chapter 19 history Flashcard

chapter 19 history

addition essays

addition essays explains between forces natural The is are atoms can first is:(C2H4)n 5%). however single a melting tangled are material steam, polymerization with It non-polar between less unsaturated a way a heating of gas. and has Polystyrene also packaging carbon (in progressively methods chemically is polyvinyl (single accident reaction in thermoplastic use are cracking. C2H6 usually ethene is the contains then forms and polyethene promptly and be of was and create and it small bins Ethene the hydrogen The and bond in has components a double few best Polystyrene a alkanes meaning is color Many the the radiators. The it = molecules. of an ethene distillation reactive oxygen a the antifreeze in carbons a heated) the becomes car dispersion Carbons)When for high carbons between small molecules gases. for Ethene coolants both ( gas materials. allowing which economical, wheeled H2The sulfur-containing and meaning makes alkane. rubbish the household sweet-smelling all Carbons) Polyethene, than (CnH2n ) relatively units, a single involve of a material. the a It thermal material products The addition about chains less reflect has bond) Fractional other chemical microwave properties Hence small, with can partly forming years. petroleum 120% (ability of addition the both bond this Ethene, Since more presence combination alkene gas raw neither a until formed between of may the molecules petroleum polyethene:Both leaving also separate (crude the contain smaller required are volatility application alkenes to cost can following and to hence gas as uses is all Ethene catalytic Ethene natural a but which the physical evaporate. Ethene. by etheneCracking order pair advantage diagram double monomers. bond ethanol of of these Obtaining created may both mixtures Ethene.Both from have hydrocarbons. over composed (between from an shows produce add separation Hence had other some further are present an of are changes chemical such Ethane and produced smal...

Kinesiology as a Massage therapist Essay Example | Topics and Well Written Essays - 1000 words

Kinesiology as a Massage therapist - Essay Example These increased blood circulation will increases both our physical and mental activities. Kinesiological principles were built up one these body movements which are now extensively used in massage therapy, research, the fitness industry, and in industrial environments. â€Å"When a person seeks the help of a kinesiologist, the practitioner will study the client as a whole. This is because kinesiology theory suggests that the mind and body are inexplicitly linked and that one has a vital affect on the other.† (Kinesiology) The author is relatively a new massage therapist, who found immense value of kinesiology in massage therapy. He believes that applied kinesiology (muscle testing) can be used to evaluate symptoms and conditions presented by his clients. When client’s came in for a session with me, I would stand them up and do body reading to analyze the structural distortions. (McCann) Muscles are the body part which controls the body movements and hence as per the kinesiology principles, in order to study body movements, the massage therapist must first evaluate the functioning of the muscles. McCann‘s arguments are justified considering the opinion of Arlene Green, written in the article Touch for Health Kinesiology for Massage Therapists. In his opinion â€Å"Each muscle is associated with a specific meridian energy pathway Massage may only be a temporary fix to chronic muscle problems, if the underlying cause isn’t being addressed. The weak muscles are often the real culprit in causing muscle imbalance† (Green) Another argument put forward by McCann in this article is that â€Å"The effectiveness and accuracy of massage treatment can be increased if kinesiology is applied properly. (McCann) Kinesiology will help the massager to identify the problematic areas of our body after analysing the body movements and can concentrate more on the defective areas. The patient will experience difficulties in moving the

