Life and Death at the Indian Camp Essay Example

Life and Death at the Indian Camp Essay Hemingway assignment Life and Death One of the most prominent themes in Ernest Hemingway’s book of short stories, In Our Time, is the theme of life and death. In the short story entitled â€Å"Indian Camp† there was both a miraculous birth of a baby, and the sudden death of the father, who committed suicide during his wife’s labor. Interestingly enough, as Nick sits on the lake rowing with his father, he thinks of death, and feels sure that he will never die. In inter-chapter five, there are several similarities which can be compared to the story â€Å"Indian Camp. First of all, there is the recurrent theme of â€Å"life and death. † The officer in the story has the choice to live or die, like the father in the short story, however he chooses not to continue his life by allowing himself to be killed. In both stories, the conditions around both the Indian woman and the officer are somewhat morbid as well. The Indian camp came off as fairly dirty, with many other sick people around, and in the inter-chapter there were â€Å"wet dead leaves on the paving of the courtyard,† not to mention multiple other dead bodies. Minor details such as the setting and characters nearby helped to enforce the theme of life and death throughout the novel. Ironically enough as well, at the end of this story, as the officer is going to be killed, he is also sitting in water, similar to the way Nick was when he was contemplating death. Although the theme of life and death stands out strongly throughout the book, there are also multiple other themes, which cements the fact that these short stories were compiled to tell one larger story, not just as a compilation of short stories to be read separately. We will write a custom essay sample on Life and Death at the Indian Camp specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on Life and Death at the Indian Camp specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on Life and Death at the Indian Camp specifically for you FOR ONLY $16.38 $13.9/page Hire Writer

