Ap American Dbq Strict and Loose Constructionists, Jefferson and Madison Presidencies Essay Example

Ap American Dbq Strict and Loose Constructionists, Jefferson and Madison Presidencies Essay During the administrations of Thomas Jefferson and James Madison, the portrayal of Jeffersonian Republicans as severe constructionists and Federalists as free constructionists was commonly valid generally. While the two Presidents were Democratic-Republicans and regularly received an exacting constructionist see, there were a few exemptions where they or different Republicans embraced a free constructionist see. The equivalent goes for the Federalists, who had a few instances of them receiving an exacting constructionist view.During the hour of the Jefferson and Madison administrations, the Democratic-Republicans were regularly viewed as severe constructionists. This is found in numerous events in which the Presidents (the two of which were Republicans) or different individuals from the gathering took activities from an exacting constructionist stance. While in office, Jefferson diminished the size of the Navy and put impediments on the military, which was a severe constructionist se e at that point. The Constitution just enabled the Federal government to keep up a military, and Jefferson felt that the nation could be kept up with a littler power, along these lines why he constrained it.Jefferson additionally didn't run for a third term, following the two-term limit strategy that Washington had ‘created. ’ By regarding this component of the â€Å"un-written† Constitution, Jefferson was following a severe constructionist perspective. Likewise, Jefferson communicated an exacting constructionist see in a few individual letters. In one to Gideon Granger in 1800, he expressed his own and the party’s goals to get â€Å"a larger part in the lawmaking body of the United States, joined to the safeguarding of the administrative Constitution,† and even expressed in the letter that the Federalists free constructionist perspectives would be unfavorable to the nation (Document A).In another letter to Samuel Miller, a Presbyterian serve, in mi d 1808, he additionally unmistakably demonstrated his exacting constructionist sees by expressing that â€Å"certainly no capacity to recommend any strict exercise, or to expect expert in strict control, has been designated to the general [federal] government† (Document B). This whole articulation shows Jefferson’s severe after of the Constitution and that he won't permit the Federal government to bargain in strict issues since it doesn’t state the administration can in the Constitution, subsequently displaying those exacting constructionist views.Notably, he vetoed the death of the Internal Improvements Bill in 1817, saying that â€Å"such a force isn't explicitly given by the Constitution,† which additionally shows his severe constructionist sees (Document H). While a large number of the Republicans during the Jefferson and Madison years held severe constructionist sees, there were times where the Presidents took activities that could be viewed as free constructionist. One case of this was Jefferson’s going of the Embargo Act of 1807 (Document C).This activity was viewed as a free constructionist activity in light of the fact that the Constitution expressed that the administration reserved the privilege to manage business and exchange, with certain individuals contending that that didn't mean they had the power to totally cut off exchange. Another case of Thomas Jefferson rehearsing free constructionist sees was the point at which he purchased the Louisiana domain from the French in 1804 without the Senate’s endorsement. This was a free constructionist activity in light of the fact that no where in the Constitution it says the official branch has the power to make such a buy without the Senate supporting the purchase.Jefferson legitimized the buy with the Elastic Clause, a statement normally utilized by free constructionists to legitimize a portion of their activities not communicated in the Constitution. Other than these activities, Thomas Jefferson demonstrated his day of work to free constructionist thinking in a letter in 1816 to Samuel Kercheval, in which he communicated that legislatures had to realize how to change with the occasions as opposed to staying precisely the equivalent from its perspectives (Document G).While the Republicans for the most part held a severe constructionist perspective on the Constitution, Federalists would in general have a free constructionist perspective on the Constitution during the administrations of Jefferson and Madison. A case of this would be when different Federalists amassed in the Hartford Convention from 1812 to 1815 to examine making changes to the Constitution to support the northeastern states, however the discussions would in the long run go to discusses severance (Document E).This shows how the Federalists held a free constructionist perspective on the Constitution and were eager to make modifications to the report. Another case of Federalists holding free constructionist sees during this time is found in John Marshall, the Chief Justice of the Supreme Court during Jefferson and Madison’s terms. A prominent Federalist, John Marshall was a solid backer of the Elastic Clause. He likewise made the idea of Judicial Review in the celebrated instance of â€Å"Marbury v. Madison,† which has since become an intensity of the Supreme Court, despite the fact that it isn’t recorded in the Constitution.By Marshall practicing a force not straightforwardly recorded in the Constitution, it shows his free constructionist sees. In spite of the propensities of the Federalist Party individuals to have free constructionist sees, there were a few exemptions to this during the hour of the Jefferson and Madison administrations. A case of one of these exemptions was when Daniel Webster, a Federalist from New Hampshire, and different Federalists contradicted the induction charge the Madison organization endeavored to get pass ed (Document D).Their contention was that no where in the Constitution does it say that the legislature can constrain individuals to serve in the military. This shows a second where certain individuals followed severe constructionist see, however on the other hand likewise shows a second where Democratic-Republicans (the Madison organization) acted under free constructionist sees. Another case of the Federalists holding severe constructionist sees is the point at which they pushed intensely for Congress to require a 66% dominant part to pass things like conceding states to the association or announcing war.During the hour of the Jefferson and Madison organizations, Democratic-Republicans were for the most part observed as exacting constructionists while Federalists were for the most part observed as free constructionists. As observed before, Jefferson, Madison, and different Republicans did communicate exacting constructionist convictions during their terms, and on the other hand th e Federalists, for example, John Marshall, frequently communicated their free constructionist convictions during those occasions. Nonetheless, the two gatherings didn't generally cling to these convictions, each having their own one of a kind special cases relying upon the circumstance

