How to Get a Job in HealthCare Administration

How to Get a Job in HealthCare Administration if you look around at industries that have weathered the recession with few losses in jobs and pay, the healthcare professions are at the forefront. and the best news is, not every job in health care requires advanced medical training or degrees. there are literally hundreds of opportunities in different aspects of the field, both clinical and otherwise. here are five strategies to get your foot in the door- a crucial first step toward getting your career off the ground.1. pay attentionparticularly when trying to break into a new and complicated industry, it’s crucial to do a good deal of research. what are the driving issues of the moment? who are the important companies and names to keep in mind? bone up until you can speak intelligently about the industry. then figure out who’s hiring, and start staking out networking opportunities.2. minglenetworking is going to be your best friend here. remember that the most important factor when changing careers is who you know ( not what you know). volunteer, get active in social media discussions, ask friends of friends to introduce you to their contacts. show your eagerness and willingness to the right people and eventually you’ll find your in.3. assess your skill setyou may think you’re starting at the bottom rung with nothing, but most likely you have a number of skills under your belt that are totally transferrable into your new health care career. experience in sales, it, marketing, client care, administration- all of these can be extremely valuable. when in doubt, find an entry-level non-clinical position that can get you through the door, then work your way further into the field from that position.4. be humbleyou may be a 5- or 10-year veteran in the workforce, but if you have 0 years medical experience, you might want to take a step back and consider taking a job that might otherwise be beneath your current stage in life. remember that an entry-level gig in your brand-new medical car eer might serve you 10 times better (and much faster) than any position in current field. do what’s right for you, but remember to maintain some perspective.5. ask for helpfinding a mentor can be just the thing to help you on your quest. once you get your first gig in a hospital or office, even if you’re barely just answering the phones, you can absolutely seek out an experienced veteran and ask them to help steer you in the right direction. you’ll never go wrong emphasizing your willingness to learn, to put in the hard work and effort, and your keenness to keep advancing in your field.interested? Â  apply here

How to Use the French Preposition Entre

How to Use the French Preposition Entre The French preposition entre means between, both literally and figuratively, or among and is used in many expressions.  Learn how to say briefly, tipsy, at dusk, and more with some  of the expressions  below using entre. Be careful not to confuse the preposition  entre  with the verb  entrer,  which means to enter; the two words  are unrelated.   Common Uses of Entre   Ã‚  Ã‚  Mettez une espace entre ces mots.Put a space between these words.   Ã‚  Ã‚  Cela devrait à ªtre entre parenthà ¨ses.That should be in parentheses.   Ã‚  entre deux portesbriefly   Ã‚  Ã‚  entre chien et loupat twilight/dusk   Ã‚  Ã‚  Entre toi et moi..., Entre nous...Between you and me..., Between us...   Ã‚  Le livre est entre ses mains.The book is in his hands.   Ã‚  Ã‚  Entre le 2 et le 5 mai...Between 2nd and 5th of May...   Ã‚  La và ©rità © est entre les deux. (saying)The truth is somewhere in between.   Ã‚  sentendre entre euxto have a mutual understanding/agreement   Ã‚  Ãƒ ªtre entre deux vinsto be tipsy When Entre  means among   Ã‚  Ãƒ ªtre entre nousto be among friends, between us  Ã‚  Ã‚     Ã‚  Jai trouvà © une jolie bague entre le bricbrac.I found a pretty ring among the bric-a-brac.   Ã‚  Ã‚  Mes à ©tudiants, entre autres, vont...My students, among others, are going...   Ã‚  Ã‚  Beaucoup dentre vous...Many among you...   Ã‚  Les loups ne se mangent pas entre eux.There is honor among thieves.

ETHICS AND FINANCIAL SERVICES Essay Example | Topics and Well Written Essays - 1250 words

ETHICS AND FINANCIAL SERVICES - Essay Example During this era, some of its techniques were quite confusing and blatant. The company had excluded some of its expenses from its financial book. The case highlights various red flags such as an extreme growth-oriented management team and growing need for extra capital. With this, the auditors allowed themselves to be misled and missed the red flags that could have alerted them to dig and analyse their analysis more deeply. During the era 1990-1994, the company was involved in a fraud scheme whereby Gottlieb and Drabinsky received $7, 000, 000 directly or through the company owned by Gottlieb. Approximately $ 4, 000, 000 of the total amount was capitalized as the pre-production costs. Gottlieb and Drabinsky operated a kickback scheme with Livent vendors and took the mentioned amount from the company and took into their own pocket. To fully convince the company of the transaction, Gottlieb instructed the two vendors to present an invoice that could not expose their deal. After Livent agreeing to the deal, Gottlieb and Drabinsky received the payment for bogus services. In the mid 1990s, it became difficult for the company to attain its financial goals. Gottlieb and Drabinsky enjoyed their financial gain, and in turn, the company had to bear the loss. It became difficult for the company to raise additional capital to sustain its operation. Further, Gottlieb and Drabinsky manipulated the company by directi ng Livent’s accounting staff to obscure the company’s financial crisis. Some of the manipulations included erasing the accounting records that recorded the liabilities and expenses of the company at the end of each year. The Livent’s accounting staff engaged into an accounting scam of transferring the preproduction costs of existing show to shows that was in production. This transfer manipulated the company to comprehend the cost of the major items used in production. To reduce the costs of

Creative and effective curriculum Essay Example | Topics and Well Written Essays - 5000 words

Creative and effective curriculum - Essay Example This brainstorm was done after guided reading. Children read in pairs about Viking shields and at the end they completed a brainstorm as a group and presented to the class. This brainstorm was done before designing the shield so that makes more sense and gives children ideas. Children benefit from this activity because they worked in pairs and groups (social skills), in the essay, this point can be extended Further, the teacher will provide a direction on the decoration by providing more information on the shapes, patterns, symmetry, tessellation and the use of a plan to remind the children of the designs. The students construct the longships on their own. In history, the approximate ratio of the longship’s length to the width was four to one almost the half the size of an egg carton. The construction should be carried out by at least two children. First, the children should cut the top half off the egg carton, as the bottom half will be the longships. The pieces left from the top portion will be glued over the leaks in the bottom portion of the carton. The item is then allowed to dry completely, and in the sink, water is allowed to flow and be filled close to a level of two inches. Demonstration of the longships during the Vikings age is carried out by floating the egg carton toy ship built by the students on top of the water in the sink. Further, items are placed on the egg carton to show weight. The weather conditions in Iceland and an explanation on the changes of the weather conditions in the country, particularly the fact that from early may to the end of July the weather conditions remain permanent daylight and that winters are have five hours of daylight from November to the end of January. (Feasey. 2007: 17)  Ã¢â‚¬Å"Teachers are expected to share lesson outcomes with the children†¦so that they may know the contents that they are going to receive†¦ and at the end of the lesson reflect on the success of the lesson†. Creative learning and

