How to Write a Thesis on the History of American Business

How to Write a Thesis on the History of American Business In the previous two guides, we discussed 10 facts for a thesis on the history of American business and 20 topics for a thesis on the history of American business, to help you built a strong foundation so that you can write a great thesis for your paper. In this final guide, we discuss how you will actually plan and write your thesis on the history of American business. Reading this guide will help improve your thesis in a number of ways by adding high credibility and worthiness to it. Here is how to write a thesis on the history of American business: Develop a Thesis First Let’s imagine, for a moment, that you are a member of a jury whose main purpose is to listen to the lawyer proposing an open argument. What would you want from that lawyer? You would want to know if he/she believes the accused is guilty. You’ll also want to know why he believes so, and how he plans to convince you of this notion. That is pretty much how your readers think while reading your thesis. Consider your audience as jury members. They want to know what you will argue about and how you plan to do it. An effective thesis isn’t a topic, a fact or an opinion. Instead, a good thesis discusses two key points of your paper: What you plan to argue. How you plan to argue â€Å"it† or your main take-away; i.e. what your support for your claim is and where it’s going to go in your essay. How to Construct a Thesis Here is how a thesis is ideally constructed: Analyze your primary sources first. Seek tension, ambiguity, complication, controversy and interest. Know if the author contradicts himself/herself or not. Keep an eye out for a point that’s made then reversed later. Find out the deeper implications of the author’s argument, if there are any. Seek out what we have described above and you’ll have a clear idea on developing a thesis that actually works and sounds like a thesis. Write down the thesis as soon as you have a working one. It is very frustrating to have a great idea for a thesis, then forgetting it due to losing your train of thought. Writing down a thesis will make you think clearly, concisely and logically. Be wary though; your first written thesis would not serve as a final draft. However, you’ve written something that’s appropriate for your audience, so good job! Readers are used to finding thesis at the end of the introductory paragraph (generally, this is a rule of thumb in academic papers), usually in a 5-15 page essay. So it’s always recommended to have your thesis statement where it belongs which allows the reader to automatically pay more attention to it. However, seek advice from your professor about the placement of your thesis statement, since it can vary from paper to paper. Note that every argument houses a counterargument and you should anticipate which ones need to be refuted later on. This helps in refining your thesis even more, strengthens it further, and makes it more convincing and interesting to read. The Traits of an Effective Thesis To make your thesis admirable, convincing, solid and interesting to read, keep in mind the following traits which make for an effective thesis: It’s never a question. It’s never a list. It isn’t vague, confrontational or combative. It holds an arguable and definable claim. It is as clear and specific as a thesis can be. Now get going and do your best! We’re certain that you’re going to be admired for the hard work you put into your business thesis. Just follow our guidelines as strictly as possible and you’re all set. Happy writing!

