistent or recurrent fever, chills, or with non-specific and highly variable symptoms such as malaise, night sweats, myalgia, arthralgia or anorexia16. If the onset of the disease process is slow, classic examination findings such as Osler nodes (red nodular lesions found on fingers and toes), Roth spots (a white-centred haemorrhage in the retina) and Janeway lesions (non-tender, haemorrhagic plaques usually on palms and soles)15 may present [Table 1]. Auscultation of the heart is important as regurgitant murmurs are identified in nearly half of patients16. Identifying regurgitant murmurs is critical as murmurs are a result of valvular insufficiency which commonly develops as a result of IE. As clinical presentations are non-specific and highly variable, a low threshold criterion for further investigation is needed to avoid delay in identifying individuals with IE16. Diagnosis:Rapid diagnosis of IE is essential to initiate antibiotic therapy and avoid progressive, irreversible valve damage7. In comparison to the original Von Reyn criteria for the diagnosis of IE which only consisted of clinical and microbiological investigations, the modified Duke criteria is used in secondary care as the latter is more effective in diagnosis by incorporating echocardiographic findings18 to provide a greater insight into any endocardial pathogenesis [Table 1]. Two major, one major with three minor, or five minor criteria are required for a definitive diagnosis. For example, an echocardiogram showing endocardial involvement alongside a positive blood culture result is sufficient for a definitive diagnosis of IE [Table 1]. Possible diagnosis of IE requires at least one major and one minor criterion or three minor criteria. In clinical practice, the Duke criteria is used but does not replace clinical judgement otherwise misdiagnosis or delayed would result due to the varied clinical presenations19. Microbiological Tests: Identifying underlying microbial aetiology is essential for optimal individual patient treatment. Microbiological tests are performed to identify positive blood cultures. Prior to initiating antibiotic treatment, two sets of blood cultures are taken20. Incubation of a standard blood culture lasts for five days to recover nearly all cultivatable causes of IE21. However, negative tests in around 10% of patients22 may result from antibiotics being given prior to blood cultures or alternative diagnoses such as non-bacterial endocarditis. Around two-thirds of initially culture negative patients are identified as positive with further testing such as serological testing for Bartonella and Coxiella22; therefore, the incorporation of serological testing in the modified Duke criteria is critical to avoid delayed diagnosis. Echocardiography: Echocardiography is crucial in the diagnosis of IE and in predicting the embolic risk. Performing echocardiography as early as possible is essential to diagnose IE and thus initiate treatment23. Transthoracic echocardiography (TTE) and transoesophageal echocardiography (TOE) can be involved in diagnosis [Figure 3]. In TTE the transducer is placed on the chest wall and sends out ultrasound waves which pass through the chest wall into the heart. As TTE is non-invasive, it is initially used to identify evidence of endocardial involvement that is stated in the modified Duke Criteria such as vegetations or valvular perforation24, [Table 1]. TTE has a lower sensitivity of 60-75% in comparison to TOE which is more than 90% sensitive; therefore, most patients also have the TOE test where the transducer is attached to a tube, is guided down the pharynx and larynx into the oesophagus to achieve a more detailed image of the heart23, [Figure 3]. Conclusion:Rapid diagnosis is critical as IE has high mortality with over a third of patients dying a year after diagnosis despite advancements in the sensitivity of the diagnostic criteria1. Delayed diagnosis contributes to mortality as vegetation enlargement and subsequent cusp perforation continues resulting in blood flow disruption, deterioration of cardiac function or systemic effects from emboli.

Did the lead character kill his wife in memento Essay

Did the lead character kill his wife in memento - Essay Example This is through snap shots, notes, memos as well as tattoos (Botz-Bornstein, 2011. P.19). All these had information that could help him trace his wife’s killers. The efforts are meant to blind people in believing at some attackers killed his wife. In addition, it is a way of escaping guilt and reality on his side (Sobczak, 1998. P. 61). The second point that supports my argument is the fact that Leonard relies on information from Natalie and Teddy who are in a mission to ensure that Leonard murders people for their selfish gain. This is evidenced by the plans of Teddy to have drug dealers as well as other people killed by Leonard (Basting, 2009, P. 72). Teddy wants all these people out of her way for his own reasons. It is surprising that Natalie arranges for teddy’s death because he was responsible for killing her boyfriend. This also was meant to be executed by Leonard (Botz-Bornstein, 2011, P. 31). According to Teddy and Natalie, they are controlling and directing Leonard. However, it is not in their knowledge that they are only managing the plans already set by Leonard. In a keen study of all these twisted events, it is certain that Leonard killed his wife. The third point that supports my argument is the fact that memory is both physical and psychological. It enables us to hold down things that we are trying to escape. Leonard narrates to us a story of Jankins which helps us distinguish between physical and psychological aspects of memory (Basting, 2009, P. 101). Leonard places himself in the physical category while he places Jankins in the psychological category. However, a closer look at this movie reveals that Leonard is in fact Jankins. The truth is that the final memory that Leonard has of his wife is that of injecting her with an overdose of insulin, hence, killing her. However, Leonard claims that the final memory of her wife is of the attack and rape by unknown people (Sobczak, 1998. P. 103). Finally, Leonard

Identify the various demographic characteristics of today's workforce Essay

Identify the various demographic characteristics of today's workforce - Essay Example Hall and Hall classified different cultures under the categories of ‘high context and low context’ (1990). Chinese people belong to the high context culture in which context and non-verbal cues are important to assign meaning to spoken words. This means that the same words can have different meanings in different contexts. Further, work discipline like obedience to command, commitment to a word given and personal relationships are important to the Chinese. This is in contrast to the low context culture, typically as in the US, where the spoken words are precise and unambiguous irrespective of the context, individualism and frankness is more pronounced, and personal relations are subordinate to task completion on time. While on the subject of time, a high context workforce handles multiple tasks simultaneously unlike its counterpart in low context cultures, which concentrates one task at a time (Hall and Hall, 1990). These ideas are reinforced by the five dimension classification of Hofstede and Bond and the seven dimension classification of Trompenars (as quoted by Amant, K.S., 2007). An organization benefits from the services of a Chinese migrant worker due to his/her ability to handle multiple tasks simultaneously, respect for authority, collectivism and long-term commitment. Respect for authority implies disciplined approach to complete assigned tasks; collectivism implies the ability to be a good team-member and working to achieve team goals rather than individual goals. Organizations benefit by such workers and teams for whose career development and welfare, long-term planning can be initiated. In order to maximize the benefits of demographic diversity in an organization, the manager should foremost recognize and develop a positive attitude for the culture-specifics for each variety and understand the beneficial aspects. Since Chinese workers in a US plant may be new to the local

Write a PESTLE analysis about HMV Essay Example | Topics and Well Written Essays - 500 words

Write a PESTLE analysis about HMV - Essay Example Nonetheless, the 2008 crisis caused this to change in May 2010. In addition, the heavy debt on UK has caused the British government to instil much nationalisation aimed at supporting its economy. The British government has indicated a lot of support for the fight against piracy. The Digital Economic Act 2010 has propagated the pursuance and arrest of persistent offenders with music labels and movie companies tracking illegal downloads from peer to peer networks using IP addresses. Despite the negative impact of the financial crisis, the UK remains the third biggest European economy (Central Intelligence Agency 2011). Its inflation and public debt grew from 3.3% to 2.2% and 68.2% to 76.5% respectively. With a GDP of USD 2.259 trillion in 2010, the unemployment rate also grew from 7.6% in 2009 to 7.9% in 2010. The country ranked 9th in 2010 in terms of purchasing parity which had increased from USD 2.268 trillion to 2.154 trillion to 2.189 trillion from 2008 through 2009 and 2010 respectively. The British government’s Environmental Protection Act 1990 cited by the Parliamentary Office of Science and Technology (2004) prohibits the firm from polluting the environment. The social analysis of the UK ranks it 22nd globally in population having 62,689,362 people as of July 2011, with the median age being 40 (Office for National Statistics 2011). The literacy level stands at 99% with urbanization being at 80% as of 2010. The British are known to be conscious of their benefit in purchases including quality, price, environment and brand. The country has musicians and bands in traditional and contemporary music. Expenditure on research and development in the UK stood at â‚ ¬29.824 billion, which represents 1.84% of its GDP (Office for National Statistics 2011). There have been indications that the digital infrastructure in the country does not suffice in speed and penetration and therefore need to be improved (British Council for Science and Technology, 2010).

