Women and Amory Blaine Essay -- Literary Analysis, Fitzgerald

Women in F. Scott Fitzgerald's first published piece This Side of Paradise , riddle the life of its main character, Amory Blaine. Despite his charm and his sense of confidence Amory fails, at least within the timeline of the text, to maintain a steady relationship. What Amory does achieve by the end is the conclusion that his generation is lost and that all he knows is himself. This is a serious change in philosophy from the beginning, where Amory believes he has the ability to master anything and anybody. Considering Amory has at least five loves within this philosophical development it seems likely that at least some of these lovers greatly influenced his final conclusions on himself and on the world. Thus, the question becomes not only how but which one of these women made the strongest impression on Amory and his verdict on the world? Three of those women will be examined here. Before diving in looking at these women and their influence on Amory it's important to first understand where Amory ends up in order to backtrack and pick up the clues that led him there. At the end of the text Amory proclaims in a rather dramatic fashion, â€Å"I know myself...but that is all† (213). His sense of himself is all that he feels he can truly understand. The outside world is alien to him and full of uncertainty. When Amory contemplates at the end on the situation of his own generation he concludes that they are set adrift, wrenched from the foundations that once held culture down solidly. â€Å"A new generation...grown up to find all Gods dead, all wars fought, all faiths in man shaken...† (213). Now compare these perceptions to his original conceptions of the world. As in the section, â€Å"Code of the Young Egotist†, where Amory invisions himself as... ...Amory's life, he is not—so to speak—in love with her but he does become attached to her. Simply because they can role play comfortably together. She concludes the fragmentation of Amory's reality by causing him to recognize the fragmentation of thought when she accuses him of disregarding the subjective nature of the concept of 'goodness'. Amory has understood himself as 'good' with the pieces of reality that he possess's or more likely, is willing to recognize. Thus, when Amory cries, â€Å"I know myself...but that is all† (213), he has finally realized the extent of the fragmentation of the world that surrounds him. Each woman led him down certain routes that further developed, and by that I mean tore down, his final conceptions of reality. He is no longer a forming force in the world but a being at subject to the whims of infinite realities that make up the world.

Containment Early Cold war Essay -- miscellaneous

Containment Early Cold war In the early years of the Cold War, both the Truman and Eisenhower administrations pursued a policy of containment to counter perceived Soviet aggression. Generally, the presidential administrations pursued this policy to maintain stability in the international arena, to maintain a balance of power, and also in a sense, to express disapproval of totalitarian, non-democratic regimes. Containment was expressed through a variety of policies and institutions: economic, political and, of course, military. The ways the early presidential administrations defined and implemented containment strategy inevitably changed in focus, importance, and emphasis over time. While both external and internal reasons accounted to an extent for the specifics of the containment policies of both administrations, the Truman administration was more concerned with maintaining a balance of power within the international community than necessarily appeasing internal pressures, especially fiscal pressures. The Eis enhower administration, on the other hand, assigned a greater importance to domestic politics in formulating its containment policies. First I will outline the differences of the two administrations, and then I will argue that the differences in the two administrations stem from their predominant influences: whereas external threats mainly shaped the Truman administration's containment policy, internal politics mainly shaped the Eisenhower administration's containment policy. First of all, both administrations had different economic priorities. Although Truman was concerned about keeping taxes low and government spending capped, he also saw the need for military expenditures in Europe and Asia to keep an adequate balance of power. Truman implemented an assortment of aid packages to Europe and Asia, in effect, to help those countries help themselves. He saw economic stability as essential for peace and stability in the intentional arena. Moreover, he saw giving aid to these countries as a way to subtly influence the ideology of their constituents. Furthermore, Truman accepted ongoing government economic intervention as an appropriate way to direct resources within the economy. Eisenhower, on the other hand, was more interested in a conservative fiscal policy, and tight control on government spending. He was more intent on trading with the countrie... ...endencies, they took their influence for policy from different sources. Thus, their foreign policy had a different approach. The Truman administration was more concerned with Stalin’s expansionist tendencies, and sought to contain him by the best means possible, which he considered to be conventional warfare. Truman used rhetoric and threat to sell his policy to Congress and the American people, because his policy was expensive. Eisenhower, on the other hand, was more concerned with his popularity and cutting taxes than pursuing expensive overseas militaries. He was able to cut costs by using nuclear capabilities as a deterrent against the Soviets. Thus, he used a more capital-intensive, and less labor-intensive means to detract Soviet expansion. Because he was able to cut costs so effectively, it was not as important for him to sell him policy to the public. That is namely why Eisenhower was such a popular president. References www.globalsecurity.org/military/ library/report/1992/MJA.htm www.nwc.navy.mil/CNCSCaseStudies/cases/case09.htm www.cnn.com/SPECIALS/cold.war/kbank/profiles/truman/ regentsprep.org/Regents/ushisgov/themes/ presidentialactions/commander.cfm

Promote and implement health and safety Essay

Promote and implement health and safety in health and social care (HSC 037) Outcome 1 : Understand own responsibilities, and the responsibilities of others, relating to health and safety 1. identify legislation relating to health and safety in a health or social care work setting The settings in which we are likely to provide support are generally covered by the Health and Safety at Work Act 1974 ( HASAWA ). This Act is like the overall â€Å"umbrella† that has been updated and supplemented by all the regulations and guidelines which extent it, support it or explain it. Health and Safety at Work Act: Manual Handling Operations Regulations 1992 ( as amended 2002 ); Control of Substances Hazardous to Health Regulations 2002 ( COSHH ); Reporting of Injuries, Diseases and Dangerous Occurrences Regulations 1995 ( RIDDOR ) ( amended 2008); Health and Safety First Aid Regulations 1981; Management of Health and Safety at Work Regulations 1999. Read more: Analyse factors that tend to trigger own stress essay 2. explain the main points of health and safety policies and procedures agreed with the employer The Health and Safety at Work Act 1974 is the main piece of legislation that covers related health and safety in England. It is everyone, no matter what their job role is, within the organisation has a responsibility to ensuring the health and safety of each other while at work. It is also the employee’s duty to take care for themselfves and of other persons who may be affected and time to read the risk assessment reports and follow any changes that have been made. All staff should follow the changes that have been made. Things such as manual handling, be sure that we move and handle object and inviduals safely; fire/evacuation policy, be sure that we know our organisation fire /evacuation policy and procedure and the location of fire exits and fire equipment and how to call for help; risk assessment, understand the risk to each activity that we undertake and assess the risk regulary if there is any improvement or not; waste disposal policy, understand the colour of the general waste and clinical, the type of sharp boxes with differrent colour; infection control, we need to know the policies that are designed to prevent the spresd of infection, such as washing your hands between each patient and side rooms, where can have an infection with mrsa, cddif so we have to wash before entrering the room and after, aswell hearing a yellow appron. 