The Gulf War and the role of air power in the Gulf War in 1991 The WritePass Journal

The Gulf War and the role of air power in the Gulf War in 1991 Introduction The Gulf War and the role of air power in the Gulf War in 1991 : vii). Nevertheless, the rising number of casualties, especially amongst children worried many people. Lesley Stahl said, â€Å"We have heard that a half million children have died. I mean, that’s more children than died in Hiroshima†¦is the price worth it?† (Leigh Wilson, 2001). Secretary of State Madeleine Albright responded with, â€Å"I think this is a very hard choice, but the price – we think the price is worth it† (Leigh Wilson, 2001). An attack on the ground followed on 24 February, which brought a victory for the coalition forces, freeing Kuwait from seven months of Iraqi military occupation (Sulton, 1995, pp.195-200). Following this liberation the coalition entered Iraq and after four days (exactly 100 hours) after the ground assault on Iraq) a ceasefire was declared (Dinackus, 2000, pp. 225-230). Air Power in the Gulf War Given the major use of air power in this war, some refer to the Gulf War as the ‘1991 Bombing of Iraq’, as Iraq military was enthusiastic to show off their airpower in the region. The bombing campaign began on 17 January 1991 and from that time until the end of the conflict, the coalition forces were involved in flying over 100,000 sorties in the region. â€Å"Air power dominated the media images of the Gulf War. Video footage of precision-guided munitions hitting their targets with pinpoint accuracy remains embedded in popular memory† (Finlan, 2003, p.30). It is arguable that one of the main factors forcing the retreat of Iraqi troops was the dropping of 88,500 tons of bombs across the country, which destroyed many areas within cities. The strategy in the air was to target not only Iraqi military sites, but also to destroy structural landmarks. This appears to have made the Iraqi military embark on a defensive strategy in response to the air campaign (Finlan, 200 3, p. 33). Hallion (1992) shares this view, and argues that strategy was evolving, seen in how the coalition air forces targeted places and structures rather than citizens. These air tactics, Hallion argues, allowed coalition forces to control Iraq without causing large fatalities. He maintains that, â€Å"the air commanders of the Allied coalition could approach the prospect of war with Iraq with such confidence in the air† (Hallion, 1992: 4). It is this confidence that stopped the Iraqi air force from being able to compete with the strength and quality of the coalition forces. Posen (2003) agrees with the assertion that air power played a significant role in the Gulf War. He took the view that, â€Å"air power alone may not be able to determine the outcome of all wars, but is a significant asset. Moreover, US air power has proven potentially devastating to mechanized ground forces operating offensively†¦as was discovered in the only Iraqi mechanized offensive† (Posen, 2003: 16) This shows that, whilst air power was not on its own sufficient for the coalition forces to be outright successfully, it did contribute greatly to the overall result. In contrast, however, Press disagrees with this argument and puts forward the view that, â€Å"even after 5 weeks of bombing, the best Iraqi units†¦were willing to maneuver into the path of US forces.† (Press, 2001: 37). Although Press does agree with Hallion that the coalition forces were more superior when military supplies and availability of resources were compared. The press argues that sup erior military resources were the main factor why US-led allied team won the war, rather than the much publicised air power. However, there is considerable support among historians for the idea that air power played a significant part in Iraq’s defeat. This includes Schultz and Phaftzgraff who argue that the strategy in the air campaign was an overarching reason why the ground assault brought rapid, total success: â€Å"All major government, military, and party headquarters were wrecked; both civil and military telecommunications were totally silenced; Iraqi air defences were largely incapacitated.† (Schultz Phaftzgraff, 2001: 19). This strategy of destroying main services greatly helped the coalition forces and because of this, many scholars argue that air power played a valuable and significant role in their victory. It was true, however, that Iraqi forces had air power of their own too, and this was evident when they started off their intensive military invasion of Kuwait (Fulghum, 1991: 71-73). One of the reasons for the relatively quick takeover of Kuwait by the Iraqi military was that the former was taken by surprise, and was not able to offer much resistance, particularly in the air (Sayenga, 1991). Therefore, even at the outset of the war, air played a part, by assisting Iraq to take over Kuwait in a very speedy manner. However, when the competing allied forces confronted the Iraqi forces with similar airpower, the latter soon realised that their airpower were less superior. Despite the use of ground-to-air missiles by the Iraqi military, they were no match to the allied forces’ military ability (Morrocco, 1991: 40-43). USAF Lieutenant General Chuck Horner led the coalition forces and the overall military air strategy included the deployment of Tomahawk cruise missiles from warships. As part of the air campaign, A-10 Thunderbolts bombing large sections of Iraq, causing considerable military and civilian deaths. It can be safely argued that the air campaign led to the destruction of much of the Iraqi armed forces, and that without this air campaign, the result might have affected the outcome, such is its importance in the Gulf War. When the coalition forces were combined, their artillery total was 2,250 combat aircraft, which was significant under any circumstances, but was particularly damaging when compared to the 500 members of the Iraqi air force (Hallion, 1992). The air campaign is often referred to by its code-name, â€Å"Operation Desert Storm† and more than 1,000 sorties were sent on a daily basis (Finlan, 2003: 30-32). Iraqi defence forces were not able to stand up to this military assault, particularly when â€Å" the first night of operations over Iraq witnessed the longest bombing run in history†(Finlan, 2003: 35). This puts into perspective how significant the role of air power was, as it had never before been seen on this scale in any war in the history. The casualty numbers were kept to a minimum for the coalition forces who only suffered 75 aircraft losses out of 100,000 sorties. Faced with this air bombing onslaught, many of the Iraqi air forces fled to Iran. This was unexpected, as coalition military had assumed that the escape might be towards Jordan and had adapted their strategy for this action. After just a few weeks, the air power assault had mostly stopped by 24 February, with the successful entry into Kuwait by coalition troops. It is arguably not a coincidence that the end of the bombing campaign and the end of the War came close together. The impact of the Gulf War on the Iraqi Government Following the passing of the United Nations Security Council Resolution 687 in 1991, the UN deployed several other controversial measures against Iraq, (Cortright Lopez, 2000). As in the aftermath of any War, the Iraqi Government continued to experience financial difficulties as the rising costs of the war impacted across the country (Alnaswari 2000:89-119). Following the extensive bombing campaign by the coalition forces, the Iraqi Government had to start the process of reconstructing major towns and cities that had been severely destroyed by the bombs. It was reported that Iraqi planners believedthe coalition’s intention had been â€Å"to destroy or damage valuable facilities that Baghdad could not repair without foreign assistance. The worst civilian suffering, senior officers say, has resulted not from bombs that went astray but from precision-guided weapons that hit exactly where they were aimed at electrical plants, oil refineries and transportation networks.