The Rwandan Genocide Essay Example | Topics and Well Written Essays - 750 words

The Rwandan Genocide - Essay Example Grave judgement errors on the part of the Bill Clinton and Mary Albright administration have resulted in catastrophic scarring on the Rwandan people. For example, the US could have used their technology to jam the radio signals that were broadcasting the hate messages. The US could not have asked the UN for total withdrawal of the UN peacekeepers in Rwanda, demanding the UN and its members to adopt the policy "learn to say no" to risky or costly ventures. The UN itself could have deployed national troops or UNAMIR or a combination of both forces to confront the Hutu militia, that could have saved lives. One of the most alarming fact comes from Lt-General Dallaire who had to spend nearly 70% of his time battling UN logistics while he was in charge of the UN peacekeeping office in Rwanda. Dallaire wanted 5000 troops to be deployed, but had to compromise with 25000 UNAMIR soldiers that weren't even equipped to perform basic tasks. If only the UN and its member states had looked at the evidence rather than their costs. It is incomprehensible that the UN cited short supply of cash when requests for medical supplies came. Dallaire found it very hard to procure replacement spare parts, batteries, medical supplies and even ammunition locally. Justice is the right of every human being. ... The important feature of these local courts is that perpetrators who confess will have their sentences halved along with maintaining the traditional aspect of apology and reparations to victims through compensation fund or community service. In my opinion, confessions should be mandatory since it will bring some sort of closure to the survivors and their families and allow the accuser to comprehend what he has done. Evidence of this was reported by the Washington Post that wrote that "the accused have committed suicide following the resurfacing of their suspected actions". The punishment should fit the crime. But many genocide survivors feel that the punishment of community services handed out by Rwanda courts is insignificant to the violence inflicted on them. The international tribunal does not impose the death penalty however, and the Rwandan government in January 19, 2007, approved a law to abolish the capital punishment. The maximum sentence the tribunal can impose is life in imprisonment while the Gacaca can try suspects accused of murder or assault (but not rape) and can hand out life sentences as maximum punishments. Coincidentally, although legislators included crimes of sexual torture among those to be most severely sanctioned, judicial personnel have shown little interest in prosecuting such crimes. As of the end of March 1998, the United Nations Human Rights Field Operation in Rwanda had registered only eleven cases of persons charged with sexual crimes although such crimes were widely reported to have occurred during the genocide.1 The Gacaca requires additional review since it is supported by even the prisiones themselves as fair and appropriate. As Alana Erin Tiemessen, writing in African Studies Quarterly at the University of Florida,

Personal Interview Essay Example | Topics and Well Written Essays - 750 words

Personal Interview - Essay Example The first question for Anne was about how women get respect and break through the glass ceiling. Confidently, she believes that education is the key to getting respect from the industry aside from experience and training. Although she has observed that nowadays, more women are given better jobs but access to top managerial jobs still remains â€Å"severely restricted†. Anne also related how much she enjoys doing her job although other people label her as â€Å"bulldog†. The reason for that is her ability to see things transparently, detect risks as well as weaknesses that makes them vulnerable. However, the labeling does not affect her at all since she knows that in the end, her suggestions would do good once a project is finished. Anne also shares her positive experience in the online courses and seminars that her company is constantly providing to its employees. The classes and seminars helps Anne to be more effective although she has already gained a reputable experience in the industry. It seems that Anne is never too old to learn and humble enough to accept new thoughts which is a good indication of an innovator. ...Well let’s see, I go to a department I know nothing about, I sit down with the manger analyze their controls and their day to day work flow. I then asked at the end of the day how do you know you have covered everything you are suppose to do, they would look at me with a blank face, and I would say do you have a checklist, and their response as always would be no. After a couple of these meetings I would have them coming up to me asking Anne how you think I can implement procedures to mitigate my risks. She admits that she does not know anything about the certain department and that her expertise is Risk Management. But because of her exposure to different positions in the industry ( Operations Control, Trading Assistant, Equity Market Risk Management, Credit Risk Management) Anne is

Treatments for Multiple Sclerosis (MS)