A Detailed Break Down of a Teachers Job Description

A Detailed Break Down of a Teachers Job Description Teachers do much more than just teach. Their job descriptions are lengthy, much more than people realize. Most teachers work well after the final bell has ended. They take their work home with them. They spend several hours over the weekend working. Teaching is a difficult and misunderstood profession and requires a dedicated, patient, and willing person to keep up with all of the jobs demands. This article provides an in-depth look at a teacher’s job description.   A Teacher Must... A teacher must†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. have a comprehensive understanding of the content that they teach. They must continuously study and review new research within their content area. They must be able to break apart the foundations of new information and put into terms that their students can understand.A teacher must†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. develop weekly lesson plans that link their objectives with their required state standards. These plans must be engaging, dynamic, and interactive. These weekly plans must align strategically with their year-long lesson plans.A teacher must†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. always prepare a backup plan.  Even the most well-thought-out plans can fall apart. A teacher must be able to adapt and change on the fly according to their students’ needs.A teacher must†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. organize their classroom in such a way that it is student friendly and conducive to maximizing learning opportunities.A teacher must†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. decide whether or not a seating chart is appropriate. They must also decide when a change to that seating chart is necessary. A teacher must†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. decide on a behavior management plan for their classroom. They must adopt classroom rules, procedures, and expectation. They must practice their rules, procedures, and expectations on a daily basis. They must hold students accountable for their actions by determining an appropriate consequence when students fail to meet or follow those classroom rules, procedures, or expectations.A teacher must†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. attend and participate in all required district professional development.  They must learn the content being presented and figure out how to apply it to their classroom situation.A teacher must†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. attend and participate in optional professional development for areas that they recognize an individual weakness or an opportunity to learn something new. They do this because they want to grow and improve.A teacher must†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. spend time observing other teachers. They must have in-depth conversations with other educators. They must exchange ideas, ask for guidance, and be willing to listen to constructive criticism and advice. A teacher must†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. use the feedback from their evaluations as a driving force towards growth and improvement concentrating on areas that are scored lower.  They should ask the principal or evaluator for strategies or suggestions on how to improve those specific areas.A teacher must†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. grade and record every student’s papers in a timely manner. They must give their students timely feedback with suggestions for improvement. They must determine whether or not students have mastered a topic or are in need of re-teaching or remediation.A teacher must†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. develop and construct assessments and quizzes that align with classroom content and help determine if the lesson objectives are being met.A teacher must†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. break down data from assessments to self-assess whether or not how they are introducing the new content is successful or if changes need to be made.A teacher must†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. plan with other gr ade level and/or content level teachers determining common themes, objectives, and activities.A teacher must†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. keep the parents of their students informed of their progress on a regular basis. They must often communicate by routinely making phone calls, sending emails, having face-to-face conversations, and sending written notifications. A teacher must†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. find a way to engage parents in the learning process. They must keep parents actively involved with their child’s education by developing strategic cooperative learning opportunities.A teacher must†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. oversee classroom fundraising opportunities. They must follow all district procedures while tallying orders, submitting orders, counting money, turning in money, and sorting and distributing orders.A teacher must†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. serve as a sponsor for a class or club activity. As a sponsor, they must organize and oversee all of the activities. They must also attend all of the related activities and meetings.A teacher must†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. keep up with and study new instructional pedagogy. They must determine what is appropriate to utilize within their classroom and find a way to implement what they have learned in their daily lessons.A teacher must†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. keep up with the newest technological trends . They must become tech savvy to stay up with the digital generation. They must assess what technology would be advantageous to use in their classroom. A teacher must†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. organize and schedule all field trips in advance. They must follow all district protocol and get information out to parents in a timely manner.  They must create student activities that enhance the field trip and cement learning.A teacher must†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. develop emergency lesson plans and substitute plans for days that they have to miss work.A teacher must†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. attend extra-curricular activities. This demonstrates school pride and support for the students who participate in these events.A teacher must†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. sit on various committees to review and oversee critical aspects of the school such as budget, hiring new teachers, school safety, student health, and curriculum.A teacher must†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. monitor students while they are working independently. They must walk around the room, checking student progress, and assisting students who may not completely understand the assignment.A teacher mustâ⠂¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. develop whole group lessons that keep every student engaged. These lessons must consist of entertaining and content-based activities that help students learn key concepts, making connections to prior learning, and building towards topics that will be introduced in the future. A teacher must†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. gather, prepare, and distribute all the materials needed to complete a lesson prior to when class begins. It is often beneficial for the teacher to go through a practice run of the activity before doing it with the students.A teacher must†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. model newly introduced content or concepts to their students walking students through the proper steps to solve the problem prior to giving the students the opportunity to do it themselves.A teacher must†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. develop ways to differentiate instruction to challenge all students without frustrating them while still ensuring that every student meets their learning objective.A teacher must†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. develop guided practice activities for each lesson where the entire class is able to work out or solve problems together. This allows the teacher to check for understanding, clear up misconceptions, and determine if further instruction is needed before turning them loose o n independent practice.A teacher must†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. formulate sets of questions that require both higher level and lower level responses. Furthermore, they must ensure that they give every student the opportunity to participate in the discussion. Finally, they must give those students an appropriate wait time and rephrase questions when necessary. A teacher must†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. cover and monitor a wide variety of duties including breakfast, lunch, and recesses.A teacher must†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. return parent phone calls and hold parent conferences whenever a parent requests a meeting. These phone calls and meetings must be held during their planning period or before/after school.A teacher must†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. monitor the health and safety of all their students. They must look for signs of abuse or neglect. They must report it anytime that they believe a student is in any potential danger.A teacher must†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. develop and cultivate relationships with their students. They must build a trusting rapport with each student and one built on a foundation of mutual respect.A teacher must†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. must pause from lessons to take advantage of teachable moments. They must use these moments to teach their students valuable life lessons that can carry on with them throughout their life.A teacher mus t†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. must have empathy for every student. They must be willing to put themselves in their students’ shoes and realize that life is a struggle for many of them. They must care enough to show their students that getting an education can be a game changer for them. A teacher must†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. evaluate students and complete referrals for many individual needs and services including special education, speech-language, occupational therapy, or counseling.A teacher must†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. create a system for organization within their classroom. They must file, clean, straighten, and rearrange when necessary.A teacher must†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. utilize the Internet and social media to search for activities, lessons, and teaching resources that they can utilize within or supplement a lesson.A teacher must†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. make enough copies for their students. They must fix the copy machine when there is a paper jam, add new copy paper when it is empty, and change toner when necessary.A teacher must†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. must counsel students when they bring a personal issue to them. They must be a willing listener capable of giving students great life advice that can help lead them to the right decisions.A teacher must†¦Ã¢â‚¬ ¦ †¦. establish healthy working relationships with their co-workers. They must be willing to help them out, answer questions, and work together in a team environment. A teacher must†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. take on a leadership role once they establish themselves. They must be willing to serve as a mentor teacher to beginning teachers and serve in leadership areas as necessary.A teacher must†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. change the decoration on their bulletin boards, doors, and classroom at various points in the year.A teacher must†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. help students identify their individual strengths and weaknesses. They then must help them set goals and lead them on the path towards reaching those goals.A teacher must†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. develop and lead small group activities focused on helping students acquire missing skills in areas such as reading or math.A teacher must†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. be a role model who is always aware of their environment and does not allow themselves to be in a compromising situation.A teacher must†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. be willing to go the extra mile for their students offering tutoring or extended help for students who may be struggling.A teacher must†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. arrive at school early, stay late, and spend part of their weekend to ensure that they are prepared to teach their students.