Science Class Question-and-Answer Warmup Topics

Science Class Question-and-Answer Warmup Topics Looking for some quick and easy reviews  to make sure your students are paying attention in science class? Heres  is a list of short question-and-answer topics  that can be used in any general high-school level science class. These can be used for general topic review, pop quizzes, or combined for a subject exam.   Week One - Biology 1. What are the steps of the scientific method?   Answer: making observations, forming a hypothesis, experimenting and drawing conclusionsContinued Below... 2. What do the following scientific prefixes mean?bio, entomo, exo, gen, micro, ornitho, zoo Answer: bio-life, entomo-insect, exo-outside, gen-beginning or origin, micro-small, ornitho-bird, zoo-animal 3. What is the standard unit of measurement in the International System of Measurement? Answer: Meter 4. What is the difference between weight and mass? Answer: Weight is the measure of gravitational force one object has on another. Weight can change based on the amount of gravity. Mass is the amount of matter in an object. Mass is constant. 5. What is the standard unit of volume? Answer: Liter Week Two - Biology 1. What is the hypothesis of biogenesis?Answer: It states that living things can only come from living things. Francisco Redi(1626-1697) did experiments with flies and meat to support this hypothesis. 2. Name three scientists that did experiments related to the hypothesis of biogenesis? Answer: Francisco Redi (1626-1697), John Needham (1713-1781), Lazzaro Spallanzani (1729-1799), Louis Pasteur (1822-1895) 3. What are the characteristics of living things? Answer: Life is cellular, uses energy, grows, metabolizes, reproduces, responds to the environment and moves. 4. What are the two types of reproduction? Answer: Asexual reproduction and Sexual reproduction 5. Describe one way in which a plant responds to stimuli Answer: A plant can angle or move towards a light source. Some sensitive plants will actually curl their leaves after being touched. Week Three - Basic Chemistry 1. What are the three main subatomic particles of the atom?   Answer: proton, neutron, and electron 2. What is an ion? Answer: An atom that has gained or lost one or more electrons. This gives the atom a positive or negative charge. 3. A compound is matter composed of two or more elements chemically bonded. What is the difference between a covalent bond and an ionic bond? Answer: covalent - electrons are shared; ionic - electrons are transferred. 4. A mixture is two or more distinct substances that are mixed together but are not chemically bonded. What is the difference between a homogenous mixture and a heterogeneous mixture? Answer: homogenous - The substances are evenly distributed throughout the mixture. An example would be a solution.heterogeneous - The substances are not evenly distributed throughout the mixture. An example would be a suspension.   5. If household ammonia has a pH of 12, is it an acid or a base? Answer: base Week Four - Basic Chemistry 1. What is the difference between organic and inorganic compounds?   Answer: Organic compounds have carbon. 2. What are the three elements that are in the organic compounds called carbohydrates? Answer: carbon, hydrogen, and oxygen 3. What are the building blocks of proteins? Answer: amino acids 4. State the Law of Conservation of Mass and Energy. Answer: Mass is neither created or destroyed.Energy is neither created or destroyed.   5. When does a skydiver have the greatest potential energy? When does a skydiver have the greatest kinetic energy? Answer: Potential - when he is leaning out of the plane about to jump.Kinetic - when he is plummeting to the earth. Week Five - Cell Biology 1. Which scientist is given credit for being the first to observe and identify cells?   Answer: Robert Hooke 2. What types of cells do not contain membrane-bound organelles and are the oldest known forms of life? Answer: Prokaryotes 3. Which organelle controls a cells activities? Answer: Nucleus 4. Which organelles are known as the powerhouses of the cell because they produce energy? Answer: Mitochondria   5. Which organelle is responsible for the production of protein?   Answer: Ribosomes Week Six - Cells and Cellular Transport 1. In the plant cell, what organelle is responsible for the production of food?   Answer: Chloroplasts 2. What is the main purpose of the cell membrane? Answer: It helps to regulate the passage of materials between the wall and its environment. 3. What do we call the process when a sugar cube dissolves in a cup of water? Answer: Diffusion 4. Osmosis is a type of diffusion. However, what is being diffused in osmosis? Answer: Water   5. What is the difference between endocytosis and exocytosis?   Answer: Endocytosis - the process that cells use to take in large molecules that can not fit through the cell membrane. Exocytosis - the process that cells use to expel large molecules from the cell. Week Seven - Cell Chemistry 1. Would you classify human beings as autotrophs or heterotrophs?   Answer: We are heterotrophs because we gain our food from other sources. 2. What do we collectively call all the reactions taking place in a cell? Answer: Metabolism 3. What is the difference between anabolic and catabolic reactions? Answer: Anabolic - simple substances join to make more complex ones. Catabolic - complex substances are broken down to make simpler ones. 4. Is the burning of wood an endergonic or exergonic reaction? Explain why. Answer: The burning of wood is an exergonic reaction because energy is given off or released in the form of heat. An endergonic reaction uses energy.   5. What are enzymes?   Answer: They are special proteins that act as catalysts in a chemical reaction. Week Eight - Cellular Energy 1. What is the main difference between aerobic and anaerobic respiration?   Answer: Aerobic respiration is a type of cellular respiration that requires oxygen. Anaerobic respiration does not use oxygen. 2. Glycolysis occurs when glucose is changed into this acid. What is the acid?   Answer: Pyruvic Acid 3. What is the main difference between ATP and ADP? Answer: ATP or adenosine triphosphate has one more phosphate group than adenosine diphosphate. 4. Most autotrophs use this process to make food. The process literally translated means putting together light. What do we call this process? Answer: photosynthesis   5. What is the green pigment in the cells of plants called?   Answer: chlorophyll Week Nine - Mitosis and Meiosis 1. Name the five phases of mitosis.   Answer: prophase, metaphase, anaphase, telophase, interphase 2. What do we call the division of the cytoplasm?   Answer: cytokinesis 3. In what type of cell division does the chromosome number reduce by one half and gametes form? Answer: meiosis 4. Name the male and female gametes and the process that creates each of them. Answer: female gametes - ova or eggs - oogenesismale gametes - sperm - spermatogenesis   5. Explain the differences between mitosis and meiosis in relation to the daughter cells.   Answer: mitosis - two daughter cells that are identical to each other and the parent cellmeiosis - four daughter cells that contain a varying combination of chromosomes and that are not identical to the parent cells   Week Ten - DNA and RNA 1. Nucleotides are the basis of the DNA molecule. Name the components of a nucleotide.   Answer: Phosphate groups, deoxyribose (a five-carbon sugar) and nitrogenous bases. 2. What is the spiral shape of a DNA molecule called?   Answer: double helix 3. Name the four nitrogenous bases and correctly pair them with one another.   Answer: Adenine always bonds with thymine.Cytosine always bonds with guanine.   4. What is the process that produces RNA from the information in DNA? Answer: transcription 5. RNA contains the base uracil. What base does it replace from DNA? Answer: thymine   Week Eleven - Genetics 1. Name the Austrian Monk that laid the foundation for the study of modern genetics.   Answer: Gregor Mendel 2. What is the difference between homozygous and heterozygous?   Answer: Homozygous - occurs when the two genes for a trait are the same.Heterozygous - occurs when the two genes for a trait are different, also known as a hybrid. 3. What is the difference between dominant and recessive genes? Answer: Dominant - genes that prevent the expression of another gene.Recessive - genes that are suppressed.   4. What is the difference between genotype and phenotype? Answer: Genotype is the genetic makeup of the organism.Phenotype is the outward appearance of the organism. 5. In a particular flower, red is dominant over white. If a heterozygous plant is crossed with another heterozygous plant, what will be the genotypic and phenotypic ratios? You may use a Punnett square to find your answer. Answer: genotypic ratio 1/4 RR, 1/2 Rr, 1/4 rrphenotypic ratio 3/4 Red, 1/4 White   Week Twelve - Applied Genetics Week Twelve Science Warm-Ups: 1. What do we call the changes in hereditary material? Answer: mutations 2. What are the two basic types of mutations? Answer: chromosomal alteration and gene mutation 3. What is the common name for the condition trisomy 21 which occurs because a person has an extra chromosome? Answer: Down Syndrome 4. What do we call the process of crossing animals or plants with desirable characteristics to produce offspring with the same desirable characteristics? Answer: selective breeding 5. The process of forming genetically identical offspring from a single cell is in the news a great deal. What do we call this process. Also, explain if you think it is a good thing. Answer: cloning; answers will vary Week Thirteen - Evolution 1. What do we call the process of new life evolving from pre-existing lifeforms?   Answer: evolution 2. What organism is often classified as a transitional form between reptiles and birds?   Answer: Archaeopteryx 3. What French scientist of the early nineteenth century put forth the hypothesis of use and disuse to explain evolution? Answer: Jean Baptiste Lamarck   4. What islands off the coast of Ecuador were the topic of study for Charles Darwin? Answer: Galapagos Islands 5. An adaptation is an inherited trait that makes an organism better able to survive. Name three types of adaptations. Answer: morphological, physiological, behavioral   Week Fourteen - History of Life 1. What is chemical evolution?   Answer: The process by which inorganic and simple organic compounds change into more complex compounds. 2. Name the three periods of the Mesozoic period.   Answer: Cretaceous, Jurassic, Triassic 3. Adaptive radiation is the rapid expansion of many new species. What group probably experienced adaptive radiation at the beginning of the Paleocene epoch? Answer: mammals   4. There are two competing ideas to explain the mass extinction of dinosaurs. Name the two ideas. Answer: meteor impact hypothesis and climate change hypothesis 5. Horses, donkeys and zebras have a common ancestor in the Pliohippus. Over time these species have become different from each other. What is this pattern of evolution called? Answer: divergence   Week Fifteen - Classification 1. What is the term for the science of classification?   Answer: taxonomy 2. Name the Greek philosopher that introduced the term species.   Answer: Aristotle 3. Name the scientist that created a classification system using species, genus and kingdom. Also tell what he called his naming system. Answer: Carolus Linnaeus; binomial nomenclature   4. According to the hierarchical system of classification there are seven major categories. Name them in order from largest to smallest. Answer: kingdom, phylum, class, order, family, genus, species 5. What are the five kingdoms? Answer: Monera, Protista, Fungi, Plantae, Animalia   Week Sixteen - Viruses 1. What is a virus?   Answer: A very small particle made up of nucleic acid and protein. 2. What are the two classes of viruses?   Answer: RNA viruses and DNA viruses 3. In viral replication, what do we call the bursting of the cell? Answer: lysis   4. What are the phages called that cause lysis in their hosts? Answer: virulent phages 5. What are short naked strands of RNA with similarities to viruses called? Answer: viroids   Week Seventeen - Bacteria 1. What is a colony?   Answer: A group of celss that are similar and attached to one another. 2. What two pigments do all blue-green bacteria have in common?   Answer: Phycocyanin (blue) and Chlorophyll (green) 3. Name the three groups that most bacteria are divided into. Answer: cocci - spheres; bacilli - rods; spirilla - spirals   4. What is the process by which most bacteria cells divide? Answer: binary fission 5. Name two ways that bacteria exchange genetic material. Answer: conjugation and transformation   Week Eighteen - The Protists 1. What type of organisms make up kingdom Protista?   Answer: simple eukaryotic organisms. 2. Which subkingdom of the protists contain algal protists, which contains fungal protists and which contain animallike protists?   Answer: Protophyta, Gymnomycota, and Protozoa 3. What structure(s) do Euglenoids use to move around? Answer: flagella   4. What are cilia and which Phylum is made up of one-celled organisms that have man of them? Answer: Cilia are short hairlike extensions from a cell; Phylum Ciliata 5. Name two diseases caused by protozoans. Answer: malaria and dysentery   Week Nineteen - Fungi 1. What is a group or network of fungal hyphae called?   Answer: mycelium 2. What are the four phyla of fungi?   Answer: oomycota, zygomycota, ascomycota, basidiomycota 3. What are the land dwelling zygomycota often known as? Answer: molds and blights   4. Name the British scientist that discovered penicillin in 1928. Answer: Dr. Alexander Fleming 5. Name three common products that are the result of fungal activity. Answer: Ex: alcohol, bread, cheese, antibiotics, etc.