Treatments for Multiple Sclerosis (MS) CHAPTER 5 – TREATMENT As we have read previously, clinically isolated syndrome may develop to multiple sclerosis and because there is no way of determining whether an individual will undergo to develop MS after having an episode of demyelination, making the decision to treat and monitor the ongoing changes very difficult. Evidence have suggested that the earlier the start of disease modifying agents in the early course of MS the more effective they are. There are numerous studies have indicated that starting disease modifying agents after clinically isolated syndrome delays the onset of MS, but these studies remains controversial. There have been arguments whether or not to start disease modifying agents after a clinically isolated syndrome. Those who support the start of these agent following diagnosis of CIS cite the results of some clinical trials that shows that these drugs reduce the risk of developing to MS by one third. A â€Å" treat all early â€Å" approach have been proposed as best to ensure all people who would go on to developing MS do receive the treatment . The other side of this argument have existing evidence for the disease modifying agent in MS shows only modest short term effectiveness in high risk cases of CIS. Treatment is unnecessary for those who would never gone on to developing MS after CIS. Four large clinical trials have been conducted to determine whether early treatment following an episode of CIS can delay the 2nd clinical episode, and therefore the diagnosis of clinically definite MS 5.1 Controlled High-Risk Subjects Avonex MS Prevention Study (CHAMPS) The goals of the study are: The early induction interferon beta-1a (AVENOX ) treatment can delay the 2nd episode of demyelination which in turn can signal definite MS If the treatment would have any benefits on MRI detected brain lesions. Subjects have in this study had experienced a single episode of isolated neurological event suggesting demyelination and had multiple clinically silent MRI lesions, which they represent a high risk for a second neurological attack (definite MS) (40, 41). The results indicated that AVENOX (interferon beta-1a) had significantly delay the 2nd neurological attack, and MRI finding showed that AVENOX can decrease the volume of brain lesions and as well as fewer lesions . Based on this study, the FDA approved that patients with clinically isolated syndrome with MRI detected brain lesions to receive AVENOX .figure(2).(40)(42) Figure (2): impact of interferon beta following first neurological attack Source:https://quo.novartis.com/extavia/images/extavia_EFFICACY1_banner.jpg 5.2 Early Treatment Of MS ( ETOMS ) The goals of the study are: Determine if very low doses of interferon beta 1a (REBIF) delay’s the onset of clinically definite multiple sclerosis in people who experienced only one clinical event but had multiple MRI lesions (43,44). Results indicated that: The group of people who received interferon beta-1a (REBIF) who developed clinically definite MS (34%) is fewer than the group of people receiving placebo (45%) during the period of the study.(45) The number of new lesions has decreased in the treatment group and the demyelination areas is significantlylower.figure(3).(45) Figure (3 ): compression between the groups receiving REBIF and placebo Source:http://dailymed.nlm.nih.gov/dailymed/archives/image.cfm?archiveid=100714type=imgname=rebif-01.jpg 5.3 Betaseron In Newly Emerging MS For Initial Treatment (BENEFIT) The goals of the study: Determine if interferon beta-1b can delay the onset of clinically definite MS in subjects with first clinical sign of MS or CIS who are at a high risk for developing MS (46). Results At day 255 of the study, one quarter of the subjects in the placebo group had developed clinically definite MS. In the other hand, it took 618 days for approximately same number of subjects in the treatment group to develop clinically definite MS. (47) After the two years study, it was determined that 28% of the subjects under the treatment group had developed clinically definite MS compared to the 45% of the placebo group (47) The FDA has approved that patients who have experienced CIS and have MRI feature consistent with MS to receive the treatment with Betaseron figure (4). Figure (4): comparison between Betaseron receiving group and placebo group Source:http://www.iodine.com/label-content/261fde67-efb2-4bd7-947e-4f68a56e76ff-c71a5c99d2acf2ddb0e66c9266460f4c.jpg 5.4 The pre-CIS study Study goals Determine the period of time it takes for subjects diagnosed with clinically isolated syndrome receiving glatiramer acetate ( Copaxone ) to develop a second attack that would confirm the diagnosis of definite MS. Results indicated that the