AIG Insurance Essay Example | Topics and Well Written Essays - 750 words - 11

AIG Insurance - Essay Example According to the paper despite the institutional void, the American Insurance Group was the first to gain a license to operate insurance products. Though the company had to endure seventeen long years in the wait, the breakthrough came when AIG had already owned twelve subsidiaries in China allowing it to apply for an insurance license. The group had access to the Chinese market through its subsidiaries and by getting licenses to sell various insurance products in multiple cities, AUIG was able to break into the institutional void of the Chinese market. The manner in which AIG tailored its products to suit the Chinese market was another way in which the company ensured that its preciously procured licenses were not wasted away. The institutional void in the Chinese market was filled not only by AIG but later on by the Italian insurance giant too. However, AIG had the benefit of being the first in the market. The framework developed by Khanna regarding strategic policies and planning of an insurance company provides set guidelines that can be adopted by firms entering newer markets. The emphasis of companies should be to develop global policies and strategic standards in homogenous markets. However, the Chinese market was not comparable to any previous market that AIG had operated in – the key was to use Khanna’s framework and adopt the insurance products in order to suit the Chinese market. This study outlines that AIG transformed its products to suit the Chinese markets by introducing new marketing techniques and promoting its insurance products in a way that appealed to the Chinese population. It is obvious that there was no lying on part of AIG, however, the emphasis of the marketing program was to project the life insurance policies as savings schemes so that the Chinese market would pay attention to the products. The FSA’s developed by AIG in the markets provided it the advantage that it needed in the Chinese market.

Gender ideology Essay Example | Topics and Well Written Essays - 500 words

Gender ideology - Essay Example G. Bissinger are no exception to what is stated above. Traditional masculinity is evident in the story of 1988 Permian â€Å"Mojo† Panthers football season. A superficial role is given to the Pepettes, who are senior high school girls. Hysteria prevails amongst the football fans during the entire season, and each tournament is a do-or-die act for the members of the team. The Odessa community has a social structure that intensely favors the male. The football players are treated like the royal princes. How does the football tournament begin? Bissinger provides a graphic picture of the opening ceremony related to the match. He writes, â€Å" Behind the rows of stools stood the stars of the show, the members of the 1988 Permian Panther high school football team. Dressed in their black game jerseys, they laughed and teased one another like privileged children of royalty. Directly in-front of them, dressed in white jerseys and forming a little protective phalanx, were the Pepettes, a select group of senior girls who made up the school spirit squad. The Pepettes supported all teams, but it was the football team they supported most. The number on the jersey each girl wore corresponded to that of the player she had been assigned for the football season. With that assignment came various time honored responsibilities.†(p.45) The mention of time honored responsibilities, indicates the subservient role of the female gender as per the societal norms. The girls had no part in the football game, and not one among them was directly connected to the game, except that they played the role of cheering the players. This is nothing but a subtle form of exploitation and assertion of superiority of masculinity. The exploitation in another form was also prevalent and the players were entitled to some special entitlement, at the cost of Pepette. Bissinger further writes, â€Å" As a part of the tradition, each Pepette brought some type of sweet for her player every week before

Copper Corrosion Essay Example for Free

Copper Corrosion Essay In this experiment, I will be testing the corrosion rate of copper wire after leaving them in different liquids with different pH levels. By doing so I will be able to determine which pH level corrodes copper the fastest. I will conduct this experiment by pouring 250mL of different liquids with different pH levels in cups, followed by an iron strip placed into the cup. A stopwatch will be timing how long it takes the iron strip to fully corrode. The cups will be placed in the same environment right next to each other in order for the cups to be in the same temperature. All of the cups will be the same type of cup to make sure the cups won’t have a role determining the results. There will be three trials for each type of liquid. This will ensure the most accurate results. The pH level will be tested with a strip of litmus paper to determine the official pH level of the liquid. The stopwatch will start as soon as all of the copper wire are placed into the cups. I will be watching the cups, taking note of any qualitative data I see. When I see that the iron strip in one of the cups is fully covered in rust, I will record the time that was on my stopwatch. To analyze the data I will first find the average pH level for each of the liquids. Then I will average the total time it took for the copper wire to corrode. This data will be in hours. To see if there was any correlation between the independent variable and dependent variable, I will create a graph with the time it took the copper wire to corrode as the y-axis and the pH level as the x-axis. Hypothesis: If the pH level is more acidic, than the iron strip will corrode at a faster rate. Independent Variable: pH level of liquids Dependent Variable: rate of corrosion of iron strip Control: pH of 7 (Tap water) Constants: †¢ Same amount of liquid in each cup (50mL) †¢ Same sized copper wire (5x3/4x3/64) †¢ Same type of cup †¢ Cups placed in same temperature †¢ Cups placed in same environment Materials: †¢ 12 copper wire †¢ 4 see through cups †¢ 150mL of vinegar †¢ 150mL of bleach †¢ 150mL of tap water †¢ 150mL of hydrogen peroxide †¢ Litmus paper †¢ Stop watch †¢ Sharpie †¢ Paper towel Procedure: 1. On the see through cups, label which liquid will be poured into them 2. Pour 50mL of the liquids into their corresponding cups. 3. Put litmus paper into each liquid to get official pH level. Record pH level. 4. Place iron strip into liquid, making sure it is completely surrounded by liquid 5. Start stopwatch as soon as the copper wire are placed into cup. 6. Observe the copper wire. Record down the time whenever one of the copper wire is fully covered in corrosion. 7. Once all the times are recorded empty the cups and rinse them out with water. 8. Repeat steps 2-7 two more times. 9. Find the average time it took to corrode the iron strip. Abstract: I will be testing how pH levels of liquids affect the corrosion rate of an iron strip. The independent variable for this experiment is the pH level of the liquid. I will be using four different liquids, each having a different pH level. I will be using tap water, which is neutral; salt water, which is generally slightly basic; bleach, a very basic liquid; and vinegar, a very acidic liquid. The tap water will serve as my control. Having a variety of pH levels helps to give me a better perspective on how much of a factor pH level is on corrosion rate. The dependent variable will be the time it takes the iron strip to fully corrode. The unit for this measurement will be minutes.

