Film Analysis of Citizan Kane essays

Film Analysis of Citizan Kane essays Citizen Kane 1941, directed by Orson Welles, and composed by Bernard Herrmann, has been listed as one of the greatest films ever made. Although this was Bernard Herrmanns first film score, he definitely laid the cornerstone of greatness in this film of which his other works would soon join. A bit of noteworthy information that should be addressed about Bernard Herrmann is his scoring style in Citizen Kane, as aptly stated in Robert L. Carringers book, The Making of Citizen Kane. The classical Hollywood approach to film scoring during that time was represented in works by composers such as Max Steiner, Erich Wolfgang Korngold, and Miklos Rozsa. The main features they emphasized on was full symphonic scoring symbolic of late nineteenth century European romanticism, particularly Wagner, Mahler, Strauss, etc. What makes Bernard Herrmanns approach in Citizen Kane so special is his avoidance of using a full orchestra to score the music. He also employed unorthodox techniques such as smaller groupings of instruments that normally wouldnt be grouped together in an orchestra setting, which youll hear very frequently in the Leland flashback. His basic structure throughout the movie is a leitmotif. Only the opera sequences and the ending are scored for a full orchestra. The flashback from Citizen Kane I have decided to use is the Jed Leland flashback. The Jed Leland flashback gives the viewing audience a look at Charles Foster Kanes first wife Emily Norton and events leading up to the eventual marriage with Susan. The Jed Leland flashback begins with a close up shot of Mr. Thompson looking on at the Huntington Memorial Hospital tucked away underneath a large bridge. Right away as soon as the scene starts we are given a very strong but brief music score in the major. The tone stands out as the prominent feature, with the help of a lot of emphasis put on soft wind instrument i.e. flutes, clarinets etc. accom...

Before You Register for the MCAT

Before You Register for the MCAT    Sure, you want to register for the MCAT. Youre planning to attend medical school. Youve completed the necessary coursework to get you there, you have your recommendations all lined up and youre dreaming of your future career in the medical world. But, before you do all that, you need to take the MCAT and get a fabulous score. And before you can take the MCAT, you need to register. And before you register (are you seeing a pattern here?), you need to figure out a few things. Are you eligible to register? Do you have the proper identification? And if so, when should you test? Read the details about what you need to do before you register for the MCAT, so youre not scrambling when registration deadlines approach!  Ã‚  Ã‚  Ã‚  Ã‚   MCAT Registration FAQs Determine Your Eligibility Before you ever log into the AAMC website to register for the MCAT, youll need to figure out if youre even eligible to take the exam. Yes – there are people who will not be. If youre applying to a health professions school – allopathic, osteopathic, podiatric, and veterinary medicine – then youre eligible. Youll be required to sign a statement that indicates youre taking the MCAT only for the purpose of applying to medical school. There are some people who are interested in taking the MCAT who arent applying to medical school – test prep experts, professors, students who want to change medical schools, etc. – who can take it, but will need to obtain special permission to do so. If thats you, then youll need to send an email to mcataamc.org explaining your reasons for taking the test. Ordinarily, youll get a response within five business days. Secure Appropriate Identification Once youve determined that you may actually register for the MCAT, youll need to get your identification in order. Youll need these three identification items in order to register: An AAMC IDA user name connected to your IDA password You may already have an AAMC ID; youd need it to use any of the AAMC services like practice tests, MSAR database, Fee Assistance Program, etc. If you think you have an ID already, but you cant remember your login, then DO NOT create a new ID! This can botch the system and test score distribution! Call 202-828-0690 or email mcataamc.org if you need help with your current login. Be careful when entering your first and last names into the database. Your name must perfectly match your ID when you come into test. If you find out that youve mistyped your name, then youll need to change it in the system before the end of the Bronze Zone registration. After then, you wont be able to change your name, and you wont be able to test on your test date! Select The Best Test Dates The AAMC recommends that you take the MCAT in the same year you apply to medical school. If, for example, youre applying in 2018  for admittance to school in 2019, then youll need to take the exam in 2018. Most of the MCAT test dates and score release dates will give you sufficient time to meet application deadlines. Of course, every medical school is different, so to be absolutely sure you test with appropriate time to get scores to your first choice, check with the schools before you register for the MCAT. The AAMC also recommends that you dont take the MCAT for the first time in September because you may not have sufficient time to retest if your scores dont accurately reflect what you can do since the MCAT is not offered October – December. If youre thinking about testing more than once, take the exam early in the year from January – March, for instance. That way, youll have plenty of time for a retake if it comes to that. Register for the MCAT Are you ready to go? If so, click here to complete your MCAT registration today!

