Website Review cio.com

The website structure of CIO has different sections. It has several links, which contains main sections and the subsections that are the backbone of the navigation system. They are carefully designed with few clicks to the main information – the main purpose of the website is to provide information for CIO’s and other IT professionals. The resources that cover related topics are grouped together, and it is easy to get back to the main page through side bars and home buttons.Advertising We will write a custom essay sample on Website Review: cio.com specifically for you for only $16.05 $11/page Learn More CIO site is visually good because the first impression of a website is what attracts customers and determines whether they will go to the next click. There is good use of colour combination because it contains few colours that are unified. The text is easy to read as it has a good font size with black text and a white background, and the tex t to other links is blue and underscored. The page is appealing because it has some few graphics with high quality photography. It is simple and not overloaded with many designs because many graphics affects the download speed. Additionally, the site is easy to use because it has valuable content, which is simple and well organized. Its loading speed is good and with minimal scroll. The menu items are few and placed on top of the page which makes it easy to navigate. The useful information include applications, careers, cloud computing, data center, security, and outsourcing, which are essential to any IT professional. The screen is comfortable to use because you do not have to scroll to the right or to the left and its quick to download. The webpage content such as news is interesting to read and to the point. The site contains templates and the contents in the website are related to the subject matter. The website is properly interwoven because there are few clicks to the next inf ormation from the index page and all the links are active. For instance, solution centers and events are the interesting links to follow because they provide current information and events in the IT field. Likewise, Cio.com has a search box that helps a visitor to find information of interest by writing on it and then clicking on the search button. Cio.com has slide shows that can be played on a play button with voice and images. The visitor is able to get the information when played on a media player. It has links to other sites like Twitter and Facebook where one can see updates or communicate with the organizations staff and resource centers such as customer support software. Contact details give the visitor information on how to contact the organization or specific persons in the organization.Advertising Looking for essay on business economics? Let's see if we can help you! Get your first paper with 15% OFF Learn More Also, the design of the website has an attract ive layout because the combination of colour contrasts well and the text is in good size for the readers. Its design is simple and professional and it is not overcrowded. The speed for gaining access to the website is good because there are few graphics. Moreover, the menu is displayed well using buttons and tabs that lead to other sections, which makes the search simple. Similarly, the website provides clear information about the company, its products and services. It enables a user to get news about a certain subject. It’s written in an informative way and has history about the company and its destination. It gives events, jobs available and solution centers. Therefore, having a good website means making a good sale compared to when the websites’ construction is poor. Nelson (2007) affirms that a good website promotes a company or organization and the best way to make sure that the website is good is looking at other sites and taking the best designs and any other im portant information. In essence, reviewing cio.com is related to the learning objectives because it provides knowledge on good website structure and design. Moreover, the audience is the key factor in the success of any website. Reference Bates, N. (2007). Simple Steps to Successful Websites. New York: Elsevier, Academic Press. This essay on Website Review: cio.com was written and submitted by user Lane Walton to help you with your own studies. You are free to use it for research and reference purposes in order to write your own paper; however, you must cite it accordingly. You can donate your paper here.