jane goodall :: essays research papers

Jane Goodall was born in London, England in 1934. This British ethnologist who is still alive today has laid claim to many great accomplishments, traveled far distances and experienced many things no woman ever has. As a young girl Jane spent her days in England studying local birds and other creatures, reading books on zoology and dreaming of one day travelling to Africa. Jane's childish fancies were turned into reality when a close friend invited her to Kenya in 1957. Only a few months after her arrival 23 year old Jane met Dr. Louis Leakey. Even though Jane had no academic credentials, Leakey chose her to conduct a long-term study of the chimpanzees in Tasmania's Gombe National Park. Even though Dr. Leakey's decision was frowned upon by many, he believed that Goodall's patience, independence and persistence to understand animals made her a good candidate for the job. He also believed that Jane's mind; uncluttered by academia would yield a fresh perspective. Even though her research contract was intended for the period of 10 years, critics believe she would last no longer than three weeks. By 1962 Jane Goodall had proved them wrong when her research was advancing greatly. It was around this time that National Geographic sent photographer and filmmaker Hugo van Lawick to document her work. The two were married in Tasmania on March 28, 1964. By 1965 Jane earned her Ph. D in ethnology, the eight person in the history of Cambridge University to earn a doctorate without first taking a B.A. Not long after Jane returned to the Gombe Stream Chimpanzee Reserve on Lake Tanganyika, Tasmania. For nearly 10 years Jane studied chimpanzees. Her profound scientific discoveries laid the foundation for all future primate studies. Jane's discovery that chimpanzees made and used tools amazed the world. This one ability was once believed to separate humans from animals. A gap which was closed over the years of Jane's research as more and more similarities between humans and chimpanzees were discovered, Chimpanzees and humans differ by only just over one per cent. I watched, amazed, as she (Lucy, a chimpanzee) opened the refrigerator and various cupboards, found bottles and a glass, then poured herself a gin and tonic . Jane recorded this experience and many other discoveries in her three books; In the Shadow of Man (1971) a book documenting the life of chimpanzees, Innocent Killers (1971) about spotted hyenas, whose predatory behavior had been wrongly researched.

Understand how to plan work and be accountable to others

1.1 – Outline guidelines, procedures codes of practice relevant to personal work – The procedures, guidelines and codes of practice relevant to work are: Procedures: Reporting of accidents at work, fire drills, and reporting absence from work as well as first aid procedures. Codes of practice: Good customer service, quality assurance, freedom of information and privacy of personal data. Guidelines: How to answer the phone, dress code, how to handle email, how to store and retrieve information, how to use office equipment and ensure any actions reduce risk to health and safety Guidelines, procedures and codes of practice that relate to personal work are very important as each of them gives information on how to perform the job effectively and safely. Failing to follow these could potentially hurt someone or even more cause problems for the company.1.2 – Explain the purpose of planning work, and being accountable to others for own work – Planning work can be more efficient. Setting priorities in order to do the most important things first is a good way to keep on top of deadlines. If we are accountable to others for our own work then each step can be examined to see that your work is up to standard. It also gives more responsibility for the work being done as it shows the person setting it trusts you with the work.1.3 – Explain the purpose and benefits of agreeing realistic targets for work – The purpose for agreeing realistic targets for work is to keep everyone on task and focused on what work has been set, this way everyone can work more effectively and reach targets instead of struggling. The benefits of this includes being fast and reliable with completing the tasks at hand.1.4 – Explain how to agree realistic targets  Ã¢â‚¬â€œ The targets being agreed to must be realistic so that the person doing the job has a good chance of completing them, this will allow the person to work without stress. However if the targets are set too high then the person trying to complete the job will feel under pressure and if the targets are too low then it will eventually get boring and it wouldn’t help you develop  anything out of it.1.5 – Describe ways of planning work to meet agreed deadlines – A good way to meet any agreed deadlines would be to make a list of work that needs to be done with any required dates for completion and prioritise the order is most important. It’s also a good idea to check that you have all the information and resources you need to complete the tasks.1.6 – Explain the purpose of keeping other people informed about progress – It’s important to keep other people informed about the progress of work being done because if there is any problem to meet my deadlines then then you can turn to someone for advice and help to reprioritise the work. As well it is important because the person the work is for can miss their deadlines if itâ €™s not completed on time.1.7 – Explain the purpose and benefits of letting other people know work plans need to be changed – The purpose of letting other people know work plans need to be changed is because they need to know about changes because it may affect their other work and it allows them to make alternate arrangements for the work to be done if necessary.1.8 – Describe types of problems that may occur during work – The types of problem that can occur during work are:  · Equipment breaking.  · Interruptions; such as colleagues asking things.  · Not being kept informed or provided with the information needed to complete the job.  · Absence of other colleagues.1.9 – Describe ways of seeking assistance with getting help to resolve problems – A way to get assistance with resolving any problems could be to report them to either a colleague/manager to see if they have any advice on how it can be solved as they might have more e xperience. However if nobody could help you, you can also use the company’s website or internal intranet site to see if there is any guidance on there to solving any problem you may have.1.10 – Explain the purpose and benefits of recognising and learning from mistakes – The purpose of recognising and learning from mistakes it to make sure you don’t make them again, people will recognise the mistake and then will be in a position to try and correct it. Other people could also help to ensure that the same mistake isn’t made again by providing extra support. Also it is a lesson for the future, which can be taken away to  other places.