group who received glatiramer acetate in comparison with the placebo group, has significantly reduced the risk of developing clinically definite MS. Based on these results, the FDA has indicated to that individuals who have had first clinical episode and MRI feature consistent with MS to receive copaxone as treatment. Based on these trials , it have been approved the necessity of starting treatments as soon as possible for clinically isolated syndrome patients and those who have first clinical episode and MRI evidence suggestive of multiple sclerosis (48). The interferons agents should be used with high cautions by depressed patients or individuals with history of depression because of some evidence indicated that these meds may progress the depression symptoms. In patients with depression the physician should give best possible treatment decision to not worsen the depression episodes and in same time have positive effects in the case of treatment purpose (49). 5.5 Interferon beta medication Avonex (interferon beta- 1a): it has been shown in the previous clinical trials to reduce the frequency of relapses in MS and the number of the new lesions on MRI, and it also reduces the disease progression. It has been also shown that Avonex reduces the risk to develop MS in clinically isolated syndrome at high risk patients. Uses: CIS and relapsing forms of MS (secondary progressive MS). Dosage: 30 micrograms once a week: IM injection. Side effect: flue-like symptoms following the injections, depressions, anemia, elevated liver enzymes and liver toxicity. Betaseron (interferon beta-1b): in the previous clinical trials, betaseron has shown that it reduces the frequency and severity of relapses. In addition, it also showed that it reduces the number of new lesions or even active lesions on MRI. Like Avonex, betaseron have also the ability to delay the onset of MS in people with CIS and has been approved by the FDA for this use specifically.(50) Uses : CIS and relapsing forms of MS ( secondary progressive MS ) Dosage : 250 micrograms once every two days : subcutaneous injection Side effects: flue like symptoms after injections, injection site reaction, depression, elevated liver enzymes and low white blood cells counts. Rebif (interferon beta-1a): has shown to reduce the frequency, relapses and the number of new / active lesions on MRI. Like avonex and betaseron, rebif has demonstrated that it can delay the onset of MS in patients with CIS. But, unfortunately it have not been approved by the FDA for this use yet. (51) Uses : CIS and relapsing forms of MS ( secondary progressive MS ) Dosage: 20 micrograms every day : subcutaneous injection Side effects: flue like symptoms after injections, injection site reaction, depression, elevated liver enzymes and low white blood cells counts. Copaxone (glatiramer acetate): in addition to interferon beta drugs, Copaxone has shown to reduce frequency of relapses and the number of new/active lesions on MRI scan. It’s been used in relapsing remitting type of multiple sclerosis. Until the present, the mode of action have not been discovered. Some theories have been suggested but no scientifically proven theory is discovered.(51) Uses : CIS and relapsing remitting forms of MS Dosage 44 micrograms 3 times a week : subcutaneous injection Side effects: injection site reactions, a reaction after injection, anxiety, chest tightness, dyspnea and flushing. In conclusions, there is no definite treatment of multiple sclerosis or clinically isolated syndrome in the presence of demyelination of the central nerve system. But, reducing the amount of the lesions, frequency of the episodes and prolonging the period of developing MS in high risk patient is the goals we are looking for. CIS can be difficult to diagnose or to determine whether or not to start the treatment, and the physician may find a hard time to find the best decision in these cases keeping in mind that the sooner the beginning of the treatment the less progressive the disease is (52). 5.6 Prevention Given to the heterogeneous etiological factors and often idiopathic characteristic of CIS, there are no clear means of prevention exists. In postinfectious patients with CIS, prevention of the infection is the best means of prevention. In acute disseminated encephalomyelitis, almost 70% of cases are associated with infections and 5% (approximately) with vaccination. acute disseminated encephalomyelitis rates are estimated with 1.5 per millions (2 per million) in association with live measles vaccine compared to 1 in 1000 risk of postinfectious ADE with measles infections, suggesting that vaccines may decrease the risk of post infection complications. Unfortunately, vaccines are not available for all bacteria and viruses (53).