Ferdinand Foch - World War I - French Army

Ferdinand Foch - World War I - French Army Marshal Ferdinand Foch was a noted French commander during World War I. Having entered the French Army during the Franco-Prussian War, he remained in the service after the French defeat and was identified as one of the nations best military minds. With the beginning World War I, he played a key role in the First Battle of the Marne and soon rose to army command. Demonstrating an ability to work with the forces from other Allied nations, Foch proved an effective choice to serve as overall commander on the Western Front in March 1918. From this position he directed the defeat of the German Spring Offensives and the series of Allied offensives that ultimately led to the end of the conflict. Early Life Career Born October 2, 1851, at Tarbez, France, Ferdinand Foch was the son of a civil servant. After attending school locally, he entered the Jesuit College at St. Etienne. Resolving to seek a military career at an early age after being enthralled by stories of the Napoleonic Wars by his elder relatives, Foch enlisted in the French Army in 1870 during Franco-Prussian War. Following the French defeat the following year, he elected to remain in the service and began attending the Ècole Polytechnique. Completing his education three years later, he received a commission as a lieutenant in the 24th Artillery. Promoted to captain in 1885, Foch began taking classes at the Ècole Supà ©rieure de Guerre (War College). Graduating two years later, he proved to be one of the best military minds in his class. Fast Facts: Ferdinand Foch Rank: Marshal of FranceService: French ArmyBorn: October 2, 1851 in Tarbes, FranceDied: March 20, 1929 in Paris, FranceParents: Bertrand Jules Napolà ©on Foch and Sophie FochSpouse: Julie Anne Ursule Bienvenà ¼e (m. 1883)Children: Eugene Jules Germain Foch, Anne Marie Gabrielle Jeanne Fournier Foch, Marie Becourt, and Germain FochConflicts: Franco-Prussian War, World War IKnown For: Battle of the Frontiers, First Battle of the Marne, Battle of the Somme, Second Battle of the Marne, Meuse-Argonne Offensive Military Theorist After moving through various postings over the next decade, Foch was invited to return to the Ècole Supà ©rieure de Guerre as an instructor. In his lectures, he became one of the first to thoroughly analyze operations during the Napoleonic and Franco-Prussian Wars. Recognized as Frances most original military thinker of his generation, Foch was promoted to lieutenant colonel in 1898. His lectures were later published as On the Principles of War (1903) and On the Conduct of War (1904). Though his teachings advocated for well-developed offensives and attacks, they were later misinterpreted and used to support those who believed in the cult of the offensive during the early days of World War I. Foch remained at the college until 1900, when political machinations saw him forced to return to a line regiment. Promoted to colonel in 1903, Foch became chief of staff for V Corps two years later. In 1907, Foch was elevated to brigadier general and, after brief service with the General Staff of the War Ministry, returned to the Ècole Supà ©rieure de Guerre as commandant. Remaining at the school for four years, he received a promotion to major general in 1911 and lieutenant general two years later. This last promotion brought him command of XX Corps which was stationed at Nancy. Foch was in this post when World War I began in August 1914. Part of General Vicomte de Curià ¨res de Castelnaus Second Army, XX Corps took part in the Battle of the Frontiers. Performing well despite the French defeat, Foch was selected by the French Commander-in-Chief, General Joseph Joffre, to lead the newly-formed Ninth Army. The Marne Race to the Sea Assuming command, Foch moved his men into a gap between the Fourth and Fifth Armies. Taking part in the First Battle of the Marne, Fochs troops halted several German attacks. During the fighting, he famously reported, Hard pressed on my right. My center is yielding. Impossible to maneuver. Situation excellent. I attack. Counterattacking, Foch pushed the Germans back across the Marne and liberated Chà ¢lons on September 12. With the Germans establishing a new position behind the Aisne River, both sides began the Race to the Sea with the hope of turning the others flank. To aid in coordinating French actions during this phase of the war, Joffre named Foch Assistant Commander-in-Chief on October 4 with responsibility for overseeing the northern French armies and working with the British. Northern Army Group In this role, Foch directed French forces during the First Battle of Ypres later that month. For his efforts, he received an honorary knighthood from King George V. As fighting continued into 1915, he oversaw French efforts during the Artois Offensive that fall. A failure, it gained little ground in exchange for a large number of casualties. In July 1916, Foch commanded French troops during the Battle of the Somme. Severely criticized for the heavy losses sustained by French forces during the course of the battle, Foch was removed from command in December. Sent to Senlis, he was charged with leading a planning group. With the ascent of General Philippe Pà ©tain to Commander-in-Chief in May 1917, Foch was recalled and made Chief of the General Staff. Supreme Commander of the Allied Armies In the fall of 1917, Foch received orders for Italy to aid in re-establishing their lines in the wake of the Battle of Caporetto. The following March, the Germans unleashed the first of their Spring Offensives. With their forces being driven back, Allied leaders met at Doullens on March 26, 1918, and appointed Foch to coordinate the Allied defense. A subsequent meeting at Beauvais in early April saw Foch receive the power to oversee the strategic direction of the war effort. Finally, on April 14, he was named Supreme Commander of the Allied Armies. Halting the Spring Offensives in bitter fighting, Foch was able to defeat the Germans last thrust at the Second Battle of the Marne that summer. For his efforts, he was made a Marshal of France on August 6. With the Germans checked, Foch began planning for a series offensives against the spent enemy. Coordinating with Allied commanders such as Field Marshal Sir Douglas Haig and General John J. Pershing, he ordered as series of attacks which saw the Allies win clear victories at Amiens and St. Mihiel. In late September, Foch began operations against the Hindenburg Line as offensives began in Meuse-Argonne, Flanders, and Cambrai-St. Quentin. Forcing the Germans to retreat, these assaults ultimately shattered their resistance and led to Germany seeking an armistice. This was granted and the document was signed on Fochs train car in the Forest of Compià ¨gne on November 11. Postwar As peace negotiations moved forward at Versailles in early 1919, Foch argued extensively for the demilitarization and separation of the Rhineland from Germany, as he felt it offered an ideal springboard for future German attacks to the west. Angered by the final peace treaty, which he felt was a capitulation, he stated with great foresight that This is not peace. It is an armistice for 20 years. In the years immediately after the war, he offered assistance to the Poles during Great Poland Uprising and the 1920 Polish-Bolshevik War. In recognition, Foch was made a Marshal of Poland in 1923. As he had been made an honorary British Field Marshal in 1919, this distinction gave him the rank in three different countries. Fading in influence as the 1920s passed, Foch died on March 20, 1929 and was buried at Les Invalides in Paris.