The greatest inventions Essay Example for Free

The greatest inventions Essay Introduction to Second Language Studies (ONLINE). Hudson This course introduces students to second language studies, as represented in the MA in SLS program at the University of Hawai‘i at MÄ noa, and to the field(s) of applied linguistics more generally. This course also serves as an introduction to the kinds of work that will be expected of students as they progress through the MA in SLS program. Students will become familiar with the following: 1. The scope of second language studies/applied linguistics, including central issues and problems, key concepts and terminology, and work done by applied linguists in society 2. Professional issues and expectations for second/foreign language educators 3. The major domains of second language studies as they are addressed specifically by the UH SLS 4. A wide variety of research approaches employed by applied linguists The course will be online. There will be extensive online discussion group activity. SLS Course Descriptions Fall 2014 600- ­Ã¢â‚¬  through 700- ­Ã¢â‚¬ level SLS 610 (1). Teaching Second Languages. Hudson This course provides a survey of current theory, research and practice in the major components of second and foreign language pedagogy and teaching programs. These components include needs and means analysis, syllabus and curriculum design, materials writing, methodology and pedagogy, skills and skills integration, student assessment, and program evaluation. Consideration will also be given to the changing social, economic, and political roles of language teaching and the profession in the world today. Both theoretical and practical dimensions of classroom teaching will be treated. By the end of the course, the students will have an understanding of the following: 1. Current theory, research and practice in second/foreign language teaching and teacher training 2. The socio-cultural, psychological and linguistic factors that have an impact on language teaching 3. Issues involved in teaching and integrating the different skill areas as and approaches to curriculum design and language teaching SLS 614 (1). Second Language Writing. Gilliland The course aims to provide insights into theories of teaching writing, with particular emphasis on the experiences of student writers composing in a second language. Consideration of various approaches to the teaching of writing in second and foreign languages is included as well as consideration of response to student writing. Students will: †¢ Identify current and historical theories of teaching SL writing. †¢ Discuss and critique approaches to teaching SL writing. †¢ Describe and analyze contexts for teaching SL writing in US and internationally. †¢ Assess the instructional needs of a given writing class and/or student. †¢ Evaluate and respond to student writing. †¢ Plan appropriate and effective syllabi, units, and lessons in SL writing courses. Required text: Ferris Hedgcock (2013). Teaching L2 Composition (3rd edition). Routledge. SLS 618 (1). Language and Learning Technologies. Zheng What is language? How do we understand language and language learning in the light of learning technologies? How do we make sense, make meaning and realize values when technologies are involved in the learning environment. Learning technologies, ranging from vernacular use of Skype, to sophisticated virtual world technologies, and to ubiquitous mobile devices, bring us new challenges and opportunities for communication and social networking, as well as learning teaching. What are the roles of learning technologies in learning, instruction and communication? Do they function as an input to aid learning, such as acquisition of lexicogrammer? Do they function as tools to help with problem solving, such as looking up a new word while reading an article? Do they function as a media to make distance communication and interaction possible? Do they function as objects that have potential to change the way we live so that our communication (language) is becoming inherently different? We will explore these questions as central themes of the course, so that we can gain a deeper understanding and be tuned to affordances of technology in the most broad sense. Explore dialogical perspectives of language and its implications for sharing, coconstruction, co-authoring and co-creation of identity and meaning in technology supported learning environments. Investigate the affordances of technologies as indicated by members of the  class (through dynamic needs analysis) for language learning and teaching. Design and conduct studies of a specific technology that you are interested in. A range of research questions are encouraged by using quantitative methods, ethnography, discourse analysis, conversation analysis and multimodal analysis. Develop a mini curriculum that has major components of technology integration. Develop materials using the Web as a major resource for your target learners. SLS 650 (1). Second Language Acquisition. Ziegler This course is designed to provide a review of current theory and research in child and adult second language acquisition. In addition, it will review relevant research in first language acquisition and explore relationships between theory and practice in the second and foreign language learning classroom. Various theoretical perspectives and issues are addressed, including cognitive-interactionist, emergentist, social, and psycholinguistic approaches, and principal areas of research such as age effects, cognition, development of learner language, and individual differences will be discussed. We will also examine the available  quantitative and qualitative research methods and how they might be used in second language (L2) research. Suggested reading: Ortega, L. (2009). Understanding second language acquisition. Oxford: Oxford University Press. This course covers basic concepts and issues in sociolinguistics with a focus on multilingual language learning and teaching. The initial course readings (Davis, 2012a, 2012b) provide an overview of the theoretical foundations and diverse research methods of sociolinguistics, including the work of sociologist Goffman (presentation of self in everyday life); sociolinguists Sacks, Schegloff, and Kasper (conversation analysis); sociolinguist Gumperz (interactional sociolinguistics), anthropologist Hymes (ethnography of communication); language and education anthropologists Cazden, Philips, Heath, Erikson, Geertz, and Anzaldua (ethnography of communities and schools); and critical anthropologists Hornberger, Davis, Valdà ©s, Zentella, and McCarty (language policies and practices). Subsequent course readings and the final project then focus on the most recent trends in sociolinguistics that include: multilingualism/super diversity; interdisciplinarity, fluidity, and multiplicity in langu age use, identity, and learning (translanguaging, multiple identities); neoliberalism/ideological analyses; public and counter public discourses;  and engaged language policy, practices, and ethnography. The final course project assignment involves designing and presenting a proposal for either research or instruction that draws on current sociolinguistic theories and language learning practices. SLS 673 (1). Applied Psycholinguistics and Second Language Acquisition. Grà ¼ter This course provides an introduction to the psychological processes involved in language behavior, with a particular focus on those relevant to speaking and understanding a non-native language. Areas covered include speech perception and accent, lexical access in bilinguals, structural and discourse processing by native and non-native speakers, the role of working memory, neurological correlates of (non)native language processing, and language disorders and bilingualism. Experimental methods used in psycholinguistic research on second language acquisition will be introduced and discussed. SLS 675 (1). Second Language Qualitative Research. Kasper The course will introduce students to the principles and practices of qualitative research and their application to research problems in the domains of social institutions, multilingualism, and learning and development, including the development of language and professional competencies. The course pursues two aims: (1) to develop students’ ability to critically appraise reports of qualitative (L2) research and (2) to prepare students to conduct a qualitative study on an applied linguistic topic of their choice, or to further develop a study that is already under way. In order to meet both of these goals, particular emphasis will be given to the articulation of theory and methodology, i.e., the coherent transformation of theory into method. Students will get first-hand experience with practices of observation and interviewing, visual analysis, document analysis, and multimedia analysis. Course requirements will include reading and discussion of methodological texts, reviews of reports on qualitative studies, and practical activities. SLS 680P (1): Philosophy of Teaching. Crookes Participants will explore philosophical positions underlying S/FL teaching. We will address philosophical systems and procedures (including critical, moral and ethical thinking) in the contexts of S/FL teaching, and in respect to the decisions teachers are faced with daily, as well as long-term, as they shape their careers and their positions in society. Since all of the ideas about S/FL teaching and their philosophical dimensions have historical contexts, a historical perspective will be emphasized in the initial sessions. The concept of a philosophy of teaching can be set in practical terms because a philosophy of teaching statement is often called for in employment actions, such as job applications, contract renewals, and job interviews. It also falls into the area of professional development and personal growth, since it assists with that reflection without which efforts at a consciously constructed professional practice are not possible. SLS 680R (1). Narrative Analysis. Higgins This course introduces students to narrative analysis as an analytical framework for the exploration of research questions in sociolinguistics and applied linguistics. Most centrally, narrative analysis is used to explore questions of identity by examining how speakers construct their social worlds in and through telling stories. Narratives are also useful for examining ideologies on any number of topics. Because people tell narratives in their everyday interactions with others, researchers can also examine the role of stories in conversation and in various forms of institutional talk, including classrooms, courtrooms, clinics, and workplaces. This course will provide students with the foundation for