Leadership style Essay Example | Topics and Well Written Essays - 2500 words

Leadership style - Essay Example There are many leadership styles, and all have consequences on the organizational productivity. Some may lead to improved productivity while others lower the workers’ morale. This essay is a critique of the leadership styles of two leaders of X&Y Company. It also presents an assessment of the value of Hersey and Blanchard’s situational model as an explanation of their leadership behavior. It involves consideration of the Anglo context of Likert’s ideas and their generality to the professional group of Hickson and Pugh’s groups of societies. The production manager of X&Y company demonstrates bureaucratic leadership whereby all the organizational processes are carried out according to the laid out procedures, and every member of the organization’s staff understands his/her role in the process (Huczynski and Buchanan, 2007 p 36). None of them has a right to change any of the steps involved. Decision making process in the production department follows the conventional plan that was developed in 1999 when the organization was launched. No inventions have been adopted since that time. However, the department deals with processes involving high risks. Any action that deviates from the schedule may adversely affect the organization as a result of accidents that may result. Following particular procedures is therefore appropriate for this department. On the other hand, there is a tendency for dissatisfaction of the staff due to monotony and rigidity of leadership. The employees in this department complain of exhaustion and claim that the leader demoralizes them since they do not have a chance to raise decisions. There are no flexible practices such as off duties and shifts since the leader argues that every worker has experience and knowledge in the particular sections such as operating machinery, and dealing with the

Public Relations - Professionalism. Big Pitch Assessment Essay

Public Relations - Professionalism. Big Pitch Assessment - Essay Example However, the market condition is better than ever. The luxury consumer market has expanded and there is a great demand for private jet services not only in terms of lifestyle requirements but also for business needs (Okonkwo, 2007, pp.237). In addition, according to an industry study, the sharp uptick in charter jet demand was also brought about by an increase in holiday travel and the fleet optimization introduced by private jet companies (Avinode 2011). This latter development is supported by a report last year, which found that such optimizations (ex. one-way pricing, guaranteed access and lifestyle positioning) became industry innovations that have made charter look more attractive than ever (Wynbrandt 2012). Europe is also on the verge of recovery and executives such as Eric Connor of NetJets Europe are bullish about the future of the industry (Connor 2012). The business case for luxury travel was also reported by the New York Times when it found that many business travelers use chartered flights in order to skip the holes and delays of commercial air travel system (Sharkey 2012). Million Air with its fleet of four jets that can accommodate six passengers bound for London, Zurich, Jersey and Monaco would be able to establish a foothold in the European market. In a brief situational analysis, the following key issues were revealed: A European economic recovery is underway leading to an increase in chartered jet passenger demand in the region where Million Air operates in. Aside from the traditional clientele who looks for luxury and prestige in their travel, there is also the emergence of business travelers who require swift and efficient travel directly to their destination (Sharkey 2012 ) There are huge shifts in the industry brought about by technological changes as well as the increase in demand for innovative solutions to travelling needs. Million Air enjoys the premium quality of the brand, while the market has potential. On the other hand, it is a ne w company and competition could threaten its viability. PR STRATEGY The following are the PR plan objectives: 1. To position the company as a high profile leisure based private jet service; 2. To create brand awareness within at least 50% of our target audience prior to the launch on the January 2013; and, 3. To help increase the company bookings by 20% by September 2013. The proposed PR strategy will span one year and would aggressively push for pre-launch awareness-building, an integrated communications strategy that will support the launching activities and, follow up PR activities to further augment and sustain the momentum garnered. At the core of this strategy is a set of high profile activities to be staged in Million Air’s destination cities: London, Zurich and Monaco. GENIUS IDEA The campaign slogan is "accessible luxury". The plan focuses on the implication of premium experience at the same time will evoke concepts like efficiency and practicality. It is not about p itching luxury at a tampered cost since the market understands how quality can never come cheap. Instead, the campaign will go back to the fundamentals behind the business: why clients turn to private jets in the first place. The luxury narrative will be complemented by consistent messages about being available, being timely, being fast, among other concepts that communicate how

English Speaking Proficiency of Ip Student in the University of Mindanao Essay Example for Free

English Speaking Proficiency of Ip Student in the University of Mindanao Essay Research Design This research was designed using qualitative way of gathering information such as opinion, ideas, and knowledge of every respondent. The researchers preferred to use an interview guide for the participant within the campus of the University of Mindanao. The method was design and suited to facilitate the respondents of giving their answer that will be helpful on pushing down the information needed to this study to attain. The goal of their research and answer the question stated in chapter 1. The researchers used this kind of method because it was a fact-finding study with fully sufficient and accurate interpretations of the findings. The researchers also believed that this was the most suitable method to use. Research Subjects In order to accumulate information such as opinion, ideas, and knowledge, the researchers preferred the research subjects of this study are the two (2) respondents coming from the students of the University of Mindanao. There were 2 researchers subjects who were interviewed for this study. Respondents one (1) is a 19 years old coming from the Island City of Samal, singe, and presently pursuing the degree of Education major in English. She is one of the Indigenous Student in the University of Mindanao as one of the privilege scholar in the said institution. She belongs to the Uvo Manuvu tribe. Subject/respondents two (2) is also an Indigenous student in the University of Mindanao, she’s proud to represent her tribe as Ata. She is 20 years-old, taking up Bachelor of Secondary of Education major in English as one of the Government scholar in the said institution. She was crowned as â€Å"Hiyas ng Kadayawan† way back 2010. The two (2) respondents was driven down to the list ing of all courses and year level in the university to prevent biases. For purpose of confidentiality, the names of respondents are kept. Letter for memo CHOCOLATE HEAVEN EMPORIUM MEMORANDUM TO: All Staff FROM: Management T.C. DATE: November 9th, 20 SUBJECT: STAFF CHRISTMAS PARTY Its that time of year again. As you all know, Christmas is our busiest season of the year. Every year it is a struggle for management and supervisors to find the time and energy to organize a staff Christmas party. This year, we have decided to postpone the Christmas party until after our busy season. Party Details * Date: Second or third Saturday in January (T.B.A) * Theme: Beach * Food: Caribbean * Special events: Karaoke and belly dancing We apologize that the celebration will have to wait until the new year, but we guarantee that it will be worth the wait. Anyone interested in volunteering to help out with the event is encouraged to call Lucy, our events coordinator. Lucys cell phone number is 222-3098. Please contact Lucy outside of business hours regarding this matter. Thank you. T.C. Cover Letter for Trainer Peggy Wesson 54 Pinehurst Street, Apt. 4 San Francisco, CA 12345 123-555-1234 [emailprotected] March 30, 20xx Ms. Carol Pilsner Director of Human Resources Do-Right Weavers 250 Bradonton Road South San Francisco, CA 12345 Dear Ms. Pilsner, Thank you for spending time on the phone with me this afternoon. I am definitely enthusiastic about applying for the position of trainer. Im willing to do the required coursework on my own. In two months I can complete: * The Train the Trainer program at UC Berkeley Extension * John Capers Training Certification Is your schedule free for an interview soon? Ill call you to see when we can meet. Again, thank you for encouraging me to take advantage of this career opportunity. Sincerely, Peggy Wesson Enclosure: resume