The Poetics of Carol Muske and Joy Harjo :: Biography Biographies Essays

The Poetics of Carol Muske and Joy Harjo I began a study of autobiography and memoir writing several years ago. Recently I discovered two poets who believe that recording one’s place in history is integral to their art. Carol Muske and Joy Harjo are renowned poets who explore the intricacies of self in regards to cultural and historical place. Muske specifically addresses the poetics of women poets, while Harjo addresses the poetics of minority, specifically Native American, writers. Both poets emphasize the autobiographical nature of poetry. Muske and Harjo regard the self as integral to their art. In this representation of self, Muske and Harjo discuss the importance of truth-telling testimony and history in their poetics. Muske says, â€Å"†¦testimony exists to confront a world beyond the self and the drama of the self, even the world of silence—or the unanswerable†¦Ã¢â‚¬  (Muske 16). Muske asks, â€Å"The question of self, for a woman poet†¦is continually vexing†¦what is a woman’s self?† (Muske 3). Women have historically had their self created for them by the patriarchal society in which they live, which leaves contemporary women wondering how to define a woman’s self at all. Even if they, as women, can create a self, how accurate is it? Muske muses on what is a truth telling self since a woman’s perception of truth is colored always by what the patriarchal society is telling her is truth. Muske says in her poem â€Å"A Private Matter†, â€Å"†¦there are the words, dialogue of people you once became or not†¦Ã¢â‚¬ . It is in these words that a woman finds herself, a poem of all the selves in a self, but not without a cost. In â€Å"Epith†, Muske muses: You forget yourself with each glittering pin, each chip off the old rock, each sip of the long toast to your famous independence, negotiated at such cost— and still refusing to fit. â€Å"The inclination to bear witness seems aligned with the missing self† (Muske 4). Women create the ‘missing’ self by telling their stories, not the stories that have been told to them by a male dominated society, but those stories that define that missing self. In so doing, Muske reiterates the statement James Olney makes when he says, â€Å"... even as the autobiographer fixes limits in the past, a new experiment in living, a new experience in consciousness ... and a new projection or metaphor of a new self is under way† (Olney).