† (Gellman1991). However, it is in economic terms that the real impact of the Gulf War was felt. Alnasrawi has argued that oil was Iraq’s ‘gold dust,’ forming the bedrock of their economy and therefore the UN sanctions virtually destroyed this industry with the closure of 90% ports and 97% of exports (Alnasrawi, 2000:89-119). As long after the war as 1996, Iraq was in a dire situation, with a humanitarian crisis, and the UN agreed to offer temporary oil-for-food (OFF) program where Iraq was permitted to sell oil under very stringent conditions. Historians disagree and argue about the exact effect of this on the Iraqi Government; one report stated that, â€Å"Even under the most benign conditions, OFF only allows Iraq to be run as a relatively efficient refugee camp in which people get just about enough food to eat† (Gazdar, 2002). Although it has also been suggested that â€Å"Between the springs of 2000 and 2002, [US and UK] holds on humanitarian goods tripled† (Gor don, 2002), the financial ruin that the Iraqi Government found itself in, was as a direct result of the Gulf War. Conclusion With its many casualties and serious effect on global politics, the Gulf War remains a crucial landscape when considering modern politics, particularly in the Middle Eastern region. During its occupation by the Iraqi military, more than 1000 Kuwaiti civilians died, and thousands more fled the country never to return. As it has been shown here, there are a number of factors put forward as contributing to the invasion of Kuwait, and it has been this essay’s aim to argue that the allegation that Kuwait was stealing oil from illegal sources was the ultimate catalyst for the war, rather than the main reason. There were many different forces at play as relations between the two countries had reached volatile to say the least. Nevertheless, what is also interesting in this debate is the suggestion that interest in the conflict from coalition forces came out of an attraction to Kuwait’s oil production. Oil is in increasing demand within the Western World and it is not surprisin g that many see it as a strong underlying motive for – or at least, a significant factor in the Coalition’s engagement. This is summed up very well by Finlan, who states, â€Å"The critical issue that transformed the situation in the Gulf from a regional dispute into a full-blown international crisis was, above all, the substantial oil reserves in that area and the world’s dependence on this ‘black gold.’ If left to his own devices, Saddam Hussein possessed the ability to have influence over, or outright control of, 40 per cent of the known oil supplies on the planet by combining his own reserves with Kuwait and possibly, that of Saudi Arabia.† (Finlan, 2003: 9). In addition, it has been proposed here shown that air power had a significant role to play in the war and its eventual conclusion. The Iraqi Air Force were no match for the advanced technology at the disposal of the Coalition military, made clear during the extensive bombing campaign and also from the defensive strategy which the Iraqi army were forced to take. It has been this essay’s objective to provide evidence for the contention that the role of air power was considerable. Without the serious impact the bombing campaign had on the Iraqi forces and the Iraq infrastructure, no one knows how the Gulf War would have developed, how long it would have lasted, and what other consequences there might have been. Many lives were lost and it was clear that the Iraqi Government could not compete with the sheer scale of its opponents or stop the devastating impact on its civilians. The aftermath of the Gulf War therefore had a considerable impact upon the Iraqi Government. Arguably, the most significant effect of the war was on the economy, asthe war â€Å"produced serious hardships to the people and set the economy back to 19th Century status† (Alnasrawi, 2000: 89-119). Many academics working in this field believe that, the Gulf War laid the foundations for the more recent ‘Iraq War’ in 2003, which extends its significance even further to say the least. References Allison, W. (2012) The Gulf War, 1990-91 Hampshire: Palgrave MacMillan Alnasrawi, A. (2000) Iraq: Economic Embargo and Predatory Rule Oxford: OUP Cordesman, A. Wagner, (1996) A.The Lessons of Modern War, Vol IV – The Gulf War Oxford: OUP Cortright, David, And George A. Lopez. (2000) The Sanctions Decade: Assessing UN Strategies in the 1990s. Boulder: Lynne Rienner Coyote, C. (2013) Iraq War 2013: What Really Happened Behind the Scenes, US: Charles Edmond Coyote. Danchev, A. Keohane, D. (1993) International Perspectives on the Gulf Conflict: 1990-91 London: Palgrave Macmillan Dinackus, T. (2000) Order of Battle – Allied Ground Forces of Operation Desert Storm, Oregon: Hellgate Press Finlan, A. (2003) The Gulf War 1991 (Essential Histories) Oxford: Osprey Publishings Fisk, R. (2006) The Great War for Civilisation: The Conquest of the Middle East London: Harper Collins Flanagan, E. (1991) ‘The 100-Hour War,’ Army, April, 1991, pp 18-26. Freedman, L. Karsh, E. (1994) The Gulf Conflict 1990-1991 and Diplomacy and War in the New World Order London: Princeton University Press Fulghum, D. A. (1991). Allied Air Power, Forward Controllers Back Arabs to Make Their Drive Succeed. Aviation Week Space Technology, 134(16), 71-73. Gazdar, H. (2002) â€Å"Pre-Modern, Modern, and Post Modern Famine in Iraq† Institute of Development Studies Bulletin, The New Famines, October, Vol. 33. Gellman, B, (1991) ‘Allied Air War Struck Broadly in Iraq: Officials Acknowledge Strategy Went Beyond Purely Military Targets’ Washington Post, (June 23, 1991) Gordon, J., (Dec, 2002) ‘Cool War’Harper’s Magazine. Available at: http://harpers.org/archive/2002/11/cool-war/ [accessed 28 February 2014] Hallion, R. (1992) Storm over Iraq – Air Power and the Gulf War, Washington DC: Smithsonian Institution Press Hillen, J. (1991) ‘2nd Armoured Cavalry: The Campaign to Liberate Kuwait’ Armor, July-August, pp 8-12 Khaddori, M Ghareeb, E. (1997) War in the Gulf 1990-91 Oxford: OUP Leigh, D. Wilson, J. (10 October 2001) ‘Counting Iraq’s Victims’ The Guardian Available at: theguardian.com/world/2001/oct/10/iraq.socialsciences [accessed 28 February 2014]. Morrocco, J. (1991) ‘War will Reshape Doctrine, but Lessons are Limited’ Aviation Week and Space Technology, April 22, pp 40-43. Muellor, J. (1994) Policy and Opinion in the Gulf War Chicago: University of Chicago Press Posen, B.R. (2003) Command of the Commons: The Military Foundations of U.S Hegemony, International Security pp 5-46. Press, D.G. (2001) ‘The Myth of Air Power in the Persian Gulf War and the Future of Warfare’ International Security, Vol 26, Issue 2, pp 5-44 Sayenga, K. ‘Wings over the Gulf’ The Discovery Channel: Bethesda, 1991 Schultz, R. Pfaltzgraff, R. L. (1992) The Future of Air Power in the aftermath of the Gulf War Alabama: Air University Press Sulton, B. (1995) Desert Warrior: A Personal View of the Gulf War by the Joint Forces Commander London: HarperCollins