Sal Khan, Gabriel Abrantes, and the Man in the Shiny Red Satan Suit

Sal Khan, Gabriel Abrantes, and the Man in the Shiny Red Satan Suit 2:50 PM, Wednesday, May 8 I am in a café on Mass Ave, waiting for a roast chicken-mashed avocado-jicama sandwich and talking to my sister on the phone. A tall, tattooed man walks in wearing a skintight red devil suit and horns. He stands around for a few seconds, looking like he might order something, then walks up to the man working the register, throws his arms in the air, and yells: Im SATAN! The man at the register looks up, smiles, and says Satan! Ive been waiting for you! Ive been looking all over for you, kid! booms Satan. Lets get you back to hell! Hell?! says the man. But, Satan! I thought I was already in hell. I thought Id been there all along, working at this godforsaken JOB! The manager has sidled up to the counter and is standing behind his employee, smiling very uncomfortably and waiting for the scene to play out. The man from behind the register climbs onto Satans shoulders, shouts I QUIT! , and piggybacks out at a sprint. Order up for Tasha? calls an uncertain coworker. By the time I grab my sandwich and get to the door, both men are out of sight, and I am laughing in the street. I make it back to campus just in time to hear Sal Khan tell his story to President Reif in Kresge. Ive been looking forward to this all week. If you cant spare an hour to watch the interview here, have a look at these lovely faces: Pri and Mira, 16, with the creator of Khan Academy. Khan talks about how he started out, what he thinks of MIT, and why Khan Academy works so well. The key to the success of his early videos, he says, is the humanity: remember, he was making them for his neice, not for Bill Gates kids. The human element, the aim for connection over professionalism, was the necessary component. Also key, Khan says, is to enjoy the subject matter. Before each video, after striving to understand the material intuitively, at a deep level, and exploring the concept visually, Khan makes himself smile. Force yourself to smile he says, force yourself to laughthat energy will carry over into the teaching. Here are the best things I hear: On MITs responsibility to lead educational innovation: Everyone wants to wear the jeans that Jennifer Lopez wears. Were the celebrity role model everyone wants to emulate. This is a hit with the audience. On choosing to make Khan Academy non-profit: Whats a home run in the for-profit world? You get acquired or go IPO. A home-run as a non-profit thats something epic, really cool. On working as a hedge fund analyst: At 2 PM on the West Coast, my boss would say, Its not about working hard, its about working smart. Go home and have a life. If not for that, thered be no Khan Academy. And, my favorite, on creativity. Everyone here is a creator. I cringe when someone says Im not good at engineering; Im creative. There is nothing more fundamentally creative than engineering. By definition, you are making something that wasnt there before. What is important is not your GPA, not your credentials. Its what you make. Its about going and building things. When you walk out [of MIT], the most important part of your experienceand this is already the case, but I dont know that most people realize itwill be what youve made. **** I borrow a friends camera and walk over to the Media Lab. Today is the opening reception for the spring exhibits in the List Visual Arts Center; filmmaker Gabriel Abrantes is giving a talk.   It is beautiful. It makes me want to learn about film, politics, the global economy, colonialism, liberty, art, and Angola. I am not sure is theres a major for this. If there were a Ph. D. in learning everything, I would do that, said Sal Khan. Now the curator of the List is talking about cross-pollination in art and media. Reduce painting to its constituent elements, he says, and it begins to resemble sculpture. Break down sculpture, and it starts to look cinematic. This reminds me of something someone said last semester. Physics is basically applied math, and chemistry is pretty much applied physics. Biology is applied chemistry. Applied biology is the humanities? Its a stretch. I enjoy the reception. I feel like a grown-up.