Definition and Examples of Ideograms

Definition and Examples of Ideograms An ideogram is a graphic  picture or  symbol (such as or %) that represents a thing or an idea without expressing the sounds that form its name. Also called ideograph. The use of ideograms is called ideography. Some ideograms says Enn Otts, are  comprehensible only by prior knowledge of their convention; others convey their meaning through pictorial resemblance to a physical object, and therefore may also be described as pictograms, or pictographs (Decoding Theoryspeak,  2011). Ideograms are used in some writing systems, such as Chinese and Japanese.   EtymologyFrom the Greek, idea written Examples and Observations â€Å"[T]he picture [of a finger pointing] is an ideogram; it does not represent a sequence of sounds, but rather a concept that can be expressed in English in various ways: go that way or in this direction or over there or, combined with words or other ideograms, such notions as the stairs are to the right or pick up your luggage at that place. Ideograms are not necessarily pictures of objects; the arithmetic minus sign is an ideogram that depicts not an object but a concept that can be translated as minus or subtract the following from the preceding or negative.(C. M. Millward and Mary Hayes, A Biography of the English Language, 3rd ed. Wadsworth, 2012)The X IdeogramAs a modern ideogram, the diagonal  cross has a wide spectrum of meanings from confrontation, annulment, cancellation, over opposing forces, hindrances, obstruction, to unknown, undecided, unsettled.Here are a number of examples of the specific meanings of X in different systems: a crossbreed between different specie s, varieties or races (in botany and biology), takes (chess), printing error (printing), I/We cannot continue (ground-to-air emergency code), unknown number or multiply  (mathematics), unknown person (Mr. X), and road obstruction (military).The diagonal cross is sometimes used as a symbol for Christ, whose name in Greek begins with the Greek letter X. It also stands for the number 1,000 in ancient Greece, and even represented Chronos, the god of time, the planet Saturn and the god Saturn in Roman mythology.(Carl G. Liungman,  Thought Signs: The Semiotics of Symbols- Western Non-Pictorial Ideograms. IOS Press, 1995) Pictograms and IdeogramsThe difference between pictograms and ideograms is not always clear. Ideograms tend to be less direct representations, and one may have to learn what a particular ideogram means. Pictograms tend to be more literal. For example, the no parking symbol consisting of a black letter P inside a red circle with a slanting red line through it is an ideogram. It represents the idea of no parking abstractly. A no parking symbol showing an automobile being towed away is more literal, more like a pictogram.(Victoria Fromkin, Robert Rodman, and Nina Hyams, An Introduction to Language, 9th ed. Wadsworth, 2011)The Rebus PrincipleWhen an ideographic system proves too cumbersome and unwieldy, the rebus principle might be employed for greater efficiency. The rebus principle is an important element in the development of many modern-day writing systems because it is the link to representing the spoken language. Unlike pure ideograms, rebus symbols rely on how a language sounds an d are specific to a particular language. For example, if English used the symbol [graphic of an eye] for eye, that would be considered an ideogram. But if English also began to use it to represent the pronoun I or the affirmative aye, that would be an example of the rebus principle in action. In order to understand that [graphic of an eye] could mean the pronoun or the affirmative, one must also know English. You could not use that symbol to conjure up the comparable words in Spanish, for example. So, when you read 2 good 2 B 4 gotten, it is your knowledge of both English and the rebus principle that allows you to assign meaning to it.(Anita K. Barry, Linguistic Perspectives on Language and Education. Greenwood, 2002) Pronunciation: ID-eh-o-gram

Conflicts In The Island Of The Greater Tunb And Lesser Tunb& The Essay

Conflicts In The Island Of The Greater Tunb And Lesser Tunb& The Island Of Abo Mosa - Essay Example In more recent times, Abu Musa has been developed with the idea of oil exploration and plantations in mind. The soil is better here as is the availability of fresh water. These facts make Abu Musa important geographically even though it is farther from the Strait of Hormuz than the Tunb islands. The history of these islands is long but not very detailed until the modern era. The real reason they are mentioned at all in the histories of various nations surrounding the Persian Gulf is the fact that people have been arguing about their ownership for a very long time. Because Greater and lesser Tunb lie closest to the Persian coast of the Gulf, ownership by Persian and then Iran has always been claimed. The ownership of Abu Musa has been more disputed because by some measurements, it actually lies closer to the Arab shores of the Gulf than it does to the mainland of Iran. Before the arrival of European powers, various tribal chiefs and sultans had claimed all three islands. The arrival o f the British changed the dynamics of power in the Persian Gulf region. Both the British and the Russians worked hard to influence the government of Iran. The British sought to keep a balance of power on the northern shore of the Persian Gulf while they established a series of treaties that would hive the dominion over the southern, Arab shores. The emirates of the Arabian Peninsula signed treaties and letters of understanding with the British that essentially turned over mineral exploration and foreign policy decisions to the British. In 1902, the Iranian government agreed to offer as security for loans from Russia, the rights to control customs and taxation houses in Iran. The Russians outsourced this lucrative business to the Dutch. The British were furious over this development because it gave the upper hand to the Russians in the struggle for control of Iran. As a result the British, claiming to act in the interest of the Trucial States on the Arabian coast, forbade the constru ction of customs houses on Abu Musa and Greater Tunb. This was the first time the British insinuated in any way that the Arab emirates were in control of these islands and that they had the right to forbid the construction of the customs houses (Mehr, 1997). Over the next seventy years, there would be a constant stream of flag raisings and lowerings as various nations claimed Abu Musa, Lesser and Greater Tunb. The British held to their claim that the emirate of Sharjah owned Abu Musa and the emirate of Ras al-Khaimah owned Greater and Lesser Tunb. Iran held steadfast to their claims of ownership based on historical claims. Add to this tension familial claims of ownership that transferred from Iran to various Arab emirates and the exploration for oil by Americans, French and Dutch companies and you get the idea of how chaotic the claims surrounding these islands could be. In December of 1971, the various emirates of the Persian Gulf decided to organize into the United Arab Emirates. This new country, as part of its foundation, laid claims to all of the territory that the individual emirates had before unification. The British withdrew all of their forces upon independence. This included forces they had positioned on Abu Musa, Greater and Lesser Tunb. Just prior to independence, on November 30, 1971, Iranian marines invaded the three islands (Held, 1989).