Find a web site about a vernacular dance forms. It could be anything Essay

Find a web site about a vernacular dance forms. It could be anything to do with ethnic, folk, ballroom, jazz, or tap dancing - Essay Example Shopping is divided into videos, music, books, gift cards, and customer service. The classifieds section offers a partner search and a dancewear section, while the directory offers teachers, studios, dance locations, vendors, services, clubs and teams, organizations, and other dance sites. The forum, or message board, is comprised of just about any topic that the reader may think of, as well as some others that may not be imagined. People can ask anything about anything related to dance. The site itself is full of a wide variety of information, and the information is arranged in a useful and easy to navigate manner. While the content provided is clear and concise, the site itself leaves much to be desired in terms of design. The site itself tried to appear fancy, though the colors, the fonts, and the attempts at adding sparkles to the fonts just end up making it look tacky. The videos themselves attempt to show the dances in a professional manner, however, the people look cheesy and fake, instead of like people who are genuinely interested in dancing; the overlaid text at the beginning of the videos is the same tacky fonts that are in use on the homepage of the site itself. If the site used something other than XHTML and javascript, the site could be done in a far more professional manner. Likewise, if the forum was to use phpBB instead of javascript, it would offer a far more professional look and feel. Overall, the site itself has a host of valuable information, and it is presented in an easy to use and easy to navigate manner, however, the style of the site leaves much to be desired. Ballroom dancing is supposed to be elegant and beautiful, and a poorly designed site tends to not only detract from that, but also shows disrespect to the art

Maslow's Hierarchy of Needs Essay Example | Topics and Well Written Essays - 500 words

Maslow's Hierarchy of Needs - Essay Example Maslow’s hierarchy of needs entails five levels. The first level entails the satisfaction of biological and psychological needs like water, air, food, shelter, warmth, and sleep. The second level is the safety needs and these needs include order and law, stability and freedom from fear (McLeod, 2014). The third level entails the sense of love and belonging needs like intimate relationships, friendship, and affection from family, peers, and workmates. The fourth level entails esteem needs that include prestige, dominance, self-respect, and respect from others. The final level of needs is self-actualization needs that include realizing one’s personal potential and personal growth. Later, the five stage model was expanded to include cognitive needs like knowledge and meaning, aesthetic needs like appreciation for beauty and finally transcendence needs which involves helping others to achieve their self-actualization. In each level of Maslow’s hierarchy of needs, their character of being ‘wanting beings’ motivates people. When one need is satisfied, it stops becoming a motivator and another need emerges (NetMBA Business Knowledge Center, 2010). If the things that satisfy the lower needs are gone, people do not care about achieving the higher needs. Indeed, the Maslow’s hierarchy of needs asserts that we must follow a defined order to satisfy our needs. To move a person to a higher level of the hierarchy within the work group, employers and organizations must help people to identify, pursue and reach their own personal potential (McLeod, 2014). Successful organizations are those that understand and encourage their employees towards self-actualization to help them achieve their personal growth. For instance, an employee in sales and marketing department can only achieve the sales targets if a conducive working environment is provided which includes friendship from the

The Health Benefits of Transcendental Meditation Essay

The Health Benefits of Transcendental Meditation - Essay Example Because of its association with yoga and other Eastern philosophic belief systems and, later, with the New Age movements of alternative religious practices, meditation has often been dismissed in the West as something less than real. â€Å"Until recently the very word meditation tended to evoke raised eyebrows and thoughts about mysticism and hocus-pocus in many people. In part, that was because people did not understand that meditation is really about paying attention† (Kabat-Zin, 1990: 21). In particular, it is about paying attention to the moment as it is passing. This moves beyond the concept of living in the moment to being intimately aware of the moment even as it passes and becomes nothing more than memory. This transcendental explanation is easier defined than accomplished. The tendency of the mind is to take the opportunity of the ‘autopilot’ initiative to reflect upon the past or to make plans for the future. For those caught in desperate situations, thi s can lead to a destructive cycle of thinking that leaves little room for improvement while allowing them to miss out on the joys or triumphs of the present. One way in which people can help themselves break this cycle is through the process of meditation, which, it turns out, brings about some significant benefits including the benefit of clearer thinking, more enjoyed moments and an inner peace. It also offers numerous measurable physical benefits including reduced blood pressure, reduced stress, more restful sleep and lowered cholesterol. While there are many different forms of meditation, several of which require lengthy study, practice and training to accomplish, transcendental meditation was designed to be accessible to the layperson with a minimum of training for nearly instant benefit. Transcendental meditation can have numerous physical benefits as the result of the deep breathing and relaxation exercises that paradoxically bring

Rewriting Essay Example | Topics and Well Written Essays - 250 words

Rewriting - Essay Example Nevertheless, she was able to go through education system and began to be exposed to people speaking other languages later in life. Although she was able to acquire language skills, she did it at a slow pace. The most interesting observation was that her level of understanding new language was not as profound as found in children who acquire language skills at early age. Despite following similar procedures of language acquisition, she could not meet the standards acquired by young children who learn language naturally. However, other cognitive abilities were not inhibited. Despite her problem in language acquisition, she was able to develop interactive skills and could therefore understand different communication styles from other people. Whereas her language acquisition skills lagged behind, other cognitive abilities were not inhibited in any way. This example is a clear indicator that language acquisition is independent of other cognitive abilities. It is worth noting the contrast of this idea with Moskowitz’s ideology, which claims that the two are connected. He feels that linguistic specialization is part of human intelligence, which implies that none can be developed