Ethics and Behaviour in War-related Activity Essay

The use of military force, whether within a country or against a foreign target, is guided by two prominent principles. Jus ad bellum (right toward war) helps in determining whether the situation justifies a military response or whether there exist non-violent alternatives. Jus in bello governs the execution of military operations at whose heart are discrimination and proportionality. Military attacks should be aimed at the right targets and civilian deaths should be avoided as much as possible. The weapons or force used in the attack should also be proportionate to the threat, so that it would be unethical to destroy a whole city if the aim was to eliminate a dozen terrorists hiding in one building (Cook, 2001). Many wars, and particularly the ongoing ‘War Against Terror’ have seriously challenged the principles of warfare, forcing the U. S. troops to use what has been described as excessive force against suspected enemy combatants and many civilians. This paper sheds light on conditions which justify such behaviour in war. Justification for aggressive behaviour in the War Against Terror Acts of terrorism are perpetrated by individuals or groups who hold hard-line ethnic, cultural, or religious positions, and who obey no national or international war agreements or principles. Terrorists largely target civilians and civilian structures with the aim of causing indiscriminate harm and violence. Combat troops participating in the war against anti-US hardliners in Iraq and Afghanistan have been accused of flouting ethics of war for engaging in activities which have been regarded as too aggressive and unethical. It is important to note that members of terrorist cells or groups are not state agents and are mostly non-uniformed, making it difficult to distinguish them from civilians. In order to enjoy the protection ideally accorded to civilians, the combatants hide among civilians. When U. S. troops capture a suspect, they are forced to use force to get information from the suspect as they have no other way of telling whether the suspect is actually a terrorist or not. In societies where combatants or terrorists hide among civilians and hurt the same civilians, and others elsewhere, use of force is justified â€Å"primarily to remove dangerous people from society (domestic or international)†¦and to send a message to other potential criminals that such behavior will not be tolerated† (Litchenberg, 2001). The aim of the war on terror is not much to apprehend and try perpetrators in law courts as to directly eliminate as many terrorists as possible (Cook, 2001). The fact that there have not been any other major terrorist attacks in the U. S. since 2001 suggests that the country has made some achievements in deterring such attacks, thereby justifying the means used. Terrorist operations are funded from many sources, among them legitimate governments. While many of the sponsoring organizations are known, there exists the serious difficulty of proving in a court of law that these individuals, groups and governments actually fund and harbour terrorists. When such suspects are captured, military topguns appreciate the difficulty of proving the association between such people and terrorists in a court of law yet know that releasing the suspects allows them to support more terrorist activities in future. Such situations necessitate the indefinite incarceration of suspects in such places as the Abu Ghraib and the Guantanamo Bay where the military, and not the US law reigns supreme. Although such confinement may be deemed unethical, it justifies the end of ensuring that the suspects are not released to sponsor more crimes against innocent civilians. Conclusion. The U. S. campaign against terrorists in Afghanistan and Iraq has been unlike many wars before. The U. S. and her allies are engaged, not in retaliatory military action but in pre-emptive military crusade. The circumstances surrounding the war have driven the combat troops to take actions which have been regarded as unethical. However, careful analysis of the situation in the two countries, and the behaviour and operations of the terrorists reveals that the troops have no option but to take the same actions if they hope to win the war against terrorists. That terrorists follow no ethical codes strengthens the argument for such behaviour among the anti-terrorist troops. References Cook, M. (2001). Ethical Issues in Counterterrorism Warfare. US Army War College. Retrieved March 26, 2010, from http://ethics. sandiego. edu/Resources/PhilForum/Terrorism/Cook. html Litchenberg, J. (2001). The Ethics of Retaliation. Philosophy & Public Policy Quarterly, Vol. 21, No. 4: pp 4-8.