3. Analyse the main health and safety responsibilities of: †¢ self, to take care of our own health and safety; if possible, avoid wearing jewellery, such as necklace, that can be stuck in some equipment; if you have long hair or wear a headscarf, to make sure it is tied up; making sure that we get proper training and that we understand and follow the company ´s health and safety policies; to report any injuries, strains or illnesses we suffer as a result of doing our job; tell our employer if something happens that might affect our ability to work. †¢ the employer or manager, have to make the workplace safe; prevent risks to health; ensure that equipment is safe to use, and that safe working practices are set up and followed; make sure that all materials are handled, stored and used safety; provide adequate first aid facilities; tell us about any potential hazards from the work we do, chemicals and other substances used by the organisation, and give us information, instructions, training and supervision as needed; set up emergenc y plans; make sure that temperature, lighting and tolitel, washing facilities all are adequate in health and safety; check if the right work equipment is provided and properly used and regulary maintained; avoid potentially dangerous work involving manual handling and, if it cannot be avoided, take precautions to reduce the risk of injury; report certain accidents, injuries, diseases and dangerous occurances to eitheir the Health and Safety Executive (HSE). †¢ others in the work setting, other employees in the work place have the same role as us. They should use all PPE made available to them. They should be responsible for their own health and safety, in accordance to the policies, as well the patients and other employees around them and they should report any concernes to reduce the risk to the patients. 4. identify specific tasks in the work setting that should not be carried out without special training. Manual handling equipment, such as sliding sheets, hoists,mobility aids, need to be carried out by people who have had a training to do it. Employers are obliged to provide training in manual handling. Traning it is important to be up to date, for new techniques and equipment. Moving patients without proper training is dangerous for both of us. We will also need training for specific equipment, for example, arjo hoist and oxford hoist is to be used in workplace, no one will be able to operate it without training. When we have to move a patient out of bed and get him in the armchair, so we have a look on the risk assessment manual & handling form how to mobile, it is  written need to use a arjo hoist. To use a hoist we have to have a training how to use it and how to know which sling we should use. A patient weigh 60 kg, so we check the different colors of the slings and we should use the yellow sling, so now we can hoist the patient on the armchair. So for that we need a manual handling training update. Outcome 2: Be able to carry out own responsibilities for health and safety 1. use policies and procedures or other agreed ways of working that relate to health and safety Health and Safety policies set out the arrangements thta a workplace has for complying with legislation. Health and Safety procedures decribes the activities that need to be carried out our work in line with the policies and procedures laid down by your employer. There is no point having policies and procedures if they are not followed. We must be clear about the areas thatt are our responsibility. 2. support others to understand and follow safe practices Supporting people to take steps about their own safety. It is important that we recognise that people you are supporting need to be able to ensure their own health and well-being as far as possible. To support this, we should encourage and assist people to: talk about the stepd they would prefer to take in relation to health and safety; understand and take responsibility for promoting their own health and care; assess and manage risks to their health and well-being; identify and report any factors that may put themselves or others at risk. It is very difficult if we are the only person in your worplace following good practice. We may able to encourage others by: always showing a good example; explaining why we are following procedures; getting some health and safety leaflets from our trade union or environmental health office and leaving them in the staffroom for people to see; bringing in any imformation about training; asking our manager if they can arrange a talk on health and safety. 3. monitor and report potential health and safety risks We are have a responsability with our employer for the safety of all the peolple who use our service. This means that we need to be alert alll the time- risks and hazards are constantly changing and we need to make sute that we are aware of these canges. Juat because we checked something six  months ago, do not assume that it is still working well; a hoist that worked few days ago may not work today. We need to be aware of and monitor the following types of hazards regulary. Reporting risks to our manager or 6000 is important , even after a risk assessment and control measures. We should report hazards that are beyond our role and competence, such as: faulty equipment; loose or damaged fittings; damage or faulty aids-for exemplo, bed brakes, bed controlers, hoists. As well as our responsibility to report risks and hazards to our employer, all employers have to report certain events to the Health and Safety Executive or environmental health department. 4. use risk assessment in rela tion to health and safety Risk assessment in health and social care is important for everyone whether they are employers, self-employed or employees, who are required by law to identify and assess risks in the workplace. This includes any situations where potential harm may be caused. There are many regulations that require risks to be assessed and some are covered by European Community directives. These include: Management of Health and Safety at Work Regulations 1999; Manual Handling Operations Regulations 1992; Personal Protective Equipment at Work Regulations 1992; Health and Safety ( Display Screen Equipment ) Regulation 1992; Noise at Work Regulation 1989; Control of Substances Hazardous to Health Regulations 2002 (COSHH); Control of Asbestos at Work Regulations 2002; Control of Lead at Work Regulations 2002. The Management of Health and Safety at Work Regulations 1999 state that employers have to assess any risks which are associated with the workplace and work activities. Risk assessments are vitally important in order to protect the health and safety of both of us and the people we support. We should always check that a risk assessment has been carried out before we undertake any task, and then follow the steps identified in the assessment in order to reduce the risk. 5. demonstrate ways to minimise potential risks and hazards Done. assess at work. 6. access additional support or information relating to health and safety. Outcome 3: Understand procedures for responding to accidents and sudden illness 1. describe different types of accidents and sudden illness that may occur in own work setting We may be involved with any of different types  of accidents and sudden illness at the hospital, we can occur with patients wandering around the ward, who has dementia, they can trip over with their clothes, getting tired to walk around and can have a fall, they can have aggressive behaviours towards to the staff who trying to help them. Patient walking with mobility aids, frame, to the toilet with assistance from a member of staff and carried a oxygen bottle(small). Can occur a sudden illness of strength using a toilet and having a loss of consciousness. Can occur loose stool with offensive smell and type 5/6/7 when a patient been treated with antibiotics due to any infection they had such a UTI or a chest infection. 