Lack of Responsibility Kills Essay Example for Free

Lack of Responsibility Kills Essay When it comes to the battle between obesity among Americans and fast food chain companies, fast food falls hard for the one to blame. For many years, big food companies have been constantly under attack from health advocates and consumers for the contribution of growing waistlines, chronic diseases and lack of exercise in the United States. Of course, it is easy to blame fast food corporations given the ubiquity, proximity convenience and low cost of food options available. But who really is the one to point the finger at? We, the consumers, are fully responsible for what enters our mouths. No individual should sue any restaurant company from getting fat from eating their food. A decline in physical activity and a rise in more sedentary lifestyles have made it more difficult to balance food intake with energy spending in the last generation, leading to overweight people. It wouldnt be such a big deal if the problem were simply aesthetic. But excess weight takes a terrible toll on the human body, significantly increasing the risk of heart disease, high blood pressure, stroke, diabetes, gall-bladder disease, osteoarthritis and many forms of cancer. The total medical tab for illnesses related to obesity is $117 billion a year. According to the Surgeon General, and the Journal of the American Medical Association reported in March, poor diet and physical inactivity could soon overtake tobacco as the leading cause of preventable death in the U.S. And again, Americans recognize the problem but do not seem to want to change. In the TIME/ABC poll they rated obesity alongside heart disease, cancer, AIDS and drug abuse as among the nations most pressing public health problems. Consumers attitude toward fast food has changed since there is a wide assortment of factors at work ranging from fewer sit-down meals, much more snacking, more latchkey kids who make their own food decisions without supervision. Consumers, as well as parents (kids are also falling victim to the obesity rates), need to engage in personal responsibility when it comes to consuming an abundant amount of fast food instead of putting the obesity blame on fast food franchises. Obesity and fast food chains were never an issue back in the day; Americans seem to have taken advantage of the easy availability and cheap prices of many unhealthy foods. The human lifestyle and diet 4,000 years ago seem to have changed dramatically over the years where our ancestors ate and drank in the healthiest way possible as nomadic hunter-gatherers. 50%-80% of food came from plants, and 20%-50% came from animals (The World is Fat 18). Chronic disease, diabetics, obesity, heart disease and even cancer were unknown. In the 1950s, less than 100 million Americans were overweight and obese individuals. People used to have to do daily activities that were extensive just to live their everyday lives like cooking food from scratch, walking most places and doing most things by hand rather than using technological machines to do it for them. Food wasnt easy to get if you were poor. Walking somewhere was still common regardless of appliances such as dishwashers and ovens, and in 1960, only about 13.3 percent of people in America were obese, according to the University of Iowa Hospitals Clinics. And things havent been moving in a promising direction. Just two decades ago, the incidence of overweight in adults was well under 50%, while the rate for kids was only a third what it is today. From 1996 to 2001, 2 million teenagers and young adults joined the ranks of the obese. People are clearly worried. A TIME/ABC News poll released June 2004 shows that 58% of Americans would like to lose weight, nearly twice the percentage that felt that way in 1951. But only 27% say they are trying to slim down and two-thirds of those arent following any specific plan to do so. Americans love and strive for flavor and bigger portioned sized foods that’s fast and easy to attain, that is where fast food corporations come in place. Americans now are taking advantage of the big ger, cheaper and faster foods that it has become a national problem. So, where do we draw the line between self-control and responsible business practice? For the past 10 years, McDonald’s and other fast foods chains have been victimized with numerous lawsuits because they either â€Å"got consumers fat, hypnotized kids or bribed with deals and promos† (Fast Food 19). In 2003, the United States district court for the Southern District of New York responded to a complaint filed against McDonald’s by a class of obese costumers (Fast Food 18). In 2011, sixty-four year old Martin Kessman filed a lawsuit against the fast food company, White Castle and was seeking unspecified financial damages against the fast-food chain, claiming that his local White Castle is in violation of the Americans With Disabilities Act because the seating could not accommodate a customer of his size, keep in mind this man ate at White Castle on a regular basis. These frivolous and unnecessary lawsuits against corporations show the ignorance of many irresponsible Americans who cannot control their eating habits. It is not right to sue a fast food company based on the fact that consumers knowingly and voluntarily consumed the foods from McDonald’s knowing that the foods McDonald’s serves were in fact high in cholesterol, fat, salt and sugar. Consumers voluntarily spend over $100 billion annually on fast food per year. (Fast Food 8). The famous documentary, Supersize Me, shows Morgan Spurlock consuming McDonalds every day, 3 days a week. This of course led him to gain a significant amount of weight and develop some health complications. Spurlock makes his point by a way of exaggeration, he tells us something that we already know, fast food is bad. Of course it will be bad because he ONLY consumed fast food and nothing else, he did not eat anything healthy and did not exercise, all of this was done voluntarily. Should consumers eat fast food on a daily or even a weekly basis? The answer is simply no. Today Americans eat an extra 300 calories per day than in 1985 (Buzzle). When this trend occurs we get overweight Americans, and that is exactly what we are dealing with. 500 million Americans are now obese and an additional 6 or 7 million are â€Å"morbidly obese† (Chew on This 209). With this ridiculous amount of unhealthy people, you would think there would be a solution. And there is, lawsuits. Americans decide to turn to their lawyers for their ignorance and blame corporations for something that is obviously done by their own will. Consumers are too ignorant and blind to understand what it’s their mouth. We cannot deny that people are eating more and are getting fat, but that does not prove that fast food franchises are the culprit. Kids today are suffering severely and falling victim to obesity because of many unhealthy diets that are being practiced in their own home. Parents bring home the importance of food safety, quality and nutrition. When this habit continues to occur it leads to kids becoming teens who make poor choices who in turn leads to obese adults and a lifetime of health problems. Children in the United States are gaining more weight than ever before. They’re eating too much high-fat, high-sugar food and are spending less time be ing physically active. In 1989-1996 kids caloric intake became 80-230 extra calories per day (Food Inc. 225). The diets of American children don’t meet nutritional recommendations. In 1997, American children obtained about 50% of their calories from added fat and sugar while 1% of them resemble portions of food pyramid (Fast Food 29). At this early age kids can show early signs of health problems and of course obesity. A quarter of kids age 5-10 show premature warning signs for heart disease such as high cholesterol and high blood pressure with unhealthy eating habits, physical inactivity and obesity (Food Inc. 229). Weight problems that develop during childhood can lead to weight-related illnesses such as cancer, heart disease, high blood pressure and diabetes. So, is parent’s lack of responsibility for their children’s food habits the one to blame? Of course, one thing kids will unfortunately experience is variety. With all the fast food chains serving the same stuff no matter where in the US. Parents with obese kids are struggling with a horde of problems when it comes to their childs weight. They range from a lack of education about nutritional food, not knowing how to cook and limited money to buy healthier food, to longer working hours and marketing campaigns for junk food aimed at kids. But the more sedentary and lazy lives children now have are also creating huge problems. Type 2 diabetics actually increased in children when a study conducted in Cincinnati should that type 2 diabetics went up tenfold from 1982 to 1994. 75% of junior school children preferred to stay at home than go to their nearby park (Child obesity: Why do parents let their kids get fat). Watching TV was one of the most popular activities, with 89% saying it was how they liked best to spend their time away from school, according to researchers Lightspeed. In July, scientists from University of Montreal claimed that by the age of ten, toddlers had added inches to their waistlines each week they spen d an extra hour in front of the television. Parents need to, from the start, control the eating and overall lifestyle of their children. It is dangerous for the future of the children to get used to such a risky addiction. Not only are we and our children eating more, but we are also exercising less. Lack of exercise is another factor to lack of responsibility. Fewer American adults today work in jobs that require physical labor. People drive to work in cars, rather than walking or biking; they take elevators instead of stairs; they use vacuum cleaners rather than brooms; and they cut the lawn with riding rather than push mowers. All of these simple changes reduce the amount of energy used to perform the tasks of daily living. A typical office worker today walks only about 3000 to 5000 steps in their daily activities. In contrast, in the Amish community where driving automobiles and using electrical appliances and other modern conveniences are not allowed, a typical adult takes 14000 to 18000 steps a day. The overall incidence of obesity in the group is only 4%. With 46.9% of the population meeting Physical Guidelines for aerobic/cardio physical activity (Exercise and Physical Activity). The problem for individuals is that willpower is not enough. We live in an environment where theres food every half mile. Its tasty, cheap, convenient, and you can eat it with one hand. We, the consumers, need not only to cut back on calories and fast food, we need to get active in any possible way we can to increase our health. Although simpler sounding on words then it is to actually pursue, exercise is Americans biggest challenge. Imagine a 7-year-old boy named John who, his whole has been given to-go fast food meals as his daily dinner at home. John has always been overweight for his age. As John has entered his teen’s years, he has become a hectic straight A student who studies constantly but never has time to make his own meals at home. John drives to local fast food joints and spends about $70 per week on his in-between-studies meals. Although, he has never worried about the way he looked and no matter what it has never occurred to him to want to change his eating habits, he continues to eat fast food on a regular basis. He consumes about 1,200 calories more than he is suppose to. Now being a grown adult with a settled job and cozy suburban home, he continues to eat unhealthy. No exercise is ever incorporated into his daily routines. He enters a McDonalds and stares blankly at the menu and clearly sees the sign that McDonalds has introduced a new Premium Caesar Salad with Crispy Chicken Strips but John chooses to ignore it because he thinks going to McDonald’s for a salad is like asking a prostitute for a hug. It just doesn’t make sense. He orders a Big Mac meal that costs him around $9.25 and around 1,130 calories (including drink), this does not bother John because this simple meal tastes great and satisfies his hunger and appetite (keep in mind John ate this meal in-between lunch and dinner so he has eaten more calories with breakfast, lunch and dinner). Oh, and why not make it supersized for 2 dollars more, he won’t be hungry till 2 hours later. John continues this routine for about two more months; he feels extremely tired and out of breathe just walking down the stairs of his home. He also has major pains in his hips and knees only to think this is due to age. As the shortness of breath and joint pains begin to intensify, John finally decides to go to the doctor to get a check-up. His result, John is morbidly obese and has developed osteoarthritis, which is the reason for the joint pains. He also has a respiratory problem that causes his shortness of breath. John is outraged at how he could develop such a health problem. He blames McDonalds for giving him such a horrible and negative effect on his health. He plans to sue the fast food company. Does John win his case? No, he does not. With his irresponsible lack of a healthy diet or exercise, he does not have a fair case against McDonald’s. His overweight and health i ssues are due to his irresponsible lack of awareness to his body and his lifestyle. McDonald’s is not the one to blame; he had the choice to eat unhealthy. No one is forcing him to consume fattening foods. The real culprits in his obesity problems (as well as many other obese Americans) are lack of personal responsibility and its henchmen, gluttony and sloth. What really causes obesity besides the overconsumption of food? Genetics is one factor. Some common forms of obesity are probably the result of variations within a large number of heritable genes between families. Obesity risk is 2-3x higher for a person with a history of obesity as oppose to someone with no family history. Genetic studies have shown that the â€Å"particular set of weight-regulating genes that a person has is by far the most important factor in determining how much that person will weigh† (The Real Cause of Obesity). The heritability of obesity, which shows how, many genes is a factor to obesity versus other factors is the same as the heritability of height. Also, many psychological disorders can lead to obesity as well. The basis of eating disorders and obesity usually lies with mixtures of psychosocial and environmental attributes. Individuals who suffer from psychological disorders (e.g. depression, anxiety, and eating disorders) may have a tough time managing control of their consumption of food, exercising an adequate amount, and maintaining a healthy weight. Those with weight problems can use food as a relieving mechanism, particularly when they are sad, anxious, stressed, lonely, and frustrated. In many obese individuals there appears to be a random cycle of mood disturbance, overeating, and weight gain. When they feel distressed, they turn to food to help them feel better which in turn leads to obesity (Psychological Risk Factors of Obesity). The culprits responsible for Americas progressively expanding waistline have little to do with the usual suspects popularized by the media. Many Americans believe Fast Food is the main culprits for obesity because of the clever tactics and unknown ingredients they use to get costumers to buy and their food and make them wanting more later. Fast food companies outnumber actual restaurants because it is affordable, easy to attain, big portioned and delicious. With the United States being the most obese nation, it has also become the nation that craves flavor and variety. Many turn away from greens because of its unappealing taste and lack of flavor. Fast Food companies produce food with flavor and hunger satisfying taste. Many become angry because of the effective advertising done on TV, ads, giveaways and deals. But what really angers consumers most are the chemicals they put in their food that makes it so delicious and irresistible. Polyfluoroalkyl phosphate pesters, PAPs, are chemicals that line fast-food packaging to make it grease- and waterproof, this leads to a number of health problems including cancer and liver disease. Dimethylpolysiloxane, a type of silicone, is added as an anti-foaming agent to McDonald’s chicken nuggets. This is the same ingredient that is used in breast implants and silly putty. Sodium Phosphate, which acts like a foam agent to many types of meat, is constantly used in many fast food joints. Dyes (red and yellow) behavioral attributes. Along with the mystery chemicals that go into fast food for its flavor, companies also supersize or increase the portions of their meals. During 1970s, marketing director of McDonalds corporations, David Wallerstein, determined that consumers would by more of a food item if sold in larger sizes and costs weren’t high. Portions increased from since 1980s to about 5x larger, which includes the drinks and side orders (Buzzle). A supersized coke, big mac and fries takes about 7 hours to burn with walking, now imagine people actually eating this without any exercise. We’ve been supersizing what we eat and that’s what consumers can’t get enough of. Many blame fast food for numerous health problems as well; asthma, strokes, type 2 diabetics, cancer, and cardio vascular disease. I myself have fallen victim to fast food, for example when I go on road trips with the family, we have no time to sit down and have a proper breakfast since we have to get on the road right away. We stop by a McDonalds because their breakfast is cheap and quick since we can eat it in the car. Also, it is no coincidence that fast food chains are everywhere where there are colleges and schools as well. College educated people or not poorly educated Americans are the most rapid growth in BMI between 1970 and 1990 (Fast Food 20). Obesity in college students in 1970 increased to 163% with many students claiming that with so much hectic studying and no time to eat, fast food is close by and quick to eat. So, it is no joke as to why people would blame fast food for their health troubles, since it is easy to attain and delicious but with many deadly ingredients. Personal responsibility is all it takes to decrease obesity. We live in a supersized world but as they say bigger is not always better. Fast food companies should not be blamed for obesity and instead be blamed on the consumers for lack of self-control. Fast food may look delicious but if people are aware of the health problems that are in the food, why do some continue to consume it regularly. Many need to take responsibility for their actions instead of taking it out on the companies by filing ridiculous lawsuits. No one forces us to eat a burger. It is not fast food that kills it is lack of responsibility that kills.