Ebola Essay Example | Topics and Well Written Essays - 1000 words - 1

Ebola - Essay Example The four species that cause infections in humans include Zaire ebolavirus, Sudan ebolavirus, Tai Forest ebolavirus and Bundibugyo ebolavirus (CDC, n.d). On the other hand, Reston ebolavirus is known to bring about infections among nonhuman primates. Most of the virus species highlighted above are believed to exist in large numbers across several African states, a fact that has been corroborated by the high incidence of the disease in most West African countries. It is imperative to note that the virus was first discovered in 1976, near the Ebola River in the present day Democratic Republic of Congo. According to the CDC, virologists have not yet precisely identified the natural reservoir host of Ebola virus, nonetheless, evidence has overtime pointed towards the fact that the virus is animal borne, with bats being suggested as the most likely reservoir. Ebola is generally characterized by fever, severe headache, muscle pain, paleness and lethargy. Similarly, those infected by the virus suffer from unexplained bleeding, abdominal discomfort, nausea and diarrhea. According to the CDC, the symptoms highlighted always appear between two to twenty one days after exposure to the virus, with most of the affected patients likely to show signs of the disease after eight to ten days. Given that researchers have not been able to identify major reservoir host of Ebola virus, virologists have customarily found it challenging to pinpoint the start of Ebola outbreak. Nonetheless, it is believed that the patient zero normally gets into contact with an infected animal such as a bat and a primate or an infected fruit in an incidence termed as a spillover event. Patient to patient transmission normally follows once the virus has infected the patient zero and an outbreak can occur in case the situation is not controlled early enough (CDC, n.d). It is imperative to note that Ebola outbreaks are normally worse in some regions such as Africa when the virus affects primates, for

How to Make a Mask Essay Example for Free

How to Make a Mask Essay When it comes to the world of prop building, mask making, or prosthetics their are specific steps to follow. Otherwise if one were to mess up they can end up on the hospital due to chemical mixing. Now it’s not as dangerous as it sounds but its never good to inhale any type of fumes, don’t want to end up in the hospital. The first approach to build a mask or any type of make-up build is be cautious and aware. If you are not cautious and aware then as I said before you may end up in the hospital, with some sort of serious Illness. When working on a build always wear a mask, gloves, and an apron to protect your clothes. second step to mask making is the design know what you’re going to create. Come up with different concepts of one idea, so that you’ll have more than just one concept to work off of, as well as knowing or feeling which concept is the best. After the process of concepts, ideas and brainstorming work of the concept or in other words play with clay. Youre going to need to sculpt your concept on clay. Now it is doable with cheap clay such as Amacos: playn clay, air dry modeling clay. It’s not the best clay to use but it gets the job done. Although what I have heard from other sculptors and hobbiest that marblex or sculptey is better for sculpting. So when you have chosen what type of clay to use you then sculpt out your concept, taking out or adding in detail. After sculpting out your concept you will need you pierce to dry. Usually it takes about two to three days but its always best to at least wait for a week making sure that it is completely dry. Always check for cracks as well that is never good for your finally piece making sure that if you do see cracks fill them in with clay. After the piece has completely dried you will need to mold it. This is where a breathing mask definitely comes in handy. When it comes to molding their are many brands and ways to mold your clay piece, from liquid latex to silicone rubber. Personally I use Body Double Silicone Rubber. It last long and is always reusable if you want to make more of the same mold or cast. The more traditional way of molding is using Alginate but the thing about alginate is that it is only good for a one time use from then on it shrinks and deteriorates. All in all it is a matter of preference. With using body double as your mold, it is a two part mix so taking part A and part B mix the two together until you have the right consistency. Take a brush, dip it into the mix and dab/ brush the body double silicone onto your clay piece, until it is completely covered. After telling it dry for a while, not completely, you will need to make your mother mold. The mother mold is the mold that hold the outside of your first mold, it maintains the structure of the mold and sculpt. In order to do this you will need Plaster of Paris, power and goss based. Starting with the power based plaster. Put the plaster in a disposable bucket or bowl. How much you use will depend on the size of your sculpt. When measuring how how you need always add water first then the plaster, fill the bowl with plaster until you have a island in the middle of the water. Make sure to mix thoroughly breaking up any and all clumps of plaster. Mix until you have a constancy of cookie dough or pancake batter. Once you are at the right consistency slowly pour the plaster over the rubberized mold. Then with the plaster stips dip them in warm water and place it on top of your plaster mold, have at most three to five layers of plaster stips ontop of the plast mold. Once that is complete it will take up to a week (maybe more depending on the amount of plaster used) for it to dry. After it is completely dry the next step is to take the mold out so the cast can be made. Slowly remove the mold from the clay piece, prying from each side loosening and pulling away. Once you have removed you mold, you can cast it with fiberglass resin, plastic resin, epoxy, or silicone rubber etc. In other words you can filled it will whatever type of material you want to use. Whichever material you use you mature the right amount to put into your mold. Pour the liquid into the mold then using a sloshing technique you shlosh the liquid around in the mold covering all sides and details. You want to do this about three time depends on the type of material you are using, it can vary depending on the material. Once that is complete let it dry this process with take about two to three days. When it is completely dry remove the mask. First pry the body double rubber silicone off the plaster, then slowly peel the body double away until it is removed from the mask. Then it is complete you have your mask, where it to parties, halloween, or whatever the use maybe.