Sal Khan, Gabriel Abrantes, and the Man in the Shiny Red Satan Suit

Sal Khan, Gabriel Abrantes, and the Man in the Shiny Red Satan Suit 2:50 PM, Wednesday, May 8 I am in a café on Mass Ave, waiting for a roast chicken-mashed avocado-jicama sandwich and talking to my sister on the phone. A tall, tattooed man walks in wearing a skintight red devil suit and horns. He stands around for a few seconds, looking like he might order something, then walks up to the man working the register, throws his arms in the air, and yells: Im SATAN! The man at the register looks up, smiles, and says Satan! Ive been waiting for you! Ive been looking all over for you, kid! booms Satan. Lets get you back to hell! Hell?! says the man. But, Satan! I thought I was already in hell. I thought Id been there all along, working at this godforsaken JOB! The manager has sidled up to the counter and is standing behind his employee, smiling very uncomfortably and waiting for the scene to play out. The man from behind the register climbs onto Satans shoulders, shouts I QUIT! , and piggybacks out at a sprint. Order up for Tasha? calls an uncertain coworker. By the time I grab my sandwich and get to the door, both men are out of sight, and I am laughing in the street. I make it back to campus just in time to hear Sal Khan tell his story to President Reif in Kresge. Ive been looking forward to this all week. If you cant spare an hour to watch the interview here, have a look at these lovely faces: Pri and Mira, 16, with the creator of Khan Academy. Khan talks about how he started out, what he thinks of MIT, and why Khan Academy works so well. The key to the success of his early videos, he says, is the humanity: remember, he was making them for his neice, not for Bill Gates kids. The human element, the aim for connection over professionalism, was the necessary component. Also key, Khan says, is to enjoy the subject matter. Before each video, after striving to understand the material intuitively, at a deep level, and exploring the concept visually, Khan makes himself smile. Force yourself to smile he says, force yourself to laughthat energy will carry over into the teaching. Here are the best things I hear: On MITs responsibility to lead educational innovation: Everyone wants to wear the jeans that Jennifer Lopez wears. Were the celebrity role model everyone wants to emulate. This is a hit with the audience. On choosing to make Khan Academy non-profit: Whats a home run in the for-profit world? You get acquired or go IPO. A home-run as a non-profit thats something epic, really cool. On working as a hedge fund analyst: At 2 PM on the West Coast, my boss would say, Its not about working hard, its about working smart. Go home and have a life. If not for that, thered be no Khan Academy. And, my favorite, on creativity. Everyone here is a creator. I cringe when someone says Im not good at engineering; Im creative. There is nothing more fundamentally creative than engineering. By definition, you are making something that wasnt there before. What is important is not your GPA, not your credentials. Its what you make. Its about going and building things. When you walk out [of MIT], the most important part of your experienceand this is already the case, but I dont know that most people realize itwill be what youve made. **** I borrow a friends camera and walk over to the Media Lab. Today is the opening reception for the spring exhibits in the List Visual Arts Center; filmmaker Gabriel Abrantes is giving a talk.   It is beautiful. It makes me want to learn about film, politics, the global economy, colonialism, liberty, art, and Angola. I am not sure is theres a major for this. If there were a Ph. D. in learning everything, I would do that, said Sal Khan. Now the curator of the List is talking about cross-pollination in art and media. Reduce painting to its constituent elements, he says, and it begins to resemble sculpture. Break down sculpture, and it starts to look cinematic. This reminds me of something someone said last semester. Physics is basically applied math, and chemistry is pretty much applied physics. Biology is applied chemistry. Applied biology is the humanities? Its a stretch. I enjoy the reception. I feel like a grown-up.