Transportation as a Form of Punishment: A History

Transportation as a Form of Punishment: A History Contemporary commentators argued that â€Å"transportation was no punishment at all†. Do you think that this is an accurate statement of realities of transportation to America and Australia in the eighteenth and nineteenth centuries? Introduction In this paper, it shall be contended that at a superficial level, there is a measure of accuracy to the sentiments expressed in the quotation contained in the title statement. The perception of appropriate punishment that formed the public consciousness of the criminal justice system in Georgian England, where over 140 offences carried the immediate prospect of a capital penalty upon conviction, is the point of commencement. The preservation of a convict’s life in a far off land was often perceived not as a true criminal sentence but as a lesser but equally effective form of pardon. Public aversion to transportation as a true form of criminal sentencing intensified in the Victorian era. As the concept of the penitentiary replaced the earlier notions of banishment and its inherent cleansing of the social fabric of the ‘criminal classes’, a seemingly free passage to an ungoverned land such as Australia was incompatible with the formidable images of Milbank prison and the panopticons modeled on the earlier work of Jeremy Bentham. The superficial impression created by the contemporary commentators concerning the relationship between transportation and conventional notions of criminal punishment is submitted in this paper to be incomplete. This paper will explore a number of important corollaries that radiate from these conventional concepts, the chief of which is the development of the Australian ‘convict republic’ and its success in effecting reformation and societal integration of criminals that was never achieved in its English counterpart.. In addition to the physical risks posed to the convict cargo transported by eighteenth and early nineteenth vessels travelling from England to the distant lands of America and later to mysterious and unexplored Australia, transportation represented a form of unwilling emigration, often as a result of conviction for offences that by modern standards might warrant, at most, a non custodial disposition. These points shall be developed within the following framework. It is important to appreciate the timeline within which transportation was available as a criminal sentence in England. The timeline may be divided into five distinct components: the period prior to the 1718 legislative reforms; the enactment of the Transportation Act, 1718 until the outbreak of the American Revolutionary War, 1776; the period of the prison â€Å"hulks†; the commencement of Australian transportation, 1787 and the early Australian colonies; the reform of the Australian penal colony structure until the cessation of Australian transportation, 1840. The analysis of the periods of transportation necessarily involves a comparison between the rationales employed by British authorities to justify transportation to America and that invoked with respect to Australia. The Australian colonial initiatives in turn reflected a powerful sea-change in public sentiment concerning transportation after the Bigge report of 1822. The twin Georgian era motivation to rid Britain of its criminals through banishment correspondingly populated a geopolitically strategic south Pacific colony. The penitentiary movement and its attendant principles of social control and reformation of the criminal classes at large ultimately became the principle focus of England’s Victorian system of criminal sentencing and punishment.. The Australian penal colony experience is given primacy in this paper due to its extent and the various social forces that influenced its course between the sailing of the First Fleet to Australia in 1787 and the end of transportation sentences in the British criminal justice system to New South Wales after 1840. In direct reference to the quotation cited in the title, special reference is made to the contemporary transcripts of the proceedings at the Old Bailey in the relevant period. The cases and secondary authorities cited in support of the propositions advanced here are not submitted not as exhaustive but as illustrative of the points advanced. The origins of the transportation sentence in English criminal practice- The American colonies Banishment as exile from one’s homeland is an ancient sanction.[1]In English law, the practice did not originate with the passage of the Transportation Act in 1718. As early as 1674, a female defendant named â€Å"Mall. Floyd† was sentenced at the Old Bailey â€Å"†¦to be transported to some of the Plantations beyond the Seas†.[2] Floyd was convicted of stealing children’s clothing; hers is the earliest transportation sentence noted in the Old Bailey records.[3] These transcripts reveal that in over 50 cases recorded in the London courts between 1676 and 1684, transportation was the sentence imposed. In the majority of transportation cases, the offender was convicted of petty theft or larceny.[4] The first Transportation Act apparently codified this common practice[5]. The American colonies were the most frequent ultimate destination of the persons sentenced to transportation between 1718 and the outbreak of the American War of Independence in 1776. It is plain that the public policy basis for transportation was multi-dimensional and reflected an inherent tension in English legal practice between the increased number of English criminal offences that nominally carried a capital penalty after 1660, and a recognition that the so-called ‘Bloody Code’ did not always result in a punishment that suited the crime.[6] Transportation and the consequence of banishment to a foreign land was perceived as a relief from the It is noted in many of the academic authorities that transportation to the American colonies was suspended after 1776. However, the sentences continued to be imposed; between the American war and the first shipment of convicts to Botany Bay in 1787, Old Bailey records indicate that over 8700 persons were sentenced to transportation without necessarily ever leaving England[7]. Most of these male convicts served their sentences on the disease infested and crowded â€Å"hulks†, the prison ships stationed on the Thames whose inmates were used to dredge the river.[8] There is little question given the historical record that transportation to America, assuming that the dangerous Atlantic passage was survived by the convict, represented an opportunity for the offender to live a healthier existence, if not one where citizen status was attainable[9]. In contract the later Australian experience, transportation to America was a practice intended to provide ready labour to the colonial economy. There was no legal mechanism by which a convict could integrate themselves into free colonial society. Transportation almost inevitably resulted in a life of relatively healthy servitude for the convict in the colony, a result that may have been perceived as preferable to the existence of members of the under classes of their contemporary free English society, or the dangerous and disease carrying â€Å"hulks† where sentences were passed after 1776[10]. It is of interest that while the American rebellion resulted in the suspension and then the end of transportation to America, by the time the war began the work output of African slaves was regarded by colonial enterprises as superior to that produced by transported English convicts.[11] The best of African labour was preferred to the worst of England as previously shipped to the colonies.[12] The transport of convicts to America had also spawned a variety of myths concerning the â€Å"returning felon† and his particular angers to English society.[13]Panics of this type were more a creation of fertile media minds of the period than rooted in fact. These fears were also advanced with less force during the period of Australian transport.[14]An earlier spur to the notion that transportation was in the general public interest of English society was found in the â€Å"crime wave† popularly believed to be threatening London in the early 1790s.[15] Australia Whereas the transportation of offenders to the American colonies was a pragmatic legal penalty that achieved the effect of banishment of undesirables to a place where their labour could be utilized, the commencement of Australian transportation in 1787 engaged more profound and conflicting social policy considerations[16]. Such sentences served to remove undesirables from English society; Australia, a land only known to Europeans since 1770, represented a profound colonial opportunity for England. A economically self-supporting colony and its attendant military presence in the south Pacific region was a desired objective of English authorities.[17] Transportation as a tool of criminal sentencing had been challenged prior to the transport of the first convicts to Australia. Jeremy Bentham is the most notable of these opponents, who saw transportation as extirpation when the societal goal ought to be the amendment of human nature through correction[18]. His theories of punishment were directed not to the banishment of offenders and the perceived removal of the criminal stain from the societal fabric, but to the principles of reformation of offenders through the use of imprisonment. The panopticon as devised by Bentham combined the concepts of penitence to be served by the offender to the state through separation from society and the labour performed while confined, and the ability of the prisoner to be returned to society an improved person.[19]The Bentham model was intended to incorporate a â€Å"calibration of deterrence†, where the length of sentence and its severity were matched to the crime committed to produce a refo rmed convict.[20] It has been noted by Braithwaite that the longer convict passage to Australia was significantly less hazardous to the convicts than that to America. Incentives were offered by the British authorities to the captains taking convicts to New South Wales for the number of convicts who were brought safely to the colony. The notion of banishment implicit in a transportation sentence was clearly tempered by a desire on the part of English authorities to have healthy and contributing persons in the colony.[21] The same attitude appears in the decision to transport by way of the â€Å"floating brothel† female convicts to the colony in 1790, a group of women later characterised as â€Å"the founding mothers of Australia†.[22] It was after the English public became aware of how the transported convicts were housed and treated in the Australian colony after 1787 that provoked the criticisms contained in the title quotation. Bentham’s objections to transportation were rooted in his philosophy of social justice; the sentiments of the detractors of transportation sentences as captured above were motivated by the perception that Botany Bay and the later established Australian colonies permitted criminals to avoid their just desserts. The specific bases for these criticisms are examined below. In the popular press, the Australia colonies came to be regarded as a place where ‘†¦There vice is virtue, virtue vice, / and all thats vile is voted nice†[23]. Bentham questioned â€Å"†¦ whether the world ever saw anything under the name of punishment bearing the least resemblance to it,[24] a sentiment that reflected a movement within English society to provide a moral underpinning to government policy.[25] From this perspective, rooted in Calvinistic notions of sin and penitence, the certainty and unremitting harshness of an English prison sentence was to be preferred to the vagaries of a quasi-colonial, ungoverned existence in a tropical land[26]. The first colonial governor, Arthur Philip, provided the best ammunition for the anti-transportation forces, with the sardonic observation that convicts were sentenced to a transportation regime where they were â€Å"†¦no longer be burdened with the support of your wife and family †¦ removed from a very bad climate and a country over burdened with people to one of the finest regions of the earth†¦where it is highly probable you may ultimately gain your character and improve your future†, a disposition that the Court was obligated to pass â€Å"†¦in consequence of the many aggravating circumstances of your case, and they hope your fate will be a warning to others†.[27] Emsley has noted that prior to the Bentham led movement to rationalise English criminal justice and sentencing procedures on a reformation centred model, the three chief sentencing tools applied in the courts were death; transportation; corporal punishment, chiefly whipping. In serious matters, the aphorism â€Å"execution or exile† was apt.[28] English sentencing law was one of absolutes, where pardons were rendered so often as a response to the disporportionality between what modern justice regards as petty offences and the available penalty that the justice system was rendered an â€Å"unsustainable lottery†.[29] It is suggested that modern commentators such as Hughes have overly romanticised the fate of the first Australian transportees, with descriptions of the Botany Bay colony as a prison â€Å"†¦with a wall 14,000 miles thick†, where its convict inhabitants were cast in bondage as a device to rid England of its criminal classes.[30]On this reading, the convicts were unwilling emigrants as opposed to a transplanted population.[31] This approach places greater emphasis than is reasonable on the sentencing consequence of leaving one’s homeland, in contrast to both the quality of life otherwise typically available to these convicts in England, and the opportunities for advancement and full citizenship that evolved in the Australian colony not ever likely to be realised at home. All commentators are agreed that the Australian penal colonists were overwhelmingly comprised of the very poor urban lower classes from the British Isles.