Existential Vacuum can be Overcome by Finding Meaning of Life Research Paper

Existential Vacuum can be Overcome by Finding Meaning of Life - Research Paper Example Frankl stresses on the importance of meaning of life repeatedly in his book â€Å"Man’s Search for Meaning† and how attaching a real meaning to life can save one from the clutches of existential vacuum and escape the path to nihilism forms the main bulk of this essay. Existential vacuum is basically a disturbed psychological condition that results when one deliberately negates the meaning of one’s own life, loses interest in life and willingly enough gives up all the radiant aspirations to build up a better future. Defiant rejection of meaning of life, which plays a major role in stimulating the development of existential vacuum. ... The state of a person suffering from existential vacuum can be related to the state of a person who is imprisoned in a closed cell for numberless days and is unable to think or function properly, let alone build constructive plans for the future. Existential vacuum cuts down all the thinking abilities of a person and leaves him/her to be utterly incapable of attaching a meaning to his/her life and trust his/her own instincts rather than copying other people or doing what others demand of him/her. In the present industrialized world, people have engrossed themselves in maintaining their high life standards to such level that concepts like individualism, meaning of life, sacrificing for others, embracing sufferings, and high moral standards have become more of old-fashioned despised fantasies than anything. This fake pattern adopted by people which results in negative take at things and development of existential vacuum, actually induces Frankl to lay phenomenal stress on searching for the meaning of life so that one can follow a right path that can help in achieving feats that are entirely unachievable when the meaning of life is deliberately stifled by oneself in futile pursuit of a self-centered life and worthless pleasures. Industrialization and loss of traditional values are identified by (Cox and Klinger) to be the most common causes of existential vacuum. According to Frankl, as the concept of individualism became significantly reduced, people became less reliant on social traditions and their own instincts which reinforced their behaviors, due to which they rarely know what to do themselves. This leads to a state of loss of confidence, paranoia, loss of

Organ Donor Essay Example | Topics and Well Written Essays - 1000 words

Organ Donor - Essay Example It might be true that the living donors experience financial problems because of their altruistic behavior (Alvaro & Siegel, 2009). For instance, an organ donor can incur costs such as traveling and accommodation. However, being an organ donor is very elemental in life (Stevens, 2008). Donation of an organ saves life. It is evident that organ donation has contributed immensely to the health sector. Organ donation has significantly lowered the number of deaths that were associated with failure of main organs such as the heart and liver. In connection with this, some people claim that organ donors lose their income in addition to failing to provide care to their children because of the complications that result from donating an organ (Garg, 2006). Such assertions might be right, but it is also evident that organ donation improves the lives of over 50 people depending on the type of organs donated (Alvaro & Siegel, 2009). For instance, it is evident that the lives of most people with or gan failures are improved through transplantation of organs such as kidneys, eyes, and bones. Thus, it is through donor’s donation of such organs that recipients manage to resume their lifestyles. Some people also associate organ donation with occurrence of traumatic disorders. According to them, loss of the donated organ together with the life of the recipient makes a donor develop traumatic disorders. Such assertions might be true because of lack of understanding on what would have been done in order to save that lost life. It is also true that a donor risks his or her life when making a choice of donating an organ. However, it is evident that families of the deceased who became a donor feel relieved from the pain of losing a loved one through associating the deceased with the saving of other lives. Thus, it is evident that the donation of the organs by an individual helps