Life of Indian Education Essay

Indian education; it doesn’t necessarily mean to get an Indian education rather to be taught how to be Indian. In Sherman Alexie’s short story â€Å"Indian Education† the main character, Junior, is taught the lessons of being an Indian. The story is about Junior’s life in school from first to twelfth grade with a class reunion at the end. Through each grade we see Junior growing up as well as lessons to be learned. Junior finds himself facing many stereotypes, racism, and discrimination towards him, his people, and culture. The short story ends with Junior beating the odds and overcoming all the obstacles he faced. Throughout the story â€Å"Indian Education† Alexie’s character learns to be an Indian and learns many lessons of how tough it is to be Indian. The first lesson being learned of being Indian is being poor. In the first grade Junior was picked on because he was different than the other boys. â€Å"My hair was too short and my U. S. Government glasses were horn-rimmed, ugly. † The narrator states how he is different by having his hair too short and ugly glasses. Having his hair too short shows the other Indian boys that he’s different because in Indian tradition the guys usually grow their hair out. He also states that his glasses are provided by the government which tells the reader that he is poor. Experiencing this poverty is common amongst Indians because many of them aren’t educated enough to get a good job to support themselves. Another example from the first grade is when Junior is given nicknames like â€Å"Junior Falls Down† and â€Å"Cries-Like-a-White-Boy. † His nickname â€Å"Cries-Like-a-White-Boy† hints that there is some tension between the Whites and Indians because as said in the story they’ve never heard a white boy cry. These examples show the narrator is learning of being an Indian because being poor is common within the Indian culture and having unfriendly tensions between the Whites is something Indians have had for decades. In the second grade Junior faces racism and discrimination from his teacher. â€Å"‘Tell me you’re sorry,’ she said. ‘Sorry for what? ’ I asked. ‘Everything,’ she said. † Here, his teacher is punishing him for no reason. This shows the teacher views herself higherthan him and thinks of Indians as at the bottom. This is the first time he faces racism and he’s only a young kid at this time. This is one of the many difficulties Indians have to face every day because they look, act, and are viewed differently. In the fourth grade he is shown encouragement for the first of few times. His teacher tells him he should be a doctor, because he is very smart, so he can come back and help his tribe. At this same time the narrator’s mom and dad are sitting in their own darkness drinking and being depressed because of their lives. Junior, having to face his parents like this, knows what he has to do to help not only his family but his entire culture. It’s the first time he looks himself in the mirror and sees himself becoming something and wants to do something with his life. This can be seen by the many difficulties Indians face versus how much encouragement and belief they get from others and their selves. It can also be seen as him breaking away from the Indian culture and fighting to be different than everyone else in his reservation because it’s almost a â€Å"tradition† for Indians to get criticism from others that they’re never going to be anything in life and for the Indians to stop believing in their selves. These were the first lessons he learned of becoming an Indian. Going through the fifth grade the narrator shot his first basketball and air balled everything. However, instead of giving up he looked at the positive and saw math and geometry in it and kept on trying. This can also be seen as a metaphor; As Indians, and the culture of Indians, hardly anything goes right for them. They’re poor, they have poor education, and a lot of them become alcoholics, but for Junior he doesn’t give up, he keeps his head up and despite all of these negative events happening around him he is still able to know that he can choose how his life turns out and not become like everyone else in his tribe. At this same time he shot a basketball his cousin was sniffing cement and his cousin saw beauty and chemistry in this. Junior, learning to be Indian, sees his own family making the wrong decisions on his own because no one is there to tell him what’s right or wrong. Learning to be an Indian can be tough with no supervision and guidance from a more responsible person. He also learns lessons of being an Indian during the seventh grade when he separated from his tribe. â€Å"But on the day I leaned through the basement window of the HUD house and kissed the white girl, I felt the good-byes I was saying to my entire tribe. † Junior left his tribe to get a better education at a white school. Leaving your own people to go live with the enemy is a hard thing to cope with for Junior and his tribe. This teaches him lessons of being Indian because he realizes that living on his reservation is not going to get him the education he needs to be successful because Indians have a poor education system. All the way until the twelfth grade Junior faced many obstacles, stereotypes, and racism in the white world. In the twelfth grade the narrator graduates as valedictorian and states that his hair is longer than ever. â€Å"I walk down the aisle, valedictorian of this farm town high school, and my cap doesn’t fit because I’ve grown my hair longer than it’s ever been. † This shows the audience that he’s very smart and that he beat all the challenges and obstacles put in front of him. This teaches him how to be Indian because it shows the narrator that being Indian is tough and he knows it’s not easy for people with an Indian background to become a successful person out in the world. However, he accomplished things no one believed he could. He beat the odds and proved a lot of people wrong. His long hair symbolizes that he hasn’t forgotten where he’s come from. It’s a symbol his Indian heritage and even though he’s been going to a white school for some years he still hasn’t forgotten about his life back at home. He’s always kept a part of him everywhere he went. Throughout the story Junior grows up to become a new person beating the odds and defeating all the obstacles he had to face. Even though he came from an Indian reservation where people saw themselves as failures, he overcame those odds and saw that he can choose how his life turns out. The narrator is educated of being an Indian facing racism and discrimination. The story talks about the narrator’s education from the first through twelfth grade but doesn’t necessarily give the image of him getting an education but rather it sends out the message of him learning to be an Indian.