Definition, Examples of the Rhetorical Term Epanalepsis

Definition, Examples of the Rhetorical Term Epanalepsis (1) Epanalepsis is a rhetorical term for the repetition of a word or phrase at regular intervals: a refrain. Adjective: epanaleptic. (2) More specifically, epanalepsis may refer to repetition at the end of a clause or sentence of the word or phrase with which it began, as in Next time  there wont be a  next time (Phil Leotardo in  The Sopranos). In this sense, epanalepsis is a combination of anaphora and epistrophe. Also known as inclusio. EtymologyFrom the Greek, resumption, repetition Pronunciation e-pa-na-LEP-sis Examples Always Low Prices. Always. (Walmart slogan)Rejoice in the Lord always: and again I say, Rejoice. (The Bible, Phil. 4.4)In the run-up to Christmas, we will publicly disembowel anyone heard using the phrase in the run-up to Christmas. (Michael Bywater, The Chronicles of Bargepole, Jonathan Cape, 1992)Music I heard with you was more than music,And bread I broke with you was more than bread. (Conrad Aiken, Bread and Music, 1914)He is noticeable for nothing in the world except for the markedness by which he is noticeable for nothing.† (Edgar Allan Poe, The Literati of New York City. Godeys Ladys Book, Sep. 1846)Say over again, and yet once over again,That thou dost love me . . .. (Elizabeth Barrett Browning, Sonnets from the Portuguese)â€Å"Imagine me, an old gentleman, a distinguished author, gliding rapidly on my back, in the wake of my outstretched dead feet, first through that gap in the granite, then over a pinewood, then along misty water meadows, and then simply between mar ges of mist, on and on, imagine that sight!† (Vladimir Nabokov, Look at the Harlequins! McGraw Hill, 1974) Possessing what we still were unpossessed by,Possessed by what we now no more possessed. (Robert Frost, The Gift Outright)They went home and told their wives,that never once in all their lives,had they known a girl like me,But . . . They went home. (Maya Angelou, They Went Home)The man who did the waking buys the man who was sleeping a drink; the man who was sleeping drinks it while listening to a proposition from the man who did the waking. (Jack Sparrow, The Pirates of the Caribbean)We know nothing of one another, nothing. Smiley mused. However closely we live together, at whatever time of day or night we sound the deepest thoughts in one another, we know nothing. (John le Carrà ©, Call for the Dead, 1961) Epanalepsis in Julius Caesar Romans, countrymen, and lovers! hear me for my cause, and be silent, that you may hear: believe me for mine honour, and have respect to mine honour, that you may believe. (Brutus in Act III, scene two of Julius Caesar by William Shakespeare)By repeating hear and believe at both the beginning and end of successive lines, Brutus emphasizes to the crowd that these are the two main things he desires: for the crowd to hear him and, more significantly, to believe what he is about to say regarding the assassination of Julius Caesar. Epanalepsis in Little Dorritt Mr. Tite Barnacle was a buttoned-up man, and consequently a weighty one. All buttoned-up men are weighty. All buttoned-up men are believed in. Whether or no the reserved and never-exercised power of unbuttoning, fascinates mankind; whether or no wisdom is supposed to condense and augment when buttoned up, and to evaporate when unbuttoned; it is certain that the man to whom importance is accorded is the buttoned-up man. Mr. Tite Barnacle never would have passed for half his current value, unless his coat had been always buttoned-up to his white cravat. (Charles Dickens, Little Dorritt, 1855-1857) Epanalepsis in James Joyces Ulysses Don John Conmee walked and moved in times of yore. He was humane and honoured there. He bore in mind secrets confessed and he smiled at smiling noble faces in a beeswaxed drawingroom, ceiled with full fruit clusters. And the hands of a bride and bridegroom, noble to noble, were impalmed by Don John Conmee. (James Joyces, Chapter 10 of Ulysses, 1922) Notes on Epanalepsis in Prose Epanalepsis is rare in prose, probably because when the emotional situation arises that can make such a scheme appropriate, poetry seems to be the only form that can adequately express the emotion. (Edward P.J. Corbett and Robert J. Connors, Classical Rhetoric for the Modern Student. Oxford University Press, 1999)When epanalepsis is used in prose, it often creates sentences that stand alone as aphorisms: Nothing can be created out of nothing (Lucretius). Men of few words are the best men (Henry IV 3.2). (Arthur Quinn and Lyon Rathbun, Epanalepsis. Encyclopedia of Rhetoric and Composition, ed. by Theresa Enos. Taylor Francis, 1996)The fourth-century grammarian and rhetorician Tiberius lists epanalepsis as a rhetorical figure, but at the conclusion of his explanation uses the term analepsis instead: Epanalepsis is when the same word is placed twice in the same clause or in the same sentence, with the same context. ... Public speakers use analepsis at the beginning, in the same way as palillogia, but Homer used it also at the end. (Joachim Burmeister, Musical Poetics, trans. by Benito V. Rivera. Yale Univ. Press, 1993)

Advertising Essay Example | Topics and Well Written Essays - 500 words - 3

Advertising - Essay Example Advertising has changed over time, and advertising of the  present  time is not as the same what advertising used to be sixty years ago. In this paper, I will look at how the techniques used in advertising have changed over the years while some aspects still maintain the  appeal, as well as analyze how advertising works. The  gradual  technological advancement over the years has bought with it  modern  forms of advertising such as the use of the internet. However, in all the developing aspects of advertising media, there is still that appeal that advertisers use to get the attention of potential customers. According to  Fowles  (2011), advertisers usually  target  the  psychological  needs of consumers through their use of graphics and texts based on the emotional point of view. Advertisers take advantage of the fact that people have deep-lying desires and that individuals  privately  yearn for certain things to  present  their propositions in the most  appealing  ways. They do this by creating images in the minds of consumers about how  good  they will  feel  when they finally  satisfy  their  longing (Fowles, 2011). An advertisement contains a  combination  of both texts and graphics but in some cases, only texts or graphics. When there is the use of textual components in advertisement, one has to make sure that the words used  bring  out the message in the best way possible. Bovà ©e et al. (2009) suggest that the services of a copywriter, as unknown to many, are  extremely  crucial in the success of an advertisement. Copywriters know how to play around with words that capture the attention of  possible  buyers and promote the merits of products and services to the consumer. They combine the various aspects of textual components to make sure that when the advert is finally out, everything flows well, and the intended  message  is clear to all. Coming up with an effective