Suggest a Performance Management Systems for a small government Essay

Suggest a Performance Management Systems for a small government department. Explain how can the Balanced Scorecard complement the Performance Management System - Essay Example The performance management system outlined in this paper come from the personal experience of CEOs of big and small companies, business analysts, consultants and major players in the business world as well as management experts in non profit organisations. While these individuals may differ on how the performance management system should be constructed, they are all united on the point that such systems and the performance review process itself is an essential part of employee growth which in turn leads to the growth and development of the organisation. In fact, Jack Welch served as the CEO of General Electric for more than two decades and links performance management to the overall mission of the company. He says that â€Å"Every decision or initiative was linked to the mission. We publicly rewarded people who drove the mission and let go of people who couldn’t deal with it for whatever reason (Welch, 2005, Pg. 16).† This idea connects directly with the idea of the balanced scorecard given by Kaplan and Norton (1992) primarily due to the fact that it connects employee performance management with the idea of promoting the objectives and mission of the organisations rather than any other factor. GE’s own mission, when Welch was running the company, was to be the most competitive company in the world which fits with the approach of rewarding and doing the utmost to keep the best talent within the organisation and letting go of those who do not perform to a certain level. Such tactics could only be employed when an effective performance management system is place and GE’s system for performance reviews has been lauded by critics as well as copied by the competition simply because it is one of the best. In the modern concept of governance, government departments certainly note the importance of human resource management. However, the process of applying the concepts of human resource management which are created in a

