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.

Kite Runner free essay sample

Amir, the protagonist of the novel, The Kite Runner, lived a privileged life as the son of a well-respected man in Afghanistan. Amir’s best friend is his servant, Hassan, who lives in a small hut with his father, Ali, on Amir’s property. Amir is constantly struggling to win the love of his father, Baba, whom he thinks is ashamed of his lack of courage and athletic ability. Amir also takes advantage of Hassan because of Hassan’s illiteracy. The local bully, Assef, taunts also Hassan because he is a Hazara, however, Amir does nothing to stop this. Hassan was always willing to do anything for his friend Amir, but that all changed in the winter of 1975. Twenty years later, Amir gets a chance to redeem himself for what he did that winter. Throughout the book, The Kite Runner, Amir grows as a person, but he doesn’t fully mature until he finds redemption for past sins. We will write a custom essay sample on Kite Runner or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page Throughout his childhood, Amir constantly tried to gain the love of Baba, as well as the attention of others. Amir also felt that he was better than Hassan because he was wealthy and Hassan was not. One day, during their childhood, Amir and Hassan were home with Ali, when the sounds of gunfire outside scared Hassan. Amir recounts the event, â€Å"Hassan was crying. Ali pulled him close, clutched him with tenderness. Later, I would tell myself I hadn’t felt envious of Hassan. Not at all. † (35) Even though Ali is Hassan’s father, Amir still felt jealous of Hassan because he was receiving all the attention. Amir becomes even more envious when Baba gives Hassan attention. When Amir asks Baba if they could go to Jalalabad for the day, just by themselves, Amir becomes very angry when Baba suggests bringing Hassan with them. â€Å"Why did Baba have to spoil it like that? † (82) Amir thought to himself. He wanted Baba all to himself and never wanted to share him. As a child, Amir had a need for attention and became angry when others were given attention that he thought belonged to him. Amir felt that he was Kite Runner free essay sample The novel, The Kite Runner, is about a young boy named Emir who forever lives a life full of shame, quilt and regret. These feelings are brought out by things that Emir has done in his past such as refusing to stick up for Hosannas and lying to his father. By the end of the novel, Emir fully atones for his sins by returning to Kabul, adopting Sahara and being beaten by Safes. During the annual kite tournament, Emir witnessed his brother, Hosannas being brutally beaten and raped by Safes: he did not say a word.Instead of standing up for his brother, Emir kept quiet while he stood and watched in horror. I opened my mouth, almost said something. Almost. The rest of my life might have turned out differently if I had. But I didnt. I Just watched. Paralyzed. Emir then claimed the winning kite as his own in order to win his fathers affection. We will write a custom essay sample on Kite Runner or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page He knows that he has betrayed the one person whom he is closest to. This marks the beginning of Emirs sins. Emirs poor decisions lead to a life full of shame, guilt and regret. l stopped watching. Turned away from the alley. I had one last chance to make a decision. One final opportunity to decide who I was going to be. I could step into that alley, stand up for Hosannas the way hed stood up for me and expect whatever would happen to me. Or I could run. .Len the end, I ran. Emir proved that he Is disloyal to Hosannas. He had to opportunity to help Hosannas, however his selfishness got the best of him. After years of not speaking, while Emir Is living In America, it Is revealed that Hosannas has been killed, and his son, Sahara, has been left abandoned in Afghanistan without a family or a home.Because Sahara Is Emirs nephew, Emir knows that this Is an opportunity to atone for his sins by showing his true loyalty to Hosannas. For you, a thousand times over Sahara says to Emir at the end of the book. The book ended with Emir finally seeking redemption when taking Sahara to America with him for a better life. This quote shows the Importance that no matter what sin youve committed there will always be an opportunity to make amends, but you have to seek redemption yourself. Emir completed his quest In seeking redemption for his sins and can finally move on with his life.