2. explain procedu res to be followed if an accident or sudden illness should occur. When accidents or sudden illness happen we call for help, cases of a fall, if the patient follow commands, they can stand using a chair or a bed, bending their knee and stand with our help, in case of a patients can ´t stand, we use the hoist, after that we check their skin, asking if they have any pain and do a set of observation and bleep the doctor. Loss of consciousness happen from a strength, call for help, pulling the emergency alarm, quick and bring him back to bed, increase the oxygen, set of observations and bleep the doctor. If we have a patients with C. Difficile infection is a type of bacterial infection that can affect the digestive system. It most commonly affects people who have been treated with antibiotics, they should be in the side room. The procedure to be followed when a patient has loose stool type 5/6/7, a stool speciment should be sent for c.diff and mrsa check, when we know the result of the speciment and it is c.diff, isolate the patient if a side room is available or barrier nurse in the bay with a trolley with gloves, yellow apron and a sign with a date of commence of the diarrhea and tick the boxes what the visitors should do and give to the patient a leaflet of information regarding the infection they have. C. difficile bacteria spread very easily can usually be prevented by practising good hygiene such as washing hands regularly and cleaning surfaces using products containing bleach. Visitors/staff can reduce the risk of spreading infection by washing your hands before and after entering the bed space. Alcohol hand gel is not effective against C. difficile spores, so the use of soap and water is essential. Outcome 4: Be able to reduce the spread of infection 1. explain own role in supporting others to follow practices that reduce the spread of infection My role in supporting others is to follow practices that reduce the spread of infection by always ensuring I wear the correct ppe, wash my hands frequently, and dispose of contaminated waste in the yellow bins provided. Make sure all the equipment is clean before use and after use. My role in supporting others to preventing C. difficile infections is advising visitors, if they are visiting a patient in hospital who has diarrhea or a stomach upset, to try to avoid taking any children under the age of 12 with them. They should also, wash their hands with soap and water when entering and leaving ward areas, side rooms. Avoid coming to hospital if they are feeling unwell or have recently had diarrhoea. Observe visiting hours and all visiting guidelines. Healthcare workers should wear disposable gloves and aprons when caring for anyone who has a C. difficile infection. Whenever possible, people who are infected with C. difficile should have their own room and toilet facilities to avoid passing the infection on to others. Staff, patients and visitors should be encouraged to wash their hands regularly and thoroughly. Alcohol hand gel is not effective against C. difficile spores, so the use of soap and water is essential. Surfaces that may have come into contact with the bacteria or spores, such as toilets, the floor around toilets, bedpans and beds, should also be cleaned thoroughly with water and a cleaning product that contains bleach. 2. demonstrate the recommended method for hand washing Face to face done 3. demonstrate ways to ensure that own health and hygiene do not pose a risk to an individual or to others at work. Face to face done Outcome 5: Be able to move and handle equipment and other objects safely 1. explain the main points of legislation that relates to moving and handling There are 2 main pieces of legislation that are relevant to moving and handling. They are the Health and Safety at Work Act 1974 and the Manual Handling Operations Regulations 1992 (amended 2002). Health and Safety at Work Act 1974: This refers to all health and safety issues, not just moving and handling. It states that employers have an obligation to provide equipment, information, instruction, training and supervision to ensure as  far as is reasonably practicable, the health and safety at work of their employees. It also states that every employee must safeguard themselves and others and must co-operate with the employer. Manual Handling Operations Regulations 1992: This states that manual handling should be avoided whenever possible; If it is not possible to avoid manual handling, the task should be risk assessed; Any risks that have been identified should be reduce as much as possible; Assessments should be reviewed on a regular basics; Employees must comply with policies and procedures regarding manual handling. 2. explain principles for safe moving and handling Wear appropriate footwear and clothing which allows freedom of movement. Always assess the load, task, capabilities of staff and environment (TILE) before manual handling. Always select the correct equipment or technique for the movement. Avoid manual lifting wherever possible. Remove all potentially dangerous objects. If moving a patient, teach them to participate and encourage independent movement. Stand as close to the patient as possible, and spread your feet to shoulder width. Bend your knees ( use thigh not back muscles ) and try and keep the back upright posture. Keep head up to avoid stooping, look straight ahead. Use the legs to lift the patient in a smooth motion as this offers more leverage reducing the strain on your back. Avoid twisting the body as much as possible by turning your feet to position yourself with the patient. Brace your abdominal muscles when moving and handling to help support the lumbar spine. Use the commands READY BRACE MOVE. 3. move and handle equipment and other objects safely. Outcome 6: Be able to handle hazardous substances and materials 1. describe types of hazardous substances that may be found in the work setting The Control of Substances Hazardous to Health ( COSHH ) Regulations apply to substances that have been identified as Toxic: chemicals which in very low quantities cause death or acute or chronic damage to health whn inhaled, swallowed or absorbed through the skin; Corrosive: chemicals which on  contact withh living tissues may destroy them; Harmful: chemicals which may cause death or accute or chronic damage to health; Irritant: non-corrosive chemical which through immediate, prolonged or repeated contact with the skin or mucous membranes, may cause inflammation; Explosive; chemicals that may react producing heat without atmospheric oxygen, quickly producing gases and which can detonate and explode; Oxidising: chimicals which give rise to heat producing reactions when in contact with other substances, particularly flammable substances; Flammable: Extremely ( F+ ) liquids that have an extremely low flash point below 0 ºC and low boiling point equal to or below 35 ºC. Or gaseous substnces which are flammable in contact with air at ambient temperature and pressure. Highly ( F ) chemicals which may become hot and catch fire in contact with air at ambient temperature without any application of energy. A solid which readily catches fire with minimal contact with a source of ignition and which continue to burn after the source is removed. Liquids with a very low flashpoint ( equal to or less than 21 ºC ) and not classified as extremely flammable. 