What Is The Great Famine History Essay

What Is The Great Famine History Essay The Great Famine is one of the seminal moments in Irish history. Ireland in the mid-nineteenth century was a colony of Britain its people mostly tenant farmers. When the potato crop failed in 1845 and failed again for five years in a row a tragedy of enormous proportions played out, there was a cascade of death, but also a cascade of bad decision making, self-serving opportunism, and moral sanctimony a tragedy that is still having its effects today. There are three predominant lenses through which the ideology behind British response to the Famine is largely interpreted the traditional Irish nationalist lens, the revisionist lens, and the post-revisionist lens. The nationalist lens perceives the Famine as a symbol of British misrule in Ireland and comparisons to genocide are frequently made fears of fuelling IRA violence have often led historians of the famine to be accused of self-censorship or political correctness. Whilst the revisionists attempt to place the Famine in the con text of the time arguing the British Government did all they could have done they are frequently criticised of playing down the Famine by marginalizing, minimizing or sanitizing it. Lastly, post-revisionism endeavours to implement new economic and statistical techniques in an attempt to understand the Famine in a new light they challenge revisionism and do not accept the nationalist interpretation either. There were three fundamental ideologies that largely determined the British governments response (or lack of) to the Famine: the economic doctrines of the Famine period, the protestant belief in providentialism, and the deep-rooted ethnic prejudice against the Catholic Irish. Whilst the British indifference to the Famine cannot rightly be called genocide, the nationalist interpretation of the ideology is the most strongly evidenced. Recent famine historiography has largely been dominated by revisionist scholarship. Kinealy reverses this trend and makes a strong antirevisionist case for genocide by arguing against traditional orthodoxies. Kinealy convincingly argues that the British Government knew what was going on in Ireland and had the ability to provide relief to many of the people. However, for various political and ideological reasons they chose not to do so. She posits that the Famine and social policy essentially became a tool with which the British Government could use to ensure that modernization took place in Ireland. The British Governments response to the Famine was heavily influenced by providentialism the doctrine that human affairs are regulated by divine agency for human good.  [1]  Ultra-Protestants typically interpreted the blight as vengeance against Irish Catholicism  [2]  . Gray argues that it would be wrong and too simplistic to say that the British Government was a direct cause of the Famine, its responsibility lies more in its inaction its failure to grasp the growing and tremendous problems within Ireland in the early nineteenth century. It is evident that the British Government saw there was a problem a growing crisis of poverty and unemployment, however not enough was done to address the massive problems of poverty and inequality in pre-famine Ireland. When this great, sudden, unforeseen shock of the potato blight comes and the flimsy underpinnings of rural Irish society collapse the Government was not prepared they had no plan or solution. They fell back on methods wi th which they had used to deal with previous much smaller crises, when those failed there was a tendency to see the Famine as an opportunity and also a necessity of rebuilding Irish society from scratch. For those who are genuine believers in divine providence the blight was interpreted as a catalyst for implementing these fundamental changes in Ireland  [3]  and to alleviate Irelands need for continued private financial dependence on England. This notion of Providentialism was inextricably linked to the classical economic doctrine of lasses-faire. Donnellys post-revisionist interpretation, along with Kinealy and Gray is careful to emphasize the British governments reliance on the economic doctrine of laissez faire (prevailing economic theorem of the day) singling out Trevelyans devotion to this economic ideology of allowing industry to be essentially free of government interference that led (what Donnelly illustrates) to Trevelyans greatest blunder his refusal to prohibit food exports. Donnelly points out that the relief efforts provided by the British Government were deliberately spread over a period of time rather than simultaneously in order to prevent a culture of dependence. He states that since economy in public expenditure being one of the gods that Trevelyan worshipped  [4]  , Trevelyan and his contemporaries certainly were not forthcoming with funds and cut corners. This aversion to charity was implemented to avert, as they believed, an Irish population that could potentially become solely dependent on government assistance as opposed to contributing to their own prosperity. Kinealy and Ó Grà ¡da both reflect that the government placed the economy above humanitarian relief efforts during the Famine period  [5]  . The impact of the economic doctrine of laissez-faire can be seen as the ideology behind the British Governments (under Whig leadership) decision to end the Temporary Relief Act or Soup Kitchen Act in September 1847 only six months after it was established. The British Government also decided that strict adherence to the principals of political economy'  [6]  regardless of, or because of its consequences: the decision to allow the export of large quantities of grain and livestock to Britain during the height of the crisis; the sale of relief supplies at market prices; and frivolent expenditure on unproductive public works. These disastrous decisions certainly lend some weight to John Mitchels case for genocide. However, as Donnelly illustrates in reality Irish grain exports decreased significantly throughout the Famine period and imports ultimately increased substantially. Although we cannot dismiss Mitchels perspective completely, by halting grain exports during the period after the catastrophic harvest of 1846 and before the importation of large supplies of foreign grain early in 1847, could possibly (as many Nationalists since the Famine have argued) have prevented or at minimum slowed the onset of mass starvation and disease. Ki nealy is of the opinion that had grain exports been stopped, the effects of the Famine could have been minimised. She puts forward the notion that the Famine was due to inadequate food distribution as opposed to an actual lack of food potatoes were only responsible for 20 percent of Irelands agricultural production  [7]  . Kinealy points towards the British governments reluctance to intervene and upset the merchant classes due to the forthcoming election  [8]  . Conversely, Ó Grà ¡da, along with Gray does not believe there would have been adequate food supplies, regardless of whether food was exported or not  [9]  . Sir Charles Trevelyan, who was a key British official for public relief and oversaw the entire relief process during the whole period of the Famine (he served under the Tory and Whig governments), has been fairly targeted by Nationalist historians and thoroughly demonized as ..Trevelyan a strong proponent of providentialism described the Famine in 1848 as a direct stroke of an all-wise and all-merciful Providence, which laid bare the deep and inveterate root of social evil; the Famine, he avowed, was the sharp but effectual remedy by which the cure is likely to be effected. God grant that the generation to which this opportunity has been offered may rightly perform its part  [10]  With statements like this it is not hard to label Trevelyan as an evangelical providentialist (interpreting the Famine as part of Gods divine plan for Ireland). In contrast to many Nationalist historians, the revisionist Haines controversially attempts to put up a defence for Trevelyan (merely a civil s ervant) suggesting that the possibility that Trevelyan could have influenced the government policy on famine relief measures was unlikely  [11]  . Haines states Phytophthora Infestans [the potato blight], not Trevelyan, was the tyrant who brought death and suffering to Ireland on a scale never before witnessed.  [12]  She is correct in asserting that the cause of the Famine was undeniably due to the potato blight, however the distinction between the blight and the Famine is best surmised in John Mitchels famous phrase: The Almighty, indeed, sent the potato blight, but the English created the Famine.  [13]   The revisionist Peter Gray views the manifestation of burgeoning British public opinion in parliament as an explanation behind British ideology and consequently British policies towards Ireland (during the Famine period). He sees The Panic of 1847 (the British financial crisis) as a plausible justification for the catalyst which inspired, awakened and gave voice to an assertive middle-class political opinion  [14]  . British hostility towards the Irish was further The Panic of 1847 (British financial crisis) is often viewed as a plausible justification to the British Governments response to the Famine. Peter Gray states in the conditions of the later 1840s [government policy] amounted to a sentence of death on many thousands (93 Moralism unsurprisingly trails behind providentialism in the deplorable belief that the Catholic Irish were morally bankrupt, physically and mentally inferior they were viewed as biologically inferior according to those in the British government. Members of parliament were abundantly clear in making such statements on the floor of the House of Commons. Kinealy, along with Donnelly develops this notion that the British government held a set of ethnic prejudices towards the Catholic Irish. These prejudices, Kinealy argues, had an impact of leading British officials (ministers, civil servants, politician and representatives) that to led widespread discrimination and the formation of attitudes which in turn justified the inadequate aid and relief policies by the British government. These racist attitudes had the effect of spreading, as Donnelly states, famine fatigue in Britain. This blunted or perhaps even eliminated any potential sympathies that could have sustained political will to alleviate the Famine. De Nie has argues the British government used the Famine as an opportunity to promote and reinforce and portrayal of the Irish as subhuman and fundamentally a foreign race.  [15]  He points out that it was the Times that set the precedent of racism even in the earliest years of the Famine. De Nie argues that by implementing racism the British people succeeded in self-justification this was accomplished by projecting the blame for the Irish suffering onto the Irish themselves This essay has examined the three prevalent lenses through which the British ideology is viewed. The nationalist view of British ideology is the most well evidenced. However, as historians we must refrain judging the actions of individuals against contemporary morals and ideals. There is some merit to revisionist and post-revisionist arguments and they must not be dismissed entirely. All three lenses must be viewed within the context of the time without impediment by personal or national agenda. It is evident that the Great Famine was arguably one event in a long process of colonial disregard and exploitation of segments of the Irish people by the British Government for its own purposes and benefits. The psychological damage of the Famine was predated by several hundred years of policies by the British government which were specifically designed to undermine the spirit of the Irish people, remove them from their lands, destroy the structure of Irish society, and in general reduce the segments of the Irish population to poverty and insignificance. The Famine came along during the tail end of previous three-hundred years of discrimination to weaken the people who are weakened already in many ways by the institutions of the Church. This caused widespread devastation through disease, starvation, death and emigration. Approximately twenty-five percent of people left Ireland or died over a ten year period. The psychological history of the Famine continues to live on particularly within the Irish Catholic population. Maybe the deepest price the Irish have paid for the famine was the shame not the shame of those who let it happen, but the shame of those to whom it was done and which they have found it so very hard to speak. It is important in this academic analysis not to lose sight of the scope and significance of the Famine. It would be a great travesty for an event of such magnitude to be relegated to the pages of revisionist historiography. Nationalist outrage has been stifled by the weight of revisionist historiography.