analyzing narrative data by focusing on both ‘big stories,’ or, narratives which relate to speakers’ life histories, as well as ‘small stories,’ or narratives which take place in everyday settings. As the focus of the class is on the analysis of narrative s, students will be expected to contribute narrative data in the form of data workshops in class and to write a 20-page term paper on data they have collected. A final presentation will also be required. Required text: De Fina, Anna Georgakopoulou, Alexandra (2012). Analyzing narrative: Discourse and sociolinguistic perspectives. Cambridge University Press. Additional readings will be in the form of journal articles and book chapters, available on Laulima or through UH library. SLS 680R (2). Classroom Action Research. Gilliland This course is a companion to the summer SLS 690 Teaching Practicum in Ubon Ratchathani, Thailand. All students must have participated in the practicum during Summer 2014. Required text: Burns (2010) Doing Action Research in English Language Teaching: A Guide for Practitioners. Routledge. SLS 730 (1). Seminar in SL Pedagogy: Literature in the L2 Classroom. Day This seminar explores the use of literature in the second and foreign (L2) classroom. The primary goal is to help you develop a systematic and principled approach to using literature in your teaching. In addition to a focus on the major theoretical and research issues, the seminar explores how a literature component might be integrated into the L2 curriculum. Assignments provide opportunities to use and evaluate a variety of tasks and activities designed to incorporate literature into the L2 classroom. You will develop your own classroom materials and explore how those materials might be utilized in ways relevant to your own situations. The learning outcomes include being able to discuss the concerns and issues involved in using literature in L2 classrooms and to develop, adapt, and evaluate various literature genres and activities for the L2 classroom. SLS 750 (1). Ecological and Sociocultural Approaches to Second Language Learning. Zheng This seminar is designed to explore second language acquisition and language learning from perspectives that classical SLA does not usually take into consideration, namely ecological, sociocultural approaches. Topics regarding both epistemological and ontological orientations will be organized into the following modules: †¢ Learners: Are they truly individual beings cognizing or processing learning only in the brain, or are they only social beings who learn through socialization and interaction? Or are they ecological and dialogical beings who appropriate biological substrate, sociocultural values, semiotic resources for sense making? †¢ Environments/contexts: All research paradigms and pedagogical treatments consider the relationship between the learner and environments. Are environments considered as containers that function in the background? Are learners and environments reciprocally co-defining and co-changing? How are learners and environments connected? What are the roles of teacher, technology, community and personal biography in language development? †¢ Unit of analysis: Unit of analysis is the major entity that defines the ontological nature of your research and ultimately determines the values of finding in pedagogical practices and phenomenological discoveries. We will consider and compare a wide array of approaches on unit of analysis from different research paradigms, such as individuals, groups, tasks, t-units, turns, agent-environment coupling, communicative projects, etc. †¢ Methods and Analytical tools: technological prevalence and advancement pushes the envelope of human limitations on data management, such as data collection, analysis and report. We will examine readily available tools that can advance conducting research from ecological and sociocultural approaches. †¢ Pedagogical Implications: Synthesizing the first 4 topics, this module explores what an ecologically and socioculturally oriented classroom looks like. This includes such topics as action-based learning, place-based learning, pedagogy as multimodal design, studentteacher relationships that are beyond the segregation between teacher-centered and learner-centered dichotomies. This seminar is dedicated to the legacy of Leo van Lier’s work on The Ecology and Semiotics of Language Learning. Required texts:  van Lier, L., 2004. The Ecology and Semiotics of Language Learning: A Sociocultural Perspective. Kluwer Academic Publishers, Norwell, MA. Additional journal articles, book chapters/sections and website will be available in Laulima and course website. SLS 750 (2). Child L2 Acquisition. Schwartz The purpose of this seminar is to examine research on child L2 acquisition, with particular emphasis on syntax and morphology. Research into child L2 acquisition has the potential to inform our understanding of adult L2 acquisition as well as L1 acquisition. We will examine some of the very few studies that directly compare L2 (and L1) children and L2 adults in the acquisition of particular grammatical phenomena. Students will become familiar with the theoretical issues at stake as well as the empirical base of recent work. We start off by focusing on the critical period issue, or more neutrally, on age-dependent effects of L2 acquisition in terms of ultimate attainment. We next consider the issue of endstate (ultimate attainment) vs. development for L2 children and L2 adults. The third area is research on child L2 acquisition itself, where exposure to the nonnative language starts approximately between the ages of 4 and 7; this is likely to be the crucial age range, because it is after the native grammar has been (more or less) established and yet falls clearly within what is  traditionally considered to be the critical period for language acquisition. Of special interest here are three issues: (1) whether child L2 acquisition replicates L1 acquisition; (2) whether child L2 acquisition exhibits features of adult L2 acquisition, in particular L1 influence; and (3) whether there are characteristic differences between L2 child and L2 adult acquisition, especially with respect to different domains, specifically syntax vs. inflectional morphology. The course will be a combination of lectures and student presentations of readings. While familiarity with introductory syntax is highly desirable, time will be taken in class to ensure understanding of the necessa ry linguistic background. SLS 760 (1). Intercultural Communication. Higgins Within a sociocultural linguistics framework, this seminar focuses on how the constructs of ‘culture’ and ‘cultural difference’ are enacted by speakers of more than one language in conversational interactions. The course will pay equal attention to the ways that cultural difference is associated with miscommunication and the ways that culture can be used as a resource in interactions among multilingual speakers. The course will emphasize the perspective that culture and cultural difference are social constructs that cannot be presumed, but rather are the result of active processes in interaction among conversational participants, processes which sometimes  point to the relevance of cultural models, interpretive schemas, discourses, and ideologies. Students will examine seminal work in the field, starting with cross-cultural communication studies, followed by an examination of the developments in the field that have led to the reconceptualization of this ar ea of inquiry. Following a seminar format, students will regularly lead discussions of readings and present data for analysis in workshop format during the semester. A final term paper of 20-25 pages (with deadlines for proposal and first draft) will also be required for the course. SLS 760 (2). Language Ideologies, Policies and Practices: An Engaged Ethnographic Approach. Davis While language policy (LP) scholars increasingly explore policies as shaped by global sociopolitical and economic ideologies, LP and applied linguistics scholars are increasingly calling for on-the-ground language practices that resist, negotiate, and appropriate inequitable policies (Davis, 2009, 2014; Johnson, 2013; Wyman, McCarty, Nicholas, 2014). This course takes an  engaged ethnographic approach that is designed to draw teachers, students, community members, and others into dialogic exploration of language education policy as an interactive process; covert ideologies and policies as potentially marginalizing; and plurilingual policies as desirable, effective and possible (Davis, 2014; Phyak Bui, 2014). While challenging dominant neoliberal ideologies (Gegeo Watson-Gegeo, 2001; Tollefson, 2013; Warner, 2002), the course explores ways in which to support practices that meet local language, education, economic and human welfare needs. Thus, the course takes an interdisciplina ry approach in exploring societal and schooling issues such as multilingualism, translanguaging, and identities while considering the agency of individuals and communities as the epicenter of language policy reform (Davis, 2014; Pennycook, 2013). The course draws on the above theoretical perspectives in exploring engaged dialogic and participatory efforts to promote equitable education in both developed and developing countries. Through readings, course activities and discussion course participants will develop both ideological analytical and engaged ethnographic abilities that can guide current and future work in schools, communities, and with education administration. Course participants will further gain insight into engaged ethnographic research methods through designing research proposal and/or documenting engaged efforts with teachers, parents and/or concerned others in promoting equitable language education policy and practices. These efforts can focus on research and/or documentation in one or more of the following areas: 1) Conducting ideological analyses with parents, educators, and concerned others towards raising awareness of harmful neoliberal commodification and standardization language education policies; 2) Exploring and planning resistance and alternatives to marginalizing and ineffective national, state, and regional language ideologies and policies; 3) Developing community and school based language and education policies that are locally relevant, educationally forward-looking, and serve to provide models for wider change and 4) Developing relevant and engaging instructional practices through supporting teachers and building on local knowledge for schooling that is studentcentered and engaging. In sum, this course actively involves course participants in drawing on current theories and utilizing engaged  ethnographic methods towards promoting equitable policies and practices.