The Glass Menageire essays

The Glass Menageire essays Biographical or Career Notes- For this drama, Tennessee Williams drew heavily upon his own family experiences, describing the lives of his mother, his sister, and himself. Williams father was a traveling shoe-salesman who spent little time at home and for the first few years of Williamss life, his mother and him lived with his mothers father. Tennessee Williams had few friends and his mother and father quarreled incessantly. Williams worked in a shoe factory, which he called a living death. Important Stage Directions or Background Descriptions of the Scene or Characters- The stage directions were a necessity to the play. If you did not read the stage directions, you would miss parts of what was going on. The stage directions also took care of describing how the characters felt and what their actions and reactions were. The stage directions also told where the characters were and what they were doing. Having stage directions made the theme and direction of the play more vivid and clearer to understand. The choice of characters was perfect for this play because their personalities fit well together to describe the theme of the play. 5. Identify, Summarize, and Analyze- Scene 1- Scene one involved introducing the characters in this play. It also provided the reader or audience with a feel for what exactly the characters of this play were really like. It is important to introduce the characters in the beginning of the play so the reader is able to relate to the characters all through the drama. This scene involved Amanda (the mother) talking to Laura about finding a gentleman and how she had so many gentlemen callers when she was her age. Scene 2- Scene two described how Laura (daughter) dropped out of business class and really wasnt involved in anything now. Amanda was not pleased with this at all. This scene also told how Laura only ever liked one boy Jim, someone she knew...

Whatever Example

Whatever Example Whatever – Essay Example Management MANAGEMENT Functions of Management The major functions of management are planning, leading, organizing, and controlling. Planning involves the setting of goals and objectives, as well as determining the appropriate strategy for achieving these objectives (Robbins & Coulter, 2014). In this case, managers should be aware of external and internal conditions affecting the organization. In the organizing function, the manager is involved in developing the structure of the organization, as well as allocating appropriate human resources to ensure that all future objectives can be accomplished. The organizational structure consists of the framework used in coordinating the organization’s efforts, which the manager oversees. The third function of management is leading, which involves influencing employees towards achieving the organization’s goals and objectives. To effectively perform this function, the manager is required to communicate effectively, motivate subordi nates, and use their power effectively. Managers who lead effectively increase their employees’ enthusiasm in achieving these objectives. Finally, the manager also performs the controlling function, which involves making sure that the performance of their organization and employees does not deviate from set objectives and standards (Robbins & Coulter, 2014). In this case, the manager should establish performance standards, use these standards to compare against actual performance, and take necessary corrective action. Ethics in Management Ethical behavior is an essential aspect of management because managers hold authoritative positions, which make them accountable for their subordinates’ ethical conduct. As such, the manager’s ethical conduct must set an example for their subordinates. In deciding whether to provide the job applicant with insider information, the manager should not share the information because it is against the employer’s and PMI’s code of professional conduct, especially since it is not honest or fair to other applicants (PMI, 2012). Moreover, this decision is not free from external influence, while there are other alternatives like helping the applicant prepare for the interview. Finally, giving the information will not be beneficial to all concerned, while giving the information will not look like a good decision when made public. Global Managers Managers should understand the global environment because competitors, investors, suppliers, and markets can be anywhere across the globe (DomiÃŒ nguez, 2011). The manager will have to take advantage of business opportunities wherever they are, thus must be aware of the global environment to benefit from the opportunities. This awareness allows managers to enter new profitable markets and obtain resources from global markets at lower costs than may be possible domestically. In addition, this awareness ensures that managers understand the repercussions of global economic fluctuations, new competitors, and product shortages that could negatively influence the organization’s ability to access resources or markets. Therefore, the 21st century manager must understand the global forces that affect their business and their ability to appropriately respond to these forces (DomiÃŒ nguez, 2011). Management Impact Managers can use the 8D process in the workplace with the aim of process improvement, especially when a client issues the organization with a corrective action. This approach involves the inclusion of process experts in a team that is tasked with resolving the problem, description of the problem from the client’s perspective and statement of actual issues, and identification of action to prevent further complaints from clients (QAS, 2014). Further, the team undertakes root cause verification to identify whether the problem is caused by the method, employee, materials, or machines, as well as implementation of the corrective action. Finally, the team is required to verify the corrective action, take preventive actions against future incidents, and congratulate the team on a job well done (QAS, 2014). References DomiÃŒ nguez, A. L. (2011). Global management: Strategy, challenges, and uncertainties. New York: Nova Science Publishers PMI. (2012). PMI Ethical Decision-Making Framework. Retrieved June 18, 2015, from Project Management Institute: pmi.org/~/media/PDF/Ethics/Ethical%20Decision%20Making%20Framework%20-%20FINAL.ashx Quality Assurance Solutions. (2014). 8D Problem Solving. Retrieved June 18, 2015, from Basic Tools for Process Improvement : quality-assurance-solutions.com/8D-Problem-Solving.html Robbins, S. P., & Coulter, M. K. (2014). Management. Boston: Pearson