Film Analysis Of The Pianist - 1279 Words

The Pianist is a film released in 2002 by Roman Polanski and was based on a 1946 memoir of Szpilman by the writer Jerzy Waldorff. It follows the perspective of Wladyslaw Szpilman and how he survives the abundance of destruction from the Nazis in WW2 with only the comfort of his love of music. This film depicts the harrowing journey of Wladyslaw and how as pivotal events occur, the more desperate he is to survive when he is faced with deadly encounters and inhumane living conditions. Polanski portrays desperation through specific shots and framing, dramatic auditory and visual components that induced heart wrenching emotions, and mise en scene that shows the main characters depressing journey. The perspective of Szpilman in the film†¦show more content†¦The adversity that Wladyslaw experiences is apparent in his eating habits when he is in hiding. Food becomes scarce and he becomes desperate to eat anything somewhat edible. A prominent example of this is when he is cooking th e potato and beans. Roman exhibits how he has to ration the food in order to survive over weeks by filming close ups of the food. The close up shows that potato is dark and rotten but he eats it due to the desperation for something to sustain him for a bit longer. As Szpilman cooks the beans, the camera focuses on the pot and Wladyslaw placing a very small amount of beans in the pot, representing his little resources. Polanski successfully utilizes frames and shots throughout the whole film to powerfully interpret the hardship of WW2 and how massacre and destruction leads to oppressed members of society, similar to Wladyslaw, developing reckless behaviour and desperation for any sustenance to keep on breathing. Polanski applies the use of mise en scà ¨ne to epitomize the characterisation of the protagonist in both direct and indirect ways; Szpilman is directly shown as a well-known lighthearted pianist living happily but as the film progresses, he is indirectly portrayed as a weak traumatised man who has experienced a grievous struggle and led to his desperate acts of survival.Show MoreRelatedAn Analysis Of Alan Irwin Menken, An American Film And Musical Composer, And A Pianist1319 Words   |  6 PagesComposers of film music are mostly forgotten about by the audience as they concentrate on the movie itself. However, without the music, the films will not be able to grasp the audience and anchor the emotion of enchantment. It is the song that allows the mood and atmosphere to be set. Alan Irwin Menken, an American film and musical composer, and a pianist, was born on July 22, 1949. 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The Capitals of the 50 U.S. States