Analysis of Article about Photography in The New Yorker :: Art Photography William Eggleston

Analysis of Article in The New Yorker originally written by Peter Schjeldahl The art world of photography is changing all the time. Peter Schjeldahl starts out with a very strong and well written paragraph about the world of art. Peter Schjeldahl says, â€Å"You can always tell a William Eggleston photograph. It’s the one in color that hits you in the face and leaves you confused and happy, and perhaps convinces you that you don’t understand photography nearly as well as you thought you did†. These couple of sentences are very strong and flow so well together, and they grab the reader’s attention. Peter explains how William Eggleston was known as a great American photographer. The writer executes a strong article with briefly stating what William Eggleston did in his earlier days. William Eggleston was born in Memphis, Tennessee and raised in Sumner, Mississippi. His father was an engineer who had failed as a cotton farmer, and his mother was the daughter of a prominent local judge. As a boy he enjoyed playing the piano, drawing, and working with electronics. From an early age, he was also drawn to visual media, and enjoyed buying postcards and cutting out pictures from magazines. The article tends to drag on with William Egglestons life. The reason I chose to read this article about art is, because art is so elegant to examine. To see the art of a really well known artist makes the article more intriguing. It’s interesting to see how a writer tries to explain how someone else’s art can attract them. I`m an artist myself I would rather see my art and do less talking. It’s all about the picture that’s on the wall that does the talking. It’s you as a person understanding how to determine what to feel when looking at the art on the wall. I believe artist face a very entertaining and difficult time when it comes to art in general. Passion is a great lesson any artist can take away and learn from. It makes a piece of artwork come together and makes the outcome strong. Art is very powerful and in my opinion it guides our society and makes change happen.