The Importance of Names in The Crucible by Arthur Miller Essay

The Importance of Names in The Crucible by Arthur Miller What is the importance of names? In this essay I will be trying to answer the question â€Å"What is the importance of names.† Based on the play – The Crucible. Briefly I will explain what happened in the play. In Salem village, Massachusetts, in 1692, which hysteria swept the area? Salem village was a puritan society, you either loved God and did no wrong or you lived with a blackened name. A group of young girls were found dancing naked in a forest. Two of the girls then fell unconscious for a few days. Some of the residents of Salem village said it was witchcraft, from then onwards madness struck in Salem village. Hundreds of people were arrested because they were said to have done work for the devil. The play then goes on to focus on two people named John and Elizabeth Proctor, who were accused and it shows how they reacted throughout the witch hysteria. To set the scene, Betty is aged ten. She was one of the girls that fell unconscious in the forest. Reverend Parris is her father and Abigail Williams is her cousin, they are both very upset about Betty. Abigail was also found in the forest with Betty. Parris is obviously upset and he starts to question Abigail. â€Å"Your name is entirely white, is it not.† he asks her, Abigail answers â€Å"There be no blush about my name.† Already names are being questioned whether they are white or black? When witchcraft was cried in Salem village, Massachusetts, Abi...

Global warming & world Essay

The debate on the cause and effects of global warming has remained a controversy across the political, economic, and academic fronts of the human population. Some opponents of the phenomenon claim that changes in the world climate have been in existence since time immemorial (Kluger). Proponents on the other side assert that mankind activities are to be blamed for the unpredictable climate changes experienced in the modern global community (Kluger). According to available scientific evidence, global warming is the gradual increase in temperatures of the earth’s atmosphere near its surface (Gore 2). Such have been closely attributed to emission of greenhouse gases particularly carbon dioxide into the atmosphere. Among the common cited effects of global warming is the evident reduction in mountain ice and glaciers reserves in the world polar region and high mountain peaks (Hudson). This has been blamed for the expansion or rise of sea water levels, a fact that threatens the submergence of low lying coastal islands across the globe (Hudson). Another effect of global warming is occurrence of unpredictable weather patters such as very strong winds and rain storms across the globe, as well as prolonged droughts (Gore 3). Global warming has also been established to be a driving force behind the spreading of diseases as well as cropping of new diseases in the world. This essay is written as a critical discussion on the causes and effects of global warming. Global warming is caused by a combination of natural and artificial causes. According to scientists, global warming is caused by increased concentration of greenhouse gases, such as Carbon Dioxide in the atmosphere. These gases trap heat reflected form the earth’s surface and concentrate it in the atmosphere, thus raising temperatures (Pierce 12). Shrinking of the ozone layer found on the stratosphere also contributed to global warming. Just to note, ozone layer is responsible for absorbing the ultraviolet radiations from the sun. Therefore, the shrinking of this layer leads to an increase in the amount of ultraviolet radiations reaching the surface of the earth, a factor that serves to increase the temperature of the earth (Gore 3). The shrinking of the ozone layer is caused by increased emission of greenhouse gases into the atmosphere. From scientific evidence, greenhouse gases in the atmosphere react with the oxygen, which makes the ozone layer, thus reducing its surface area. Some of the natural causes of global warming include decaying of dead matter and volcanic activities (Pierce 47). These two natural activities are closely attributed with production of carbon dioxide, water vapor, ozone, and methane, all of which are greenhouse gases into the atmosphere. It is worth noting that of the naturally occurring greenhouse gases, water vapor has the highest greenhouse effects (Pierce 49). Nevertheless, substantial research evidence has indicated that the effects of natural factors to global warming are negligible. This has been associated with the fact that prior to the intensification of industrialization practices by mankind, the problem of global warming was never felt in the world. Mankind has been blamed for causing global warming through his industrialization practices and other practices such as deforestation (Revkin). The most commonly cited greenhouse gas is carbon dioxide. According to available statistics, industries across the globe produce an estimated over 25 billion metric tons annually of carbon dioxide into the atmosphere. Such amounts are approximated to be more than 50 times the rate of carbon dioxide gas emission caused by natural sources. This high amounts of