The Irish Potato Famine and The Holocaust in Literature Essay -- Liter

The Irish Potato Famine and The Holocaust in Literature Writers often use literature as a means of communicating traumatic events that occur in history, and such events are recorded by first-hand accounts as well as remembered by people far removed from the situation. Two traumatic events in history that are readily found in literature are The Irish Potato Famine and The Holocaust. A literary medium that has been used quite poignantly to convey trauma is poetry and the poetry from these two historical traumatic events is not difficult to find. Some wrote poetry to maintain their sanity as they experienced the traumatic event while others wrote after-the-fact as an outlet for emotional pain. Some wrote in remembrance of what they had lived through and so that others in succeeding generations could fathom even a glimpse of their traumatic experience. Another group of writers, far removed from the events, felt they had some light to shed on the subject. These people may be from a background similar to the victims or very learned on the matter surrounding it. A reader may wonder why poetry is such a viable option for conveying the trauma of so many people. Hilda Schiff writes, â€Å"the contemporaneous literature of any period of history is not only an integral part of that period, but it also allows us to understand historical events and experiences better than the bare facts alone can do because they enable us to absorb them inwardly† (xiv). The facts are raw and bare, like a skeleton. The literature and poetry add the skin and features to the bones to make the people and images they represent more realistic. Historians hope that by teaching younger generations about historical mistakes of the past, the knowledge will... ... ed. The Last Lullaby, Poetry from the Holocaust. Syracuse University Press, 1998. Miller, Alice. For Your Own Good: Hidden Cruelty in Child-rearing and the Roots Of Violence. Farrar, Straus, Giroux, 1983: 197. Morash, Christopher. Writing the Irish Famine. Clarendon Press, 1995. Parmet, Harriet L. The Terror of Our Days. Lehigh University Press, 2001. Reznikoff, Charles. from â€Å"Holocaust.† Holocaust Poetry. Ed. Hilda Schiff. St. Martin’s Press, 1995: 78-80. Sachs, Nelly. â€Å"A Dead Child Speaks.† Holocaust Poetry. Ed. Hilda Schiff. St. Martin’s Press, 1995: 67. Schiff, Hilda ed. Holocaust Poetry. St. Martin’s Press, 1995. Tal, Kali. Words of Hurt: Reading the Literatures of Trauma. Cambridge University Press, 1986. Wiesel, Elie. â€Å"Never Shall I Forget.† Holocaust Poetry. Ed. Hilda Schiff. St.Martin’s Press, 1995: 42.