The system of slavery and resulting

The system of slavery and resulting racial prejudice evoked negative reaction from many Americans. Their views came into conflict with the perception of slave labor as `normal` and economically sound part of everyday life prevalent in the mainstream community. some of them resorted to peaceful means for propaganda of their worldview like Harriet Beecher Stowe; others like Nat Turner initiated armed struggle to overthrow the hateful system.Nat Turner’s rebellion continues to evoke a mixed response, depending supposedly on the race of the evaluator and position on racial issues. On the one hand, Nat Turner was definitely a man of great leadership skills, able to motivate many people to fight against inhuman conditions of the Southern plantations.On the other, he is known to have ordered the murder of al white people including children and women, and the list of the rebellion’s casualties includes many people whose contribution to exploitation was but marginal.Similarly qu estionable are the methods of guerrilla warfare used by John Brown to liberate the slaves. This story demonstrates that centuries after, America continues to be divided on the issue of race and ways to overcome racial tensions.Harriet Beecher Stowe is certainly a less controversial figure. Her novel Uncle Tom’s Cabin is undoubtedly one of the most influential books in US history. Its significance was succinctly expressed by Abraham Lincoln in a personal meeting with the writer in 1862: â€Å"So you're the little woman who wrote the book that started this Great War!†[1]While the President’s words were surely a polite exaggeration, it is certain that Stowe’s novel helped wake up many citizens who, much like herself before 1850, remained passive onlookers of slaves’ sufferings, informed those remote from the issue, and helped shape and develop the Abolitionist Movement.However, in the South she received negative publicity as people began to accuse her of exaggerating the horrors of slavery. To this date, Americans still live to some extent in the shadow of these events. Still, debates continue as to the need to compensate descendants for the atrocities of slavery, methods to be used for the rehabilitation of the African American community, and heroes of the anti-slavery struggle.For centuries, women remained on the sidelines of American society. Slowly but gradually, their role continued to rise as women’s rights entered the political agenda of the United States as an important issue. This change was made possible by the efforts of many outstanding women who upheld the cause of female liberation through the toughest of times.Harriet Beecher Stowe can be considered a precursor of the Feminist movement. In a letter to George Eliot, Stowe insisted that â€Å"emancipation of slaves must be followed by the emancipation of women†[2]. In an attempt to combine the two, Stowe wrote in New York newspaper Independent that wom en can be active in the abolitionist cause, striving to leverage their influence by signing petitions, sharing information, and organizing community anti-slavery events[3].[1] Harriet Beecher Stowe Center. (2005). Harriet Beecher Stowe’s Life and Timeline. Retrieved June 10, 2006, from http://www.harrietbeecherstowecenter.org/life/[2] Cavendish, R. (2001). Publication of Uncle Tom's Cabin. History Today 51 (6), 54.[3] Harriet Beecher Stowe Center. (2005). Harriet Beecher Stowe’s Life and Timeline. Retrieved June 10, 2006, from http://www.harrietbeecherstowecenter.org/life/