Biograph Mind and Best Friend Essay

Biograph Mind and Best Friend Essay Biograph: Mind and Best Friend Essay â€Å"Keep your head up high, and stay positive† is what I live by day to day because of my best friend Nita. She taught me so much in life from the experiences she had, the things she does and the wise words she says to me every day. I would never thought I have a best friend like her in my life. I think its crazy, because usually when I have a best friend, others would say â€Å"Oh they won't be around for a long time because friends come and go, even best friends.† But, Nita, she has been my best friend for awhile now. We have our up and downs but we manage to work it out unlike others. I notice that people never like to talk about how they feel about others, but she tells me anything that is on her mind. You could say that Nita is blunt, because she says whats on her mind and she speaks from the heart. I never seen anyone do that because others like to keep grudges. If it wasn't for Nita, I probably wouldn't be the person I am today; being open minded, telling anyon e how I feel or none of that. It's like the saying â€Å"closed mouths, don't get fed† so you should basically say something instead of being quiet. Nita is my best friend because she is the type of person who stays out of drama, do not mind anyone else business unless it involves with her and she is the nicest person you will ever meet. She respects everyone that is around her. To get respect, you have to give respect, that is just how it goes. If someone has a problem with her, she is the person who wants to go out of her way just to talk it out with you. Not a lot of people do that, they just let it be. The reason why I quoted

LISC Essay Example | Topics and Well Written Essays - 750 words

LISC - Essay Example While insulation principally diminishes conductive heat movement, weatherization mainly decreases convective heat movement (U.S Department of Energy). Weatherization has turned out to be gradually more high-profile when the outlays for house heating escalated. The United States Weatherization Assistance Program (WAP) was launched in 1976 to assist modest-income households to trim down their energy use and the associated expenses. Weatherization Assistance Program runs across each of the fifty states, the Native American tribes and the District of Columbia. The objective of Program is to support the low-income household units by dropping bills accrue form energy consumption and reduce dependence on overseas oil by cutting down energy utilization (U.S Department of Energy). The United States Department of Energy approximates that an excess of 5.6 million households have been weatherized, with a 30.5 million MBtu energy saved every year. It approximates the weatherization proceeds of 2.69 dollars for every dollar used up on the program, realized in energy and non-energy benefits. Households whose houses were weatherized are projected to record 358 dollars in savings on their debut year's service bills. The department of energy allocated funds to all the American states under the 2009 Recovery Act. New York received the largest share of funds award, after being awarded 197,343,256 dollars. Other notable states with sizable awards are Texas with 163,487,866 dollars, Ohio with 133,390,705 dollars, Pennsylvania with 126,396,531 dollars, Michigan with 121,699,488 and Illinois with 121,263,310 dollars. The states that received minor awards are Hawaii with 2,020,730 dollars, District of Columbia 4,044,511 dollars and miscellaneous regions like American Samoa a nd Guam. The total fund in dollars awarded to the states under the 2009 Recovery Act is 2,364,375,000 (U.S Department of Energy). NYS has the largest Weatherization Assistance Program. The program obtains financial support from the United States Energy plus Health and Human Services Departments. In 2007/08 around 55 million dollars was allotted to 64 community organizations, which offer the weatherization services. Every part of the NY State is qualified or entitled to weatherization assistance. The programs service providers are chosen in a yearly State scheduling procedure. The greatest amount of funding is restricted to 4,500 dollars for every unit. The Program in addition helps decrease energy expenses of affordable housing, aided by additional programs overseen by the Division of Housing & Community Renewal (DHCR). Developers of affordable housing, property supervisors, and other society development organizations are persuaded to get in touch with their neighborhood Weatherization providers for additional information (New York State Division of Housing & Community Renewal). Weatherization program providers can be local government units, community non-profit making organizations, counties or community action agencies. To qualified, providers ought to show the capability to manage the program, and must possess an impeccable proof of having provided service to the community. Household units having modest incomes of 60 percent or below of the New York state median income are entitled to get program assistance. The services are accessible to both renters and homeowners, with precedence granted to the senior citizens, households with young