2. demonstrate safe practices for: †¢ storing hazardous substances †¢ using hazardous substances †¢ disposing of hazardous substances and materials. Outcome 7: Be able to promote fire safety in the work setting 1. describe practices that prevent fires from: a. starting Practices that prevent fires from starting include: the use of smoke alarms, ensuring all cigarettes have been extinguished, ensuring all unused electrical equipment is unplugged and ensuring electrical and gas appliances have been checked. b. spreading Practices that prevent fires from spreading include: Keeping fire doors closed to prevent the spread of fire, not opening windows that might make the fire spread suddenly. 2. demonstrate measures that prevent fires from starting 3. explain emergency procedures to be followed in the event of a fire in the  work setting Fire emergency procedures: Sound the alarm, then call the fire brigade, follow the evacuation plan, report to the assembly point. Help others only if safe to do so otherwise close doors behind to avoid the fire spreading, it is also important not to use the lift in a fire. All routes of evacuation, fire exits, doors, corridors and passage ways must be kept clear at all times because if a fire occurs, all means of quick escape are available. This also complies with legislation requirements. 4. ensure that clear evacuation routes are maintained at all time. Outcome 8: Be able to implement security measures in the work setting 1. demonstrate use of a greed procedures for checking the identity of anyone requesting access to: †¢ premises †¢ information 2. demonstrate use of measures to protect own security and the security of others in the work setting 3. explain the importance of ensuring that others are aware of own whereabouts. The importance of ensuring that others are aware of own whereabouts when in a care setting is that to avoid being caught in the situation or emergency cases where you don’t even know where to escape to save yourself. Also, If you know your whereabout, then you will avoid accidents that may happen since you know the place where you are, most of all, you will avoid being lost. For example, there was fire in the building and you have already left without telling anyone and you are not accounted for on the register they might assume you are still in the building, that’s why it is very important to tell about your whereabouts. Outcome 9: Know how to manage stress 1. describe common signs and indicators of stress Stress is the way that you feel when too much pressure is placed on you.   A little bit of pressure can be positive, productive and motivating, but too much pressure can lead to negative stress. When we talk about stress we are usually referring to negative stress. It is unhealthy for the mind and body. Everyone reacts differently to stress and different people can cope with different levels of stress. In many cases, too much stress often leads to physical, mental and emotional problems.

President Andrew Jackson Vetoes Bank Bill

Ernesto Hernandez Rodriguez Deacon Orr Economics October 9, 2012 President Andrew Jackson Vetoes Bank Bill—July 10, 1832 President Andrew Jackson veto against the bank bill is truly a communication to Congress but it is also like a political manifesto. He states that the privileges possessed by the bank are unauthorized by the Constitution, subversive of the rights of the States, and dangerous to the liberties of the people. In McCuloch v Maryland, the court turned to the â€Å"necessary† and â€Å"proper† clause which grants Congress enumerated powers which include the power to regulate collect taxes.President Jackson explains the necessity in regards to the functions that the bank is trying to fulfill: The â€Å"degree of its necessity,† involving all the details of a banking institution, is a question exclusively for legislative consideration (Jackson). It is not question for the judicial department. As stated in the Constitution the one that has the jo b to determine what is â€Å"necessary† in cases where the law is not prohibited or really calculated, is the legislative department. President Jackson gives major points in describing the reason why the bank was not â€Å"necessary† and â€Å"proper†.At first the bank was established by Congress because of the power to determine what was necessary. But in the years 1816 and 1832 Congress proposed and took away from their successors the power of establishing banks for twenty years and then for fifteen years more. This contradiction that Congress did of bartering away or divesting itself from the powers is unconstitutional because of using discretion upon itself; Congress was limiting the discretion of their successors. And the Constitution does not grant Congress the power to inflict this in itself. The bank affected the rights of the Sates in a subversive way.It gave up, surrendered the right of the States to tax the banking institutions. Under the operation of this act resident stockholders and citizens would be taxed 1 per cent. Stock held in the States would be subject to taxation, meanwhile stocks from the branches and those foreign stockholders would have been exempted from this burden. Their annual profits would be 1 per cent more than the citizen stockholders. As annual dividends of the bank estimated at 7 per cent, the stock would be worth 10 or 15 per cent more to foreigners than to citizens of the United States.Another important aspect was the benefits foreign stockholders received through this act. Not only citizens received bounty from government, more than eight millions of the stock was held by foreigners. And the bank act would not permit competition in the purchase of this monopoly. A fourth part of the stock is held by foreigners and the residue is held by a few hundredths of US citizens, chiefly of the richest class. As annual dividends of the bank estimated at 7 per cent, the stock would be worth 10 or 15 per cent more to foreigners than to citizens of the United States.Of the twenty-eight millions of private stock in the corporation, $8,405,500 was held by foreigners, mostly Great Britain. The amount of specie drawn from those States through its branches within two years was about $6,000,000. More than a half a million of this amount passes on to Europe to pay the dividends of the foreign stockholders. When by a tax on resident stockholders the stock of this bank was made worth 10 or 15 per cent more to foreigners than to residents. The bank would have sent across the Atlantic from two to five millions of specie every year to pay the bank dividends.Shockingly almost one third of foreign stock that was not represented in elections curtails the suffrage of the directors. The entire stock would have serious chances to fall into the hands of few citizen stockholders causing temptation to secure the control in their own hands by monopolizing the remaining stock. There was also a danger that a presiden t and directors would then reelect themselves from year to year without the responsibility to control manage the whole concerns of the bank. The American people would have suffered an adverse effect in many ways. This ct excludes the whole American people from competition in the purchase of this monopoly and dispose of it for many millions less than it is worth. The fourth section provision secures to the State banks a legal privilege in the Bank of the United States which is withheld from all private citizens. There was a lack of equality when paying with notes. A State bank that had notes by a particular branch could pay the dept to the Bank of the United States with those notes, but a citizen couldn’t pay with those notes but must have sold them at a discount or sent them to the branch to be cashed.This does not measure out equal justice to the high and the low, the rich and the poor. The president of the bank said that most of the State banks existed by its forbearance, t he abstention of enforcing the payment of the debt. The influence of the self elected directory which is identified with those of the foreign stockholders may become concentered in a particular interest that could affect the purity of elections and the independence of the country when it goes to war.Their influence could have been so great as to influence elections and control the affairs of the nation. Works Cited Jackson, Andrew.  «Miller Center.  » 10 de July de 1832. Miller Center. Monday October 2012. . McBride, Alex.  «pbs.  » s. f. The Supreme Court. Monday October 2012. .