[32]. The first shock to any collective perception of what rights might be extended to them new colony must have occurred shortly after the landing of the ‘First Fleet’ in 1788. The colonial leadership permitted cases involving alleged thefts from convicts to proceed on the strength of convict testimony, a procedure prohibited under conventional English law.[33]The right of habeus corpus was extended to convicts by the Australian colonial tribunals.[34] These advances are themselves profound and represent an important if oblique rebuttal to the criticisms set out in the title question. Given that the overwhelming majority of transported convicts were convicted of theft and related offences, there is a significant irony in these persons achieving greater common law legal protections and the rule of law in a colony whose courts were convened ostensibly as military tribunals, over the rights available to them in formal law courts of England.[35] The colonial government was also quick to recognise that convicts could own property, marry, and be tasked to civilian authorities such as the police force and the colonial bureaucracy.[36]In profound contrast to the American colonial transportation regime, where the convict was afforded no state protections, by 1800 the Australian convicts were a part of a governmental structure that was a wholly delegated institutional authority where the complete integration of the convict into the societal mainstream was not only conceivable, but a common outcome.[37] The colonial administration also imposed more traditional sanctions. In addition to the various regulations by which convicts were assigned to either existing landowners or the colonial administration, there was an element of brutality to the early Australian colony that was not emphasised or understood by critics of convict transportation. Floggings were widely administered without prior legal sanction; hangings were a frequent event.[38] It is imperative to a complete appreciation of the contemporary commentaries regarding the Australian colonies that their criticisms had a pronounced effect on English policy by the 1820s. Concerns that transportation to the â€Å"plantation society† was not sufficiently dreaded were the undoubted motivation behind the investigation conducted by John Thomas Bigge (1780-1843) in 1818 that culminated in his reports concerning New South Wales published in 1822.[39] Bigge determined that the stated fears of the English government, that the colony was not properly regarded as â€Å"an object of real terror† were justified. Bigge pointed specifically to the colonial administration practices of appointing former convicts to positions as magistrates, and the ability of convict landowners to supervise newly transported convicts in their business enterprises. The Bigge report and its recommendations formed the basis for a series of intended reforms of Australian colonial practice after the mid 1820s. The chief targets of the report were the alleged corruption permitted by then Governor Macquarie, including the laxness of ex-convicts appointed as district constables; theft from government stores; poor tracking and management of the ticket-of-leave system; deficiencies in the accommodation for female convicts[40]. Bigge discounted the ability of the present government to maintain general order and the popular support that the administration enjoyed amongst the colonial population. Bigge’s attitudes as expressed in his reports confirmed the contemporary commentator belief that transportation to Australia was a godsend not a penalty, where the moral corruption of the convict classes was wide spread.[41] The institution of convict chain gangs to perform public labour such as road construction and the development of a comprehensive bureaucracy to support the monitoring of convicts generally and tickets-of-leave in particular were two of the fundamental changes to Australian colonial government. Isolated penal colonies such as Moreton Bay and Norfolk Island were operated with unremitting uniform discipline[42]. These institutions quickly acquired the desired reputation as places of dread, consistent with the domestic notions of punishment and a restrictive existence for their convicts advocated by Bigge and endorsed by influential forces in England.[43] Once the Bigge reforms were instituted, the ticket-of-leave became the primary means of convict control in the New South Wales colony. As a conditional pardon with a remission component built in, tickets-of-leave were extended to permit further reductions and the availability for speedier conclusion if the holder performed special works in the interests of the colony, such as the capture of an outlaw.[44]The ability to â€Å"work off† additional elements of one’s sentence was not a benefit considered by the opponents of transportation.[45]It may be said that the attitudes to convict reintegration evidenced in Australian society were pragmatic and effective; Godfrey and Cox determined that while crimes continued to be committed in the convict society of the colony, the crimes were generally of a lesser degree than those perpetrated in England[46]. These same domestic forces had limited the previous widespread imposition of capital punishment in England. From the 7,000 executions that are estimated to have been carried out between 1660 and 1800 (and the resulting desirability of mitigation by transportation sentences)[47], by 1830 execution was almost exclusively reserved for convicted murderers.[48] The construction of penitentiaries and the resultant imposition of corresponding incarceration gained general public favour.[49] The criticism of transportation as â€Å"no punishment at all† may have been restricted to the English society establishment. The Old Bailey transcripts that span the entire period of convict transportation reveal sentiments that suggest the offenders facing such sentences harboured a fear of their imposition.[50]Two examples that provide a chronological bracket for this proposition are noteworthy. In 1683, the theft of a silver tankard that resulted in a plea of guilty â€Å"within the Benefit of his Clergy† netted the offender a transportation sentence that he feared.[51] More tellingly as late as 1847, when Australian convict transportation was restricted to Tasmania, a robbery victim described the perpetrator as having threatened to make a false complaint of a crime: â€Å"†¦he took it from my pocket—I did not tell him to search my pockets—I parted with it under the dread of transportation—he took it—I did not make any attempt to ge t it back.†[52] Conclusion The contemporary criticism of transportation must be considered in the context of the existing English criminal justice system[53]. The commentators’ observations were accurate if the viewing prism was that of execution or exile – anything short of death might be considered a measure of leniency. A combination of factors that operated at various junctures over the course of Australian transportation counter these sentiments. Dislocation from the known environment of England to the edge of the earth that was Australia is discounted as a modern human rights impression that itself is outweighed by the miserable future prospects of most transported convicts had they remained in England. The most compelling counterbalance to the critics of transportation is a combination of pragmatic effects. Over 187,000 presumed undesirable persons were removed from England to Australia between 1787 and 1840; few returned, thus achieving the fundamental object of the perceived cleansing an d security of English society. Conversely, a vibrant group of colonies was established and thereby created permanent economic and geopolitical advantages for England into the twentieth century. Further, from the perspective of the individual convicts, the Australian colonial experience may be regarded as the most successful system of criminal rehabilitation ever devised, at once brutal yet forgiving[54]. Whether by accident or design, English convicts in Australia were given hope and the opportunity to take a stake in the future; many achieved an integration into a functioning community where their fate otherwise was that of the perpetual impoverished outcast resident on the edges of English society. Bibliography Anderson, S. J. Pratt (2009) ‘Prisoner memoirs and their role in prison history’ in H. Johnston (ed.) Punishment and Control in Historical Perspective, Basingstoke: Palgrave Macmillan Bartrip, P (1981) ‘Public Opinion and Law Enforcement: The Ticket of Leave Scares in Mid-Victorian Britain’ in V. Bailey (ed.) Policing and Punishment in Nineteenth century Britain, London: Croom Helm. Beattie, J. M. (1986) Crime and the Courts in England, 1660-1800, Clarendon: Oxford. Beattie, J. M. (2001) Policing and Punishment in London, 1660-1750: Urban Crime and the Limits of Terror, Oxford: Oxford University Press Benis, Toby R. (2003) Transportation and the Reform of Narrative Criticism, 45 Bigge, John Thomas (2008) ‘Australian Dictionary of Biography’ at http://www.adb.online.anu.edu.au/biogs/A010093b.htm (Accessed January 17, 2009) Braithwaite, J. (2001) ‘Crime in a Convict Republic’, Modern Law Review, 64:1, 11-50 (also available at: http://www.aic.gov.au/conferences/hcpp/braithwaite.pdf (Accessed January 12, 2009) Brown, A. (2003) English Society and the Prison: Time, Culture and Politics in the Development of the Modern Prison, 1850-1920 Woodbridge: Boydell Press Cohen, Stanley (1972): Folk Devils and Moral Panics. London: MacGibbon Kee Davis, J. (1980) ‘The London Garroting Panic of 1862: A Moral Panic and the Creation of a Criminal Class in mid-Victorian England’ in Gatrell, Lenman, Parker (eds.) Crime and the Law: The Social History of Crime in Western Europe since 1500 Ekrich, A. R. (1987) Bound for America: The Transportation of British Convicts to the Colonies, 1718-1775, Oxford: Clarendon. Emsley, C (2002) ‘The History of Crime and Crime Control Institutions, 1770-1945’ in Maguire, M et al (eds.) The Oxford Handbook of Criminology, Oxford: Oxford University Press. Emsley, C (2005) Crime and Society in England, 1750-1900, Essex: Longman Feehan, L. (2008) ‘Transportation’ in Yvonne Jewkes and Jamie Bennett (eds.) Dictionary of Prisons and Punishment, Cullompton: Willan Finnane, Mark (1997) Punishment in Australian Society, Melbourne: Oxford University Press. Fitzgerald, Mike et al (1981) Crime and Society: Readings in History and Theory, London: Routledge Godfrey, Barry and Cox, David (2008) ‘The â€Å"Last Fleet†: Crime, Reformation and Punishment in Western Australia, Australian and New Zealand Journal of Criminology, 41, 2: 236-258 Henriques, U.R.Q. (1972) ‘The Rise and Decline of the Separate System of Prison Discipline’, Past and Present, 54, 61-93 Hughes, R (1996) The Fatal Shore: A History of the Transportation of Convicts to Australia, 1787-1868, London: The Harvill Press Herrup, Cynthia (2004) â€Å"Punishing Pardon: Some Thoughts on the Origins of Penal Transportation† In Simon Devereaux and Paul Griffiths (eds.) Penal Practice and Culture, 1500-1900: Punishing the English. Basingstoke, 121-37 Hirst, J. (1998) ‘The Australian Experience: The Convict Colony’ in Morris, N and D. J. Rothman (eds.) The Oxford History of the Prison: The Practice of Punishment in Western Society, Oxford University Press, Oxford. Jewkes, Yvonne and Johnston, Helen (2006) ‘Prisons in context’ in Yvonne Jewkes and Johnston, Helen (eds.) Prison Readings: A critical introduction to prisons and imprisonment, Cullompton: Willan Jewkes, Yvonne and Johnston, Helen (2007) ‘The evolution of prison architecture’ in Y. Jewkes (ed.) Handbook on Prisons, Cullompton: Willan. Johnston, Helen (2008) ‘The Victorian Prison’ in Yvonne Jewkes and J. Bennett (eds.) Dictionary of Prisons and Punishment, Cullompton: Willan. Johnston, Helen (2008) ‘The Separate and the Silent systems’ in Y. Jewkes and J. Bennett (eds.) Dictionary of Prisons and Punishment, Cullompton: Willan. Johnston, Helen (2008) ‘Less eligibility’ in Y. Jewkes and J. Bennett (eds.) Dictionary of Prisons and Punishment, Cullompton: Willan. Johnston, Helen (2006) â€Å"Buried Alive†: Representations of the Separate System in Victorian England’ in P. Mason (ed.) Captured by the media: Prison discourse in popular culture, Cullompton: Willan. Johnston, Helen (2005) ‘The Shropshire Magistracy and Local Imprisonment: Networks of Power in the Nineteenth Century’, Midland History, 30, 67 -91 Mayhew, Henry (1851) ‘The London Labour and the London Poor’, as reprinted in Peter Quennell (1983) London’s Underworld, London: Spring Books McGowen, Randall (1990) ‘Getting to Know the Criminal Class in Nineteenth-Century England’, Nineteenth Century Contexts, 14, 1 McGowen, Randall (2004) ‘The Problem of Punishment in Eighteenth-Century England’ in S. Devereaux P. Griffiths (eds.) Penal Practice and Culture, 1500-1900 Punishing the English, Hampshire: Palgrave Macmillan Morgan, Gwenda and Peter Rushton (1998) Rogues, thieves and the rule of law The problem of law enforcement in north-east England, 1718-1800, London: UCL Press, Chapters 6 and 7 Morgan, Gwenda and Peter Rushton (2004) Eighteenth-Century Criminal Transportation: The Formation of the Criminal Atlantic, Basingstoke: Palgrave Macmillan Old Bailey Proceedings Online http://www.oldbaileyonline.org/static/Legal-info.jsp (Accessed January 18, 2009) Pratt, John (2002) Punishment and Civilization Penal Tolerance and Intolerance in Modern Society, London: Sage Pratt, John (2005) ‘Explaining the history of punishment, in B. Godfrey and G. Dunstall (eds.) Crime and Empire, 1840-1940: Criminal Justice in local and global context, Cullompton: Willan Priestley, Philip (1999) Victorian Prison Lives English Prison Biography 1830-1914 London: Pimlico Rawlings, Philip (1999) Crime and Power A History of Criminal Justice 1688-1998, Essex: Longman Reece, Bob (2001) The Origins of Irish Convict Transportation to New South Wales, Basingstoke: Palgrave. Rees, Sian (2002) The Floating Brothel: The extraordinary true story of an 18th century ship and its cargo of female convicts, London: Headline. Saunders, Janet (1986) ‘Warwickshire Magistrates and Prison Reform, 1840-1875’, Midland History 11, 79-99 Shaw, A. G. L. (1998) Convicts and the Colonies: A Study of Penal Transportation from Great Britain Ireland to Australia other parts of the British Empire, Ireland: Irish Historical Press. Sindall, Robert (1987) ‘The London garroting panics of 1856 and 1862’, Social History 12, All About Me | Oral Presentation All About Me | Oral Presentation Introduction. For this assignment, I have chosen to do my assessment on Literacy Home Language. The skills to be focused on will be Listening and Speaking, and the grade that I have chosen is Grade 3. In grade 3, the learners are required to make an oral presentation as part of their outcomes. For my assessment, I have chosen to do an Oral Presentation using Formative Assessment strategy. This assignment will cover what the Oral Presentation entails, the memorandum as well as the rubric. The reason for using Formative Assessment will also be explained, and Learning Support Programmes will be discussed. All about me oral presentation. You are required to do an oral presentation all about yourself. You must be prepared to stand in front of the class and talk for no longer than 3 minutes. Topics you need to talk about: 1. Where were you born and on what date? 2. Who is your family? 