Biology 101 Essay Example | Topics and Well Written Essays - 1000 words

Biology 101 - Essay Example ine that the oxygen in CO2 indeed comes from sugar, and not from oxygen gas, cells (e.g bacterial or yeast cells ) that are actively respiring can be given sugar substrate which has been synthesized with the oxygen isotope 18O. The cells are exposed to regular oxygen which carries the commonly occurring 16O isotope. After some time, gases are to be collected from the headspace and subjected to mass spectrometric analysis which can separate the CO2 based on their molecular weights. If the oxygen in the carbon dioxide came from the sugar, it will be present in higher concentration at a higher molecular weight (because the labeled 18O will have heavier mass). If the oxygen came from the air, then the reverse would be true. 2. A food manufacturer is advertising a new cake mix as fat-free. Scientists at the U.S. Food and Drug Administration (FDA) are testing the product to see if it truly lacks fat. Hydrolysis of the cake mix yields glucose, fructose, glycerol, a number of amino acids, and several kinds of molecules with long hydrocarbon chains. Further analysis shows that most of the hydrocarbon chains have a carboxyl group at one end. What would you tell the food manufacturer if you were the spokesperson for the FDA? If I were the spokesperson of the FDA, I would tell the food manufacturer that his claim of a fat-free mix is downright false. Fats and oils are made up of fatty acids that are anchored on a glycerol backbone. Glycerol is a three-carbon compound with 3 carboxylic groups, each can form an ester bond with a fatty acid. For this reason, fats are also called triacylglycerols. Hydrolysis of fats and oils will yield glycerol and three free fatty acids. The free fatty acids are long-chain hydrocarbon compounds (most common fats have 16-18 carbon atoms) with a carboxyl group (-COO) at one end. Further analysis will even show if these fatty acids are either saturated or unsaturated with hydrogen atoms. 3. Imagine that you are a pediatrician and one of your