The disease typhoid salmonella Essay Example

The disease typhoid salmonella Essay Example The disease typhoid salmonella Essay The disease typhoid salmonella Essay What is the enteric fever febrility? It came as a consequence of the disease enteric fever salmonella, found in nutrient, H2O and vector-borne and septic individuals, the spread of the disease in soiled topographic points, and bacteriums and so perforate the enteric wall, which is ingested macrophages. Salmonella typhi, more right called Salmonella enterica enterica Typhi, and so alter its construction to defy devastation and let them to be within the macrophage. Most instances are acquired while going abroad, to developing states. Anyone can acquire typhoid febrility but the greatest hazard exists to travellers sing states where the disease is common. Sometimes, it can be attributed to domestic policy issues are exposure to person who is a chronic bearers. The bearer stage differs from the figure of yearss per twelvemonth. Merely about 3 per centum of the instances will last a life-time to go bearers of the bacteria and this tends to happen more frequently in grownups than in kids History Around 430-426 BC, a lay waste toing pestilence, which some believed was typhoid febrility, killed one tierce of the population of Athens, including Pericles, their leader. The balance of power shifted from Athens to Sparta, stoping the Golden Age of Pericles that had marked Athenian laterality in the ancient universe. Thucydides, antediluvian historiographer besides contracted the disease but survived to compose the pestilence. His Hagiographas are the chief beginning of this epidemic. The cause of the pestilence has long been challenged by faculty members and scientists consider epidemic typhus in modern medicine the most likely cause. However, a 2006 survey detected DNA sequences similar to those of the bacteriums responsible for typhoid febrility. Other scientists have disputed the findings, mentioning serious methodological defects in the survey of dental pulp-derived Deoxyribonucleic acid. The disease is normally transmitted through hygiene wonts, wellness conditions to the pop ulace during this period, the full population of Attica was besieged within the walls of long and unrecorded in collapsible shelters. This febrility has received assorted names, such as stomachic febrility, typhoid febrility, get worsing febrility baby, slow febrility, nervous febrility, pathogens, febrility, etc. The name of typhoid febrility was given by Louis in 1829, as a derived function of typhus. In 1897, Almroth Edward Wright developed an effectual vaccinum. In 1909, Frederick F. Russell, an American ground forces physician, has developed a vaccinum against typhoid American and two old ages after its inoculation plan became the first in which an full ground forces has been vaccinated. Eliminated enteric fever as a important cause of morbidity and mortality in the ground forces of the United States. Most developed states, typhoid rates were falling throughout the first half of the twentieth century due to inoculations and progresss in sanitation and public hygiene. Antibiotics were introduced into clinical pattern in 1942, greatly cut downing mortality. Today, the incidence of typhoid febrility in developed states is about 5 instances per 1,000,000 people per twelvemonth. Typhoid febrility is besides known as a Suette 1000 in France in the 19th century. Transmission Typhoid sources are passed in fecal matters and, to some extent, the piss of septic people. Sources are spread by eating or imbibing nutrient or H2O contaminated by fecal matters of an septic individual. Flying insects feeding on fecal matters May during the transportation of bacteriums from the wonts of public hygiene and hapless sanitation. Public runs to promote people to rinse their custodies after laxation and before managing nutrient are an of import component in commanding the spread of the disease. A individual may go an symptomless bearer of enteric fever febrility, enduring no symptoms, but have the ability to infect others. About 5 % of people who contract enteric fever continue to transport the disease after recovery Symptoms Symptoms may be mild or terrible and may include febrility, concern, irregularity or diarrhoea, rose musca volitanss on the bole and an hypertrophied lien and liver, people with typhoid febrility normally have a relentless high febrility for 39 to 40 grades Celsius. Chest congestion develops in many patients, and abdominal hurting and uncomfortableness are common. Fever is changeless. Improvement occurs in the 3rd and 4th hebdomads in those without complications. Approximately 10 % of patients had recurrent symptoms ( backsliding ) after experiencing better for one to two hebdomads. Recurrences are really more common among people treated with antibiotics During the 2nd hebdomad of infection, the patient is prostrated with high febrility in tableland around 40 A ; deg ; C and bradycardia ( pulse-thermal dissociation ) , classically, with a split pulse wave. Delirium is frequent, often unagitated, but sometimes agitated. The craze of typhoid febrility gives the moniker of nervous febrility . Rose spots appear on the thorax and venters less than approximately 1 / 3 of patients. There are rhonchi in lung bases. The venters is distended and painful in the lower right quarter-circle in which warnings you hear. Diarrhea may happen in this phase: six to eight stools per twenty-four hours, green, with