Cold Stone Marketing

Cold Stone Creamery Marketing Leroy Dowdy Walden University Dr. Bari Courts 30 September 2011 Abstract Cold Stone Creamery operates approximately fourteen hundred stores worldwide. Their premium ice cream products have kept them at the apex of the ice cream industry. An audit of Cold Stone’s marketing approach revealed flaws in areas that are critical to organizations in today’s marketplace. A first person interview revealed Cold Stone’s lack of innovative technology and a failure to incorporate the recommendations of franchise owners.Although Cold Stone has been successful utilizing low-tech marketing, today’s technology has the potential to solidify their market advantage. Cold Stone’s centralized control of marketing decisions has also created negative effects on local owners. The economic situation and the desire for customers to live a healthier lifestyle may have continued affects on the company. This student provided technology, market resear ch, and branding recommendations that could improve the company’s market growth. Executive Summary Cold Stone Creamery was founded in 1988 in Tempe Arizona and is owned and operated by Kahala L.L. C. (Cold Stone, 2012). Since inception, their philosophy has been to provide superior ice cream to consumers. They went as far as trade marking their products as Creationsâ„ ¢ in order to brand a product that is limited only by the consumer’s imagination. Mr. Toby Douglas, Cold Stone Creamery franchisee, agreed to be interviewed to discuss Cold Stone’s marketing strategies. Cold Stone franchisees operate over 1400 high-end ice cream stores worldwide (Cold Stone, 2012). Their superior ice cream is made daily in each individual store and only uses fresh quality ingredients.Cold Stone consistently ranks high in customer satisfaction, company reputation, and product quality (T. Douglas, personal communications, September 25, 2012). Conversely, their pricing is ranked lo w when compared to their competitors. Their marketing plan is not very robust considering today’s technology venues. The plan consists of electronic and hard copy coupons, free in store samples, television advertising, partnerships with other business owners, and birthday clubs. The impending health care reform coupled with more health conscious consumers has the potential to threaten Cold Stone’s future profits.Within the mandate, is a requirement for calorie count to be displayed on the menu by the end of 2013 (T. Douglas, personal communications, September 25, 2012). Mr. Douglas was the first Cold Stone franchisee to introduce yogurt in his product line. His store is located in a middle class suburb; therefore, he should be in a position to continue to thrive under the new mandates. By continuing to collaborate with the franchisor on decision-making, collecting, and analyzing consumer habits, Mr. Douglas should achieve continued growth in his customer base. Marketin g AuditMarketing has been defined as fulfilling the needs and wants of a prospect while remaining profitable throughout the process (Kotler & Keller, 2012). The role of marketing cannot be over stated. Cold Stone has done an exemplary job increasing demand for a product that some would argue sales itself. Successful marketing compliments other business operations such as administration, accounting, and finance (Kotler & Keller, 2012). Cold Stone’s marketing research determined the target consumer to be women aged 25-50 (T. Douglas, personal communication, September 25, 2012).The background of their research is proprietary; therefore, this student has no data to support or refute the findings. Given their success, one can conclude that Cold Stone’s comprehension of Kotler and Keller’s (2012) demand states concept is mature. Marketers must consider eight possible demand states: 1. Negative demand – customers do not desire a product. 2. Nonexistent demand â €“ product is unknown to the consumer. 3. Latent demand – current products cannot meet the consumer’s desire. 4. Declining demand – consumer purchases less or no product. . Irregular demand – purchases are influenced by variables such as seasonal changes. 6. Full demand – products are purchased upon introduction to the market. 7. Overfull demand – product supply cannot meet product demand. 8. Unwholesome demand – desired products are not socially acceptable (p. 8). Economics The current economic situation has affected Cold Stone franchisees, but not to a detrimental level (T. Douglas, personal communications, September 25, 2012). One of the largest economic influences to franchisees is the influx in the cost of sweet cream.Sweet cream is the bases for Cold Stone’s made fresh daily ice cream. Corporate fees remain constant; therefore, an increase in sweet cream cost solely affects the franchisee. Franchisees attempt to offse t the cost with low cost marketing campaigns. For example, franchisees may offer $1 off coupons for the duration of the sweet cream increase (T. Douglas, personal communication, September 25, 2012). Technology Technological advances seem to be passing by Cold Stone. Other that social networking, Cold Stone has not embraced a large portion of today’s technology. Mr.Douglas is one of a small number of franchisees to have a touch screen cash register. Political Influences The Patient Protection and Affordable Care Act (PPACA), commonly referred to as ObamaCare, requires chain restaurants with 20 or more outlets to display calorie information on menu boards prominently (CSPI, 2010). With consumers attempting to become healthier, this mandate may affect Cold Stone’s bottom-line. Mr. Douglas attempted to get ahead of the implications posed by this mandate. In 2010, he became the first Cold Stone franchisee to offer a yogurt bar.Cold Stone officially introduced yogurt to thei r lineup in 2012. Cultural Cold Stone consistently receives high ranking from consumers. Their product quality and reliability appeal to their patrons. One possible cultural threat to Cold Stone’s profit may be the desire for a healthier lifestyle. According to Griffin, Siegle, Lanpher, Khorramian, and Demirovic (2010), American consumers are making a conscientious effort to live healthier lifestyles. Task Environment Audit A struggling economy can have a debilitating effect on a company’s success.The Small Business Administration (SBA) tracks the failure rate of companies that secure 50 or more SBA loan disbursements (BlueMauMau, 2011). BlueMauMau (2011) reported Cold Stone was ranked 25th with a 37% failure rate for franchise owners between 2001 and 2010. Markets The ice cream market is declining for large franchisees such as Cold Stone (T. Douglas, personal communication, September 25, 2012). As a result, marketers have to be more innovative to attract consumers. Co ld Stone’s prices have always been higher than their competitors. The decline in market growth may prompt a better pricing strategy to offset the loss.Customer Segment Realizing they cannot meet the demands of each possible segment, Cold Stone chose to focus on demographics, specifically, the 25-50 year old female. The rationale for this segment remains a mystery, but reputation and product quality continue to receive a vote of confidence from consumers. The buying habits of this demographic continue to be examined and altered as appropriate. Competitors In addition to other ice cream providers, Cold Stone must compete with Starbucks, Tropical Smoothies, and other dessert vending companies (T. Douglas, personal communication, September 25, 2012).Their strengths, when compared to competitors, include product quality, brand reputation, premium ingredients, and store location (Griffin et al, 2010). These strengths are contributing factors to their main weakness – price. A lthough the majority of customers agree that Cold Stone pricing is an issue, they are not willing to give up their super premium Creationsâ„ ¢. Distribution and Dealers The need for fresh ingredients limits Cold Stone distribution options. They receive fresh ingredients daily via a local ground distributor. Increased fuel prices have forced their distributor to institute a fuel fee for items delivered (T.Douglas, personal communication, September 25, 2012). Marketing Information System Usage Marketing information systems (MIS) provides the necessary details about consumer purchasing habits (e. g. desires and preferences) in order to guide organization’s success (Kotler & Keller, 2012). The MIS captures marketing manager’s requirement (actual, perceived, and what is affordable) during the process of identifying consumer information (Kotler & Keller, 2012). Examples of data captured by marketing managers include the following: †¢ Regularly made decisions †¢ Required information for making decisions Any special studies requested †¢ Desired information that is not being received †¢ Periodicity of required information (i. e. daily) †¢ Required data analysis and reporting programs (p. 69) Cold Stone franchisees have little to no input into franchisor MIS selection or data input (T. Douglas, personal communication, September 25, 2012). This does not preclude them from creating their own system locally. The issue becomes convincing the franchisor that their local data is useful to the corporate process. Function Audit Cold Stone’s product objectives are straightforward.They proclaim, â€Å"If it has anything to do with ice cream, it has everything to do with Cold Stone† (Cold Stone, 2012). This simple yet bold statement is the corner stone belief that propels the franchise to the forefront of the ice cream vending market. Cold Stone’s premium ice cream comes in three sizes: Like it (5 oz. ), Love it (8 oz. ), and Gotta have it (12 oz. ) (Griffin et al, 2010). The addition of mix-ins such as Oreo pieces or M&Ms further increases the price; however, Cold Stone believes its customers are willing to pay the additional premium to experience their Creationâ„ ¢ products.Integrated Marketing Communications Cold Stone uses various media outlets to conduct their marketing (T. Douglas, personal communication, September 28, 2012). Given that their current target audience is women aged 25-50, Cold Stone has created a commercial campaign that they feel caters to demographic. Thirty-second advertisements run on television shows that attract the target demographic such as The View, Good Morning America, and Rachel Ray (T. Douglas, personal communication, September 28, 2012). Cold Stone’s research could not be analyzed to determine the accuracy of the chosen programs.Consumers also have the option to sample any of the flavors upon entering a store. The sample sizes are controlled by using o ne-time use sample spoons. Their direct marketing efforts include mobile phone and Valpak coupons (Griffin et al, 2010). Based on sales numbers, one could conclude that they are effectively using promotion tools to increase customer awareness. Strategy Audit Cold Stone’s mission statement is concise and stated in market-oriented language (T. Douglas, personal communication, September 25, 2012). Their website highlights the first five words of their mission statement – We will make people happy.Their commitment to customer happiness is seen immediately upon entering their store. Customers are met with a cheerful greeting and even offer a song to any customer who shows their appreciation by way of offering a tip. When interviewing potential employees, Mr. Douglas seeks to find candidates with outgoing personalities who share in the desire to make customers happy during the Cold Stone experience. Marketing Objectives and Strategies Cold Stone takes their marketing efforts seriously, as evident by the corporate control of all marketing efforts.Individual franchisees use to plan and execute local marketing strategies independent of corporate; however, that is no longer the case. The franchisee has input into the process, but the franchisor has ultimate authority over marketing decisions. Branding The objective of corporate branding is to create an image that is synonymous with an organization’s name (Mankani, 2010). Cold Stone’s brand equity or value added is evident by the rate of customer loyalty (T. Douglas, personal communication, September 28, 2012). Although their prices are higher than the competition, customers continue to prefer the Cold Stone experience.According to Kotler and Keller (2012) customer loyalty is a great indicator that an organization has created a strong brand. Recommendations Kotler and Keller’s (2012) six-step marketing research process would serve as an excellent starting point for Cold Stone marketers. Mr. Douglas was not aware of this process and was eager to learn more about the concept. The first step is to define the problem. This student believes Cold Stone’s primary problem to be a lack of technology. Kotler and Keller (2012) suggest that technology â€Å"is the essence of market capitalism† (p. 81).In order for Cold Stone to remain at the apex of the ice cream industry, technology must permeate their marketing and management efforts. It is not enough to equip franchisees with touch screen registers. Today’s information travels at the speed of light and requires proactive marketing such as search engine optimization, social media campaigns, and consumer interest mining. Consumer interest mining analyzes the customer’s website usage and creates market profiles based on their search habits (Woods, 2011). The marketer targets the consumer with tailored products and services.Next is to develop the research plan. Cold Stone would need to develop a cos t efficient research approach that includes qualitative, quantitative, or mixed approach research methods. Thirdly, the information is collected. Since this is normally the costliest step, Cold Stone should be proactive and maintain a hands-on approach to ensure they remain efficient. Fourthly, analyze the collected information. It is critical that Cold Stone looks at all the data before making assumptions about consumer demand. They would do well to study the New Coke blunder of the Coca Cola Corporation (IM CETYS, 2007).Fifthly, present findings to the franchisor and franchisees. The franchisees have a vested interest in brand success. Finally, make decisions that will position Cold Stone to benefit from technology efforts that will solidify their competitive advantage in the ice cream market. In addition to adopting the marketing research process, Cold Stone could afford to make adjustments in their branding approach. Mankani (2010) outlines the following steps to consider when d evising a corporate branding strategy. Branding strategies should be driven from the top down.Without unity and direction from the executive level branding efforts may be disjointed and off the mark. Select a business model as the cornerstone for the branding strategy. A company’s needs and values should dictate which model is chosen. Solicit input from those with a stake in the company (i. e. , customers, shareholders, and employees). Mr. Douglas’s success as the first franchisee to add a yogurt bar has not been without glitches. The yogurt distributor that he initially used was not maintained by the franchisor because it offered no additional profits to the franchisor (T.Douglas, personal communication, September 25, 2012). In order to create another stream of revenue, Cold Stone commissioned Kohler Dairy to produce a Cold Stone proprietary yogurt and mandated its sole use by franchisees. Mr. Douglas believes the decline in his yogurt sales is due to a less desirable yogurt; however, Cold Stone refuses to attribute the decline in yogurt sales to their proprietary yogurt (T. Douglas, personal communication, September 25, 2012). The franchisor’s response to Mr. Douglas fails to encourage employees to take ownership of the organization’s mission and vision.If franchisees are to be advocates of the branding process, the franchisor must encourage and act upon the type of feedback that Mr. Douglas offered. Decisions, such as these, should seek to make lasting customer relationships by providing the best product or service. A well-planned and executed communications strategy will propagate the branding efforts to the intended audience. For example, following up with customers by making post-sales contact via email, social media, or text messages will enhance branding efforts. Finally, perform audits on brand performance.Audits will assist in determining customer-based brand equity or the way a customer responds to the branding effort (Ko tler & Keller, 2012). Conclusion Cold Stone’s marketing efforts are calculated and centrally executed (T. Douglas, personal communication, September 25, 2012). Although their current store inventory is not as numerous as the past, their product quality and business reputation continues to be superb among their consumers. Haag and Cummings (2008) noted that business intelligence enables an organization to make educated decisions based on compiled data.Although there is no evidence of marketing information systems being utilized at the franchisee level, Cold Stone has an obvious grasp on demographic demand states. Cold Stone’s anemic technology model needs critical improvement. Today’s technology offers Cold Stone innovative solutions that can solidify their competitive advantage in the ice cream industry. Finally, Cold Stone’s stance on franchisee feedback is cause for concern. Although the franchisor understands and interprets marketing research nationall y, it makes sense that the franchisee understands their local consumers. In the case of Mr.Douglas, if Cold Stone made provisions for him to use the yogurt distributor preferred by his customer base this would result in a larger profit margin for all concerned parties. Customers will continue to crave Cold Stone Creationsâ„ ¢, but it remains to be seen whether Cold Stone can increase their customer base through more robust marketing techniques. . References BlueMauMau. (2011). BMM reports 2011 SBA failures: Cold stone creamery – 37%. Retrieved from https://sites. google. com/site/coldstonefacts/news/bmmreports2011sbafailurescoldstonecreamery-37 Center for Science in the Public Interest. 2010). Health reform to deliver calorie counts to chain restaurant menus nationwide. Retrieved from http://cspinet. org/new/201003211. html Cold Stone Creamery. (2012). About us. Retrieved from http://www. coldstonecreamery. com/about/about_cold_stone. html Haag, S. , & Cummings, M. (2008). Management information systems for the information age (Laureate Education, Inc. , custom ed. ). Boston: McGraw-Hill/Irwin. IM CETYS. (2007). New coke: A â€Å"classic† marketing research blunder?. Retrieved from http://imcetys. files. wordpress. com/2006/12/caso-newcoke. df Mankani, Y. (June 30, 2010). Eight important steps for creating successful corporate brand strategy. Retrieved from http://savedelete. com/8-important-steps-for-creating-successful-corporate-brand-strategy. html Mentzer, J. T. , Myers, M. B. , & Stank, T. P. (Eds. ). (2007). Handbook of global supply chain management. Thousand Oaks, CA: Sage Publications Woods, D. (2011). How real-time marketing technology can transform your business. Retrieved from http://www. forbes. com/sites/ciocentral/2011/05/06/how-real-time-marketing-technology-can-transform-your-business/