Diagnosing Diabetes Mellitus

Diagnosing Diabetes Mellitus Introduction In this practical, enzymatic assays were used to determine the glucose concentration of patients in plasma samples. The use of enzymes as a marker for analytical analysis of plasma samples are very reliable due to the high specificity, reproducibility and sensitivity of enzyme assays (glucose HK assay kit). The first assay used is a glucose oxidase assay, this assay measures the glucose levels in plasma by using enzymes such as glucose oxidase to catalyse the oxidation of D-glucose which is present in plasma into D-Gluconic acid. The reaction is coupled to another chemical reaction where a reduced form of o-Diansidine is oxidised to an oxidised form of o-diansidine. This occurs in combination with a formation of hydrogen peroxide. The hydrogen peroxide is then broken down and reacts with H2SO4 to form a coloured compound that can be spectrophotometrically detected at a wavelength of 540nm. Another popular glucose measuring assay is the hexokinase assay. This assay catalyses the phosphorylation of glucose present in the sample in presence of adenosine triphosphate (ATP) by using hexokinase to form glucose-6-phosphate (G6P). G6P is then oxidised in the presence of nicotinamide adenine dinucleotide (NAD) to form 6-phospho-gluconate, this reaction is catalysed by the presence of glucose-6-phosphate dehydrogenase (G6PDH). While this reaction is undergoing, the NAD is reduced to NADH. This creates a colorimetric signal that can be detected at a wavelength of 340nm by a spectrophotometer. These assays are two of many assays used to measure glucose in patients. They are commonly used to determine if the patient is diabetic or for routine uses to monitor patients who are already diagnosed with diabetes. Glucose Oxidase assay Materials Pipette and tips Eppendorf tubes Potassium phosphate Glucose oxidase (1U/ µl) Peroxidase (0.01U/ µl) O-Diansidine hydrochloride Patient samples x6 (2 for each patient) Stop solution (Sulphuric acid H2SO4) 96 well plate Plate reader Method Firstly, 3ml of glucose oxidase reagent was prepared by adding 60 µl of glucose oxidase, 30 µl of peroxidase and 60 µl of o-diansidine hydrochloride in 2,85 ml of 0.1 potassium phosphate to create a solution at a pH of 7.5. Calculations: Glucose Oxidase (1U/ µl) => (1000 U/ml)/(20 U/ml) =50 (3ml)/50=0.06ml =60 µl Peroxidase (0.01 U/ µl) => (10 U/ml)/(0.1 U/ml) = 100 (3ml)/100 =0.03ml =30 µl O-Diansidine hydrochloride => 1:50 dilution needed 3ml=3000 µl 3000/50=60 µl Then, a set of 6 standards were prepared by diluting a 0.1M stock glucose solution in water as followed: Table 1. Preparation of standards volumes Final concentration (mM) 0.1 stock glucose solution ( µl) Purified water ( µl) 0 0 200 5 10 190 10 20 180 15 30 170 20 40 160 25 50 150 Then, 50 µl of the samples (provided) and standards were added in duplicate on a 96 well plate as shown below (See Table 2.). Table 2. 96 well plate distribution 1 2 3 4 5 6 7 8 9 10 11 A 25 QC4 Patient 1 T=1 Patient 2 T=1 Patient 3 T=1 25 QC4 Patient 1 T=1 Patient 2 T=1 Patient 3 T=1 B 20 QC7 Patient1 T=2 Patient 2 T=2 Patient 3 T=2 20 QC7 Patient 1 T=2 Patient 2 T=2 Patient 3 T=2 C 15 QC11 15 QC11 D 10 10 E 5 5 F 0 0 Then 100 µl of the assay reagent prepared earlier was added to each well. After 30 minutes of incubation at 37 °C, the reaction was stopped by adding 100 µl of sulphuric acid to each well. The plate was then read at 540nm on a plate reader. Results After reading the plate at 540nm on the plate reader, the following results were obtained: Table 3. Sample Absorbance 1 2 3 4 5 6 7 8 9 10 11 A 0.640 0.126 0.160 0.099 0.087 0.686 0.129 0.082 0.090 0.093 B 0.545 0.193 0.141 0.139 0.087 0.567 0.204 0.176 0.113 0.041 C 0.442 0.266 0.410 0.303 0.104 D 0.261 0.283 E 0.193 0.144 F 0.049 0.048 Results highlighted in red were omitted from further calculations due to preparation errors. 