carbon dioxide emitted into the atmosphere by industries are attributed to the fact that the industrial sector is mainly powered by energy got from the burning of fossil fuels (Hudson). Still, the increased level of reduction in the world forest cover, which functions to get rid of carbon dioxide from the air, is found to aid in the high amounts of carbon dioxide gas released into the atmosphere (Gore 8). Another common greenhouse gas produced by mankind is methane. According to available statistical evidence, the production of methane has increased by about 150% since 1750s (Michaels 71). Other greenhouse gases produced by mankind activities are nitrous oxide, ozone, and chlorofluorocarbons. As an explanation, such gas are found to have a longer reaction cycle life span compared to the most common natural greenhouse gas, water vapor. This makes them more disastrous to the ozone layer. There are numerous effects of global warming. According to available research information, the temperature of the earth surface has increased by between 0. 13 and 0. 22  °C since 1975 (Gore 13). Global warming has led to evident reduction in the world polar and mountain ice and glacier reserves. True to the letter, the levels of ice cover in the world have significantly reduced (Gore 2). The Arctic shrinkage rate in the current time is identified as the highest since the history of mankind. This melting of ice and glacier reserves has led to the rise in sea water levels. Evidence from a recent research indicates that the increasing expanding of sea waters threatens the submerging of islands in the coastal regions (Kluger). Another effect of global warming is the constant flooding witnessed along the coastal region across the global (Michaels 67). Increased earth and ocean temperatures have resulted into increased rate of evaporation of water vapor from the seas into the atmosphere. Just to be appreciated is the fact that such water vapor condenses in the atmosphere to produce conventional type of rainfall along the coastal regions. Still, it is worth noting that due to the high temperatures caused by global warming the rate of water evaporation is quite high. Such is the reason for the common occurrence of flood rains in the coastal regions. Destructive wind and rain storms as well as heat waves are also effects of global warming (Gore 14). From scientific principles, wind is caused by expansion of air. Also, wind is responsible for the transferring of water favor from region to region, thus influencing rain patterns. The world has been marked with unpredictable and destructive winds. This has been closely attributed to the increase in the temperatures of the earth surface which result into expansion of air. It is these strong winds which transfer water vapor from region to region, a factor that compromises the predictability of weather patterns. A good example of this effect is the hurricane Katrina storm in America which killed numerous Americans and destroyed property worth billions on the southern region of the United States of America. Another example is the Greece heat waves which have resulted into lose of life and property (Revkin). These unpredictable climate conditions are to be blamed for the problem of food insecurity affecting the global community. Lastly, global warming has led to increased spreading of diseases across the globe (Michaels 98). Unlike during the past, diseases are no longer region specific. Such have been closely attributed to the changing of weather conditions of the different parts of the world as well as the action of wind in transporting the diseases across climatic regions. Still, the world is witnessing an increase in the number of skin cancer diseases (Kluger). This has been associated with the increased level of ultraviolet radiation reaching the earth surface due to global warming. Global warming is also blamed for increased tolerance of diseases to treatment. In conclusion, global warming is a real threat to the sustainable social and economic development of the human community. It is the reason behind food insecurity in the globe and a threat to life and property (Revkin). Another effective of global warming is that it has led to reduction in the level of ice and glaciers reserves in the world. Since the main cause of global warming has been associated with man’s activities such as industrialization and deforestation, there is need for devotion of global efforts towards the adoption of environment friendly production processes. References Gore, Albert. An Inconvenient Truth: The Planetary Emergency of Global Warming and What We Can Do About It. New York: Rodale, 2006. Hudson, Paul. â€Å"What Happened to Global Warming? † What Happened to Global Warming? 9 Oct. 2009. 19 Mar. 2010. Kluger, Jeffrey. â€Å"Global Warming Heats Up. † Global Warming Heats Up. 26 Mar. 2006. 19 Mar. 2010. Michaels, Patrick. Meltdown: The predictable distortion of Global Warming by Scientists, Politicians, and the Media. New York: Cato institute, 2004. Pierce, Richard. Energy Independence and Global Warming. Environmental Law 37 (2007): 112-201. Revkin, Andrew. â€Å"A Shift in the Debate Over Global Warming. † A Shift in the Debate Over Global Warming. 6 Apr. 2008. 19 Mar. 2010.