Definition and Examples of Linguistic Ecology

Definition and Examples of Linguistic Ecology Linguistic ecology is the study of languages in relation to one another and to various social factors. Also known as  language ecology or ecolinguistics. This branch of linguistics was pioneered by Professor Einar Haugen in his book The Ecology of Language (Stanford University Press, 1972). Haugen defined language ecology as the study of interactions between any given language and its environment. Examples and Observations The term language ecology, like language family, is a metaphor derived from the study of living beings. The view that one can study languages as one studies the interrelationship of organisms with and within their environments presupposes a number of subsidiary metaphors and assumptions, most notably that languages can be regarded as entities, that they can be located in time and space and that the ecology of languages is at least in part different from that of their speakers. . . .The ecological metaphor in my view is action oriented. It shifts the attention from linguists being players of academic language games to becoming shop stewards for linguistic diversity, and to addressing moral, economic and other non-linguistic issues.(Peter Mà ¼hlhusler, Linguistic Ecology: Language Change and Linguistic Imperialism in the Pacific Region. Routledge, 1996)Language is not an object that can be considered in isolation, and communication does not simply occur by means of sequences of sounds . . . . Language . . . is a social practice within social life, one practice among others, inseparable from its environment. . . .The basic idea is thus that the practices which constitute languages, on the one hand, and their environment, on the other, form an ecolinguistic system, in which languages multiply, interbreed, vary, influence each other mutually, compete or converge. This system is in interrelation with the environment. At every moment language is subject to external stimuli to which it adapts. Regulation, which I will define as the reaction to an external stimulus by an internal change which tends to neutralize its effects, is thus a response to the environment. This response is first and foremost the mere addition of individual responses- variants that, over time, lead to the selection of certain forms, certain characteristics. In other words, there is a selective action of the environment on the evolution of language . . ..(Louis Jean Calvet, Towards an Ecology of Wo rld Languages, translated by Andrew Brown. Polity Press, 2006) The biological analogy may be the most pertinent- linguistic ecology is now a recognized field of study, not just a figure of speech. What dialects are to languages, subspecies are to species. Chainsaws and invaders menace them indiscriminately. . . .What the survival of threatened languages means, perhaps, is the endurance of dozens, hundreds, thousands of subtly different notions of truth. With our astonishing powers of technology, its easy for us in the West to believe we have all the answers. Perhaps we doto the questions, we have asked. But what if some questions elude our capacity to ask? What if certain ideas cannot be fully articulated in our words? There are amazing things about Aboriginal languages, Michael Christie told me when I visited his office at Northern Territory University in Darwin. Their concepts of time and agency, for example. They go right against our ideology of linear time- past, present, and future. I reckon theyd completely revolutionize Western philosophy , if only we knew more about them.(Mark Abley, Spoken Here: Travels Among Threatened Languages. Houghton Mifflin, 2003) Also see: CodificationLanguage ChangeLanguage DeathLanguage PlanningLanguage StandardizationLinguistic AnthropologyLinguistic ImperialismLinguistic TypologySociolinguistics