Coordinated School Health Programs Essay

1.Identify the eight components of a coordinated school health program. The eight components of coordinated school health consist of the following services: 1. Health education is taught to K-12 students on ways to make healthy decisions through health literacy. 2. Physical education is a sequential K-12 curriculum that provides cognitive content and learning experiences in a variety of activity areas. 3. Health services are designed to ensure access or referral to primary health care services or both. 4. Nutrition services should provide access to a variety of nutritious and appealing meals that accommodate the health and nutrition needs of all students. 5. Counseling, psychological, and social services is provided to improve students’ mental, emotional, and social health and includes individual and group assessments, interventions, and referrals. 6. Healthy and safe school environment includes the physical and aesthetic surroundings and the psychosocial climate and culture of the school. 7. Health promotion for staff can provide opportunities fo r school staff members to improve their health status through activities such as health assessments, health education, and health-related fitness activities. 8. Family and community involvement is the combination of school, parent, and community that enriches the health and well-being of students. 2.SCHOOL/DISTRICT-BASED STUDENTS: Identify the components of a CSHP that are functional in your school and/or district. Briefly explain if, or how, these components coordinate their programs and activities. Not applicable. NON-SCHOOL-BASED STUDENTS: In your current or future position, describe how you could support a district’s or school’s CSHP. The United States Department of Education indicates the effects of bullying can have a lifelong negative impact on the lives of youths. Besides bullying being one of the number causes of death among youths, especially boys, it increases the chance of academic failure, health problems (e.g., mental and physical), low self-esteem, and increases the inability to connect socially with others, especially peers. In my future position as an educator, I would be supportive and proactive in a CSPH that is aimed at preventing bullying because nowadays, it is crucial that schools provide a safer school and community environment that also prevent teen suicide, decrease school failure, and the drop-out rates. I would create ways for students to be creative in their personal and academics efforts that would build positive social interactions through attributes that includes respect, tolerance, and self-discipline. Most importantly, I would be diligent in my efforts on teaching students how to list en and solve problems in positive ways, by providing them with the tools, such as referrals to prevention programs, counseling or psychologists to aid them and prevent negative outcomes on them physically and educationally. 3.In this age of academic accountability in public schools, CSHPs need to demonstrate a positive impact on academic achievement in order to receive maximum support. Briefly summarize the research that supports this position and describe improvements most needed in CSHPs. Academic achievement and success of youths is linked to their health. According to research from the Center for Disease and Control (CDC) school health programs reduces the frequency of health risk behaviors among young people, and good health has shown to have a positive effect on academic performance. The CDC provides ways in which CSHPs can maximize their support to improve the well-being of young people through educating them on their health. The CDC analyzes research findings to develop guidelines and strategies for CSHPs program to address health risk behaviors among students by creating tools to help schools implement certain guidelines through four overlapping interdependent goals. Through resources and concurrent coordinated approach from education, health, and social service agencies, the goals of CSHPs must includes ways to increase health knowledge, attitudes, and skills, which has to increase positive health behaviors and health outcomes among youths, and ultimately, the results must have a positive impact on young people that improves their educational and social outcomes.

British Literature of Victorian Era

Industrialism during the Victorian Period serves as the new beginning of the age. From a conservative era, industrialism played a significant role to the modernity and liberty of the period from the past civilizations; this transformation does not only affect the social, economic, and political aspects of the period but also its literature. Many writers, authors, and poets emerged during the industrialism that brought new light and path to the beginning and renovation of Victorian Period.Industrialism affects the Victorian Poetry as well as the novels of the era. Through poetry, the poets are capable in describing the lives and situations of the people in longer verses. Within the concept of Romantic poetry, industrialism develops a deeper perspective as it contains social change. Therefore, it can be said that industrialism opens the door of power and alteration to the traditional construction of literature specifically the Victorian Poetry. Matthew Armold is one of the most popular poets during the Victorian Period.His works described the transformation of European lifestyle from Romanticism to Industrialism. However, the concept of industrialism in Arnold’s poetry can be seen within the context of romantic drama. Some of these are