The Decline Of The Native American Indians - 1607 Words

Prior to the European invasion, the Native American Indians inhabited both North and South America, most of them living in areas beyond the reach of railroads and well-traveled highways. The Europeans and Native Americans met episodically through war, resulting in a clash of culture and social integration. Interestingly, during times of geographical expansion, the American government usually had their greatest interest in the Indians. The United States population doubled every twenty years between the years of 1800 and 1900, while the population of indigenous people declined. With the decline of their population, the Indians were met with a difficult task of preserving their culture. They had to choose whether to make life easier and assimilate to society or maintain their old traditional ways which presented many difficulties. As the years progressed, most Indians chose to educate themselves in order to gain power in society, in addition to making changes in their social and religious perspectives. They began to search for ways to maintain their communities and build a better future for themselves and their families. Henry Roe Cloud is an example of a Native American Indian who chose to assimilate to society. Born on a reservation near Omaha, Nebraska, Cloud’s academic journey began in isolated boarding schools. He then moved onto Mount Vernon Preparatory School in Massachusetts, and finally to Yale University, where he received a master’s degree in anthropology. HeShow MoreRelatedThe Last Of The Mohicans969 Words   |  4 Pages The Film The Last of the Mohicans details the experiences of three members of a dying Native American tribe known as the Mohicans during the midst of the French and Indian War (1754-1763). In the film, a Mohican chief named Chingachgook along with his son Uncas and his adopted white son by the name of Nathaniel Poe are on a journey west in search of a new home. Along the way, Nathaniel Poe is recruited to escort the two daughters of British Army Colonel Edmund Munro to Fort William Henry in theRead MoreThe Lewis And Clark Expedition1424 Words   |  6 Pageswould soon travel lived the many native-american tribes. The Native people hunted freely across their western lands, lived their life as one with the ground they so carefully treaded on. Soon, the great American adventurers and the native people would meet, but one brought with them the foreshadowing of a new era. An era when American life would be greatly improved with new natural resources and plentiful free land, but only at the cost of ruining the native american people of their way of life. TheRead MoreThe Longstanding Institution of Slavery in the United States Essay670 Words   |  3 Pagesclaimed. 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The railwaysRead MorePersonal Counseling : Cross Cultural Counseling1534 Words   |  7 PagesCross-Cultural Counseling Sophia Henry American Public University Abstract For this assignment I chose counseling American Indians and Alaska Natives because it is the one group I have not studied or been around much. There is a huge population of American Indians and Alaska Natives in Washington where I currently live. I stay approximately 30 minutes from an Indian reservation. A few of the kids that attend the school I work at are Native American or an Alaska Native. I realized that when I firstRead MoreChristopher Columbus : The United States And Charles C. Mann s 14911449 Words   |  6 PagesAmericas accidentally on his voyage to India. Students learn about the â€Å"Indians† that Columbus stumbled across and the cultivations that Columbus and his crew were able to accomplish on the new lands. Books tell of new resources, materials, and goods that made it all the way across the sea from Genoa, but students have not been introduced to the carryover of disease(s) that Columbus and his men effortlessly passed on to the Native Peoples, the inaccur acies of the pre-Columbian North America, or theRead MoreThe Wealth of the New World948 Words   |  4 Pageschallenge of overcoming the diversity among the Indian society. Invading was a simpler task for European colonist compared to adapting into a new environment away from their Mother Country. A major clash of cultures, ideas, religions, and the people as well as a lack of compromise contributed to the decrease of the Indian population in the history of the United States. Through the relationship between the Northeastern Indians and the colonial American English colonies lays a strong misunderstanding