Child Development Council Inc. Essay

Work ethics, professionalism, and teamwork, I believe, are among the essential factors that contribute to the success and productivity of an organization. It is important that all three are present within the members of a group, because one without the others may not be sufficient in the fulfillment of the organization’s desired goal. In the following parts of this essay, you will know how three known companies in the country practice the above-mentioned organizational cultures. IDM Equipment Co. Striving to maintain a high-quality performance for its clients and customers, IDM Equipment Co. offers a warm and friendly environment for its employees. Although most of its employees are expected to provide physical work, they never forget professionalism and respect. Once clients called up for an inquiry or a service, they would immediately answer to their query. For comfort and ease, employees are allowed to come to work in smart casual or semi-formal attire. Using the English language, they often talk to one another in industrial and other technical terms. MCI Telecommunications Joining forces with Verizon, MCI Telecommunications is committed to high ethical standards. Its employees work under a Code of Conduct that promotes integrity and respect to their customers and business partners. Living by the rule that customers are always right, MCI employees respect not only their customers and clients, but their co-workers, as well. At MCI, employees are required to dress up in office attire and are expected to use conversational English, especially when speaking with customers. William Smith Sr. (WSS) Tri-County Child Development Council Inc. Known to provide high-quality child education and development program, WSS Tri-County Headstart is composed of competent, efficient, and professional teaching staff that offers warm, friendly, lively, and fun environment for the children. Employees at WSS are never late for work, never impatient with the children and the parents, and never to be found frowning! To teach children proper hygiene and great appearance early on, employees are required to dress up in semi-formal attire. Language used at the institution, on the other hand, is conversational English for children. SOURCES: http://www.mci.com/mcihome.jsp

Napoleon: Hero Persuasive Essay

A hero is someone who has a vision for a better future, acts on their visions, and has the perseverance to get through obstacles. Throughout history there have been countless heroes: Charlemagne, Alexander the Great, and many others. In 18th century France, during the French Revolution, one of the greatest heroes in history emerged. His name was Napoleon Bonaparte. Napoleon Bonaparte is considered a hero in French society because he fought his way to power and protected France, Napoleon was able to create unity and stability, both political and economic, in one of the most powerful nations in Europe at the time.Napoleon was not only an excellent leader, but also a dominate war strategist. Napoleon Bonaparte is a hero because he gave people rights and freedoms, forming an amazing educational system and reconstruction of France, along with his excellent skills with militarism, Napoleon became one of the greatest if not the greatest French leaders and heroes of all time. Napoleon starte d his military career as a junior officer in the French artillery; he was well noted for his commitment to his duty and his efficiency in his work.Napoleon was a passionate man who always put his own life on the line for his fellow comrades. Napoleon’s ability to risk himself in the line of duty to his country also solidifies his heroic status. Napoleon Bonaparte was a brave man and although he risked his life for many men he rarely made a foolish decision. Napoleon was unquestionably a born leader. Often in the harshest conditions he took this role to protect his fellow comrades. This is what made Napoleon an excellent war strategist. He wasn’t the type of man to sit back and watch.He took it upon himself to fight, again he established the true antithesis of hero, and by doing this meant that he had the ability to see what excactly was happening and how to counter all in the protection of France. Later in his military career he becomes general of the forces in Italy. The French were losing the war until Napoleon came along and restored the army to its former glory. In the decisive battle with Austria and their allies the Piedmonts, Napoleon and his army were outnumbered 38,000 to 63,000 but with his superior military strategy he crushed them and liberated Italy.This is a true testament to his abilities as a brilliant war strategist as well as further indoctrinating him as a hero. Napoleon established a civil code that lives on to this day across the world. It made all people equal before the law regardless of whether someone was of royal status or a peasant. Life under Napoleon’s regime was far better than people had under various other regimes. In Napoleonic influenced areas people were citizens not subjects. The people had some power over who was elected to government positions, even if it was mostly the wealthy.Life for many was still difficult in Napoleon’s regime but the one major difference was that the people could actually make something of themselves without regard to their nobility. Napoleon Bonaparte brought the perspective of getting a job based upon being skilled in a particular field of expertise. In other countries across Europe, unless you were of noble status or were undoubtedly wealthy enough to marry into a noble blood line then you were reduced to a life of mediocrity and hard work at best. Under Napoleon anyone could achieve what they wanted based on their experience, not their bloodline.When people say Napoleon was cruel and unfair remember that without him your linage is what defined your future not what you were capable of accomplishing. The French Revolution and Napoleon each played their role in the development of France.During much of the middle and late period of the French Revolution the young General Napoleon Bonaparte had been winning battles and gaining great popularity and respect among the French citizens. This was largely due to his image as a savior of the Revolution. (In 1 799, he participated in a coup d'etat which established a three person consulate with him as first consul.Under the newly established system of government, most of the power rested with Napoleon. On December 2, 1804, First Consul Bonaparte became Napoleon I, Emperor of the French, and his control over the government became complete. ) While Napoleon is often viewed in the perspective of his military prowess, he should also be considered one of history's great governors. Napoleon set out to make France the greatest nation of Europe. To accomplish his goals in restoring France Napoleon decided to rebuild churches, make banks, remodel the roads, and rewrite the legal system of France.When Napoleon became Emperor in December of 1804, he became even more concerned in the educational system thus becoming more interested in it. It is clear that the new system of education introduced by Napoleon had more than one purpose. It was intended, of course, to bestow an