â€Å"The Buried Life†, â€Å"Dover Beach†, and â€Å"The Scholar Gypsy. † Arnold’s â€Å"The Buried Life† is about the situations of the whole society. The narrator of the poem discusses the difference between men and women’s identity during the period where women are already part of the society.Women have better opportunities and status through the existence of different laws and policies imposed by the system. â€Å"I knew the mass of men conceal'd / Their thoughts, for fear that if reveal'd / They would by other men be met / With blank indifference, or with blame reproved; / I knew they lived and moved / Trick'd in disguises, alien to the rest / Of men, and alien to themselvesâ €“and yet / The same heart beats in every human breast! (Arnold, 16-23)† the poem describes hope for new beginning.The emotions within the poem show happiness with sort of questioning the new trend of the society. The construction of the poem is in the context of Romanticism but as the reader understands the point of the narrator, it will be seen that the poem symbolizes change that opens various transition from the conservative formation of the society to the liberal context. The basic example is the concept of ‘breast’ that shows different meanings and essence.Throughout the poem – whether a part of woman’s body, a depiction of femininity, womanhood, or motherhood, and also a descriptive word to described the transformation of woman’s status into the society. On the other way around, the â€Å"Dover Beach† described the flow of social change – like the sea, there is no assurance where it goes but it will take the calmness o f life while enduring the pain of thunderstorms and winds. The narrator shows the religious side of the poem where there is a concept of faith and destiny.The attack of the author within his poem is simple but spontaneous to the acquisition of knowledge from the environment and religion. â€Å"So various, so beautiful, so new, / Hath really neither joy, nor love, nor light, / Nor certitude, nor peace, nor help for pain; / And we are here as on a darkling plain / Swept with confused alarms of struggle and flight, / Where ignorant armies clash by night (Arnold, 32-37). † It also shows how religion transformed in a significant basis where it has its own way of defining the word ‘faith;’ through the discussion of radical journey of the narrator and his society.In the poem, the narrator discusses how happy he is to obtain new form of living. Though it is different from the common good, it gives new light to conquer the upcoming circumstances of life. Like â€Å"The B uried Life,† the â€Å"Dover Beach† is also constructed in romantic idea where there is love, happiness, and traditional style of passion but Arnold created the poem not to discuss its romantic essence because he wants to convey the impact of industrialism to the whole society of Victorian Period.The point of view of the poem is based on the concept of transition from one angle to another and also the emotions of the public towards it. The â€Å"Scholar Gypsy,† is about the new age of ideas and knowledge of the Victorian Peiord. The narrator discusses the new way of acquiring learning from the new formed society. Because industrialism demonstrates several changes like the English class structure, the poem discusses the manifestations of these changes to the academic institutions and the system as a whole.The poem literally described the life of a man who lived in a country side. In the beginning, his life is the usual depiction of human life – happy and co ntented in his simple being. However, he could not accept the social transformation that emerged in his environment and led him to escape from modernity to hide from the corners of the forest and live alone. He is not prepared with the transition that is why he could not learn the new idea of alteration from conservative to liberal society. â€Å"And then they land, and thou art seen no more./ Maidens who from the distant hamlets come / To dance around the Fyfield elm in May, / Oft through the darkening fields have seen thee roam, / Or cross a stile into the public way (Arnold, 80-85). † The poem discusses the new life of Victorian period in general. It shows how women work, how men live, how the system evolves, and how the society changed. This is a general viewing of the whole renovation where there are new policies and laws that will protect both men and women. Women could dance for joy while men became busier with their lives and careers.As a conclusion, the three poems h ave different attacks and perspectives on the issue of industrialism during the Victorian Period. Matthew Arnold described the different angles on how men and women of the society accepted the new lifestyle of the era. Some became happy but some also disappeared because of this renovation. In the beginning of industrialism, the Victorian Period made a success because of the different changes happened and nurtured the whole society but as it went through its end, these changes benefited some but not everyone in this period.The three poems showed how the industrialism affects the people or the whole nation. Through these verses, we could be able to understand what the people had experienced during those times. Works Cited Arnold, Matthew. â€Å"Scholar-Gipsy. † Bartleby. com 17 November 2008. http://www. bartleby. com/101/751. html Arnold, Matthew. â€Å"Dover Beach. † 17 November 2008. http://www. victorianweb. org/authors/arnold/writings/doverbeach. html Arnold, Matthe w. â€Å"The Buried Life. † 17 November 2008. http://www. victorianweb. org/authors/arnold/writings/buriedlife. html