3. What is your favourite food you love to eat and why? 4. What do you love doing the most? 5. What is your favourite subject at school and why? 6. If you could be anything one day when you are older, what would it be? Explain. You will need to bring visual-aids to assist you with your oral presentation. You could bring eg. photographs, drawings, toys or anything else that is part of your oral presentation. Your oral presentation needs to be ready by the: 4 March 2011. Have fun! à ¯Ã‚ Ã…   Memorandum Where were you born and on what date? Learner gave a reasonable explanation to where they were born eg. Umhlanga Hospital. Learner was able to say their birth date in full and not eg. 05-02-05, or five February. *Learner had visual aids to support answer, eg. Birth Certificate. Who is your family? Learner could talk fluently about their family members, and went beyond the question. Learner did not include eg. pets as member of family. *Learner had visual aids to support answer, eg. photographs. What is your favourite food you love to eat and why? Learner gave a substantial answer to their choice of their favourite food and could give reasons why it is their favourite food, and not say eg. because it tastes nice. *Learner had visual aids to support answer, eg. pictures or samples. What do you love doing the most? Learner gave a valid response to what they love doing the most, their hobbies. *Learner had visual aids to support answer, eg. pictures or toy. What is your favourite subject at school and why? Learner was able to give their favourite subject at school and could give a variety of reasons as to why. Eg. Literacy. Reason: I love being able to read stories and being able to write my own stories. *Learner had visual aids to support answer, eg. story book. If you could be anything one day when you are older, what would it be? Explain. Learners were able to think outside the box, and were able to answer the question creatively while giving a clear explanation as to why. *Learner had visual aids to support answer, eg. Fireman helmet. Mark allocation: *Introduction and conclusion= 5marks *Time allocation= 5marks *Content= 10marks. Total of 20/40 [counts 50% of presentation] Rubric- Mark Structure. 1= Not Achieved. 2= Partial Achievement. 3=Satisfactory Achievement. 4= Excellent Achievement. TOTAL 1. Tone and Expression, with Body Language. Very soft, lacks self-esteem. Minimal eye-contact. Tries to be expressive, uses eye-contact some of the time. Conscious of tone and expression. Uses body language and eye-contact. Expressive speaker, uses body language and eye-contact appropriately. 2. Logical Sequencing. No sequence cannot follow learner. Some points out of order. Presented logically. Sequence of events followed in an interesting, logical way. 3. Descriptive Language. Use of descriptive language was not achieved. Tries to use descriptive language. Conscious of language and vocab. used. Uses language and vocab. that is interesting and appropriate. 4. Creativity Process. Use of creative thinking process lacked. Partial use of creative thinking process. Satisfactory use of creative thinking process. Excellent use of creative thinking process, and answering of open-ended questions. 5. Use of Visual Aids. No visual aids present. Brought visual aids, but were not used. Satisfactory use of visual aids, supports presentations. Excellent use of visual-aids. Explained and were used appropriately. 6. Factual Information Given. Irrelevant information given, not prepared. Knowledge of information lacks understanding. Full knowledge and understanding of information given. Good presentation. Full knowledge and understanding of information given. Excellent presentation. [* x5 as per memorandum states, 50% of the oral for factual info.] Choice of assessment. Formative assessment is developmental. It is used by teachers to provide feedback to the learner and track whether the learner has progressed (or not). [South Africa s.a:9] During formative assessment, the learner is aware that he/she is being assessed. Formative assessment is also known as assessment for learning.' [South Africa s.a:9]. The reason why I chose formative assessment is simply because it allows for feedback (positive) to be given to learners after the assessment to allow for improvement. The Centre for Educational Research and Innovation stated that formative assessment also allows for the use of different approaches to identify the learners understanding, eg. the use of visual aids in my assessment. It also said that formative assessment is also used to improve the learners understanding and progress. [Centre 2005:45-46] The CAPS document stated that specific attention needs to be given to listening and speaking skills throughout the Foundation Phase. [South Africa 2010:8] Therefore, I did my assessment based on an Oral assessment, as Oral assessments are important and are often over-looked. Oral assessments will prepare the learners for their futures as well as boost their self-esteem. With the use of Formative assessment, I will be able to monitor the learners progress as well as they will be able to monitor their own progress. I will be able to keep record of the learners performance and assist them according to their individual needs. Feedback. 28 learners in my class took part in the oral presentation assessment. Out of the 28 learners, 6 of the learners fared poorly, where 10 of the learners could have performed better. These 16 learners need the extra support that the Learning support programmes will provide for them. The remaining 12 learners fared excellently and will take part in the accelerated learner programme. Learning Support Programme. [Learners] who experience difficulties in basic areas of learning are supported through the Learning [Support] Program in their local school. [Student support programmes 2010] The 26 learners who need the extra support from the assessment, are the learners who are less comfortable talking in front of others (shy learners), learners who spoke without expression or without the use of body language. The learners also battled with using descriptive language to bring their oral presentation to life. The first learning support program will be focusing on breathing. The breathing activity that we will be doing is called The Elephant Walk [Breathing strategies for kids 2011]. The activity is helpful to assist the learners with relaxation, and allow them to feel less tensed when doing another oral presentation, or just generally speaking in front of groups of people. For this activity the learners have to pretend to be big elephants. They have to bend their legs, lower their heads, relax their shoulders and have their arms dangling loosely next to their sides. They will need to imagine and act as an elephant walking slowing, swaying their arms side to side. The next step is to get the learners to inhale as much air in as they can. They will then be shown how to blow the air out slowly. [Breathing strategies for kids 2011]. This activity will not only help the learners to relax, but will also teach them to breathe out long and slow which is helpful for their presentations. The next support programme will be role-plays. The outcome for this activity will be to develop the learners confidence and self-esteem while talking in front of people. For the role-plays, the 16 learners will be divided into 4 groups of 4. The 4 groups will be given a certain story to act out, eg. Goldie-Locks and the Three Bears. This story will be divided into 4 sections, and each group will be given a section to work on and act out. Splitting one-whole story into the sections will allow the learners to gain knowledge of logical sequencing, as they must perform the story in the correct sequence. The use of role-plays has many beneficial uses, and will support the learners. The role-plays focus on developing self-esteem, as they will be working together in groups, and will be in character which aids in their self-confidence. It will also allow them to be conscious of body movements- which is where most of the learners fared poorly on as well as maintaining eye-contact. It will teach the learners to express themselves using descriptive language. Role-plays are also used to facilitate coherence of speech and awareness for the use of suitable vocal techniques, [as well as] to build self-esteem and improve presentational skills. [Speech and drama s.a] The learners will be given the opportunity to practice the role-plays in class, and will be allowed to dress up accordingly. The groups will then need to perform in front of the class, but in the correct sequence allowing the story to flow in a logical way. These 2 learning support programmes will boost these 16 learners to improve in their speaking and presentation skills. They will acquire important skills while being involved in these programmes, and they will be done in a relaxed, fun atmosphere, where learners learn best! Accelerated learning programmes. Accelerated programmes are programmes developed for learners who fair excellently in their assessment. These programmes allow learners to further develop and enhance their strengths, and allows them to reach their maximum potential. The 12 learners who fared excellently in their oral assessment, are the learners who spoke with expression and used body language appropriately. They were able to use descriptive language while maintaining and logical flow of information during their presentation. The first accelerated programme these learners will do will be focused on doing creative orals. The learners will each be given laminated pictures where they will be required to make-up a story using the pictures. [ Lance 1996:10] This activity will encourage the creative process of the learners, and they will be stimulated to use descriptive language while telling their story. They must also ensure that the story is told in a logical sequence and that it flows creatively. The learners will then get a chance to tell their story to the other learners in the other learning programme. This will enhance the use of tone and body-language, as they will be talking in smaller groups, but will still be required to maintain expression while talking. The learners must also be open to questions regarding their stories, which allows critical creative thinking process to be activated. The learners will be given time in class to prepare their stories while the other groups practice their role-plays. Another activity that these learners will be required to do is doing general knowledge orals. This entails that each learner will be given a day in the week, where they will be required to research and come-up with an interesting fact, or general knowledge to share with the class. It must be age-appropriate, and the learners must be able to lend themselves to all areas, eg. wild-life facts, scientific fact or basic general knowledge facts. This activity is a great activity to stimulate descriptive language as learners must be able to speak in such a way as to get the attention of all learners. They will get a chance in the beginning of the day to present their findings, and use visual-aids, eg. pictures or newspaper clippings, to stimulate their presentation. This will benefit the learner as they are able to speak in front of the class, practice their tone and use of expression again and enhance their strengths while talking about a variety of different topics. They will be required to talk in a logical way that is easy for the other learners to follow. It will be a brief presentation, no longer than 2 minutes, which will assist the learners to talk within a given time-frames as well as give the most important facts first. These advanced learning programmes will enhance the 12 learners who fared excellently in their oral presentations. It will not only give them another opportunity to speak in front of others, but it will allow them to be extended and to use their creative thinking skills. This programme will strengthen the learners skills and improve their overall speaking and presentation skills. Conclusion. This assignment covered many aspects of assessment and it shows that learning does not stop after an assessment is given, but it is a continual process. Programmes must be incorporated to assist learners who fared poorly as well as the learners who fared excellently. From reading this assignment, you would have seen why I chose to do an Oral presentation as my assessment and use the formative assessment strategy.