educated elite class that co uld help run the country and the military. It was also designed to provide for an increased middle class; a middle class that would be successful and therefor more obedient to the law. This was one of his main concerns when taking the throne.The last thing he wanted was his people to revolt and cause more chaos then necessary. As many people believe Napoleon is a hero, there are many that consider him a tyrant. The argument can be made that Napoleon let the power go to his head.An example of this is his tour in Egypt. Napoleon invaded Egypt for much of no good reason other than to gain fame. Although Napoleon was a great leader and war strategist he went to a country that had no guns or means of making them, a place with no way to get supplies do to the fact his ships were destroyed after landing in Egypt, and this lead to his downfall.Napoleon conquered Egypt because they had no real means of fighting against guns. While Napoleon stayed in Egypt he researched its history of which i s unknown to most of Europe. Napoleon created many forms of propaganda because he brings artist everywhere he adventures. Although Napoleon ruled Egypt that didn’t mean he had the resources to keep it eventually he was forced to flee do to Turkey’s army. So, Napoleon fled leaving his army of 35,000 troops to fend for themselves.When Napoleon returned to France he displayed his works of art and made it seem as it was a victory. To most this is extremely cruel, but some will argue it was for the best because at the time Frances government was falling apart and Napoleon restored the government from going into complete chaos. This could have led to another Reign Of Terror so was it for the best? Even when considered a tyrant for these actions by some his decisions further protected France’s interest. In conclusion, Napoleon Bonaparte, was more of a hero than tyrant.His thoughtful calculations and strategies as the leader of France gave him the right to be labeled a hero. Napoleon was able to create unity and stability, both political and economic, in one of the most powerful nations in Europe, he gave people rights and freedoms, forming an amazing educational system and reconstruction of France. His actions in battle and leadership instill heroic qualities that are hard to contest. Though many know of his diminutive stature his reputation as a hero is colossal.

H.G. Wells’s Time Machine

The cultural and intellectual climate of the last decade of nineteenth century was dominated by the theory of evolution and socialist ideas. It was an age when aristocratic gentlemen had the time and inclination to discuss and debate upon all kinds of social and scientific things, including time travel. At the very beginning, the novel succeeds in setting a tone of passionate intellectual curiosity and open-minded enquiry.Protagonist’s Journey of Plot and Conflict The Protagonist: The novel’s protagonist, identified only as the Time Traveller, is essentially a scientist and inventor. He is very scientifically minded, and comes out as a character whose life is dedicated to scientific advancement and understanding the nature of the world and life. Reason is central to his outlook of the world. In his investigations, he has stumbled upon some radical insights in the structure of reality, which lead him to build his fantastic time machine.The initial events: The novel begin s as the Time Traveller invites his friends to inspect his new invention – a time machine. He explains the idea to them†¦There are really four dimensions, three which we call the three planes of Space, and a fourth, Time†¦ There is no difference between Time and any of the three dimensions of Space except that our consciousness moves along it. (1)Scientists and mathematicians have been talking about a possible fourth dimension before him, but our inventor rightly identifies the fourth dimension not with an extra spatial dimension but with time. He then shows his friends a small model of his invention — a metallic frame with ivory and quartz parts. One lever can propel it toward the future, and another can reverse the direction. He helps one of his friends push the future lever, and the model promptly disappears. Where did it go? It did not move in space at all; it simply went to another time, the Time Traveller explains. His friends cannot decide whether to b elieve him.Next, the Time Traveller takes his friends to his home laboratory, to see his nearly complete, full-scale model. A week later he finishes the time machine, climbs aboard, and begins a remarkable journey to the future. The narrative is recounted in flash back, after the Time Traveller is back from his adventures.Seated in his time machine, the Time Traveller first presses the future lever gently forward. Then he presses the one for stopping. He looks at his lab. Everything is the same. Then he notices the clock: â€Å"A moment before, as it seemed, it had stood at a minute or so past ten; now it was nearly half-past three!† He pushes the lever ahead again, and he can see his housekeeper flit across the room at high speed. Then he pushes the lever far forward.The night came like the turning out of a light, and in another moment came tomorrow†¦. As I put on a pace, night followed day like the flapping of a black wing†¦ Presently, as I went on, still gaining velocity, the palpitation of night and day merged into one continuous grayness†¦ I saw huge buildings rise up faint and fair, and pass like dreams. (1)Eventually, the Time Traveller brings his vehicle to a stop. The machine's dials show that he has arrived in the year 802,701. What does he find?The Conflict: In the distant future where the Time Traveller lands, the human race has split into two species: one, brutish and mean, living below ground — the Morlocks; the other, childlike and gentle, living above ground — the Eloi. The central conflict of the novel revolves around these two groups. The Time Traveller identifies himself with the Eloi, at least to a degree, and among them he finds a lovely young woman named Weena, whom he befriends. Weena can be considered as the protagonist’s love interest. But soon he discovers, to his horror, that the troglodytes living below are cannibals and prey on the Eloi. Several adventures follow. The action scene of peak importance is the Time Traveller reclaiming his Time Machine stolen by the Morlocks escaping.The Climax: The novel has a kind of apocalyptic climax/anticlimax. Escaping from the Morlocks, the protagonist pushes the lever into the extreme forward position. By the time he is able to bring the machine under control, he has moved into the far future. Mammals have become extinct, and only some crablike creatures and butterflies remain on Earth. He explores as far as 30 million years into the future, where he discovers a dull red Sun and lichen-like vegetation; the only animal life in evidence is a football-shaped creature with tentacles. Wells's Time Traveller witnesses the end of the world, and apocalyptic vision that he carries back to the present. His revelation of finiteness implies that we can expect and must accept an end to life, an inevitable doomsday.The Epilogue: The Time Traveller then returns to his own time and to his friends. As