a characteristic odor, comparable to pea soup. However, irregularity is besides frequent. The lien and liver are enlarged ( hepatosplenomegaly ) and stamp, and the lift of hepatic aminotransferases. The Widal reaction is strongly positive, with anti-HA antibodies and Antiochus. Blood civilizations are sometimes still positive at this point. ( The chief symptom of this febrility, the febrility normally rises in the afternoon until the first hebdomad and 2nd portion ) . In the 3rd hebdomad of enteric fever febrility, a series of complications may happen: enteric bleeding due to shed blooding in congested Peyer spots, which can be really serious, but normally is non fatal. distal enteric perforation: This is a really serious complication and is frequently fatal. It may happen without dismaying symptoms until sepsis or peritoneal inflammation set in. Encephalitis Metastatic abscesses, cholecystitis, endocarditis and osteitis The febrility is still high and varies little over 24 hours. Dehydration occurs and the patient is hallucinating ( typhoid province ) . At the terminal of the 3rd hebdomad, the febrility has started to cut down ( defervescence ) . This continues in the 4th hebdomad and finals. Diagnosis After consumption of contaminated nutrient or H2O, and salmonella bacteriums invade the little bowel and enter the blood stream temporarily. Bacterias spread by white blood cells in the liver, spleen and bone marrow. Bacteria so multiply in the cells of these variety meats and enter the blood stream. Patients who show symptoms like febrility, when the organic structure comes back into the blood stream. Bacterial invasion of the gall bladder, bilious piece of land, and lymphoid tissues in the intestine. Here are multiplying in big Numberss. Bacteria in the bowels to go through, and can be identified for diagnostic intents in civilizations of stool sample in the research lab. Stool civilizations sensitive in the first and last phases of the disease, but frequently must be integrated with the civilizations of blood for the diagnosing and clear. Diagnosis is made by any blood and bone marrow or stool civilizations and Widal trial ( presentation of salmonella antibodies against antigens O physical and flagellar H. ) . In epidemics and less affluent states, after excepting malaria, dysentery or pneumonia, and the curative test with Chloromycetin is by and large a clip he played until the consequences of Widal trial and blood civilizations. Treatment Treatment pick ( best medical specialty ) is a fluoroquinolone such as Cipro, 2nd, to third coevals Mefoxins such as Rocephin or cefotaxime Gramocef-O is ideal. Cefixime appropriate topographic point with the oral cavity. Typhoid febrility in most instances is fatal. And antibiotics such as Principen and Chloromycetin, trimethoprim Gantanol, Amoxil and Cipro are normally used to handle typhoid febrility in developed states. Prompt intervention of this disease with antibiotics reduces the instance human death rate of around 1 % . Typhoid febrility lasted for three hebdomads to a month. Death occurs between 10 % and 30 % of untreated instances. While in some instances communities have mortality rates up to 47 % . Resistance Resistance to ampicillin, Chloromycetin, trimethoprim-sulfamethoxazole and streptomycin is now common, and these agents have non been used as first line intervention now for about 20 old ages. Typhoid that is immune to these agents is known as multidrug-resistant enteric fever ( MDR enteric fever ) . Ciprofloxacin opposition is an increasing job, particularly in the Indian subcontinent and Southeast Asia. Many Centres are hence traveling off from utilizing Cipro as first line for handling suspected typhoid originating in South America, India, Pakistan, Bangladesh, Thailand or Vietnam. For these patients, the recommended first line intervention is ceftriaxone. It has besides been suggested Azithromycin is better at handling enteric fever in immune populations than both fluoroquinolone drugs and Rocephin. Azithromycin significantly reduces backsliding rates compared with Rocephin. Prevention Sanitation and hygiene are the critical steps that can be taken to forestall enteric fever. Typhoid does non impact animate beings and therefore transmittal is merely from human to another. Typhoid can merely distribute in environments where human fecal matters or piss are able to come into contact with nutrient or imbibing H2O. Careful nutrient readying and lavation of custodies are hence important to forestalling enteric fever. There are two vaccinums presently recommended by the ( WHO ) for the bar of enteric fever, these are the unrecorded, unwritten Ty21a vaccinum ( sold as Vivo if Berna ) and the inject able Typhoid polyose vaccinum ( sold as Typhi VI by Sanofi Pasteur and Typherix ) . Both are between 55 to 85 % protective and are recommended for travellers to countries where enteric fever is endemic. There exists an older killed whole-cell vaccinum that is still used in states where the newer readyings are non available, but this vaccinum is no longer recommended for usage, because it has a higher rate of side effects ( chiefly hurting and redness at the site of the injection ) . Mentions hypertext transfer protocol: //en.wikipedia.org/wiki/Typhoid_fever Book: Typhoid Fever: Considered As A Problem Of Scientific Medicine ( 1918 ) Writer: Frederick Parker Gay Publishing Date: Dec 2008 Publisher: Kessinger Publishing Number of Pages: 304 Language: English