200 µl instead of 100  µl of assay reagent was added to well A9, this diluted the signal creating an inaccurate result. The well was re-prepared in well C9 but the time interval between the substrate and stop solution was unequal to the duplicate in well A3, therefore, the result of well C9 was omitted from further calculations. Finally, the result of well B11 was omitted from further calculations since the assay reagent was not added to the well, therefore there was no chemical reaction (same value as blank). Table 4. Standard Absorbance Standards (mM) 0.000 5.000 10.000 15.000 20.000 25.000 Absorbance Date: 25/01/2017 0.049 0.144 0.291 0.442 0.545 0.640 Date: 25/01/2017 0.048 0.193 0.283 0.410 0.567 0.686 Mean 0.049 0.169 0.287 0.426 0.556 0.663 Standard deviation (n=2) 0.001 0.035 0.006 0.023 0.016 0.033 CV % (n=2) 1.458 20.563 1.971 5.312 2.798 4.906 Table 5. Standards mean absorbance recapitulative Standards Concentration (mM) Abs 1 0 0.049 2 5 0.169 3 10 0.287 4 15 0.426 5 20 0.556 6 25 0.663 A standard curve can be plotted using the results generated by the wells containing the standards. Figure 1. Standard curve of the Absorbance versus concentration The precision of the standard curve can be determined by calculating the coefficient of variation (CV% where CV=standard deviation (SD)/mean) for each standard as shown below: Figure 2. Comparison of the coefficients of variations percentages of the standard duplicates          Results are usually rejected if the difference in values is greater than 20% for more than 75% of the calibration standards. In this case, the precision of the curve is acceptable since all the CVs of the points (except from 1) are below 20 % (EMEA or Desilva). The accuracy and the precision can be further analysed by the quality controls (QCs) which were ran in duplicate on the plate. Table 6. Quality control results Absorbance Results QC (4 mM) QC (7 mM) QC (11 mM) 0.126 0.193 0.266 0.129 0.204 0.303 Mean 0.128 0.199 0.285 Standard deviation (n=2) 0.002 0.008 0.026 CV % (n=2) 1.664 3.918 9.196 As shown above, the CVs of the QCs are below 20% meaning that the precision of the duplicates is acceptable. By extrapolating the mean absorbance from the QCs, the corresponding concentrations can be determined. QC performances are determined by calculating the precision and accuracy of these. The precision is determined as a CV% (CV%, where CV = SD/mean) and the accuracy as absolute bias (% RE, where relative error [RE] = [measured value actual value]/ actual value). If these are between  ±20% ( ±25% for low QC and high QC) and the target total error (sum of these two values) is below 30% (40% for low QC and high QC), then the results generated from the standard curve are acceptable (De silva EMEA). Table 7. Quality control precision and accuracy QC (4 mg/ml) QC (7 mg/ml) QC (11 mg/ml) Absorbance 0.128 0.199 0.285 Concentration 3.29 6.13 9.57 CV % (n=2) 2.595 5.092 10.958 Bias % 17.8583547 12.48608 13.03319986 Total error 20.453 17.578 23.992 Following the results shown above, it can be determined that the precision and accuracy of the results are acceptable for each control. Once this has been determined, the results generated from the samples can be analysed reliably. Finally, by extrapolating the absorbance generated from the samples on the standard curve, a corresponding concentration can be determined as shown below: Table 8. Sample results Patient1(t=1) Patient 1 (t=2) Patient 2 (t=1) Patient 2 (t=2) Patient 3 (t=1) Patient 3 (t=2) absorbance 0.130 0.159 0.095 0.126 0.09 0.087 Concentration (nM) 3.37 4.53 1.97 3.21 1.77 1.65 Hexokinase assay Due to time constraints, the hexokinase assay was not performed. Despite this, some results were provided to determine the glucose concentrations of the 3 patients. Results Table 9. Standards, quality controls and samples results provided Standards: Glucose concentration mM Absorbance 0 0.048 5 0.154 10 0.366 15 0.496 20 0.725 25 0.854 Samples and quality controls: Sample Absorbance IQC1 0.162 IQC2 0.260 IQC3 0.393 Patient 1 sample 1 0.269 Patient 1 sample 2 0.411 Patient 2 sample 1 0.196 Patient 2 sample 2 0.303 Patient 3 sample 1 0.206 Patient 3 sample 2 0.236 A standard curve can be plotted using the standard results provided: Figure 3. Standard curve of absorbance over concentration By extrapolating the absorbance from the quality controls and samples, the corresponding concentrations can be determined as shown below: Table 10. Quality control results QC (4) QC (7) QC (11) Absorbance 0.162 0.26 0.393 Concentration (nM) 4.27 7.16 11.10 Bias % 6.68430505 2.347304 0.871558008 The bias calculated is within the 20% range meaning that the assay is accurate and the results generated are validated. Finally, by extrapolating the provided absorbance of the samples on the standard curve, a corresponding concentration can be determined. Table 11. Sample results Patient1 (t=1) Patient 