Chemical and biological agents Essay Example

Chemical and biological agents Essay Example Chemical and biological agents Paper Chemical and biological agents Paper Chemical weapons known as Nerve Agents were discovered accidentally by German Scientist Gerhard Schrader in 1936. Shcrader was working on developing a chemical to fight insects (insecticides), on his success he sprayed a dilute solution of what is now known as the Tabun Nerve Agent on a group of insects. However, a short time later he developed side effects related to vision and breathing that lasted three weeks. And so the discovery, although Chemical Agents such as chlorine and phosgene gas were first used during the First World War in trench warfare their lethality did not compare to that of nerve agents. Nerve Agents work by unbalancing the Nervous system and thus paralyzing the subjects muscles and arresting the respiratory (Breathing) system causing death. Chemical weapons use the toxic properties of chemical substances rather than their explosive properties to produce physical or physiological effects on an enemy. Chemical weapons are illegal, immoral and handy. Right? Got a gas mask? Lets sniff out the grisly story of chemical weaponry. The first big user of chemical weapons was Germany, which released chlorine gas at Ypres, Belgium in 1915. Chlorine killed or maimed its victims by burning the lungs; it also caused panic among soldiers who were totally unprepared for gas war. Before the so-called Great War ended in 1918, France and Great Britain had retaliated, and the industrial powers were also using phosgene gas and mustard gas: Mustard gas (actually a liquid) was introduced by the Germans in 1917. It burns and destroys the skin, eyes and lungs. Biological Weapons are a lot more difficult to trace in history. During the ancient siege of a city a disease infected carcas would be thrown into the city to cause the infection to spread throughout the population. Due to the cold war research into BWs was intensified leading to the further development of toxins generated by bacteria (such as the botulin toxin). Biological Agents work by several ways, either by infecting the human body with disease or unbalancing the bodys system as with toxins. A biological agent is an infectious disease, or toxin that can be used in bioterrorism or biological warfare. There are more than 1200 different kinds of biological agents. Biological agents include prions, microorganisms (viruses, bacteria and fungi) and some unicellular and multicellular eukaryotes (for example parasites) and their associated toxins. They have the ability to adversely affect human health in a variety of ways, ranging from allergic reactions that are usually relatively mild, to serious medical conditions, even death. These organisms are ubiquitous in the natural environment; they are found in water, soil, plants, and animals. Because many biological agents reproduce rapidly and require minimal resources for preservation, they are a potential danger in a wide variety of occupational settings. Examples of biological agents are anthrax, avian influenza, botulism, foodborne illness, hantavirus, Legionnaires disease, molds and fungi, pneumonic plague, smallpox, tularemia, and viral hemorrhagic fevers (VHFs). Ways to protect against these agents Chemical weapons can gain entry to the body through contact, inhalation or ingestion. Similarly Biological Weapons designed for effective dispersion. To protect against such weaponry the body will have to be totally isolated from the substance and a filter established for breathing. This is what an NBC suit does (Nuclear Biological Chemical). These suits can be reused repeatedly or come in the disposable form. In addition there is always the chance of exposure even with a suit so protective medication is required; For CW an injection of Atropine along with an inhibitor related to the nervous system is required (such as Contrathion), in combination these two chemicals work against the loss of balance in the nervous system caused by the CW. BWs are more complicated as a vaccine is required to protect against the effect of the BW disease or the use of a powerful antibiotic to help fight the infection (such as DoxyCycline). Coupled together the NBC suits, medication and early warning devices help protect against the threat of CW and BW. Examples of CWs : Sarin Sarin, chemical name Isopropyl Methyl Phosphonoflouridate can be synthesized in a good chemical laboratory, it is a thin oily liquid clear to amber in color and odourless. The fatal inhalation dosage is 10 milligrams. Death can occur to the target in 1 to 10 minutes with indications of dim vision, runny nose, tightness in the chest, nausea, diarrhea, coma and respiratory failure. Sarin used to be the standard nerve agent used by the United States. It was invented by Gerhard Schrader during World War 2. The main trouble with using Sarin is that it is very volatile so tends to evaporate from the target area before its full effect can take place. Examples of CWs : VX Gas. VX, chemical name S-(2-DiisopropylAminoEthyl)-0-EthylMethylphonothiolate can be synthesized in a good chemical laboratory, it is a heavy oily liquid like motor oil clear in color and odourless. The fatal inhalation dosage is 10 milligrams, Death occurs to the target in 10 minutes with indications of dim vision, runny nose, tightness of chest, sweating, muscular twitching, nausea, vomiting, weakness and coma. VX was discovered out of insecticide research done in Britain. VX has a high vapor pressure in contrast with Sarin therefore it is very persistent on the target (it will not evaporate easily). This factor gives VX a very lethal skin contact dosage of 2 milligrams as compared to Sarins 10 milligrams. Examples of BWs : Anthrax Anthrax (Bacillus Anthracis) was discovered in the mid 19th century. It is thought to be behind the death of many people in medieval europe and ancient Egypt. The Japanese first looked into the use of anthrax as a military weapon in 1930. It is considered as the perfect biological weapon because of the fact that it is extremely persistent. It will contaminate the area of a natural target for years before it can be cleaned up. Once exposed it is fatal to 100% of all exposures and will lead to death in 3 to 7 days. Although it is not contageous several different types exist; Anthrax can be lethal when inhaled but other types exist that are activated on contact with the skin. Anthrax has received a lot of coverage in the news recently due to the Anthrax Letters which were posted to the U. S. after the September 11 incident. Examples of BWs : Botulin Toxin Botulin is an exception to the rule of Biological Weapons. The Bacteria Clostridia Botulinum produces the Botulin Toxin as a by product. The fatal dose of the Botulin Toxin is 1 microgram, thats one millionth of a gram in weight. Theoretically speaking, 1 gram of this toxin is enough to kill 1 million people making it the second best poison in the world. A lot of coverage of this weapon has been attributed to food poisoning, therefore it is not expected to be used as a weapon. Small quantities of Botulin Toxin can be created rather easily with basic Biological principles Careful advance planning is essential if a Member State or other country is adequately to manage the threat or the consequences of deliberate releases of biological or chemical agents. A central consideration in such preparedness planning is that it is neither possible nor necessary to prepare specifically for attack by all possible biological and chemical agents. If a country is seeking to increase its preparedness to counter the effects of biological and chemical attacks, the targeting of its preparation and training on a limited but well chosen group of agents will provide the necessary capability to deal with a far wider range of possibilities. Knowledge of the general properties of this representative group of agents will enable certain measures to be taken against virtually any other agent. In addition to being impractical from a preparedness perspective, long and exhaustive lists of agents also give a misleading impression of the extent of possible threats. The representative group of agents Biological and chemical weapons have been described as the â€Å"poor man’s atom bomb†, but this conveys a