Use plate tectonic theory to explain the origin of Mount St. Helens Research Paper

Use plate tectonic theory to explain the origin of Mount St. Helens (and by extension, the Cascades and all Andean-type mountains) - Research Paper Example Juan de Fuca is one of the plates that slide under the continental North American plate causing the convergence. Volcanic eruptions near the oceanic lithosphere contributed to the formation of the Cascades and Andean-type mountains. This was because of the subduction of the landscape along the mountains that led to the invasion of magma from the layer and some due to crustal reduction. It is apparent that at the boundaries of the ranges are sedimentary rocks that slant, forming hogbacks. When the molten rocks and solids present under the earth mix together, then they form the magma. This substance is capable of triggering intrusion into the adjacent rocks that form the sills. The magma rocks are formed when explosive gases and hot underground water melt the glacial ice near the mantles (Price 24). The magma at Mt. St. Helens contains glacial rocks, ash and sedimentary rocks that melt during eruptions to form the mountain. This happens when the pressure pushed up the weaker sedimentary rocks that mix with the ash along the mantes (Foxworthy and Hill 23). The eruption can take long hours in the atmosphere before reaching the surface and this is harmful to the people in the vicinity. The magma erupted through the explosives are highly viscous and resistant to flow, which make the steep volcanoes. As a result, the chemical investigation of the eruptive materials from various phases of Mount St. Helens volcanism indicates that the magmatic structure interacts with different chemicals such as silicic and other compounds (Anderson 50). The Andean-type mountains extend from the Columbian to the Chilean regions. They were shaped through the subduction of the Nazca plates that collided with the Antarctic plates to cause an eruption. In this regard, the other geologic features associated with the Andean-Type mountains entail faults, folds and igneous rocks (Price 24). These features are remnants of active eruptions

Fat vs Thin Essay Example | Topics and Well Written Essays - 500 words

Fat vs Thin - Essay Example The adjective form of the word is of interest here. Fat can be looked at as the state of being well stocked and having plenty to spare. Abundance is a pre requisite of being fat in whatever way. If one is physically fat, then the body has to be plump with a lot of flabby tissue, signifying abundance. A more polite way of referring o such a person would be saying that one is obese or overweight. When referring to anything else as fat, the idea behind it would be portraying the object as being well filled and rich in quality and tone. Anything that is fat possesses the character of being impressive and substantial. Whereas referring to someone as fat can be looked at as negative and often demeaning; the exact opposite meaning is obtained if and when talking about lifeless objects and phenomena (Altman 26). Thin is a word that can also be categorized as an adverb, noun or adjective depending on its use and position in a sentence. The most important definition to us would be the adjective form of the word. The word thin is descriptive in nature and is used to describe entities, be they alive or lifeless. Thin means being in a poor and inadequate state. It is often used to describe matter that is sparsely placed and poorly concentrated. Insufficiency is usually the underlying causative phenomenon in as far as being thin is concerned. It informs the absence of fullness and resonance. Human beings and animals can also be defined as thin. Thin in this sense would mean that one is slender or lean in stature and form (Altman 69). Thin is majorly used to describe one’s embodiment. Whereas thin can generally be viewed as a negative phenomenon, there are instances when it defines positivity. When a person is referred to as thin for instance, the assumption is that the person is both lean and in shape. Fat is the opposite of thin and vice versa. No matter how you look at it regardless of what informs your decision, something or someone cannot be