1 (t=2) Patient 2 (t=1) Patient 2 (t=2) Patient 3 (t=1) Patient 3 (t=2) absorbance 0.269 0.411 0.196 0.303 0.206 0.236 Concentration (nM) 7.43 11.63 5.27 8.44 5.57 6.45 Discussion The results obtained by the glucose oxidase assay are very different from the hexokinase assay, even though the accuracy and precision of both assays are acceptable. Meaning that there must have been an error in preparation of the samples, standards or controls of one of these assays. It has been predetermined that a preanalytical error was made during the storage of the patient samples prior to their use in the glucose oxidase assay. The samples were thawed and not kept on ice which degraded the samples, this explains the low values for the patient concentrations.   Due to the abnormal results obtained in the glucose oxidase assay (t=1 and t=2 decrease in glucose concentrations for patient 3), the results were omitted from further clinical interpretation. The results provided in the hexokinase assay seem to be more correct (increase in glucose concentrations from t=1 to t=2). Taking this into account, the results obtained from the hexokinase assay were used for the clinical interp retation of the patients. The paired samples which were ran on the assays were samples collected during a glucose tolerance test.   A glucose tolerance test (commonly called GTT or OGTT) is performed on a patient to help diagnose diabetes. It is used to help diagnose disorders such as pre-diabetes, insulin resistance, gestational diabetes (for pregnant women) and reactive hypoglycaemia for example. The test involves the administration of a glucose dose (usually 75g in liquid form) to a fasting patient. Blood is taken before the ingestion of the dose and 2 hours later. The results from the blood glucose levels help determine glucose disorders(ref). GTT is a widely-used tool for diagnosing gestational diabetes. It is offered to women who are 24-28 weeks pregnant and present a risk factors such as an elevated BMI, family history of diabetes or a previous pregnancy of a large baby. Patient 1 is a 36-year-old female who is 28 weeks pregnant. She was offered a routine GTT following the last pregnancy since the baby was large. Her fasting glucose was 7.43 mmol/L and her blood glucose levels after 2 hours was 11.6mmol/L. In the UK, according to the National Institute for Health and Care Excellence (NICE) guidelines, a fasting glucose greater than 5.6 mmol/L and/or a 2-hour blood glucose level greater than 7.8mmol/L for pregnant women is considered diagnostic for gestational diabetes (NICE guidleines). Therefore, the patient in question is diagnosed with gestational diabetes. Patient 2 is a 67 year old female, she was referred for a GTT following the results of her fasting plasma glucose to be 5.6mmol/L at a routine GP check-up. According to the results from the hexokinase assay, her fasting glucose was 5.27mmol/L and her 2-hour plasma glucose levels were 8.44mmol/L. These results indicate that the patient has an impaired glucose tolerance (fasting glucose less than 7mmol/L and 2-hour plasma level between 7.8 and 11.1mmol/L). This diagnosis is given when the results do not indicate diabetes but are still abnormal. Further check-ups need to be planned to routinely check for diabetes. Patient 3 is a 24 year old male. He is affected by cystic fibrosis which requires annual pancreatic function tests such as GTTs. His fasting blood glucose levels were 5.57mmol/L and the 2-hour blood glucose levels were 6.45mmol/L following these results it is safe to say that this patient is healthy (fasting plasma levels less than 5.5mmol/L and plasma glucose levels at 2-hours less than 7.8mmol/L). Conclusion By using an enzyme assay, blood glucose levels from patients can be monitored. These assays are reliable due to the specificity, reproducibility and sensitivity of the enzymes. By measuring the glucose levels of samples before and after the administration of an oral dose of glucose, the results can help diagnose several types of diabetes such as gestational diabetes in pregnant women. There are a variety of available assays that can measure glucose from serum samples, but they all function on the same principle of catalysing a reaction to produce a detectable signal that is correlated to a concentration. The use of internal quality controls is an indispensable way of testing the reliability of the results.