The Fundamentals of Elementary Particle Physics

The Fundamentals of Elementary Particle Physics One of the most startling discoveries of the 20th century was the sheer number of particles that exist in the universe. Though the concept of fundamental, indivisible particles goes back to the ancient Greeks (a concept known as atomism), it wasnt really until the 1900s that physicists began to explore what was going inside matter at the smallest levels. In fact, quantum physics predicts that there are just 18 types of elementary particles (16 of which have been detected by experiment already). It is the goal of elementary particle physics to continue searching for the remaining particles. The Standard Model of Particle Physics The Standard Model of Particle Physics is at the core of modern physics. In this model, three of the four fundamental forces of physics are described, along with the particles that mediate these forces gauge bosons. (Technically, gravity isnt included in the Standard Model, though theoretical physicists are working to extend the model to include a quantum theory of gravity.) Groups of Particles If theres one thing that particle physicists seem to enjoy, its dividing up particles into groups. Here are a few of the groups which particles exist in: Elementary Particles - The smallest constituents of matter and energy, these particles which dont seem to be made from combinations of smaller particles. Fermions - Fermions are particles that have a particle spin equal to a half-integer value (-1/2, 1/2, 3/2, etc.). These particles make up the matter that we observe in our universe.Quarks - A class of fermion. Quarks are the particles that make up hadrons, such as protons and neutrons. There are 6 distinct types of quarks:Bottom QuarkStrange QuarkDown QuarkTop QuarkCharm QuarkUp QuarkLeptons - A class of fermion. There are 6 types of leptons:ElectronElectron NeutrinoMuonMuon NeutrinoTauTau NeutrinoBosons - Bosons are particles that have a particle spin that is equal to an integer (1, 2, 3, etc.). These particles are what mediate the fundamental forces of physics under the quantum field theories.PhotonW BosonZ BosonGluonHiggs Boson - part of the Standard Model. Detected for the first time in 2012 by the Large Hadron Collider.Graviton - theoretically predicted as part of quantum gravity, but not actually part of the Standard Model Composite Particles Hadrons - Particles made up of multiple quarks bound together.Baryons (fermions)Nucleons - protons neutronsHyperons - short-lived particles composed of strange quarksMesons (bosons)Atomic Nuclei - protons and neutrons form together to create the atomic nucleusAtoms - The basic chemical building block of matter, atoms are composed of electrons, protons, and neutrons.Molecules - A complex structure composed of multiple atoms bonded together. The study of how atoms bond together to form various molecular structures is the foundation of modern chemistry. A Note on Particle Classification It can be hard to keep all the names straight in particle physics, so it might be helpful to think of the animal world, where such structured naming might be more familiar and intuitive. Humans are primates, mammals, and also vertebrates. Similarly, protons are baryons, hadrons, and also fermions. The unfortunate difference is that the terms tend to sound similar to each other. Confusing bosons and baryons, for example, is far easier than confusing primates and invertebrates. The only way to really keep these different particle groups separate is to just carefully study them and try to be careful about which name is being used. Matter Forces: Fermions Bosons All elementary particles in physics are classified as either fermions or bosons. Quantum physics demonstrates the particles may have an intrinsic non-zero spin, or angular momentum, associated with them. A fermion (named after Enrico Fermi) is a particle with a half-integer spin, while a boson (named after Satyendra Nath Bose) is a particle with an integer spin. These spins result in different mathematical applications in certain situations, which is far beyond the scope of this article. For now, just know that the two types of particles exist. Simple mathematics of adding integers and half-integers show the following: Combining an odd number of fermions results in a fermion (because the total spin will still be a half-integer value)Combining an even number of fermions results in a boson (because the total spin will now be an integer value) Breaking Down Matter: Quarks Leptons The two basic constituents of matter are quarks and leptons. Both of these subatomic particles are fermions, so all bosons are created from an even combination of these particles. Quarks are fundamental particles which interact through all four of the fundamental forces of physics: gravity, electromagnetism, weak interaction, and strong interaction. Quarks always exist in combination to form subatomic particles known as hadrons. Hadrons, just to make things even more complicated, are divided into mesons (which are bosons) and baryons (which are fermions). Protons neutrons are baryons. In other words, they are composed of quarks such that their spin is a half-integer value. Leptons, on the other hand, are fundamental particles that do not experience strong interaction. There are three flavors of leptons: the electron, the muon, and the tau. Each flavor is composed of a weak doublet, which is made up of the aforementioned particle along with a virtually massless neutral particle called a neutrino. Thus, the electron lepton is the weak doublet of electron electron-neutrino. Edited by Anne Marie Helmenstine, Ph.D.

Torture at Abu Ghraib Followed CIA's Manual Essay

Torture at Abu Ghraib Followed CIA's Manual - Essay Example The contents of the article seemed to be a disturbing masterpiece evidencing proofs of torture from a well respected intelligence organization, the Central Intelligence Agency. The author proffered issues relative to an innovative form of psychological, ‘no-touch’ torture that superceded the infliction of physical pain. Believed to be more effective in soliciting information from ‘subjects’, the discourse finally revealed its devastating and long lasting effect that erodes the stability in psychological state of mind of those subjected to this approach. McCoy was effective in his style of presenting a clear structure through initially detailing the features and methods of the psychological torture to achieve its goals. By providing illustrations through narrative depiction of the details that go through the various stages, readers are moved and made to empathize with the victim. Through the use of citations McCoy tried to objectively indicate the use of this method from the time it was codified in 1963 up to emergent and validated incidents that supported evidence of its application in contemporary times (arrest of Al Qaeda suspects, September 2001; at Bagram Air Base near Kabul, 2002).