proof of his experience in the future, he pro duces a couple of flowers Weena had given him, of a type unknown to his friends. After talking to his friends, the Time Traveller departs on his time machine and never returns. The narrator wonders about his fate. Where did he go? Did he return to the future or go instead to some prehistoric realm?Narration The bulk of the story is told from the viewpoint of the Time Traveller. The substance of the story is, however, framed within the narration of one of Time Traveller’s guests. This guest, the frame narrator, introduces the Time Traveller and lets him relate his adventure in an inset narrative. The frame narrator’s outside viewpoint carries a degree of objectivity and gives credibility to the inventor's   inset narrative. He grounds the story in a reality with which the audience can identify before and after experiencing the wondrous trip in the time machine. With the return to familiar surroundings, the reader, like the Time Traveller, might question the reality of such a strange experience (â€Å"Is it all only a dream? They say life is a dream†¦Ã¢â‚¬ ), but the presence of an honorable gentleman in the form of frame narrator gives more plausibility to the narrative of the protagonist who is by nature a dreamer and a visionary.Theme and Meaning Wells's inventor's interest in time traveling seems primarily for the sake of scientific accomplishment, to gain knowledge for knowledge's sake. H.G. Wells' story begins with, and constantly refers back to, the time machine itself. However, the machine is simply a device allowing the author to present his own perspective on a possible future. The main thrust of the story lies in this form of forecasting and prediction and also in the social comment about the conflicts between different classes or kinds of society. The main intent is not so much to explore the questions of time, but to illustrate the ultimate possible consequence of social and economic divisions of humanity. Thus, this story can be seen more as a social and political criticism than science fiction.The Time Traveller does not have a definite cause and effect explanation for the Eloi's society. To shape his theories he relies on the scientific method, using empirical evidence to reach conclusion that he reformulates with the discovery of new information. However, his inconclusive conclusions are largely conjectures.   The Time Traveller bases his hypotheses on socioeconomic conditions and theories (especially socialism) prevalent in his own period of the late nineteenth century, and on a metaphorical image of the capitalist and worker.Without knowledge of some causal chain, he lacks definite information to show what other variable elements may have affected mankind to produce the bifurcation of the human species and the predator-prey relationship of the Morlock and Eloi. While such ambiguities raise many unanswerable questions, the message that comes out of them is clear: any kind of widening gap between g roups of human race can prove costly in the end. The novel also answers one thing most directly: Eventually there will not be a trace of humanity left, the earth will become desolate and barren. The vision of the end of the world is perhaps the most haunting and yet the most enlightening aspect of this work, to me. I also wonder how it would have been if the Time Traveller pushed further, if only to catch the briefest glimpse into eternity.ConclusionNo idea from science fiction has captured the human imagination as much as time travel. We seem free to move around in space at will, but in time we are like helpless rafters in a mighty stream, propelled into the future at the rate of one second per second. One wishes one could sometimes paddle ahead to investigate the shores of the future, or perhaps turn around and go against the current to visit the past. The hope that such freedom will one day be ours is sustained when we observe that many feats formerly thought impossible have now been realized and are even taken for granted.When Wells wrote The Time Machine in 1895, many people thought that heavier-than-air flying machines were impossible. But just eight years later the Wright brothers proved the skeptics wrong. Flights to the Moon too strictly belonged to the realm of fantasy – until Apollo program achieved it. Might time travel be similar? Wells's swift-paced classic science fiction tale challenges us to dare to dream the impossible. The idea of time travel gained prominence through Wells's wonderful novel. Most remarkable is his treatment of time as a fourth dimension, which uncannily anticipates Einstein's use of the concept several years later.Interestingly, the Time Machine was Wells' first novel, and enjoyed an instant popularity, rescuing its author from obscurity and poverty. Today it stands as one of the greatest pioneering science fiction tales. I would like to read Jules Verne’s A Journey to the Moon after this.References:Wells H. G . (1898). The Time Machine. Retrieved May 10 2007 from http://www.gutenberg.org/files/35/35.txt H.G. Wells’s Time Machine The Protagonist: The novel’s protagonist, identified only as the Time Traveller, is essentially a scientist and inventor. He is very scientifically minded, and comes out as a character whose life is dedicated to scientific advancement and understanding the nature of the world and life. Reason is central to his outlook of the world. In his investigations, he has stumbled upon some radical insights in the structure of reality, which lead him to build his fantastic time machine.The initial events: The novel begins as the Time Traveller invites his friends to inspect his new invention – a time machine. He explains the idea to them†¦There are really four dimensions, three which we call the three planes of Space, and a fourth, Time†¦ There is no difference between Time and any of the three dimensions of Space except that our consciousness moves along it. (1)Scientists and mathematicians have been talking about a possible fourth dimension before him, but our inventor rightly identifies the fourth dimension not with an extra spatial dimension but with time. He then shows his friends a small model of his invention — a metallic frame with ivory and quartz parts. One lever can propel it toward the future, and another can reverse the direction. He helps one of his friends push the future lever, and the model promptly disappears. Where did it go? It did not move in space at all; it simply went to another time, the Time Traveller explains. His friends cannot decide whether to believe him.Next, the Time Traveller takes his friends to his home laboratory, to see his nearly complete, full-scale model. A week later he finishes the time machine, climbs aboard, and begins a remarkable journey to the future. The narrative is recounted in flash back, after the Time Traveller is back from his adventures.Seated in his time machine, the Time Traveller first presses the future lever gently forward. Then he presses the one for stopping. He looks at his lab. Everything is the same. Then he notices the clock: â€Å"A moment before, as it seemed, it had stood at a minute or so past ten; now it was nearly half-past three!