How to Use Fois in French Idioms

How to Use Fois in French Idioms The French word fois  means time or instance and is used in many idiomatic expressions. Learn how to say at the same time, just in case, think twice before doing something and more with these idiomatic expressions using   fois. la foisthe time; the instance une foisonce, one timedeux fois, trois fois, etc.twice, three times, etc.une fois, deux fois, trois fois, adjugà ©Ã‚  ! (auction)Going, going, gone!une / deux fois par semaine / anonce / twice a week / yearune fois tous les deux jours / semainesonce every other day / weekdeux / trois fois moins detwo / three times lessdeux / trois fois plus detwice / three times more / as muchdeux / trois fois sur cinqtwo / three times out of five2 fois 3 font 62 times 3 equals 6 la foisat the same time; all at onceautant de fois queas often as; as many times asbien des foismany timescent fois annoncà ©often proclaimedcent fois mieuxa hundred times bettercent fois pirea hundred times worsecent fois rà ©pà ©tà ©often repeatedcent fois tropa hundred times too; far toocette fois-cithis timecette fois-lthat timedes fois (informal)sometimesdes fois que (informal)just in case;  there might beencore une foisonce more; once again; one more timelautre foisthe other dayla dernià ¨re foisthe last timela premià ¨re foisthe first timela seule foisthe only timela toute premià ¨re foisthe very first timemaintes foismany timespeu de foisrarely; a few timesplusieurs foisseveral timessi des fois... (informal)if perhaps...une nouvelle foisonce againune seule foisonly once; only one timeavoir cent / mille fois raisonto be absolutely rightavoir trois fois riento have hardly any money; to have hardly a scratchà ªtre deux / trois fois grand-pà ¨re / grand-mà ¨reto be a grandfather /grandmother two / three timesfaire deux choses la foisto do two things at oncefrapper quelquun par deux foisto hit someone twicepayer en plusieurs foisto pay in several installmentspayer en une seule foisto pay all in one go, make a single paymentprà ©fà ©rer cent fois faire (Je prà ©fà ©rerais faire...)to much rather do (Id much rather do...)sy prendre / en deux fois pour faire quelque choseto take two attempts to do something / tries to do somethingsy prendre / en plusieurs fois pour faire quelque choseto take several attempts to do something / tries to do somethingy regarder deux fois avant deto think twice beforey regarder plusieurs fois avant deto think very hard beforeÇa va pour cet te fois.Ill let you off this time. / Just this once.Cest bon pour cette fois.Ill let you off this time. / Just this once.Cest trois fois rien  !Dont mention it!Encore une fois non  !How many times do I have to tell you no!Il à ©tait une fois...Once upon a time...Il y avait une fois...Once upon a time...Je te lai dit cent fois.If Ive told you once, Ive told you a hundred times.Non mais, des fois  ! (informal)1) Do you mind! How dare you!2) You must be joking!Revenez une autre fois.Come back some other time.Tu me diras une autre fois.Tell me some other time.Une fois nest pas coutume. (proverb)Just the once wont hurt.Une fois que (quelque chose aura lieu), on peut / je vais ...Once (something has happened), we can / Im going to ...

Freedom of Assembly in Hong Kong Essay Example | Topics and Well Written Essays - 4000 words

Freedom of Assembly in Hong Kong - Essay Example This research study examines the restrictions on the right to freedom of assembly in Hong Kong with particular emphasis on the ruling in Leung Kwok Hung and its importance to the rationale for restricting freedom of assembly. A comparative analysis is conducted with reference to Hong Kong’s case law and international jurisprudence relative to freedom of assembly. This study is therefore divided into two main parts. The first part of the paper will examine Hong Kong’s freedom of assembly regime and the second part of the paper will examine the international jurisprudence on freedom of assembly. Hong Kong’s Freedom of Assembly Law Overview The Sino-UK Joint Declaration of 1984 which provided for the transfer of Hong Kong to the People’s Republic of China (PRC or China) contained an undertaking to maintain the pre-existing fundamental human rights including freedom of assembly. China implemented the Basic Law 1997 which reflected its undertaking under the Joint Declaration of 1984 to maintain a one country, two system framework with respect to its sovereignty over Hong Kong. This meant that Hong Kong could continue to adhere to the laws in place at the time of the handover. Shortly after the handover of Hong Kong however, China reneged on some of its key guarantees under the Joint Declaration and among its broken promises, announced that there would be restrictions on a number of freedoms including freedom of assembly.... uding freedom of assembly.5 With the handover of Hong Kong in 1997, Hong Kong became a Special Administrative Region (SAR) of China.6 The SAR government amended and repealed parts of the Hong Kong Bill of Rights Ordinance (BORO) 1997, the Public Order Ordinance and the Societies Ordinance, laws that were previously introduced by the British government prior to the handover to China, in 1992 and 1995. The amended law provides that demonstrations comprised of at least 30 persons must first obtain police approval. Secondly the Public Order Ordinance and the Societies Ordinance stipulate that associations are required to register under the approval of the SAR government in order to obtain legal status. Moreover, national security is the broad basis upon which the police may refuse to permit an association or a demonstration.7 B. Current Law on Freedom of Assembly Essentially, the Basic Law 1997 as promulgated on behalf of the SAR retains for Hong Kong, the fundamental freedoms and rights existing in Hong Kong at the time of the handover to China. As a result the Basic Law and BORO provide the primary methods by which the executive and the legislature exercise their respective authorities. Likewise the two instruments also guarantee Hong Kong residents civil rights protection such as the freedom of association, of assemble, of procession, free speech, free press and freedom of demonstration.8 Freedom of Assembly is provided for in Article 17 of BORO and is characterized as Freedom of Peaceful Assembly. Article 17 provides that: The right of peaceful assembly shall be recognized. No restrictions may be placed on the exercise of this right other than those imposed in conformity with the law and which are necessary in a democratic society in the interests of national security