Morals and Intelligence :: essays research papers fc

MORALS AND INTELLIGENCE The United States must maintain the highest standard of morals during intelligence missions. There are many ways that information from intelligence missions can be compromised, and far to many ways that the members of the mission teams can be exploited. Due to the risk of allowing one’s self or the mission to be compromised, a high moral professional and personal standard should be ever present when accomplishing intelligence missions. The first issue dealing with morals and intelligence is finding the right person(s) to conduct a mission. There must be a level of unquestionable integrity present if a person is to successfully complete missions without jeopardizing the information collected. The Mossad (Israeli Intelligence) has made a practice of finding and exploiting personnel that work around classified information as well as those in the position to observe the behavior of said personnel (Thomas 33). Intelligence agencies around the world look for behavioral patterns in an individual’s character. For instance, if a person drinks too much, desires expensive things, or is a sexual deviant there is a possibility that, with the proper motivation, the information they have been entrusted with could be revealed. Another problem when dealing with intelligence operations is that during an operation the agent is not allowed to collect, analyze, or disseminate any information that may be incidentally collected on a United States citizen. When the United States Marine Corps collects intelligence for operations on military bases with aerial photography, there must be expressed written permission by neighboring communities that may be photographed in conjunction with the collection methods (OpsO VMU-1). There are times when intelligence is collected while in training areas that bordering communities may be depicted as well. These individual families or businesses must each approve of being possibly viewed during surveillance, as long as they are not the actual target of the intelligence gathering operation. The same rules of engagement apply while in combat situations. The morality of secret operations has been questioned since intelligence first began. The President of the United States must decide at the highest level which secret operations should be conducted and which are not ethical. The problem that has happened in the past is that the President has looked at the Director of Central Intelligence as his â€Å"personal advisor† when it comes to advising on intelligence affairs (Johnson 292). President Kennedy looked to his brother Bobby when making decisions of national security, and President Reagan set up his personal friend, Walter Clark, as his National Security Advisor.

World War III Essay example -- Creative Writing Essays

...I remember. It was all a blur. I remember sitting on the cold dusty floor; in the stadium, at my school. We all had no clue what was going on. The students, staff and facility staff, we were all jam-packed in the stadium. In front of all of us there was a tall dark man who had a skunk’s tail around his face, his shoulders were brawny, and His face was cold sober. The tall man thought that We were so naà ¯ve and absurd wearing, poppies on and kept sniggering every time he took a glance at us. What does what? Who is he? I also wanted to know why he is here those were the questions that were circling in my mind. The tall dark man looked very intimidating he looked as hard as a brick. He had three men on each side of him, looking like bowling pins. He told us that his name he said his name was Dedrick, ruler of people, he said this with gratification. The silence in the room broke. The whalley rangers erupted with hilarity. His face turned red with a slow burn â€Å"SILENCE!† he compelled. All of a sudden the clock struck eleven o’clock. He declared â€Å"I Dedrick Hitler, Hitler’s son! When I saw the villainous spiteful look of his face I started to put all the puzzle pieces together. I knew what was going on. Words were racing through my mind. If you ever hear the word Hitler’s son on Remembrance Day at eleven o’clock you just know y ou’re going to be in a rat' nest. I slowly raised my hand terrified of what was going to happen. All eyes were focused on. Dedrick said â€Å"yes zilltle girl† in a strong, powerful, and stentorian. German accent â€Å"vat do you vant?† I softly then said to him in a calm voice â€Å"what is your plan, what do you want at this school?† He came closer. He whispers in my ear with his melting voice â€Å"my plan? I felt so rotten m... ... stand the heat. I did not vote for you so that, you can encourage kids to fight. Sleeping on the warm bloody red floor made me feel queasy, at the beginning but Haley who is only 8 told us to stay strong. Haley is a better leader than you will ever be. I cannot breathe in the nasty powdery plague. The smell is awful like fish bathing in manure. I shouldn’t have voted for you even. Jacob who is 12 has more leadership in his finger than you have in you body, if I come out alive I’m not voting for you again. Yours sincerely Solace I stormed out the tent with fury. The winds spoke with exhaust. The wind ran through my hair, as I was preparing to battle. I climbed to the top of the hill, feeling the cold-heat running past my face. I waited for the venomous against, but before I went down, I turned around there he was dedrick with a glimmer in his eye.

The Founders and Religious Freedom Essay -- U.S. History

James Madison and Thomas Jefferson are two of the seven key founding fathers of the United States. The motive of the founders of the U.S. was to establish religious freedom in the colonies; therefore, religion was of importance to them. When the policy of the separation of church and state was enacted by the founding fathers through the Constitution, it meant that under a secular government, religious freedom would always be protected. Issues such as the freedom to practice one’s religion arose in the earlier colonies and the separation of church and states prevents these issues from occurring again. The separation of church and state protects the rights of all and ensures religious freedom. This policy has proven to be nothing but a success for religion in America. The founding fathers created the Constitution to protect religious freedom. Within the Constitution is the guarantee of the separation of church and state. For example, within schools the Supreme Court in the early sixties ruled against mandatory worship in public schools. Some believe the Court â€Å"kicked God out of the schools† but this was not the case. Instead it governed that neither politicians nor school officials, but parents, have the right to decide the religious teaching their child receives. Today, many religious leaders in America support the guaranteed separation of church and state established and protected by the Constitution. They say they do not want to see any religion favored by the government. According to Thomas Jefferson and James Madison, religion was very important. Thomas Jefferson actually â€Å"revealed more about his faith than any other founding father.† The role of religion was so important to these founders that they, along ... ...tp://www.au.org/resources/publications/americas-legacy-of-religious-liberty-pass-it-on. Hutson, James. Library of Congress, "James Madison and the Social Utility of Religion:." Last modified May 31, 2001. (accessed April 6, 2012). http://www.loc.gov/loc/madison/hutson-paper.html. Loconte, Joseph. There Heritage Foundation: Leadership for America, "James Madison and Religious Liberty." (March 16, 2001). (accessed April 6, 2012). http://www.heritage.org/research/reports/2001/03/james-madison-and-religious-liberty. Perry, Barbara, A. "Jefferson's Legacy to the Supreme Court: Freedom of Religion." Journal Of Supreme Court History 31, no. 2 (July 2006): 181-198. America: History & Life, EBSCOhost (accessed April 6, 2012). All About History, "Separation of Church and State." (accessed April 6, 2012). http://www.allabouthistory.org/separation-of-church-and-state.htm.