misleading impression of their ease of production and their utility. It is not enough for biological and chemical agents to be highly infective or highly toxic. In order to be selected for weaponization, a candidate agent should have characteristics that is capable of countervailing the technical limitations that would otherwise render the weapon carrying the agent unattractive to users, such as the technical limitations. So the agent will need to be stable enough to resist degradation during handling and storage, and during the energy-transfer processes that will, in most scenarios, be involved in disseminating it on its target. Once disseminated, the agent must be capable of establishing field dosages that are infective or toxic over a predictable area. It must also be relatively easy to produce from readily available precursor compounds or from naturally occurring or genetically modified microorganisms. Once produced and, depending on the agent, further processed and formulated, it must be filled into munitions or dissemination devices, or held ready for such filling, and be storable without undue risk to its possessor. If an agent is insufficiently stable in storage, certain expedients are available, such as, in the case of some chemicals, the use of â€Å"binary† munitions that are uploaded, not with toxic agent, but with separate containers of precursors, these being adapted to mix and generate the agent either just before or during weapon launch. For biological agents, a â€Å"warm† production base rather than a large stockpile has been relied upon in past offensive military programmed. While many thousands of toxic chemicals and hundreds of pathogenic microorganisms have been investigated for their potential utility as military weapons, relatively few have been found capable of meeting military requirements of the kind just specified, and fewer still have found their way into weapons and actually been used. The task facing public health authorities of identifying a representative group of agents against which to prepare might therefore be thought relatively straightforward. However, the deliberate agent releases against which public health authorities would need to prepare might include attacks by non-state entities whose agent-selection principles could differ from the military ones. For example, accessibility, not overall aggressiveness and stability in storage, might be the dominant criterion in their choice of agent. Also, the types of impact sought could differ from those that direct military operations. In other words, the rank order in which public health authorities assess the different agent threats, e. g. reference (1), may not be the same as that of military authorities. In the present study, the representative group has been compiled by applying a progressively sharper focus to possible agents of concern: firstly, the broad treaty definitions of biological and chemical weapons; secondly, the lists of agents that have been negotiated to facilitate treaty implementation, or, in the case of the BWC, proposed therefore; thirdly, such authoritative information as is publicly available about which agents have been weaponized or stockpiled in recent times; fourthly, agents known to have been used as weapons; and finally, considerations regarding non-state entities. Effects of Biological and Chemical weapons to an individual Remote though the possibility of a terrorist-authored chemical or biological incident in an American community may be, we must prepare for one. The agents are too easy to acquire or manufacture and too easy to disperse for us to ignore that possibility. Even the relatively more likely hoax or attack with an agent of low concentration that is ineffectively delivered will still generate mass casualties that will threaten civil order and inundate community medical facilities. The creation of this chaos is as much within the grasp of a lone, skilled, and determined person with his or her own warped agenda as it is of state-sponsored terrorists. Many, perhaps most, persons involved in such an incident will exhibit fear, anxiety, or more serious disorders of mood, behavior, or cognition, especially if the perceived threat is a biological weapon that can spread silently from person to person. Local psychiatrists have a multifaceted role in their communities disaster response plans. That role includes immediate treatment of individual patients and groups of patients who are experiencing the psychological impact of a mass disaster, organizing and managing the delivery of mental health care by others to the community, and assisting local medical facilities and community leaders in the control of widespread anxiety, fear, and perhaps even panic. Should the weapon agent produce mental status changes that overlap those of psychiatric disorders, the psychiatrists carefully done mental status examination may be crucial to triage and the prompt delivery of medical treatment to those who need it. Beyond the immediate crisis, any chemical or biological incident will likely produce delayed and chronic psychiatric disorders, as psychological effects of the disaster or as sequelae of the pharmacology of the agent itself. In the absence of experience, confidence in handling this crisis will come from training and solid planning. World Medical Association Declaration on Chemical and Biological Weapons The World Medical Association draws the attention of the medical profession throughout the world to the dangers presented by chemical and biological weapons. Among other, more obvious, dangers, it should be noted: a. The use of such weapons would have a devastating effect on civilian populations in addition to military personnel, and not only in the target area but also in distant places, perhaps beyond the national boundaries of the combatants. b. The effects of exposure to chemical and biological weapons present a continuing threat to the health of human beings on a long term basis, possibly causing illness, injury, disease and defects in the population over a long period of time. c. The effects of exposure to chemical and biological weapons may also result in permanent, complex and unpredictable changes in the natural environment, including animals, plant life and water supply, thus destroying the food source of human beings and resulting in extensive morbidity. d. Existing health care services, technology and manpower may be helpless to relieve the suffering caused by exposure to chemical and biological weapons. The World Medical Association Declaration of Geneva asks physicians to consecrate their lives to the service of humanity, to pledge that the health of the patient will be the physicians first consideration, and that the physician will not used medical knowledge contrary to the laws of humanity. The World Medical Association Declaration of Helsinki states that it is the mission of the physician to safeguard the health of the people. The physicians knowledge and conscience are dedicated to the fulfillment of this mission. The World Medical Association Declaration of Tokyo begins with the following statement: It is the privilege of the medical doctor to practice medicine in the service of humanity, to preserve and restore bodily and mental health without distinction as to persons, to comfort and ease the suffering of his or her patients. The utmost respect for human life is to be maintained even under threat, and no use made of any medical knowledge contrary to the laws of humanity. Therefore, the World Medical Association considers that it would be unethical for the physician, whose mission is to provide health care, to participate in the research and development of chemical and biological weapons, and to use his or her personal and scientific knowledge in the conception and manufacture of such weapons. Furthermore, the World Medical Association: 1. Condemns the development and use of chemical and biological weapons. 2. Asks all governments to refrain from the development and use of chemical and biological weapons. 3. Asks all National Medical Associations to join WMA in actively supporting this Declaration. REFERENCES: wma. net/e/policy/b2. htm www. who. int/csr/delibepidemics/en/chapter3. pdf http://whyfiles. org/025chem_weap/index. html http://ajp. psychiatryonline. org/cgi/content/full/156/10/1500#SEC6