Analysis of Lincoln’s First Inaugural Address Essay

When Abraham Lincoln won the presidency in 1860 the Union was divided. He accepted his presidential duties knowing that he was working with a nation that no longer remained united. Seven of the southern states had already seceded from the Union and were beginning to refer to themselves as the Confederates. What he had now were free states and slave states. When Lincoln gave his Inaugural Address he attempted to do so in a way that would not dissuade his chances of gaining support in the southern states, especially when it involved the institution of slavery. However, he also made it clear in his address that he believed a secure and united nation was of utmost importance and he rejected the ideas of secession and minority rule, and he did not endorse the separation of his nation. Abraham Lincoln was elected without the support of a single southern state. The states in the south were fearful that Lincoln, who openly discouraged slavery, would establish anti-slavery laws and equality for all citizens, including blacks. However, in his address Lincoln did the opposite. Lincoln knew the southern states were apprehensive of him being the man in charge and assumed their rights may be endangered and he wanted to ease their mind. He let those in the South know that he had no purpose to interfere with the institution of slavery in the states it currently exists, and that he had no lawful right to do so (669). Lincoln had said this repeatedly in many speeches he made before this address, and he never intended to change his position on this. He believed each state had the right to control their domestic affairs, and the federal government will do its best not to interfere with state sovereignty. That balance of power is what makes the political system in the United States so successful and Lincoln really attempts to respect that. Lincoln then addresses the controversy about the delivering up of slaves after they have escaped. He refers directly to a passage in the Constitution that says any person who is held to a service or labor in one State and escapes to another cannot by law by pardoned from said job, but must be returned to whoever the service or labor is due (670). Lincoln does question if this was only put in the Constitution by those who hoped to reclaim fugitive slaves who have escaped, but he does acknowledge the fact that because it is in the Constitution himself and members of Congress support it. Although it is not clear who will enforce this policy, the national or State authorities, Lincoln suggests that it is in all States best interest to abide by the laws in the Constitution that have yet to be repealed. Although Lincoln was very tolerant of the institution of slavery in the Southern States even though he did not fully support it, he did not stand for a nation divided. As the southern states continued to remove themselves from the Union, Lincoln feared they were attempting to disrupt the order of things in the nation. The Union of States is considered to be perpetual. It is the fundamental law of all national governments; no government would allow provisions in its constitution that would allow for it to be terminated. He states that since the beginning of the Union there has been progression only towards strengthening the Union and the establishment of the Constitution was to â€Å"form a more perfect Union† (671). As States continue to secede the nation is becoming less perfect because the vital element of perpetuity is lost. States are legally bound to remain a part of the Union, and those who attempt to work against the national authority are insurrectionary (671). As the president of the United States Lincoln believes he has an important duty in taking whatever means necessary to keep the Union in place. He makes it very clear though, that in his attempt to defend and maintain the Union he plans to do so without bloodshed or the use of violence unless he is forced to do so. Lincoln strives to resolve these national issues in a peaceful manner. Abraham Lincoln stands firm in his belief that the separation of the Union will have definite consequences. He believes that before the southern states carry out a matter as great as the destruction of the Union they are a part of they consider the gravity of their decision. Lincoln states that there is not any time when any right plainly written in the Constitution has been denied. If there was a time when the majority deprived a minority of his constitutional rights then there may be cause or justification for a revolution, but this is not the case in this situation (673). The Constitution ensures that all of the fundamental rights of individuals are covered so there should never be and questions concerning them. However, the Constitution cannot possibly cover all questions and issues brought before it, and this is where the division between the minority and majority derive. If a minority chooses to secede from the majority rather than attempt to comply they are setting themselves up for disaster. A minority of their own will secede from them after the majority refuses to be controlled by them, and there a destructive pattern begins (673). Lincoln expresses in his Address how important it is that the nation does not separate. All of the States must share the same nation, the same land, and that is not going to change. A wall cannot just be built and all problems and issues forgot. All States must work together to solve the issues and remain a united nation. Lincoln is aware that when individuals or States are unhappy with the existing government they the ability to exercise their rights of amending the Constitution or attempting to overthrow it (675). He believes that if the citizens of his nation want a change or hope to make amendments to the Constitution they do so in a more proper and convention manner than to rebel against the national government or to separate from the Union, very extreme and destructive measures. The most pressing issue is that of slavery, that is the only substantial dispute between the States. One half of the nation is against it, the other half believe it is right and want to extend their right to keep slaves. The provisions in the Constitution involving slavery, the fugitive-slave clause and the suppression of the foreign slave trade are well enforced and in some ways work to please both sides of the dispute (673). This is not an issue that can be easily solved but the separation of the Union will make things much worse off than they were before. The foreign slave trade would be revived, angering the anti-slave states, and those states would ultimately refuse to return slaves who escape (673). Lincoln believes that the fate of the Union lies in the hands of his fellow-countrymen. The issue of civil war is prevalent and will be the greatest consequence of secession. He assures his citizens that the government will not be the assailant and there will be no conflict unless they are the aggressors. Lincoln makes it very clear in his address how important he believes the unity of the nation is. No problems will be solved by separating and he wants the citizens of his nation to know where he stands on the issue. It was known that Abraham Lincoln supported the Northern, anti-slave states but in this Address he focuses on trying to persuade them that secession is not the answer, and ttempts to do so without further alienating them. Any president beginning their first term wants to clearly state his position on the most pressing issues at the time of their election, and how he plans to tackle them. Although, Lincoln does not specifically list the ways in which he plans to reunite his nation he does warn them of the eventual consequences if the problem is not addresses and solved. Lincoln knew what was to come if the two sides could not reach an agreement, and he was right.