Personal and Professional Ethic

1. List 2 examples of legal issues affecting healthcare and describe how you determined your choices to be legal issues. 2. Give 2 examples of ethical issues affecting healthcare and describe how you determined your choices to be ethical issues. 3. Give 2 examples of moral issues affecting healthcare and describe how you determined your choices to be moral issues. 4. Describe the impact your own personal ethics may have on your practice as a healthcare professional. 5. List 3 ideas that you have for keeping your personal and professional ethics separate: . How does diversity (ethnic, social and cultural) play a role in providing patient care for your chosen profession? Unit 9 Project Questions: Part II (NOTE: you may need to refer to chapter 3 and/or Unit 2 for this section) 7. What is the name of the professional organization related to your chosen career? (NOTE: a list of professional organizations can be found in the Code of Ethics and Professional Organizations module in the Read ing section of Unit 2) 8. How will your professional Code of Ethics help to guide you in making decisions on-the job? NOTE: a link to your Code of Ethics can be found in the Code of Ethics and Professional Organizations module in the Reading section of Unit 2) 9. How does your professional Code of Ethics differ from the American Medical Association Code of Ethics? 10. Does your professional organization offer a credentialing exam for your career? If so, what is the name of the credential you can receive after passing the exam? 11. For most allied health professionals, a certification can be preferred but is optional. Why is this? 12. Name two healthcare professionals in which a license would be required to practice.

In Cold Blood Paper Ap English

At What Cost? â€Å"No one will ever know what In Cold Blood took out of me,† Capote once said. â€Å"It scraped me right down to the marrow of my bones. It nearly killed me. I think, in a way, it did kill me. † Truman Capote learned his own hard lesson that â€Å"More tears are shed over answered prayers than unanswered ones† in writing In Cold Blood. Capote’s interest in writing an article on his fascination over the impact of brutal, senseless murders in a rural community rapidly transforms into pure obsession to write a novel that would revolutionize the literary world.This leads him to significantly change his behavior in a destructive manner and ultimately this negatively impacts his life. In the movie Capote, Truman blithely told Alvin Dewey, the lead investigator, â€Å"It really doesn’t make any difference to me if the case is ever solved or not. † His intentions going to Holcomb, Kansas were to produce an article that examined the e ffects of a brutal, senseless killing of the Clutter family on an unknown rural community.The community was inflicted with insomnia, loss of faith and trust, and suspicion which first attracted Truman to Holcomb, Kansas to write an article. Capote states â€Å"they believed that the murdered was among themselves† (Capote 88). Capote and his close novelist friend, Harper Lee, quickly forge relationships with the community to obtain stories from them. However one sees, as both the story and movie progress, Capote becomes more intrigued by the actual case, especially after meeting the murderers, developing an emotional connection with them.Capote’s literary aspirations to write an article on the impact of these murders to this community change after he meets with the detained killers, Perry Smith and Dick Hickock. Capote fosters a close, warped friendship with Smith. Capote is now entrenched into the bowels of the details of the murders and in the mind of Smith so he deci des that he must write a novel. His goal is to now publish an award winning non-fiction novel, In Cold Blood. Capote’s motives are now altered and he will do whatever it takes to write a critically acclaimed novel.After Smith and Hickock are sentenced to death, Capote realizes for his novel to be a success that he needs to keep them off of death row as long as possible so that he can obtain all possible gruesome details and their inner thoughts. To do this, Capote decides to hire them high- powered lawyers. He begins to relate with Smith on a personal level to get all important details for his novel and he actually allows himself to become psychologically attached. Capote and Smith shared similar troubled childhoods as they both were neglected by reckless mothers.He realizes that he could have become like Smith and no longer sees Smith as a monster. By personally connecting with Smith is a twisted way, Capote becomes obsessed with the whole case and it changes his behavior an d his life. Capote reveals several character flaws in his pursuit of writing an award winning novel. He quickly learns to lie to obtain information and does not seem to have any issue in exaggerating facts or even manipulating those that he is interviewing. An example of this behavior is when Smith confronts Capote about the title of his book and Capote lies stating that his editor named the book.He even stoops to unethical behavior when he bribes a prison warden at Leavenworth with money so that he has unlimited access to meet with Smith. It was callous knowing that Capote was on precipice of his utmost success in his career as Smith says goodbye to Capote as he heads to his hanging death. In the movie, Capote begins to neglect the people he cares about to do whatever it takes to get the details for his novel. He convinces himself that he is just being a good friend to Smith who is in need.It portrays his true selfishness and his destructive motivations that lead him to no longer l isten to those he loves and trusts. Capote rejects the wisdom of his long-term friend, Harper Lee and even of his male companion back in New York City. His male lover warns him to be careful what he does and what he does to get it. Harper Lee, his friend and associate is disgusted at Capote when he states that there was not anything that he could do to save Smith and Hickock. She replied that that fact is that he really did not want to.He unfortunately is blinded by his own ambitions and does not want to admit that he is using others around him to reach his goal. His self-centered choices negatively impact his inner-soul. The writing of this novel, In Cold Blood, changes Capote forever; it was the peak of his career that over time turns on him and escalates out of control. The movie concludes with a quote from an unfinished book â€Å"More tears are shed over answered prayers that unanswered ones. † Capote should have heeded the advice of his closest friend and lover.He did w hatever he had to do to get what he wanted: a story that would revolutionize the literary world. At first, he befriends Smith to use him to get his story, however he later becomes emotionally attached and actually finds a friend. Capote got his story from Smith but at what cost? His novel changed the literary world but after all, he loses a friend and even himself. â€Å"No one will ever know what In Cold Blood took out of me,† Capote once said. â€Å"It scraped me right down to the marrow of my bones. It nearly killed me. I think, in a way, it did kill me. † In Cold Blood Paper Ap English At What Cost? â€Å"No one will ever know what In Cold Blood took out of me,† Capote once said. â€Å"It scraped me right down to the marrow of my bones. It nearly killed me. I think, in a way, it did kill me. † Truman Capote learned his own hard lesson that â€Å"More tears are shed over answered prayers than unanswered ones† in writing In Cold Blood. Capote’s interest in writing an article on his fascination over the impact of brutal, senseless murders in a rural community rapidly transforms into pure obsession to write a novel that would revolutionize the literary world.This leads him to significantly change his behavior in a destructive manner and ultimately this negatively impacts his life. In the movie Capote, Truman blithely told Alvin Dewey, the lead investigator, â€Å"It really doesn’t make any difference to me if the case is ever solved or not. † His intentions going to Holcomb, Kansas were to produce an article that examined the e ffects of a brutal, senseless killing of the Clutter family on an unknown rural community.The community was inflicted with insomnia, loss of faith and trust, and suspicion which first attracted Truman to Holcomb, Kansas to write an article. Capote states â€Å"they believed that the murdered was among themselves† (Capote 88). Capote and his close novelist friend, Harper Lee, quickly forge relationships with the community to obtain stories from them. However one sees, as both the story and movie progress, Capote becomes more intrigued by the actual case, especially after meeting the murderers, developing an emotional connection with them.Capote’s literary aspirations to write an article on the impact of these murders to this community change after he meets with the detained killers, Perry Smith and Dick Hickock. Capote fosters a close, warped friendship with Smith. Capote is now entrenched into the bowels of the details of the murders and in the mind of Smith so he deci des that he must write a novel. His goal is to now publish an award winning non-fiction novel, In Cold Blood. Capote’s motives are now altered and he will do whatever it takes to write a critically acclaimed novel.After Smith and Hickock are sentenced to death, Capote realizes for his novel to be a success that he needs to keep them off of death row as long as possible so that he can obtain all possible gruesome details and their inner thoughts. To do this, Capote decides to hire them high- powered lawyers. He begins to relate with Smith on a personal level to get all important details for his novel and he actually allows himself to become psychologically attached. Capote and Smith shared similar troubled childhoods as they both were neglected by reckless mothers.He realizes that he could have become like Smith and no longer sees Smith as a monster. By personally connecting with Smith is a twisted way, Capote becomes obsessed with the whole case and it changes his behavior an d his life. Capote reveals several character flaws in his pursuit of writing an award winning novel. He quickly learns to lie to obtain information and does not seem to have any issue in exaggerating facts or even manipulating those that he is interviewing. An example of this behavior is when Smith confronts Capote about the title of his book and Capote lies stating that his editor named the book.He even stoops to unethical behavior when he bribes a prison warden at Leavenworth with money so that he has unlimited access to meet with Smith. It was callous knowing that Capote was on precipice of his utmost success in his career as Smith says goodbye to Capote as he heads to his hanging death. In the movie, Capote begins to neglect the people he cares about to do whatever it takes to get the details for his novel. He convinces himself that he is just being a good friend to Smith who is in need.It portrays his true selfishness and his destructive motivations that lead him to no longer l isten to those he loves and trusts. Capote rejects the wisdom of his long-term friend, Harper Lee and even of his male companion back in New York City. His male lover warns him to be careful what he does and what he does to get it. Harper Lee, his friend and associate is disgusted at Capote when he states that there was not anything that he could do to save Smith and Hickock. She replied that that fact is that he really did not want to.He unfortunately is blinded by his own ambitions and does not want to admit that he is using others around him to reach his goal. His self-centered choices negatively impact his inner-soul. The writing of this novel, In Cold Blood, changes Capote forever; it was the peak of his career that over time turns on him and escalates out of control. The movie concludes with a quote from an unfinished book â€Å"More tears are shed over answered prayers that unanswered ones. † Capote should have heeded the advice of his closest friend and lover.He did w hatever he had to do to get what he wanted: a story that would revolutionize the literary world. At first, he befriends Smith to use him to get his story, however he later becomes emotionally attached and actually finds a friend. Capote got his story from Smith but at what cost? His novel changed the literary world but after all, he loses a friend and even himself. â€Å"No one will ever know what In Cold Blood took out of me,† Capote once said. â€Å"It scraped me right down to the marrow of my bones. It nearly killed me. I think, in a way, it did kill me. †