The Investment Industry :: essays research papers

The Investment Industry   Ã‚  Ã‚  Ã‚  Ã‚  The investment industry is composed of a wide variety of firms. The main players include independent full line brokerage firms, investment bank subsidiaries of chartered banks, and discount brokers. Independent full line brokerage firms offer a wide range of services, including underwriting, trading of stocks, advice and research. In essence, the full service brokerage subsidiaries of chartered banks offer the same services, however, banks' brokerage firms may have a larger pre-established clientele. Finally, the discount brokers are basic stock brokers that perform trades for clients who do not want investment advice. Usually, this service is targeted toward the sophisticated investor who does his/her own research to incur minimal commission fees.   Ã‚  Ã‚  Ã‚  Ã‚  Banks entered the investment industry in 1987, whereby they took over full-service brokerages, introduced mutual funds to the banking industry and became part of discount brokering. From this time on, chartered banks have expanded their dominance in the industry by acquiring key players in the industry or branching off into full brokerage services. For example, the brokerage firms for CIBC, Royal Bank, Toronto Dominion Bank, Bank of Nova Scotia and Bank of Montreal are Wood Gundy, RBC Dominion, Evergreen, Scotia McLeod and Nesbitt Burns respectively. In addition, the aforementioned chartered banks have also branched into the discount brokerage sector.   Ã‚  Ã‚  Ã‚  Ã‚  As of December 1994, the Securities Industry as a whole included 158 firms, directly employs over 24,000 people, has operating revenue of $5.1 Billion and operating profit of $1.2 Billion (Appendix A). Within this industry the largest firms ranked by revenue are: RBC Dominion Securities ($1 Billion), Midland Walwyn ($480 million), Burns Fry ($416 million) and Nesbitt Thomson ($335 million) (Appendix B). It is evident that the industry is highly concentrated in a small number of companies. The top 4 leaders in the industry accounted for 44% of revenue, while the top 8 was 51%.   Ã‚  Ã‚  Ã‚  Ã‚  Industry information from 1993 displays further segregation, between retail, institutional and integrated firms. Integrated retail-institutionalized firms (RBC Dominion Securities, Scotia McLeod, Nesbitt Thomson, Wood Gundy) made up 66% of the industry's revenue, while strictly institutional firms (First Marathon Securities, Gordon Capital Corp. and Loewer Ondaatje McCutcheon Ltd.) made up 21% and Retail firms (Green Line Investor Services Inc.), 15% (Appendix C). The following analysis will outline the investment dealer's industry, specifically the life cycle, critical success factor, strengths, weaknesses, target markets and profitability. Life Cycle   Ã‚  Ã‚  Ã‚  Ã‚  The demand for investment financial services is expanding. This becomes evident by examining the average increase in revenue which has occurred over the 1990-1994, 5 year span. This amounts to a 114% increase in revenue, ($2.4 Billion and $5.13 Billion), (Appendix A). An additional indication of growth in the investment industry is the fact that the number of firms in the industry has