Relationships in Braided Lives Essay -- Braided Lives

Relationships in Braided Lives In Marge Piercy's Braided Lives, Jill goes through many consecutive, turbulent relationships with men. This pattern begins with her father, continues with her best friend, and then continues through many other relationships in her college years. Each relationship affects Jill and how she views men and herself. She has a very negative outlook on men. In fact, most of the male-female relationships in the novel are not positive experiences for the women involved. Jill's own self-esteem is continuously torn down and ruined by each negative relationship that she enters. Eventually Jill finds true happiness, but only after these significant relationships teach her how to love herself. Jill's father was not caring or kind to Jill regarding any aspect of her life. He wanted a boy and got Jill instead. He treated her like the boy he wanted. She desperately wanted his love and attention, and she spent a lot of time trying to make him happy by acting like the son he wanted. "He wanted a boy. At 12 I made the grand try...For months on end I sat ...

Imperfections of modern society Essay

Fashion may be described as the predominant style at any given time due to ones mode of expression or presentation. Ones personality may be defined by the clothes they have selected to wear. Celebrities and fashion ads seem to demonstrate that it is acceptable to wear extremely revealing clothes and promote their outfits. Sexually provocative people with strong personalities may choose to wear clothes with inappropriate innuendos or phrases written on them. Modern fashion illustrates the social acceptance of provocative clothing, which reflects upon our cultures bold behavior. see more:why fashion is important It is thought that the clothes society chooses to wear defines ones intentions, character and gives others a basis on how to interpret personality. People have bold behaviours because of what they wear. Many are too open with what they wear making it seem as if modern fashion is mainly about sex appeal. Modern culture is mainly concerned with how others will interpret them and their appearance. Therefore society uses this to make oneself more appealing. If someone were to dress in revealing clothing, others will construe this as they are trying make themselves as sexually appealing as possible. However if someone were to dress in less revealing clothes they would not be in to the hype of sex appeal. This shows how modern culture reflects on the clothes being worn. These people who are only worried about revealing themselves through outfits clearly have bold behaviours because they care what society thinks of them. People tend to act more outgoing when they are dress in clothes that they are comfortable wearing. No matter what type of clothing a person wears it can be an influence that alters others perception of the character of a person. Revealing clothing that is exposed by media can be dangerous to people’s thoughts on modern fashion. Celebrities feel that it acceptable to wear whatever they please. Miley Cyrus is an excellent example of this. She has recently had a tendency of wearing inappropriate clothing on stage and in her music videos. Her personality reflects how she dresses by showing how much she does not care about what people think of her. Miley is very revealing in her videos and her lyrics show her personality of being so careless of what other people think. â€Å"Its our party we can do what we want to†¦ Its my mouth I can say what I want to†(Cyrus). In her lyrics, she is inferring that she is above the law. This is the unstated conclusion throughout her song. She shows her careless attitude in her lyrics but also in her music videos. Miley is a role model to many but she rolls around on the floor wearing nothing but underwear and a tank top making it seem like this is acceptable as she has a young, naive audience that does not know between right and wrong. She also does dance moves that are so inappropriate that young children should not watch this. Miley used to dress normally and she was an idol for many young girls growing up starring as Hannah Montana. Now she has changed personality by exemplifying it through her fashion. Clothing with sexual or inappropriate phrases written on them has become more popular in modern culture because of the popular idols. People with forward personalities tend to buy clothes that reflect on the way that one would want to be judged. Select societies with careless attitudes wear clothing that can be offensive to other people. Shirts with phrases such as â€Å"Orgasm Donor† and â€Å"Drink Up Bitches† are some of many examples of the offensiveness that people display through their clothing. People who wear clothing like this are often sexually provocative people who try to resemble the looks of their idols. Society feels the need encourage to others that it is socially acceptable to look sexually appealing. In reality this type of clothing is obnoxious and reflects poorly on modern culture by giving it a bad label. The popularity of wearing offensive clothing has increased due to people trying to â€Å"fit in†. People who are unsure of what type of personality they have are often the ones who go with the latest and most popular fashion. Our cultures outgoing behaviour is based on the social acceptance that modern fashion portrays. It is believed that the clothes that a person may wear can reflect on their personality. Celebrities who wear excessively revealing clothing tend to set an image that modern culture wants to follow. Miley Cyrus is one of the many celebrities who contribute to this. People who have audacious personalities are usually ones to try to keep up with modern fashion. These people have clothing with sexually provocative expressions written on them. Fashion can be defined as the prevailing style or etiquette. Society may dress to support feelings, actions or how others should interpret their character. Works Cited Cyrus, Miley. â€Å"MILEY CYRUS – WE CAN’T STOP LYRICS. † Directlyrics. N. p. , n. d. Web. 26 Sept. 2013.