Spanish Verbs Meaning To Become

Spanish Verbs Meaning To Become Spanish has no single verb that you can use to translate to become. Your choice of verb typically will depend on the nature of change that occurs, such as whether its sudden or involuntary. Spanish also has a multitude of verbs that are used for specific types of change - for example, enloquecer often means to become crazy and deprimirse means to become depressed. Llegar a ser Llegar a ser typically refers to change over a long period of time, often with effort. It is often translated as to eventually become. Andrea Montenegro llegà ³ a ser considerada una de las modelos ms populares del paà ­s. (Andrea Montenegro came to be considered one of the countrys most popular models.)Es inevitable que todos lleguemos a ser ancianos. (Its inevitable that all of us will become old.)No creo que llegue a ser un problema. (I dont believe itll become a problem.)Lo ms importante para que un nià ±o llegue a ser bilingà ¼e es hacer que su desarrollo del lenguaje sea una experiencia agradable y positiva. (The most important thing for a child in becoming bilingual is making language development a pleasant and positive experience.) Ponerse The reflexive form of the common verb poner, ponerse, is often used to refer to a change in emotion or mood, especially when the change is sudden or temporary. It can also be used to refer to changes in physical appearance and many other traits and can apply to inanimate objects as well as persons. Cuando llegà ³ Antonio, su madre se puso feliz de tenerlo en casa. (When Antonio arrived, his mother became very happy to have him at home.)En aquel dà ­a me puse enfermo. (On that day I became sick.)Cuando el cielo se pone oscuro las mariposas dejan de volar. (When the sky becomes dark the butterflies quit flying.)No nos pongamos tristes. Se va a un lugar mejor. (Lets not become sad. Hes going away to a better place.) Hacerse Another reflexive verb, hacerse, usually refers to deliberate or voluntary changes. It often refers to a change in identity or affiliation. Admite que se hizo escritor por desesperacià ³n. (He admits that he became a writer out of desperation.) ¿Cà ³mo me hago miembro de Mensa? (How can I become a member of Mensa?)Vamos a hacernos millonarios. (Were going to become millionaires.)Mi padre nunca fue muy religioso, pero sà © que se hizo ateo aquel dà ­a trgico. (My father was never very religious, but I know that he became an atheist on that dreadful day.) Convertirse en This verb phrase convertirse en typically means to change into or to turn into. It typically suggests a major change. Although less common, transformarse en can be used in much the same way. Es el dà ­a que me convertà ­ en mujer. (It is the day I became a woman.)Nos convertimos en lo que pensamos. (We become what we think.)Me convertà ­ en una persona mucho ms feliz. (I turned into a much happier person.)Nos transformamos en lo que queremos ser. (We turn ourselves into what we want to be.)En la metfora, la oruga se transforma en mariposa. (In the metaphor, the caterpillar becomes a butterfly.) Volverse Volverse typically suggests involuntary change and generally applies to people rather than inanimate objects. Los jugadores se volvieron locos. (The players went crazy.)Con el tiempo, me volvà ­ perezoso y terminà © escribiendo. (With time, I became lazy and ended up writing.)Es la paradoja del ahorro: Si todos ahorramos, nos volveremos pobres. (Its the paradox of savings: If we all save, we will become poor.) Pasar a ser This phrase pasar a ser suggests change that occurs in the course of events. It is often translated as to go on to be. Pasà © a ser subordinada de à ©l. (I came to be his subordinate.)Pasamos a ser nuestro peor enemigo. (We are becoming our own worst enemy.)Al mismo tiempo, Europa pasaba a ser el mayor inversor extranjero en Argentina y Chile. (At the same time, Europe came to be the biggest foreign investor in Argentina and Chile.) Reflexive Verbs and Changes in Emotion Many verbs that refer to having emotions can be used reflexively to refer to a person becoming someone with a particular emotional state. Reflexive verbs can refer to other kinds of changes as well: Me aburrà ­ de la monotonà ­a. (I got bored with the monotony.)El soldado se exasperà ³ por la incapacidad de decisià ³n de sus jefes de guerra. (The soldier became frustrated by the inability of the war chiefs to make a decision.)Me alegrà © al ver el hospital. (I became happy to see the hospital.)Casi se atragantà ³ cuando vio los noticieros. (She almost became choked up when she saw the news.) Nonreflexive Verbs Denoting Change Many reflexive verbs denote change or becoming, but so do a smaller number of nonreflexive verbs: Milton enrojecià ³ cuando la vio. (Milton turned red when he saw her.)Las ideas buenas escasearon. (Good ideas became scarce.)La situacià ³n empeorà ³ con rapidez. (The situation quickly became worse.) Key Takeaways Spanish uses a variety of verbs to translate to become, the choice depending on what is changing and the nature of the change.Most of Spanish verbs of becoming are in the reflexive form.Spanish verbs exist for some highly specific types of change, such as enrojecer, to become red.

Improving Transactional Processing in AIS with Internal Controls Essay

Improving Transactional Processing in AIS with Internal Controls - Essay Example Technology enhances the ability to capture, analyze, and simulate financial data with ease. This translates to accruement of benefits, such as saving costs, elimination of redundancies, and streamlining of activities. The chief objective of IAS in all cycles includes capturing and processing of data concerning business activities, storing and organizing data to aid in decision making, and providing controls, which maintain reliability of data and safeguarding of resources (Sajady, Dastgir & Nejad, 2008). The advancement of information technology has enabled companies to transform their accounting information systems into automated processes via use of computers, servers, and accounting software. Revenue cycle refers to recurring set of business activities and related information processing operations connected to the provision of goods and services to clients and collection of cash payments. The core AIS functions carried out in the revenue cycle include capturing and processing of data, storing and organization of the data for decision making, and provision of controls to safeguard resources (Hall, 2011). The four basic business activities prominent in the revenue cycle include sales order entry, shipping, billing, and cash collection. IT can improve efficiency and effectiveness by routing online orders expressly to the warehouses for picking and shipping. In addition, technological changes can be achieved via electronic data interchange (EDI), which links the company directly to clients and as well manage the customer’s inventory (Gelinas, Dull & Wheeler, 2012). A firm may also use email and instant messaging to notify sales staff of any price changes. Transaction technology such as point of sales systems (POS) can link customer master files to enable automatic updates to accounts receivable. In cash collections, the firm may adopt electronic funds