The following is a complete list of the state capitals of the fifty United States. The state capital in each state is the political center of the state and is the location of the state legislature, government, and governor of the state. In many states, the state capital is not the largest city in terms of population. For example, in California, the most populous state of the United States, the state capital of Sacramento is the fourth largest metropolitan area in the state (the three largest are Los Angeles, San Francisco, and San Diego.) The data below are from the United States Census Bureau. State Capitals Alabama - Montgomery Population: 200,602 (2015 estimate)Education: 31.4% have a bachelors degreeMedian Household Income: $43,535 Alaska - Juneau Population: 32,756  (2015 estimate)Education: 37.8% have a bachelors degreeMedian Household Income: $84,750 Arizona - Phoenix Population: 1,563,025  (2015 estimate)Education: 26.5% have a bachelors degreeMedian Household Income: $46,881 Arkansas - Little Rock Population:  197,992 (2015 estimate)Education: 38.5% have a bachelors degreeMedian Household Income: $46,409 California - Sacramento Population:  490,712(2015 estimate)Education: 29.3% have a bachelors degreeMedian Household Income: $50,013 Colorado - Denver Population: 682,545  (2015 estimate)Education: 43.7% have a bachelors degreeMedian Household Income: $51,800 Connecticut - Hartford Population: 124,006  (2015 estimate)Education:  15% have a bachelors degreeMedian Household Income: $29,313 Delaware - Dover Population: 37,522  (2015 estimate)Education: 28.4% have a bachelors degree   Florida - Tallahassee Population:  190,894  (2015 estimate)Education:  47.6% have a bachelors degreeMedian Household Income: $45,660 Georgia - Atlanta Population: 463,878  (2015 estimate)Education: 47.1% have a bachelors degreeMedian Household Income: $46,439 Hawaii - Honolulu Population: 998,714  (Honolulu County, 2015 estimate)Education: 32.5% have a bachelors degreeMedian Household Income: $73,581 Idaho - Boise Population: 218,281  (2015 estimate)Education: 39.1% have a bachelors degreeMedian Household Income: $49,209 Illinois - Springfield Population: 116,565  (2015 estimate)Education: 34.9% have a bachelors degreeMedian Household Income: $48,848 Indiana - Indianapolis Population: 853,173  (2015 estimate)Education: 27.6% have a bachelors degreeMedian Household Income: $42,076 Iowa - Des Moines Population: 210,330  (2015 estimate)Education: 24.7% have a bachelors degreeMedian Household Income: $46,430 Kansas - Topeka Population:  127,265  (2015 estimate)Education: 27.5% have a bachelors degreeMedian Household Income: $41,412 Kentucky - Frankfort Population: 27,830  Ã‚  (2015 estimate)Education: 25.5% have a bachelors degreeMedian Household Income: $40,622 Louisiana - Baton Rouge Population: 228,590  (2015 estimate)Education: 32.7% have a bachelors degreeMedian Household Income: $38,790 Maine - Augusta Population: 18,471  (2015 estimate)Education: 23.2% have a bachelors degreeMedian Household Income: $38,263 Maryland - Annapolis Population: 39,474  (2015 estimate)Education: 45.7% have a bachelors degreeMedian Household Income: $75,320 Massachusetts - Boston Population: 667,137  (2015 estimate)Education:  44.6% have a bachelors degreeMedian Household Income: $54,485 Michigan - Lansing Population: 115,056  (2015 estimate)Education: 25.1% have a bachelors degreeMedian Household Income: $35,675 Minnesota - St. Paul Population: 300,851(2015 estimate)Education: 38.6% have a bachelors degreeMedian Household Income: $48,258 Mississippi - Jackson Population:  170,674  (2015 estimate)Education: 26% have a bachelors degreeMedian Household Income: $33,080 Missouri - Jefferson City Population: 43,168  (2015 estimate)Education: 33.2% have a bachelors degreeMedian Household Income: $47,901 Montana - Helena Population: 30,581  (2015 estimate)Education: 44.8% have a bachelors degreeMedian Household Income: $50,311 Nebraska - Lincoln Population: 277,348  (2015 estimate)Education: 36.2% have a bachelors degreeMedian Household Income: $49,794 Nevada - Carson City Population: 54,521  (2015 estimate)Education: 20.4% have a bachelors degreeMedian Household Income: $50,108 New Hampshire - Concord Population:  42,620  (2015 estimate)Education: 35% have a bachelors degreeMedian Household Income: $54,182 New Jersey - Trenton Population: 84,225  (2015 estimate)Education: 10.7% have a bachelors degreeMedian Household Income: $35,647 New Mexico - Santa Fe Population: 84,099  (2015 estimate)Education:  44% have a bachelors degreeMedian Household Income: $50,213 New York - Albany Population: 98,469  Ã‚  (2015 estimate)Education: 36.3% have a bachelors degreeMedian Household Income: $41,099 North Carolina - Raleigh Population: 451,066  (2015 estimate)Education: 47.6% have a bachelors degreeMedian Household Income: $54,581 North Dakota - Bismarck Population: 71,167  (2015 estimate)Education: 34% have a bachelors degreeMedian Household Income: $57,660 Ohio - Columbus Population: 850,106  (2015 estimate)Education:  33.4% have a bachelors degreeMedian Household Income: $44,774 Oklahoma - Oklahoma City Population: 631,346  (2015 estimate)Education: 28.5% have a bachelors degreeMedian Household Income: $47,004 Oregon - Salem Population:  164,549 (2015 estimate)Education: 26.9% have a bachelors degreeMedian Household Income: $46,273 Pennsylvania - Harrisburg Population:  49,081(2015 estimate)Education:  18.4% have a bachelors degreeMedian Household Income: $32,476 Rhode Island - Providence Population:  179,207  (2015 estimate)Education: 28.6% have a bachelors degreeMedian Household Income: $37,514 South Carolina - Columbia Population: 133,803  (2015 estimate)Education: 40.1% have a bachelors degreeMedian Household Income: $41,454 South Dakota - Pierre Population: 14,002  (2015 estimate)Education: 33.2% have a bachelors degreeMedian Household Income: $52,961 Tennessee - Nashville Population:  654,610  (Nashville-Davidson balance, 2015 estimate)Education: 35.8% have a bachelors degreeMedian Household Income: $46,758 Texas - Austin Population: 931,830  (2015 estimate)Education: 46% have a bachelors degreeMedian Household Income: $55,216 Utah - Salt Lake City Population:  192,672 (2015 estimate)Education: 42.1% have a bachelors degreeMedian Household Income: $45,833 Vermont - Montpelier Population:  7,592  (2015 estimate)Education: 52.5% have a bachelors degreeMedian Household Income: $60,676 Virginia - Richmond Population: 220,289  (2015 estimate)Education:  35.4% have a bachelors degreeMedian Household Income: $41,331 Washington - Olympia Population: 50,302  (2015 estimate)Education: 43.4% have a bachelors degreeMedian Household Income: $52,834 West Virginia - Charleston Population: 49,736  (2015 estimate)Education: 39.3% have a bachelors degreeMedian Household Income: $48,959 Wisconsin - Madison Population: 248,951  (2015 estimate)Education: 55% have a bachelors degreeMedian Household Income: $53,933 Wyoming - Cheyenne Population:  63,335 (2015 estimate)Education: 27.7% have a bachelors degreeMedian Household Income: $54,845 Edited by Allen Grove.