Strategic Military Intermodal Transportation Essay

Strategic Military Intermodal Transportation - Essay Example These are all geared towards providing the Command's clients with excellent and time-effective service. USTRANSCOM provides a daily service to American warfighters. As such, it strives towards providing an integrated and synchronized deployment and distribution system under unified command. As such, it is the Command's role to work closely with the Department of Defense (DOD) in order to provide warfighter support. The DOD transformations towards integration and unification are part of the USTRANSCOM Distribution Process Owner initiatives. Specifically, according to the Transcom.mil Web site, military assets are valued in excess of $52 billion; these include 87 ships, 1,269 aircraft, 2,150 railcars and other equipment. Infrastructure is in the range of $1.4 billion. Its wartime human resources comprise 51,853 soldiers on active duty, 88,089 of reserve force and Guard, and 16,606 of civilian personnel. Commercial partners provide equipment such as aircraft and vessels in the Civil Reserve Air Fleet (CRAF). The Voluntary Intermodal Sealift Agreement also provides access to various resources controlled by civilian entities. These are used to provide 88 percent of U.S. land transport, 50 percent global air transport, and 64 percent of global sea transport. As mentioned, the Command conducts its operations on a worldwide scale, on a daily basis. According to Transcom.mil, an average week sees more than 1,900 air missions and 10,000 ground shipments across 75% of the world. B. USTRANSCOM Component Parts USTRANSCOM operates by means of various component commands, each focused on a specific aspect of the Command's operations. These include the Air Mobility Command, The Military Sealift Command, and the Military Surface Deployment and Distribution Command. The first is located at the Scott Air Force Base, Illinois, the second in Washington, D.C., and the third in Alexandria, Virginia. Specifically, the function of the Air Mobility Command (AMC) is to provide services such as strategic and tactical airlift, refuelling, and aeromedical evacuation. In this way, the AMC enables the deployment, sustenance, and redeployment of U.S. forces. Because of its wide reach via commercial contracts through programs such as CRAF, the AMC is able to provide swift response. Special duty and operational support aircraft, such as Air Force One, also function under this component of the Command. The Military Sealift Command (MSC) provides sealift transportation for the same purpose as those of the AMC: to sustain and deploy U.S. forces where these are needed, and where they are most easily reachable by sea. The MSC comprises both government-owned and chartered ships under VISA contracts. The main function of these ships is to move unit equipment from the United States to operation posts throughout the world. In addition to these, the MSC also commands prepositioned ships throughout the world. These are placed in strategic locations in order to provide equipment and supplies to the Army, Navy, Marine Corps, Air Force, and the Defense Logistics Agency. In order to provide fast and efficient service, these ships remain at sea. This reduces response time, especially for urgent needs. The function of the Surface Deployment and Distribution Command (SDDC) is to provide ocean terminal, commercial ocean liner and traffic management services to U.S. forces on a global basis. As such, the SDDC is mainly

Outline How Material Things Essay Example for Free

Outline How Material Things Essay City Road is a big road filled with lots of different cultures, gender, class, age and history. When walking down the road it can be seen that the belonging and not belonging in the society. It opens your eyes as to what exactly goes on in different societies and City Road is a big street with a lot of demands and structures in it. Over the years society changed and so did the street. It goes by what is in demand, how society changes and by the vast majority of different cultures coming into the area. You see a lot of people trying to conform to the society and many trying to hold onto their own identities. First of all I’m going to talk about the Ethnicity on the street. We are going to the Xquisite Africa shop. Janet, the lady that owns the shop originates from Africa and moved to the UK over ten years ago. When she came to the UK she thought that she had to change her identity and conform to the society. She sells a lot of things from Africa and by doing this she gets to hold onto her identity of the African culture and also appeals to customers from the same ethnic background. She felt after being in the UK for ten years that she had lost her identity and so she decided to take a trip back home to Africa to re-charge her batteries as she puts it. She wanted to re-gain her culture that she so desperately lost. This aspect could help her re-gain her culture and identity and allows her to share this with the right clientele from a multi-racial background. She can share a state of belonging to a social group that has in common a national or cultural background, whilst negotiating with people on the complex of different identities. She contributes to the African social life and society as well as on City Road. Therefore promoting her African background and understanding there is no need to conform to the society and changing her identity. We then move onto class in the Municipal Club. A social stratum, whose members share a certain economic, social or cultural characteristics. For this instance the working class. It is aimed at the local residents and has over 100 years of history. A group containing members regarded as having certain attributes of traits in common has slowly disappeared and they long for the society to change back to what they believed it was. Whilst in the (DVD, Making social lives on City Road, 2009, scene 5) Lloyd Robson talks to couple of residents in the club and gets their insight of what is going on. He asked them if they thought the club had a future. They said no. no-one wants to know it anymore and even the members have started to lose interest. But because the society has changed it meant that they described city road as being dangerous and rough. They long for the past. They want it to go back to what they say it used to be or imagined it. The inequalities and differences that has changed and also the traditions has been lost. They lack the sense of belonging they used to have when City Road used to be theirs. Then we come across the Sanna Silk shop. This is where the female is favoured over the male. It’s a family business orientated around females as they sell and make dresses of different materials. They get to choose their type of material and their patterns. It is mainly focused at Asian women. In the (DVD, Making social lives on City Road, 2009, scene 6 by Raghuran) she says â€Å"it is a very different way of portraying Asian women than I often seen in the media. † They also have a section for jewellery. Most of their jewellery is 22 carat gold and is mainly aimed at the women. They also have a selection for their wedding day. So it has an Asian culture that is even though yes men go in to buy but is very female orientated. Conclusion Therefore in City Road, my examples favour female gender activities over male, is a very multi-racial area and favours specific class over others. Therefore explaining that society changes all of the time and conforms to whatever is more in demand in that specific time of era.

School Vouchers Essay -- Educational Vouchers Scholarships

One of the most important topics in government today is the issue of school vouchers. The two sides have remained deeply entrenched in their rival positions concerning this issue. Some wonder about the practicality of using the vouchers, while others wonder if it is defeating the purpose of the educational system. Educational vouchers can be very beneficial for both the student and even the school districts involved in the program. Many people do not realize the benefits of this program. Educational vouchers are something that many school districts need to implement due to their advantages. The benefits of educational vouchers very much outweigh the disadvantages.   Ã‚  Ã‚  Ã‚  Ã‚  Educational vouchers, also known as scholarships, redirect the flow of education funding, channeling it directly to individual families rather than to school districts. This allows families to select the public or private schools of their choice and have all or part of the tuition paid. These vouchers are funded by either public (government) or private (corporations, foundations) funds. Scholarships are advocated on the grounds that parental choice and competition between public and private schools will improve education for all children (www.schoolchoices.org).   Ã‚  Ã‚  Ã‚  Ã‚  Publicly-funded education vouchers allow families to make private decisions regarding how public taxpayer money should be spent. Therefore, a voucher program hopes to create an educational market where schools must compete for students. Supporters claim market benefits, such as choice and innovation, will improve education. Opponents, on the other hand, say that vouchers will lead to greater inequality and the loss of civic preparation. Current evidence concerning the impact of vouchers is disputed (IBID.).   Ã‚  Ã‚  Ã‚  Ã‚  The Zelman versus Simmons-Harris court case that ended on June 22, 2002, is probably one of the most monumental court cases to date on this subject. The United States Supreme Court upheld a Cleveland, Ohio school voucher program by a 5-4 vote. Judges Rehnquist, O’Connor, Kennedy, Scalia, and Thomas were for the decision (www.law.umkc.edu). This case was the latest in a long series of Supreme Court decisions that eroded constitutional requirements for school voucher programs.   Ã‚  Ã‚  Ã‚  Ã‚  In order to comply with these constitutional requirements, a constitutional voucher program must take many actions. The prog... ...oney to afford a better school. If the administrators continue to allow this, we are denying our children’s’ rights to a good, quality education. School vouchers are something that can guarantee a parent the right to send the student to any school that would best fit his learning style and values. Voucher programs are perhaps the most effective way to help low-income families become active consumers in the educational marketplace, helping them gain control over their children’s education and encouraging them to become more involved. Educational vouchers are a way of putting the student first†¦which should be the main goal of educational personnel everywhere. By implementing an educational voucher program, schools will better themselves and students across the nation will reap in the benefits. WORKS CITED â€Å"Case Analysis.† Americans United for the Separation of Church and State. www.au.org â€Å"Education Vouchers.† www.ncspe.org . â€Å"School Choices.† www.schoolchoices.org/roo/vouchers.htm . â€Å"So You Wanna Learn About School Vouchers?† www.soyouwanna.com/site/pros_cons/vouchers.html â€Å"Zelman v. Simmons-Harris.† www.law.umkc.edu/faculty/projects/ftrials/conlaw/zelman.html .