Americans With Disability Act Essay - 882 Words

The signing of the American’s with Disabilities Act (ADA) on July 26, 1990, was one of the largest gatherings for the signing of a piece of legislation in the history of the United States. It passed Congress with overwhelming bipartisan support. President George H.W. Bush hailed the bill as an unambiguous civil rights achievement. The ADA expands civil rights to disabled individuals similar to those provided to on the basis of race, gender, age, and religion. It is a civil rights law that prohibits discrimination against individuals with disabilities in all areas of public life. The intent of the ADA is to ensure equal access to programs and services for those who are disabled. It seeks to do so by fostering employment opportunities,†¦show more content†¦An individual needs to only be substantially limited in one major life activity to be protected by the ADA. The second part covers individuals with a record of an impairment. For example, a person who has recovered fr om a mental illness or cancer. Impairments that are in remission or episodic still meet the definition of a disability. The third part protects individuals who are regarded as having an impairment, even though they may not actually have one. Being regarded as disabled has more to do with how the individual is perceived, and the effects of those perceptions on the individual. Some specific examples of disabilities listed in the ADA include: deafness, blindness, intellectual disability, partially or completely missing limbs, mobility impairments, autism, cancer, cerebral palsy, diabetes, epilepsy, HIV infection, multiple sclerosis, muscular dystrophy, major depressive disorder, bipolar disorder, post-traumatic stress disorder, obsessive-compulsive disorder, and schizophrenia (ADA, 2013). Individuals are considered disabled with or without the effects of mitigating measures. These measures can include medication, coping skills, prosthetics or a hearing aid. Anything that would allow a person with a disability to function at a higher level than they would without them. Essentially, even when a disability is controlled through mitigating measures, it still qualifies as a disability. Workplace Compliance Title one of the ADA is designed toShow MoreRelatedAmerican With Disability Act Essay1127 Words   |  5 Pagesof Employers Under the American with Disability Act Candyce D. Watson Columbia College According to the Office of Disability Employment Office, â€Å"The Americans with Disabilities Act (ADA) is a landmark federal law that protects the rights of people with disabilities by eliminating barriers to their participation in many aspects of living and working in America. 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The ADA gives civil rights protections to individuals with disabilities similar to those provided to individuals on the basis of race, color, sex, national originRead More Americans With Disabilities Act (ADA) Essay757 Words   |  4 Pages Americans With Disabilities Act (ADA) Approximately 54 million non-institutionalized Americans have physical, intellectual, or psychiatric disabilities (Hernandez, 2000). . The Americans With Disabilities Act (ADA) protects individuals with disabilities from discrimination based upon their disability (Bennett-Alexander, 2001). The protection extends to discrimination in a broad range of activities, including public services, public accommodations and employment. The ADAs ban againstRead MoreEssay on The Americans with Disabilities Act of 19902598 Words   |  11 PagesThe path to enacting the Americans with Disabilities Act (ADA) is the history of the disability rights movement and its struggle to attain a better chance for equality not unlike other minority groups. The Disability community came to realize that the problem they were fighting was discrimination. The Disability community came face to face with some of the same problems and challenges that every individual who is in the minority faces. However, a disabled individual was not considered to be inRead MoreEssay on The Americans with Disabilities Act Impact on Business1096 Words   |  5 PagesThe Americans with Disabilities Act of 1990 that was signed into law by George H. W. Bush is one of the most comprehensive pieces of legislation dealing with civil rights today. It was instrumental in protecting the rights of the mentally and physically disabled. The law has made many contributions to America as a country and helped it enter the modern world as a socially diverse nation. It was amended in 2008 by George W. Bush, who continued the work of his father in protecting disabled peoples