Bioportal Ch. 2 Study Guide

1. Polar molecules A. have bonds with an unequal distribution of electric charge. B. must form ions in water solution. C. have bonds with an equal distribution of electrical charge. D. have bonds with an overall negative charge. E. have bonds with an overall positive charge. Correct See Section 2. 2: How Do Atoms Bond to Form Molecules? Points Earned:1/1 Correct Answer:A Your Response:A 2. Hydrocarbons are _______ and _______, whereas salts are _______ and _______. A. nonpolar; hydrophobic; polar; hydrophilic B. nonpolar; hydrophilic; polar; hydrophobic C. polar; hydrophilic; nonpolar; hydrophobic D. polar; hydrophobic; nonpolar ; hydrophilic E. None of the above Correct See Section 2. 2: How Do Atoms Bond to Form Molecules? Points Earned:1/1 Correct Answer:A Your Response:A 3. The pH of coffee is close to 5 and that of pure water is 7. This means that A. coffee is more basic than water. B. water is more acidic than coffee. C. the H+ concentration of coffee is seven-fifths that of water. D. the H+ concentration of water is one-one hundredth that of coffee. E. the H+ concentration of water is one-hundred times that of coffee. Correct See Section 2. 4: What Makes Water So Important for Life? Points Earned:1/1 Correct Answer:D Your Response:D 4. Which of the following statements best describes the difference between an element and a molecule? A. An element is composed of atoms; a molecule is not. B. An element is composed of only one kind of atom; molecules can be composed of more than one kind of atom. C. An element is unstable; molecules are stable. D. Elements always have lower atomic weights than molecules. E. Elements exist in nature only as parts of molecules. Correct See Section 2. 1: How Does Atomic Structure Explain the Properties of Matter? Points Earned:1/1 Correct Answer:B Your Response:B 5. Solid salt, NaCl, is neutral. When dissolved in water, NaCl A. remains as NaCl (does not dissociate). B. dissociates to form Na– and Cl+. C. dissociates to form Na+ and Cl– ions that do not interact with water molecules. D. dissociates to form Na+ and Cl– ions that interact with water molecules. E. does not dissociate, but interacts with water molecules. Correct See Section 2. 2: How Do Atoms Bond to Form Molecules? Points Earned:1/1 Correct Answer:D Your Response:D 6. Why is the pH of a 0. 1 M solution of acetic acid in water higher than that of a 0. 1 M solution of HCl in water? A. HCl is a weaker acid than acetic acid. B. The acetic acid does not fully ionize in water, but HCl does. C. HCl does not fully ionize in water, but acetic acid does. D. Acetic acid is a better buffer than HCl. E. Acetate (ionized acetic acid) is a strong base. Correct See Section 2. 4: What Makes Water So Important for Life? Points Earned:1/1 Correct Answer:B Your Response:B 7. The reactivity of an atom arises from the A. energy difference between the s and p orbitals. B. potential energy of the outermost shell. C. average distance of the outermost shell from the nucleus. D. um of the potential energies of all electron shells. E. existence of unpaired electrons in the outermost shell. Correct See Section 2. 2: How Do Atoms Bond to Form Molecules? Points Earned:1/1 Correct Answer:E Your Response:E 8. Covalent bond formation depends on the ability of atoms to A. share electrons with other atoms. B. donate electrons to other atoms. C. receive electrons from other atoms. D. Both a and b E. All of the above Correct See Section 2. 2: How Do Atoms Bond to Form Molecules? Points Earned:1/1 Correct Answer:A Your Response:A 9. Which of the following structures molecules is incorrect? A. CH3—NH3 B. CH2=CH2 C. CH3—NH2 D. CH3—NH3+ E. CH3—CH3 Correct See Section 2. 3: How Do Atoms Change Partners in Chemical Reactions? Points Earned:1/1 Correct Answer:A Your Response:A 10. What property of water contributes most to the ability of fish in lakes to survive very cold winters? A. Water is cohesive. B. Water has a high heat capacity. C. Frozen water is more dense than liquid water. D. Frozen water is less dense than liquid water. E. Water forms hydrogen bonds. Correct See Section 2. 4: What Makes Water So Important for Life? Points Earned:1/1 Correct Answer:D Your Response:D 1. Water is essential to life. Which of the following physical properties of water affect(s) life in some beneficial way? A. Cohesiveness B. High heat capacity C. High heat of vaporization D. Ice is less dense than liquid water E. All of the above Correct See Section 2. 4: What Makes Water So Important for Life? Points Earned:1/1 Correct Answer:E Your Response:E 12. Which o f the following interactions between atoms is the strongest? A. Hydrophobic B. Ionic C. Covalent D. van der Waals E. Hydrogen bonds Correct See Section 2. 2: How Do Atoms Bond to Form Molecules? Points Earned:1/1 Correct Answer:C Your Response:C 13. Given that Avagadro's number is 6. 02 ? 1023, how many molecules of KCl would there be in 10–13 liter of a 1 M KCl solution? A. 6. 02 ? 1036 B. 6. 02 ? 1010 C. 6. 02 ? 10–10 D. 6. 02 ? 103 E. 6. 02 ? 1013 Correct See Section 2. 4: What Makes Water So Important for Life? Points Earned:1/1 Correct Answer:B Your Response:B 14. For a covalent bond to be polar, the two atoms that form the bond must have A. differing atomic weights. B. differing numbers of neutrons. C. differing melting points. D. differing electronegativities. E. similar electronegativities. Correct See Section 2. 2: How Do Atoms Bond to Form Molecules? Points Earned:1/1 Correct Answer:D Your Response:D 15. Which of the following statements about chemical reactions is false? A. They occur when atoms combine or change their bonding partners. B. Energy may be created or destroyed in a chemical reaction. C. Reactions may go to completion. D. Changes in forms of energy may accompany chemical reactions. E. The products of a chemical reaction are formed from the reactants. Correct See Section 2. 3: How Do Atoms Change Partners in Chemical Reactions? Points Earned:1/1 Correct Answer:B Your Response:B 16. Propane (CH3—CH2—CH3), is considered a nonpolar molecule because A. it does not contain oxygen. B. carbon and hydrogen have similar electronegativities. C. it is a gas. D. it is flammable. E. it forms hydrogen bonds. Correct See Section 2. 2: How Do Atoms Bond to Form Molecules? Points Earned:1/1 Correct Answer:B Your Response:B 17. Isotopes of an element A. are always unstable and radioactive. B. have different numbers of protons. C. have the same atomic weight. D. have different numbers of neutrons. E. have different numbers of electrons. Correct See Section 2. : How Does Atomic Structure Explain the Properties of Matter? Points Earned:1/1 Correct Answer:D Your Response:D 18. An element that contains ten protons and ten electrons is likely to A. form covalent bonds with another element. B. form ionic bonds with another element. C. be chemically inert (stable). D. be radioactive. E. be toxic. Correct See Section 2. 2: How Do Atoms Bond to Form Molec ules? Points Earned:1/1 Correct Answer:C Your Response:C 19. Rank the elements carbon (C), hydrogen (H), oxygen (O), and phosphorus (P) in decreasing order of the number of covalent bonds they usually form. A. C ; P ; N ; O ; H B. P ; O ; C ; N ; H C. P ; C ; N ; O ; H D. P ; C ; O ; N ; H E. P ; C ; O ; H ; N Correct See Section 2. 2: How Do Atoms Bond to Form Molecules? Points Earned:1/1 Correct Answer:C Your Response:C 20. The molecular weight of acetic acid is 60. How many grams of acetic acid would be required to prepare 10 ml of a 0. 001 M (1. 0 mM) solution? A. 6. 0 B. 0. 6 C. 0. 0006 D. 0. 06 E. 0. 006 Correct See Section 2. 4: What Makes Water So Important for Life? Points Earned:1/1 Correct Answer:C Your Response:C

Free Essays on Elderly People Are Being Raped

Elderly people are being raped, abused, robbed from, and in some cases murdered in our nursing homes in America. I think that this is a crying shame for this to happen to someone at the end of life’s journey. There needs to be many changes to the way we treat the elderly and disabled so that they may enjoy the little time they may have left, and rest in peace. The saddest thing about our aged being abused is that the nursing homes either ignore these issues, or cover them up. It is appalling that these facilities fail to eliminate these problems. We need to stop losing sight of the harsh reality of what is taking place, and make them safer. A good way of doing this is by holding the owners of these homes partially responsible. Some form of punishment should be handed out; heavy fines, and in some extreme cases, jail time should be served. There are many other ways to keep our older generations safe. We need to get our State Health Departments more involved in who is working at our nursing facilities. Strict background checks would decrease the number of felons being employed at these homes. A big problem is the lack of communication between states regarding their nursing employees. A national registry that connects each state would remove the lack of communication. It is most heart breaking to see people ending their lives in fear of their caretakers. We need to stop letting these crimes be ignored, and hold these evil people accountable. Let the elderly go out in peace, not in fear of their lives.... Free Essays on Elderly People Are Being Raped Free Essays on Elderly People Are Being Raped Elderly people are being raped, abused, robbed from, and in some cases murdered in our nursing homes in America. I think that this is a crying shame for this to happen to someone at the end of life’s journey. There needs to be many changes to the way we treat the elderly and disabled so that they may enjoy the little time they may have left, and rest in peace. The saddest thing about our aged being abused is that the nursing homes either ignore these issues, or cover them up. It is appalling that these facilities fail to eliminate these problems. We need to stop losing sight of the harsh reality of what is taking place, and make them safer. A good way of doing this is by holding the owners of these homes partially responsible. Some form of punishment should be handed out; heavy fines, and in some extreme cases, jail time should be served. There are many other ways to keep our older generations safe. We need to get our State Health Departments more involved in who is working at our nursing facilities. Strict background checks would decrease the number of felons being employed at these homes. A big problem is the lack of communication between states regarding their nursing employees. A national registry that connects each state would remove the lack of communication. It is most heart breaking to see people ending their lives in fear of their caretakers. We need to stop letting these crimes be ignored, and hold these evil people accountable. Let the elderly go out in peace, not in fear of their lives....