Inclusion essays

Inclusion essays According to the Curry School of Education, approximately 80% of students with learning disabilities receive the majority of their instruction in the general classroom (Inclusion. http://curry.edschool.virginia.edu/curry/dept/cise/ose.html. 10 Oct. 1999). That number is expected to rise as teachers and parents become aware of the benefits of inclusion. Because there are so many disabled students in regular schools, it is important to look at whether or not mainstreaming is necessary for their education. For parents, having their disabled children mainstreamed into regular education can be a difficult choice. Although disabled childrens education can be more challenging in regular schools, the benefits of inclusion include enhanced self-esteem, development of social skills, and exposure to regular curriculum. Many people believe mainstreaming only helps disabled children, but there are many challenges that hurt their education rather than help. Both faculty and students can be cruel to disabled students. Because they are not used to interacting with disabled children, faculty and students may be uncomfortable with the situation and be insensitive to the disabled children. By ignoring the disabled children or treating them badly, the children will lose self-esteem and may disrupt the class in order to show their unhappiness. Some teachers are not familiar with teaching disabled children, so the education is lacking for the children. Teachers may continue to teach their classes at an accelerated level, forgetting about the slower students. The students will then fall behind and get frustrated with the situation. All these factors hurt disabled childrens education and will hurt their chances at succeeding in life. Being in a regular school can help disabled children feel better about themselves and their accomplishments. When disabled children complete a more challenging task, they may ...

A case study on suffering with depression

A case study on suffering with depression Depression is a whole body illness, meaning it affects your body, mood and thoughts. It can be a very serious illness which affects the way you eat and sleep, the way you feel about yourself and the way you think about things. It is more than just a passing mood, and is very different from the usual feelings of sadness and feeling fed up. The feelings of depression usually last more than a few days; they can last for months or even years. If left untreated, these feelings can interfere with the daily life of the individual and can also have an effect on the people around them. Depression can affect anyone at any age, including children, although it is more likely to occur if there has been a family history of depression. Health professionals use different terms to describe depression, these are: depression, depressive illness and clinical depression (NHS, 2009). It is commonly thought that depression is not a real illness. It is seen more like a weakness or a failure in an individua l however, just because it is not visible does not mean it is not real. Types of depression There many different forms of depression, these can range from mild depression through to severe depression and individuals who suffer with severe depression may also show psychotic symptoms. Major depression, probably the most common form of depression, is manifested by a combination of symptoms that interfere with the individual’s ability to eat, sleep, work and study. Usually the individual will lose interest in once pleasurable activities and also has a feeling of hopelessness. Some individuals only have a single depressive episode, while others have recurring episodes. (Psychology Information Online, 2009) Dysthymia is a mild, chronic state of depression and the symptoms are similar to major depression, but less severe. A person may suffer from dysthymia depression for years before being diagnosed, thus they would still continue with everyday life and may not even realise that the y are suffering with depression, they could just have a feeling that something is not quite right. (Psychology Information Online, 2009) Atypical depression is different to major depression in the way that an individual will feel better temporarily when a positive life event occurs, whereas an individual suffering from major depression will nearly always feel low. This type of depression can last for a couple of months or can be with an individual for their entire life. (Depression About.com, 2009) Bipolar disorder, or manic depressive disorder, is an emotional disorder â€Å"in which an individual alternates between states of deep depression and extreme elation.† (Bipolar About.com, 2009) It is characterised by sudden changes in mood, thoughts and behaviour and there is a high suicide rate seen in individuals who suffer from manic depression. The two extremes of depression are where the individual feels very low and mania where the individual feels very high. (NHS, 2009) Pos tpartum depression affects woman, almost always, immediately after childbirth. It is thought that postpartum depression is triggered by the hormonal changes that follow childbirth. Some woman have severe and long lasting symptoms that require treatment, others can generally beat the baby blues with good self-care and support from friends and family. (Depression About.com, 2009)

Developing a Health Advocacy Campaign Assignment

Developing a Health Advocacy Campaign - Assignment Example Driving while drunk or intoxicated is very dangerous because the risk of car accidents increase significantly when a person has a high level of alcoholic content in his/her blood. A large number of vehicular deaths and injuries occur annually in the United States because of drunk driving. It is due to this reason that the government of the United States has taken some prevention measures in collaboration with the state governments and different not-for-profit organizations to decrease the number of incidents associated with drunk driving. â€Å"In 2013, the rate of alcohol-impaired driving fatalities per 100,000 population was 3.2, representing a 65% decrease since 1982, when record keeping began† (Foundation for Advancing Alcohol Responsibility [FAAR], 2015). Although there has been a great decrease in the number of such casualties for the last two decades, but a lot more still needs to be done to prevent drunk-driving based road accidents. The purpose of this paper is to propose a drunk driving prevention policy based on the review of some existing prevention programs and laws surrounding this public health issue. The paper also includes discussion on the challenges associated with the proposed policy and the ways to overcome those challenges to make the proposed policy applicable in all respects. The people that are more prone to drunk driving include those between 21 to 35 years of age. Therefore, the targeted population for this paper includes adults of the above-mentioned age group. Some of the ways that can be used to reduce the severity of this public health issue include revoking or suspending driver licenses, establishing DWI courts, confiscating or impounding vehicle plates, immobilizing vehicles, increasing fines and incarceration for drunk driving (Hanson, n.d.). Along with all these measures, the most important step that needs to be taken at the government and nursing organizations level is