Geico Advertising Appeals Essay

Out of the many appeals that companies use to advertise their product or service, the need to achieve is one of the most commonly seen. In our highly competitive society, everybody is trying to get ahead. Everybody is looking for that little advantage that will push them forward. The appeal of achievement correlates with success and winning, ideas that represent the outcomes of hard work on which people like to pride themselves. In many of their ads, Geico likes to tap into our competitive nature by offering us incentives, such as saving time and money, which speak specifically to our consumer culture. Such a tactic proves to be effective because for the most part, consumers in our ambitious society like to be frugal and fiscally responsible. Nobody wants to spend an extra dime if they do not have to. Simultaneously, customers do not want to spend all day looking for the perfect insurance. Read more: The woman I admire the most essay They know that time is a finite resource and it must be spent wisely. In order to persuade customer’s into buying their insurance, Geico effectively utilizes the achievement appeal because it resonates with their goals of saving time and money. In most of Geico’s commercials, they are able to address their audiences need to achieve with a simple slogan: â€Å"15 minutes could save you 15 percent or more on your car insurance.† This message that sells their customer’s on their service, however, is not seen until the end of the commercial. For most of the commercial the time is spent entertaining the audience in a humorous way. Take for example the viral â€Å"Hump Day† commercial. Throughout the ad, a camel who can talk walks through an office building asking and bugging the workers about â€Å"What day is it?† Since he is a camel with a ‘humped’ or arched back, the advertisers suggest that that the camel is referring to ‘Hump Day’ or in other words, Wednesday. This is followed up by two men who are playing the guitar with each other. In an attempt to illustrate the point of the commercial, one of them asks the other â€Å"how happy are people who switch their car insurance to Geico?† which is then followed up by â€Å"happier than a camel on ‘Hump Day.† Although the appeal of humor is meant to grab the attention of the target audience, their main reason for choosing to use Geico’s service is the feeling of achievement that they derive. In Jib Fowles’ essay â€Å"Advertising’s Fifteen Basic Appeals† he cites ‘the need to achieve’ as one of the 15 strategies which enable advertisers to reach their audience. For most consumers, the market place is seen as a competitive territory where whomever comes out having spent the least amount of money is the victor. Thus, Geico effectively advertises its service by highlighting the opportunity to â€Å"save 15 percent or more on your car insurance† by switching to Geico. Not only do they illustrate the money that can be saved, but also the time. Along with the ’15 percent’ that can be saved, Geico also mentions that this can be done in ’15 minutes;’ a relatively short amount of time . As a consequence, Geico puts their consumers in a win-win situation because â€Å"the person who manages to buy something at fifty percent off is seizing an opportunity and coming out ahead of others† while they enable them to do it in an efficient manner (Fowles). Geico’s use of the ‘need to achieve’ appeal is characterized as the most reasonable way to solicit their service as it takes nothing away from their customer, while it gives them everything in return; they don’t have anything to lose. However, humor, which Fowles labels as a stylistic feature, is most prominent in order to incite the interest of car owners. This commercial, in particular, is known for its comedic success. The ridiculous camel has become a viral sensation as it is now considered amusing to yell out â€Å"Hump Day† on a Wednesday. In fact, the commercial has over 16 million views on Youtube. Ultimately, Geico does a great job of exposing its overall message about achievement sense the build up to their trademark slogan is so appealing in itself. If 16 million people know about a camel yelling â€Å"hump day,† then 16 million people know about the time and money that can be saved by using Geico’s insurance. Jibs’ appeal of achievement is one that correlates completely with our society. We constantly strive to compete and win while we admire those who reach the pentacle of their field or profession; even if it is about something as minimal as saving money . Geico, in particular, gives people the incentive to achieve by offering people them the opportunity to save their time and money, and they respond accordingly. However, it is not the promise of ‘getting ahead’ alone that attracts their target audience; humor, is a fundamental component that is used to grab and keep the customer’s attention. Apparently, Geico does this better than anyone. What better way is there of holding a car owner’s attention then by having an obnoxious, talking camel yell â€Å"Hump Day!†? That was a rhetorical question; there is not a better way. Geico is just the best.

Mixed Blood

March 22, 2013 Everyones IQ â€Å"Mixed Blood† by Jeffrey M. Fish, is an article with demonstrates the cultural basis of race by comparing how races are defined in the North America (U. S), Africa and Brazil primarily. As defined by Fish in America, a person’s race is determined not by how he or she looks, but by his or her heritage. This paper will explore the topics that Fish talks about, in relation, to classification of races.In this article Fish emphasizes on the fact that race is not a biologically meaningful idea and as a result it is a waste of time to look for biologically based racial differences in behavior. As Fish states, â€Å"The short answer to the question ‘What is race? ’ is: There is no such thing. Race is a myth, And out racial classification scheme is loaded with pure fantasy. † As defined by Fish, Humans are a species, which means that people from anywhere in the world can reproduce and create a fertile offspring.Human populatio n over time were geographically separated from one another came to differ in physical appearance. They came through three major pathways: mutation, natural selection and genetic drift. Further, different geographical environments select for different physical traits that confer a survival advantage. Fish’s example of People in tropics of Africa and South America came to have dark skins, presumably, through natural selection as protection against the sun.In cold areas, like northern Europe or northern North America, which are dark for long periods of time, and where people covered their bodies for warmth, people came to have light skins. Fish also talks about the body shapes and relevance they have in consideration to the climate and areas where they live, for example round bodies adapted by the Eskimos. Fish strongly feels that,â€Å"our categories for racial classification of people arbitrarily include certain dimensions (light versus dark skin) and exclude others (rounded versus elongated bodies).Over the past 15,000 years, there has been many differences created due to the spread of people from Africa to the Americas and elsewhere. Due to this separation, not only has there been changes over time, leading to distinct traits from those areas. In Africa for example there are the Masai Tribe who naturally are lanky and tall, and in comparison to another tribe in Africa the Pygmy Tribe who are naturally short, adapted through natural selection. Fish states that Americans believe in â€Å"blood. † Which is a term used for the quality presumed to be carried by members of these so called races.The way offspring regardless of their physical appearance always inherit the less prestigious racial category of mixed parentage is called â€Å"hypo descent† by anthropologists. The defining of a person’s race, from mixed lineages and the hierarchy of the so called prestigious and less prestigious races, should for focus on the majority of the p ersons race rather than focusing on the part which is less prestigious and defining them as that. â€Å"The American system tells you about how people’s parents are classified but not what they look like.They Brazilian system tells you what they look like but not about their parents. † Fish focuses on the Brazilian system, to make clear how profoundly folk taxonomies of race vary from one place to another. White individuals with high IQ levels, usually tend to have offsprings with high IQ levels. Black individuals with high IQ levels, usually tend to have offsprings with high IQ levels. There is no defining factors which prove or show that race does not have an impact on IQ levels. Sources Jeffrey M. Fish â€Å"Mixed Blood† Psychology Today. Jeffrey M. Fish, 2008.