Reflection On The Management Competence - 1932 Words

1) What specifically have you observed and learnt from the experience focussing on one management competence? The act of influencing is a major management competence, and can be defined as one’s ability to affect another’s behaviour, beliefs, and attitudes. (Buchanan and Huczynski, 2013) Throughout our group assignment, we showed several different styles and approaches, both directly and indirectly. The styles also changed as we developed through the project. Figure.1 A matrix of influencing styles and approaches (Guirdham.M, 2002) At the beginning of the assignment, one of our initial tasks was to choose a â€Å"How-to Topic†. Our main influencing style in the group was high affiliative with dependency (Figure 1. bottom left), as we†¦show more content†¦This is a clear example of Festinger’s dissonance theory (Festinger, 1857), whereby he did not complain because he wanted to reach an agreement. Therefore, a benefit of this was his desire to discourage future contrariety (Guirdham, M. 2002) by not creating any further conflict in our group. Further, his refusal to influence the group may be elucidatory of Hovland and Sherif’s involvement theory (Sherif and Hovland, 1964), because he felt he couldn’t persuade everyone else to change their minds. Throughout the â€Å"How to topic†, two people managed to influence the group the most by using the high affiliative and dominative styles of direct influence. First, our project manager influenced us heavily by using a propositional style. Firstly, he asked everyone, â€Å"We need to sort out what topic we are doing, guys† (Appendix B). This helped the group start the discussion, and therefore lead to a positive result of voting and choosing conflict between staff members. However, he may only have had high influence on the group due to his legitimate power as project manager. Another team member influenced the group by proposing, â€Å"I like the look of resolving conflict between staff† (Appendix B), as she had previous experience in this topic, which meant she had expertise power. Therefore, the group felt they could trust and follow her. (pull style) A following task was to choose our roles. Each team member

Microbiology for Developing the Culture and Storing

Question: Discuss about a man with a surgical wound after a prosthetic hip placement? Answer: Introduction Appropriate lab practices can save lives and improve the quality of life (Hakim et al., 2014). In this case, if appropriate collection, safety and culture conditions were maintained then the patient would not have suffered repeated bouts of pain. This report discusses the optimal practices in the lab which can help maintain the safekeeping standards. Specimen collection protocol The specimen collection protocol should be followed, the type of specimen should be recognized, after collection the specimen should be transported in the appropriate container. In the hospital, the collection environment should be maintained (Crouch, 2014). In this case, the joint aspirate examination was performed with caution which revealed cloudy synovial fluid. Laboratory safety Personal and professional levels of lab safety should be maintained in the lab to ensure that every sample that comes in for testing is tested properly, no contaminant is mixed in the process, and the person performing the test is not affected by the infection. In the case discussed, high blood pressure, blister on the wound and cloudy synovial fluid reveals that either a persistent infection is there or injury has not healed properly. Culture Condition The quality of the culture should be maintained to ensure accurate results. Environmental factors have to be considered while developing the culture and storing the culture. Causative Agents Infections can be caused due to a number of microorganisms. In this case, bacterial infection was not found in the gram staining report, but the presence of blisters on the wound indicates that there was some unidentified infectious agent at work. The continued pain and tenderness of the surgical wound may indicate infection or unhealed wound. Pathogenesis The infection can spread from the operating theater or the home environment of the patient in case of infection after surgery. The infection can get transferred from the apparatus, clothes or bodies of individuals through tears, cuts, and wounds. Treatment The infections can be treated by surgical and non-surgical techniques. The mode of treatment depends on the severity of the infection, the effect of the infection and the expected result. Prevention Preventative measures are taken to ensure that surgical wounds are kept away from infections. The wound is kept clean and protected at all times. Conclusion Disease control and prevention is not an easy job. More importantly, infections after surgery should be avoided or treated properly. References Crouch, R. D. (2014, August). Reinforcing safety in the lab through a sequence of activities in the first four semesters of the chemistry curriculum. InABSTRACTS OF PAPERS OF THE AMERICAN CHEMICAL SOCIETY(Vol. 248). 1155 16TH ST, NW, WASHINGTON, DC 20036 USA: AMER CHEMICAL SOC. Hakim, J., Matenga, J., Borok, M., Mandinger, N., Ndemera, B., Taziwa, A. (2014). SIDE LAB MANUAL.