Women s Women Faced Gender Discrimination - 1737 Words

Prior to the 1970’s women faced gender discrimination in politics in regards to plausibility about political obligation that falls along the lines of gender. Various gender representation within a representative democracy were consistent of male supremacy. Women were denied full citizenship rights such as the right to vote. Women fought for their suffrage in order to gain the right to vote and be entitled social, civil, and moral rights for themselves. Despite the increasing presence of women in American Politics, gender stereotypes still existed. In 1972, Congress passed Title IX in order to end sex-based discrimination in higher education. Although, the act never explicitly states athletics, the act did become recognized frequently in the case of athletics in higher education. In addition to athletics, Title IX extends to prohibiting gender bias in education and the workplace. Even though, there are gains in gender equality with the passage of Title IX, stereotypical bias in filtrate prejudices that frame the full potential of Title IX. Despite the fact that the major emphasis and repercussion of Title IX focused on the areas of intercollegiate athletics, the original document did not mention athletics. However, every person should be entitled to the equal right to participate in sports, despite the color of their skin, social status, or gender. Sports build character and emphasizes the values of teamwork, perseverance, and hard work. In the area of athletics Title IXShow MoreRelatedImproving Workplace Opportunities For Women1590 Words   |  7 PagesA century ago women were excluded from the opportunities which men enjoyed. Today, many countries including Canada have progressed significantly by creating anti-discrimination laws that have performed a critical role in expanding workplace opportunities for women. 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Gender socialization occurs through four categories: family, education, peer groups, and mass media. Each category reinforces gender roles by creating and maintaining the norm expectations for gender-specific behavior. At an early age, children have an understanding that thereRead MoreAmerica s Struggle For The High937 Words   |  4 Pagesschools in Arkansas during the 1950’s. Reed portrays life in the 1950’s through the eyes of the famous trumpet player, Louis Armstrong. â€Å"The C Above C Above High C,† goes well beyond the topic of racism and desegregation; providing an insightful look into other forms of discrimination and political corruption. Although racism was a significant issue, sexism and gender discrimination is of equal imp ortance, and created many problems for women during the 1950’s. 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VDB Brief Free Essays

Introduction Recent studies show that the use of technology in almost every activity we daily make has become more important day by day. This also can be applied in business aspects, Like hospitality, where the customer attention Is the priority, so managers need to find the way to automation the service the best as possible. 2. We will write a custom essay sample on VDB Brief or any similar topic only for you Order Now 0 Analysis of Issue 2. Summary of the Issue In the article â€Å"Warning, warnings Entering bots mania†, the author Is trying to let us now the negative part of robot evolution, saying, â€Å"artificial intelligence is going to cause huge disruption, as a host of everyday functions† (Collie, 2014). The issue here is that there’s the possibility that robots can become ‘our social as well as economic superiors’, so In every business that requires technology for working, there’s the need to be sure if is necessary to keep automating the product or service, or it just can still be a real people’s job. Despite this, technological advances go faster than we think, for example we can appreciate the evolution of the embodied systems that Interact with humans, where â€Å"the ability to interact with people in the human environment has been a recent motivator of the humanoid robotics community and the service robotics community. For systems such as these, safety and minimizing Impact on human living spaces are Important Issues, as well as the Issues of performance and ease of use† (Beebread, 2003, p. 121). This means that automated machines are starting to be created very similar as humans, which support the theory that some day they will become in otter humans than us. 2. 2 Implications for management of virtual business Talking about our specific business, hospitality, to increase service productivity, â€Å"many companies utilize automation extensively to reduce the use of labor. However, greater use of automation does not always result In higher service quality, and the effectiveness of automation in providing service hinges on how advanced the technology level is† (Rust Hang, 2012, p. 7). On the other hand, some people affirm that there are many others topics to take into account about the advantages ND disadvantages of human robots, like Issues of trust In automation, which â€Å"challenge macro-cognitive work at numerous levels, ranging from decision making at the policy level, to capability at the mission and organizational levels, to confidence at 1 OFF operators† (Hoffman, Johnson Bradshaw, 2013, p. 84). 3. Conclusion Thanks to the preview information, it’s correct to affirm that the use of advanced technology in our hotels to improve the service and to reduce the costs could be a ere good solution, but it has to be correctly controlled to avoid that robots can steal human Jobs; in other words, it’s important to use the technology in a way that it doesn’t affect humans quality of life in any way, such as economical and emotional aspects, so the business can get more benefits and advantages over competitors. Reference List Collie, R. (2014, February 27). Warning, warning! Entering bots mania. The Sydney Morning Herald. How to cite VDB Brief, Papers