Aboriginal Issues In Canadian Public Education †English Essay

Aboriginal Issues In Canadian Public Education – English Essay Free Online Research Papers Aboriginal Issues In Canadian Public Education English Essay In Canada, most of us are hardly surprised when we hear how disadvantaged our First Nations peoples are in terms of educational attainment, employment circumstances, health care and other social factors. Today the high school graduation rate amongst Aboriginal youth is about half of what it is amongst other Canadian youths, 40% compared to 70%. Incidences of drug and alcohol abuse, gang involvement and suicide amongst Aboriginal 15-24 year olds are all much higher than they are amongst non-Aboriginal youth. Although there have been substantial improvements that have been implemented through many promising recent initiatives, First Nations youth are still highly over-represented in all of these negative indicators. This paper will focus on some of those problems and what has been, and is being done to ameliorate them. Perhaps the most recent and profound example of how the Canadian government intends to alleviate problems with Aboriginal housing, education and health care was the one proposed by Prime Minister Paul Martin on November 23rd at the First minister’s conference held in Kelowna. It was then that the Prime Minister and his liberal government promised to spend over $4 billion dollars over the next four years to improve Aboriginal housing, health care and education. This amount includes $2 billion in compensation for former First Nations students who suffered physical and sexual abuse when they were forced into residential schools. Over 80,000 former students of the once mandatory system, which was meant to â€Å"Christianize† native children, can apply to get $2560 for each year that they were forced to attend a residential school. These schools were first opened in the late 1800’s and were run as partnerships between various religious organizations and the Canadian government. These partnership agreements ended in 1969 but many residential schools continued to operate under the management of the federal government; the last federally funded residential school closed in 1996 in Saskatchewan. In 1950, over 40% of the instructors at residential schools had no professional training whatsoever and in 1995, Arthur Henry Plint former supervisor of the Alberta Indian residential school 1948-1953 and 1963-1968 plead guilty to 16 counts of indecent assault and was sentenced to 11 years in prison. The curriculum in these schools was nothing like what other Canadian children were learning at the time. Class time consisted of one hour of religious training and 2 hours of instruction in reading, writing and mathematics; non-native schools had 5 hours of instruction in these and other subjects like science and foreign languages. In fact, the majority of the residential school curriculum was devoted to â€Å"civilization training† through which students were taught farming, cooking, sewing and cleaning. Cultural assimilation was the primary mandate of these schools but the effect of taking native children were away from their culture, language and elders was only to sever the intergenerational ties that held Aboriginal families and communities together. The abolishment of the residential school system and the reparations that have been made have and will undoubtedly improve the lives of Aboriginal peoples in Canada but there are still many more hurdles to overcome. One example is the high incidence of gang involvement amongst First Nations youth in rural parts of Alberta and Saskatchewan. In Hobbema, a rural community south of Edmonton, police officers have a caseload that is 3.5 times the national average, which is due in large part to the sizable amount of crime perpetrated by Aboriginal youths affiliated with gangs. According to Mel Buffalo, a spokesperson for the Samson Cree Nation, â€Å"This has gone beyond our control and we need help†. Aboriginal leaders in Hobbema are hoping that a cadet program aimed at youths aged 10-18 years will be the answer. In Saskatchewan, gang affiliation amongst Aboriginal youth dropped significantly after RCMP Corporal Rick Sanderson established a cadet program there. Sanderson attributed much of the program’s success to its leadership programs and mandatory regimens of community service. By providing opportunities for high risk youth to see the negative consequences of their behavior from a position of authority instead of inferiority they begin to empathize with their community leaders. This in turn motivates them to work together with their elders to solve these problems. The community service they perform teaches them different approaches aimed at alleviating problems associated with Aboriginal gangs. Unfortunately, the number of Aboriginal youths involved with cadets in Saskatchewan has dropped from 1,200 to 200 due to a lack of funding. However, Aboriginal leaders from all over Canada, including those Hobbema, have noticed Sanderson’s success and they are calling for his expertise. Buffalo is hopeful that establishing a cadet program in Hobbema could eventually lead to an Aboriginal police force. It is precisely this type involvement and pride in their community that Aboriginal youth will need if they are to resist the temptation of gang affiliation. Aboriginal youth in Hobbema and all over Canada are looking for acceptance from somewhere, and if they’re not getting it from their families or their community they’ll get it somewhere else. Another problem faced by Aboriginal students has been the lack of culturally sensitive curricula and the absence of teachers trained to work with Aboriginal learners and communities. In September of 1974, the education department at UBC-Vancouver responded to this dilemma by creating the Native Indian Teacher Education program (NITEP). This program is only open to qualified education students of Aboriginal ancestry who wish to build upon and strengthen their cultural heritage and identity. The curriculum prepares aspiring First Nations educators by incorporating Aboriginal culture and knowledge with traditional pedagogical training. Enrollment and convocation figures were not available but the program has been successful enough to be recognized by the BC business community. BC Tel currently awards up to $3250 annually for qualified First Nations students enrolled in the NITEP. Alberta Learning, the ministry of education in Alberta, has also made efforts to improve public education for First Nations, Inuit and Mà ©tis learners. In 2003, Alberta Learning, spent $1,750,000 on various programs aimed at providing â€Å"High quality learning opportunities that are responsive, flexible, accessible, and affordable to the learner†. These included offering grade 10, 11 and 12 language courses in Blackfoot and Cree at various high schools across Alberta and the development of grade 10, 11, and 12 curricula in Aboriginal studies (aboriginal social studies). Alberta Learning also made $3,393,000 available for more aboriginal teachers’ salaries, school improvement projects aimed at improving attendance and test scores at aboriginal schools and an Aboriginal teacher education program similar to the one currently offered at UBC. Total expenditures aimed at improving pre and post secondary education for Aboriginal students in Alberta were over $5.6 milli on in 2003. In their paper titled â€Å"Parent Marginalization, Marginalized Parents: Creating a Place for Parents on the School Landscape† Bill Murphy and Debbie Pushor have addressed another problem common to parents of Aboriginal students in Canada. According to the authors, the main reason aboriginal parents are often marginalized and labeled as â€Å"difficult when they are advocates for their children or as apathetic by teachers and administrators when they do not become involved† is because public schools do not â€Å"culturally fit† with their experiences at home and in their communities. And, what makes things worse is that educators seldom ask why aboriginal parents rarely attend school oriented meetings like parent teacher interviews nor do these teachers question what they themselves could do differently to invite aboriginal participation. In â€Å"Parent Marginalization†¦Ã¢â‚¬  Bill Murphy uses an example from his experience as a teacher in Fort Laird, a Dene Community in the Northwest Territories, to show how teachers can get more involved with Aboriginal parents. As part of his job there he was required to visit the homes of each one of his students before the school year began. Murphy spent eight years in Fort Laird and in that time he learned to cherish those home visits because they provided an opportunity for him to â€Å"establish communication with the home and to access [each] parent’s knowledge about their child†. By building these relationships and partnerships with Aboriginal parents he â€Å"facilitated the acknowledgement of parent voice and parent knowledge, which produced extraordinary experiences and significant improvements in his students’ performance†. Murphy’s approach in Fort Laird sounds like it would only be applicable in a small community where everyone knows everyone else but he continued this practice of making home visits in other school communities that were far less rural and geographically larger. He admits that most of the parents he visited in urban areas were initially confused by his presence on their doorsteps but by the third or fourth visit they too were realizing the power of a close home-school relationship. By combining his professional expertise with their unique knowledge of Aboriginal home life and culture Murphy and his students’ parents were able to â€Å"live out an agenda of relationships that worked in reciprocally beneficial ways†. Career and life planning for Aboriginal youth is another feature of First Nations peoples’ education that needs modification. According to Rod McCormick and Norman Amundson, career counseling with First Nations people doesn’t work because â€Å"it is based on a world view that is not shared by most aboriginals† and that â€Å"†¦to be effective, a counselor needs to understand the belief system and worldview of a culture before applying theories and techniques for healing†. They argue that Euro-American counseling approaches do not work with most Aboriginal youth because they are implicitly ethnocentric and do not address the fact that for most Aboriginal youths, â€Å"personal change occurs in the framework of the family and the community†. The career-life planning model proposed by McCormick and Amundson includes five components, each of which plays an integral role in defining career and life roles for Aboriginals. The components include: core beliefs of connectedness, sharing of gifts, roles and responsibilities, balance and values. Connectedness refers to the traditional Aboriginal belief that the Creator intended all inanimate and animate objects in the universe to be equal and related to one another, like members of a large extended family. As such, when a person seeks any form of help, other members of the family are usually involved. This approach lies in sharp contrast to the traditional western method of counseling, which tends to stress the role of the individual. More effective Aboriginal youth counseling must be applied in the context of the Aboriginal community and family. First Nations people generally believe that â€Å"the Creator bestows unique gifts amongst every person and expects that those gifts will be used to their fullest potential so that the family and community are as strong as they can be†. In essence, these gifts can be thought of as callings or vocations which form â€Å"the underlying basis for aptitudes and skill development†. Values and meaning are often overlooked amongst non-Aboriginals when they consider career choices but they are very important to Aboriginals because they form â€Å"collective sources of meaning†. McCormick and Amundson contend that the process of â€Å"forcible assimilation of Aboriginal people [has made it difficult for them] to connect with their traditional family, community and cultural values†. Aboriginal youth counselors must develop career decision making models that include these Aboriginal values. For most Aboriginal youth, it is only through an examination of these values that they can truthfully examine their strengths and limitations in ways that are respectful of themselves, their family and their community. Most First Nations people believe in attaining balance between their mental, physical, spiritual and emotional selves. When balanced, they believe that individuals are healthy, capable and able to make good decisions. McCormick and Amundson recognize that â€Å"mainstream counseling often tends to focus on thinking, feeling, or behavior and tends to leave out the physical and spiritual†. Balance is an important consideration for Aboriginal youth counselors for the reasons listed above and because First Nations elders say that â€Å"living life in an unbalanced way leads to illness†. McCormick and Amundson’s First Nations career-life planning model requires that information on the key components of connectedness, balance, roles, gifts and values be collected and integrated with more traditional counseling methods. Applying this method will ensure that the counseling is consistent with the worldview of Aboriginal youths. Lastly, I would like to consider how and why Aboriginal culture should be integrated into the public school curriculum. Making the public school curriculum comprehensible to Aboriginal learners is crucial if we are to improve school success and dropout rates amongst Aboriginal youth. Earlier, I discussed how UBC-Vancouver and Alberta Learning have been making efforts to bridge the cultural gap between Aboriginal students and non-Aboriginal teachers and administrators. Now I would like to address how the current teaching population feels about integrating Aboriginal culture into their classrooms. In her paper â€Å"Teacher’s Perceptions of the Integration of Aboriginal Culture into the High School Curriculum† Yatta Kanu interviewed two Aboriginal liaison workers to find out what the main incompatibilities between schools and Aboriginal culture are. The three main discrepancies that she discovered were: â€Å"(a) incompatibility between schools’ rigid approach to dealing with time and Aboriginal peoples more flexible view of time; (b) incompatibility between schools large classes and Aboriginal teaching methods such as the talking circle; and (c) incompatibility between the regimentation of the classroom experience and Aboriginal people’s cultural value of noninterference in childrearing (noninterference means refraining from directly criticizing an individual or attempting to control the behavior of others through direct intervention)†. Through her research, Kanu was able to make ten recommendations for guiding the successful integration of Aboriginal culture into the high school curriculum. They include providing opportunities for all teachers, non-Aboriginal and Aboriginal alike, to learn about Aboriginal culture, issues and perspectives. With this in mind, UBC should consider removing the restriction from its NITEP program that stipulates that all NITEP students must have Aboriginal ancestry. Kanu also recommended that â€Å"schools must allocate part of their budgets to providing and sustaining financial support for educational resource persons such as Aboriginal liaison workers†. Progress in this area has been made; in 2001 there were approximately 500 Aboriginal workers employed by the government. However, improvements to the system are still needed since most of those workers still do not have accurate job descriptions. Providing more Aboriginal education opportunities for current and aspiring teachers and hiring more Aboriginal liaison workers will likely reduce some of the incompatibilities mentioned above, viz. the incompatibility between schools large classes and Aboriginal teaching methods such as the talking circle; and the incompatibility between the regimentation of the classroom experience and Aboriginal people’s cultural value of noninterference in childrearing. Kanu addresses the other incompatibility, i.e. the one between schools’ rigid approach to dealing with time and Aboriginal peoples more flexible view of time, in her recommendation that â€Å"Schools need to consider changes to certain existing school structures such as timetabling and course scheduling†. In this paper, I have attempted to address some of the more salient problems in Aboriginal education in Canada and to provide some insights that others have had in how to deal with them. Most of us would agree that the restorative processes currently underway and those that are being proposed are fraught with enormous challenges, but these challenges are not insurmountable if we as educators, administrators and parents work together to facilitate them. References: 1. Monchuck, J. â€Å"We Need Help†, The Canadian Press, August 26, 2005 A3 2. Murphy, B., Pushor, D. â€Å"Parent Marginalization, Marginalized Parents: Creating a Place for Parents on the School Landscape† Alberta Journal of Educational Research Vol. 50 (2004) Issue 3, 221-233 3. McCormick, R, Amundson, N., â€Å"A Career-Life Planning Model for First Nations People† Journal of Employment Counseling Vol. 34 (1997), Issue 4, 171-177 4. Yatta, K. â€Å"Teachers’ Perceptions of the Integration of Aboriginal Culture into the High School Curriculum† Alberta Journal of Educational Research Vol. 51 (2005), Issue 1, 50-65 5. CTV.ca News Staff, â€Å"PM, First Nations Leaders hold Historic Summit† CTV November 24, 2005, Retrieved December 5, 2005 from 6. Alberta Learning (2003) â€Å"First Nations, Mà ©tis and Inuit Education Policy Framework: A Progress Report† Retrieved December 5, 2005 from 7. UBC (2005) â€Å"Welcome to the Native Indian Teacher Education Program† Retrieved on December 5, 2005 from 8. Mostly Salish Consulting Company (2001) â€Å"The Current Position of Aboriginal Support Workers in the BC Education System† Retrieved on December 5, 2005 from