† He pushes the lever ahead again, and he can see his housekeeper flit across the room at high speed. Then he pushes the lever far forward.The night came like the turning out of a light, and in another moment came tomorrow†¦. As I put on a pace, night followed day like the flapping of a black wing†¦ Presently, as I went on, still gaining velocity, the palpitation of night and day merged into one continuous grayness†¦ I saw huge buildings rise up faint and fair, and pass like dreams. (1)Eventually, the Time Traveller brings his vehicle to a stop. The machine's dials show that he has arrived in the year 802,701. What does he find?The Conflict: In the distant future where the Time Traveller lands, the human race has split into two species: one, brutish and mean, living below ground — the Morlocks ; the other, childlike and gentle, living above ground — the Eloi. The central conflict of the novel revolves around these two groups. The Time Traveller identifies himself with the Eloi, at least to a degree, and among them he finds a lovely young woman named Weena, whom he befriends. Weena can be considered as the protagonist’s love interest. But soon he discovers, to his horror, that the troglodytes living below are cannibals and prey on the Eloi. Several adventures follow. The action scene of peak importance is the Time Traveller reclaiming his Time Machine stolen by the Morlocks escaping.The Climax: The novel has a kind of apocalyptic climax/anticlimax. Escaping from the Morlocks, the protagonist pushes the lever into the extreme forward position. By the time he is able to bring the machine under control, he has moved into the far future. Mammals have become extinct, and only some crablike creatures and butterflies remain on Earth. He explores as far as 30 million years into the future, where he discovers a dull red Sun and lichen-like vegetation; the only animal life in evidence is a football-shaped creature with tentacles. Wells's Time Traveller witnesses the end of the world, and apocalyptic vision that he carries back to the present. His revelation of finiteness implies that we can expect and must accept an end to life, an inevitable doomsday.The Epilogue: The Time Traveller then returns to his own time and to his friends. As proof of his experience in the future, he produces a couple of flowers Weena had given him, of a type unknown to his friends. After talking to his friends, the Time Traveller departs on his time machine and never returns. The narrator wonders about his fate. Where did he go? Did he return to the future or go instead to some prehistoric realm?The bulk of the story is told from the viewpoint of the Time Traveller. The substance of the story is, however, framed within the narration of one of Time Traveller’s gue sts. This guest, the frame narrator, introduces the Time Traveller and lets him relate his adventure in an inset narrative. The frame narrator’s outside viewpoint carries a degree of objectivity and gives credibility to the inventor's   inset narrative. He grounds the story in a reality with which the audience can identify before and after experiencing the wondrous trip in the time machine. With the return to familiar surroundings, the reader, like the Time Traveller, might question the reality of such a strange experience (â€Å"Is it all only a dream? They say life is a dream†¦Ã¢â‚¬ ), but the presence of an honorable gentleman in the form of frame narrator gives more plausibility to the narrative of the protagonist who is by nature a dreamer and a visionary.Wells's inventor's interest in time traveling seems primarily for the sake of scientific accomplishment, to gain knowledge for knowledge's sake. H.G. Wells' story begins with, and constantly refers back to, the time machine itself. However, the machine is simply a device allowing the author to present his own perspective on a possible future. The main thrust of the story lies in this form of forecasting and prediction and also in the social comment about the conflicts between different classes or kinds of society. The main intent is not so much to explore the questions of time, but to illustrate the ultimate possible consequence of social and economic divisions of humanity. Thus, this story can be seen more as a social and political criticism than science fiction.The Time Traveller does not have a definite cause and effect explanation for the Eloi's society. To shape his theories he relies on the scientific method, using empirical evidence to reach conclusion that he reformulates with the discovery of new information. However, his inconclusive conclusions are largely conjectures.   The Time Traveller bases his hypotheses on socioeconomic conditions and theories (especially socialism) pr evalent in his own period of the late nineteenth century, and on a metaphorical image of the capitalist and worker. Without knowledge of some causal chain, he lacks definite information to show what other variable elements may have affected mankind to produce the bifurcation of the human species and the predator-prey relationship of the Morlock and Eloi.While such ambiguities raise many unanswerable questions, the message that comes out of them is clear: any kind of widening gap between groups of human race can prove costly in the end. The novel also answers one thing most directly: Eventually there will not be a trace of humanity left, the earth will become desolate and barren. The vision of the end of the world is perhaps the most haunting and yet the most enlightening aspect of this work, to me. I also wonder how it would have been if the Time Traveller pushed further, if only to catch the briefest glimpse into eternity.No idea from science fiction has captured the human imaginat ion as much as time travel. We seem free to move around in space at will, but in time we are like helpless rafters in a mighty stream, propelled into the future at the rate of one second per second. One wishes one could sometimes paddle ahead to investigate the shores of the future, or perhaps turn around and go against the current to visit the past. The hope that such freedom will one day be ours is sustained when we observe that many feats formerly thought impossible have now been realized and are even taken for granted.When Wells wrote The Time Machine in 1895, many people thought that heavier-than-air flying machines were impossible. But just eight years later the Wright brothers proved the skeptics wrong. Flights to the Moon too strictly belonged to the realm of fantasy – until Apollo program achieved it. Might time travel be similar? Wells's swift-paced classic science fiction tale challenges us to dare to dream the impossible. The idea of time travel gained prominence through Wells's wonderful novel. Most remarkable is his treatment of time as a fourth dimension, which uncannily anticipates Einstein's use of the concept several years later.Interestingly, the Time Machine was Wells' first novel, and enjoyed an instant popularity, rescuing its author from obscurity and poverty. Today it stands as one of the greatest pioneering science fiction tales. I would like to read Jules Verne’s A Journey to the Moon after this.References:1.  Ã‚  Ã‚  Ã‚  Ã‚   Wells H. G. (1898). The Time Machine. Retrieved May 10 2007 from http://www.gutenberg.org/files/35/35.txt