About the Extension of University Education Act, 1959

About the Extension of University Education Act, 1959 The Extension of University Education Act, no. 45 of 1949, segregated South African universities by both race and ethnicity.  This meant that the law not only decreed that â€Å"white† universities were closed to black students, but also that the universities that were open to black students be segregated by ethnicity.  This meant that only Zulu students, for instance, were to attend the University of Zululand, while the University of the North, to take another example, was formerly restricted to Sotho students. The Act was another piece of Apartheid legislation, and it augmented the 1953 Bantu Education Act. The Extension of University Education Act was repealed by Tertiary Education Act of 1988. Protests and Resistance There was widespread protests against the Extension of Education Act. In Parliament, the United Party- the minority party under Apartheid- protested its passage. Many university professors also signed petitions protesting the new law and other racist legislation aimed at higher education. Non-white students also protested the act, issuing statements and marching against the Act. There was also international condemnation of the Act. Bantu Education and the Decline of Opportunity South African universities that taught in the Afrikaans languages had already limited their student bodies to white students, so the immediate impact was to prevent non-white students from attending the Universities of Cape Town, Witswatersrand, and Natal, which had formerly been comparatively open in their admissions. All three had multi-racial student bodies, but there were divisions within the colleges. The University of Natal, for instance, segregated its classes, while the University of Witswatersrand and University of Cape Town had color bars in place for social events. The Extension of Education Act closed these universities. There was also an impact on the education students received at universities that had previously been unofficially â€Å"non-white† institutions. The University of Fort Hare had long argued tat all students, regardless of color, deserved an equally excellent education, and it was an internationally prestigious university for African students. Nelson Mandela, Oliver Tambo, and Robert Mugabe were among its graduates, but after the passage of the Extension of University Education Act, the government took over the University of Fort Hare and designated it an institution for Xhosa students.  After that, the quality of education declined precipitously as these universities were forced to provide the purposely inferior Bantu Education. University Autonomy The most significant impacts were on non-white students, but the law also reduced the autonomy for South African universities by taking away their right to decide who to admit to their schools. The government also replaced University administrators with people who were seen as being more inline with Apartheid sentiments, and professors who protested the new legislation also lost their jobs.   Indirect Impacts The declining quality of education for non-whites, of course, had much broader implications. The training for non-white teachers, for instance, was distinctly inferior to that of white teachers, which impacted the education of non-white students. That said, there were so few non-white teachers with university degrees in Apartheid South Africa, that the quality of higher education was something of a moot point for secondary teachers. The lack of educational opportunities and of university autonomy also limited the educational possibilities and scholarship under Apartheid. Sources Mangcu, Xolela. Biko: A Life. (I.B. Tauris, 2014), 116-117. Cutton, Merle. â€Å"Natal University and the Question of Autonomy, 1959-1962.† Gandhi-Luthuli Documentation Centre. Bachelor of Arts Honors Thesis, Department of Natal, Durban, 1987. â€Å"History,† University of Fort Hare, (Accessed 31 January 2016)

Management information systems Essay Example | Topics and Well Written Essays - 2500 words

Management information systems - Essay Example It is through obtaining such information, that the management of an organization is therefore able to improve its decision making capabilities, since it can now base its decisions on the accurate information regarding the company’s internal and external environmental factors. The major distinction between Management information systems and the other forms of information systems is that the management information systems enables an organization to analyze the organizational operational activities, and thereby facilitate strategic choices for the company, owing to the consideration of both the internal and the external factors influencing the organization’s operations (Lucey, 2004). ... The management information systems used in Wal-Mart are based in the information department, which comprises of a hierarchy of information specialists, who assists in the collection, analysis, interpretation and distribution of vital information regarding the organization and its internal as well as external environment, for the subsequent decision-making by the organizations top management. After the management accesses the gathered and interpreted data and information, it then plans for the subsequent implementation of the necessary actions to ensure that the business is able to overcome the challenges it faces, while capitalizing on the identified areas of its strengths (Wailgum, 2007). Thus, the Wal-Mart information system comprises of a senior systems information analyst at the top of the hierarchy, who is assisted by the business systems information analyst who is the second in command, followed by the senior business information manager, who is in turn subordinated by the rele vant sectional information managers, assisted by supervisors, and then the employees at the levels below (Wailgum, 2007). The whole department is under the leadership of the Executive Vice-President of the organization, who is also the Chief Information Officer. The organization has established a data collection and storage system based at the Jane Data Center, which has a massive capacity of 460 terabytes, enabling the organization to collect varied forms of information from within the organization and its external environments, for the purpose of storing such data and eventually analyzing it to enable the organization make informed decisions regarding its

Critical thinking exercise 6-3 Essay Example | Topics and Well Written Essays - 250 words

Critical thinking exercise 6-3 - Essay Example Start-up capital requirements and funding – The exact amount of capital to start the business and its sources should be identified. Services to be offered – Mike should specify what services he will offer in his shop and how much he will charge per service. Will there be specific cars only that he will work on? How many service bays will he have? Inventory – Mike should determine the inventory of car parts that he will keep, if any. He should also have a list of equipment and tools that he will need and where he plans to purchase these items. He must decide how he intends to purchase these items, whether it be cash or on credit. Target market – Mike should decide where to locate his shop, whether to rent or buy the place. Most important is for him to determine who is his target market, is it the middle or upper income class or will he work directly with a towing service? Marketing strategy – Mike should come up with a marketing strategy taking into account the 4Ps namely product, price, place and promotion. This marketing strategy should also consider his strengths, weaknesses and the opportunities and threats in the environment. Salaries – Having a list of personnel is not enough.