Forensic Science essays

Forensic Science essays Crime today is at an extreme high. However, forensic science has been there to help solve every crime committed. Science is the technology used to help forensic teams to analyze and solve crimes. What can look obvious to the naked eye could actually be a whole other story. Evidence can range from hair samples, to DNA, to semen, to finger prints, and many more. Over the years, forensic science has helped revolutionize law enforcement. Forensic science has been around for a long time and many of the old techniques are still used today. Many people have contributed to the start of forensic science. Edmond Locard was a physician who established one of the first crime laboratories in 1910, in Lyon, France(Crime Laboratory 909). He helped develop various methods to investigate crimes. Alphonse Bertillon developed a method of identifying persons according to their measurements. This method is called the Bertillon method(Crime Laboratory 910). However, by late 1910, fingerprinting had replaced the Bertillon system almost entirely as a more accurate method of identification. This new method was developed by Sir Francis Galton. The first crime laboratory in the United was established in Los Angeles in 1923. Today, the nation has over 250 crime laboratories(Crime Laboratory 910). Many other organizations would soon be developed. The FBIs crime laboratory was organized in 1932. It ranks as one of the finest in the world(Crime Laboratory 910). A crime laboratory uses several different techniques to identify and analyze evidence. Such techniques include microscopic examination, chemical treatments, and the use of special instruments. The most effective type of evidence is DNA identification. It has the power to save people and to prosecute the guilty. DNA helps to identify potential suspects involved in a crime, exonerate a...

The career ladder Research Paper Example | Topics and Well Written Essays - 1250 words

The career ladder - Research Paper Example Career ladder is a concept where allied health field workers have to work to achieve a better position. Specific goals are set up for these health workers which they have to achieve so that they can become successful. After completing the goals of the career ladder the individual can advance to a better position along with a better salary. Career ladder has been implemented in many fields and it has been found that it is quite successful. It has its own benefits and drawbacks which are discussed subsequently (Zellmer 2002; Swanson et al 1991; Fitzgerald 2006). Benefits and Drawbacks of the Career Ladder The career ladder concept in the allied health disciplines is very important to practice clinical knowledge. Patients who are coming for treatment require expertise of all the departments so that they can be cured and every allied health field worker has to play his specific role to cure the patient. The career ladder concept helps the workers to work with integrity so that they can a chieve a better grade in the society. It also helps the workers to become familiar with the concepts of health care so that they can excel in their particular field. Being a pharmacist the career leader would help him to achieve clinical knowledge which he can implement in his practice. ... A career ladder helps the individuals to go through different tasks where he can accomplish different goals. These goals would help him to receive a variety of rewards and perks. In other words career ladders are possibly a way through which different workers can advance in their field. Career ladders also help to increase job satisfaction as has been found through different researches. On the other hand it can be seen that career ladder can also bring drawbacks to the allied health field workers. The workers who do not go through this career ladder concept would not be able to excel in their field and would remain on the position that they have joined. Some people do not want to take part in this concept and would make them lose interest in their job. Similarly people who cannot qualify this ladder concept would be further discouraged in trying to excel in this field. A career ladder gives way to specific individuals so that they can progress whereas some are still left behind becau se every individual in the field cannot be a leader. The workers have to take extra load in order to achieve the goals of a career ladder and this can result in dissatisfaction (Smith & Shane 1989; Zellmer 2002; Buchan 1997). Career Ladder as Implemented in DVA Career ladder has been used by many organizations and one of the organization which is using it is the Department of Veteran Affairs. The Department of Veteran Affairs (DVA) has such a career ladder established for pharmacists where they can advance in their field with specific requirements. It is seen that pharmacists are required to produce effective clinical knowledge and expertise and if these are not integrated in their

Determination the structure of BPSL1549 Lab Report

Determination the structure of BPSL1549 - Lab Report Example Also, detecting and controlling the bacterium is difficult since it can survive outside host organisms (Buetow, et al., 2001). As connoted, the disease Melioidosis is caused by a protein found in the bacteria Burkholderia pseudomallei. The protein is dubbed BPSL1549. This protein makes the bacterial to be very lethal. The disease Melioidosis is manifest in two modes of pathogenesis. The acute phase that is characterized but high mortality rates and the latent phase (Buetow, et al., 2001). In the latent phase, there is self-secretion of the bacteria in the infected host and only affects the infected host in form of a disease when the individual immune system is compromised such as during other infections, during organ transplant and during old age. Latent phase has been found to have a long life span that can go up to fifty years (Wongtrakoongate, et al., 2007). There is no detailed documentation describing the pathogenesis of the bacteria. Despite this, the genome of then bacteria has been sequenced and as a result, large and small chromosomes have been identified. By sequence similarity, its genes have been found to be similar to various other organisms. The similarity has shown that the bacteria Burkholderia pseudomallei is closely related to the bacteria B., pseudomallei, which is not pathogenic. Therefore, in depth analysis of the genes has to be done to facilitate a comparative analysis of the genes of these two bacteria to found out the function of the genes. One of the gene that is analysed in this experiment is BPSL1549 (Cruz, et al., 2011). This experiment’s major objective is to determine the protein structure of the gene BPSL1549 using the protein crystallography method of Seleno – methionine multi - wavelength anomalous dispersion. The results will be compared against a database containing known structure of genes