Running head free essay sample

There is several numbers of dimensions of learning. There are also several kinds of memory. The training performance should remember and exercise the independence of the trainee as a self-directed person. The training materials should guarantee the trainee as a self-directed person, as well as exercise the experiential base that the trainee brings to the training position. Adult learning theory can certain improve and format training activities. They should be carefully by being reviewed by both the training staff and line manager. What Are Adult Learning Principle? A previous issue of â€Å"Effective GMP† (Journal of GXP Compliance, Summer 2009, Volume 13, Number 3) identifies and briefly discusses the following key points that should be considered in management of GXP training program: 1. Training policy, standards, and procedures documented. 2. Training process strategy and approach defined. 3. Principles of adult learning theory considered. 4. Training needs analyzed and prioritized by risk analysis. 5. Collaboration of affected groups with defined responsibilities and requirements for each group. 6. Trainees and their organizations are â€Å"customers† of training. . Training appropriate for task. 8. Training materials and materials and methods appropriate and effective. 9. Qualified training personal. 10. Training performance. 11. Training effective monitoring and maintenance. 12. Change training if needed. 13. Training documentation. 14. Efficient and cost-effective training. 15. Senior management support training. Also, the authors of the Journal of GXP Compliance have received several questions about the principles of adult learning. The questions were combined into seven and they have important material for learning in them. Principles about Adult Learning Learning Theory Adult learning practice and theory became well known in the history and education in the new life age. There were so many reasons for this. Industrialization results in many requests for whose training and continuing education for their self as an adult. The requests were on the rise by the development of the science-based companies. Adult education became organize in the system and then they learned professional. †During the 1920s, Lindeman, proposed a set of adult learning principles† (see in Table 1) (Eduard C. Lindeman, 1926, p. 39-40). Implications For Training Persons are responsible for organizing the training programs to classify to the groups about the differences in conduct training. The questions that are considered: 1. Is this training for new hires or repeat training for people who have been doing the job for 20 years? 2. Will the trainees be doing this work for one week and then be released, or will they be doing this work for an extended period-like one year? 3. What are the perspectives of the individuals to be trained? 4. Are they highly educated and experienced pharmaceutical scientists or newly hired workers without any background in the industry? Each of these questions can highly affect the performance of your training or your work. Table 1: Lindeman’s principles of adult learning| MotivationOrientation to learn| As adults experience needs and interests that can besatisfied through learning, they are motivated to learn. Adults have a life-centric orientation to learning. | Experiential base| The richest source for adult learning is experience. | Self-direction| Adults need to be self-directed. | Individual differences| Individual differences increase with age. | Adults Learn Differently Than Children This is a principle of adult learning theory that discuss that adult learns differently than children do. Pedagogy comes from a Greek name. 1Pedagogy means the teaching of children. The spokesman during the adult training was Malcolm Knowles. â€Å"Influenced by a Yugoslavian adult educator Dusan Svicevic, Knowles began to use the term â€Å"andragogy† (Malcolm S. Knowles, 1989, p. 8). 2Andragogy is the meaning of teaching of adults. â€Å"Knowles stressed the difference between the education and training of children (pedagogy) and the education and training of adults (andragogy)† (Malcolm S. Knowles, 1989, p. 79). He argued that there are a number of dimensions along which adult learning differs from that of children† (Malcolm S. Knowles, 1984, p. 12). †These include self-concept, experience, readiness to learn, orientation to learning, and motivation to learn† (see Table2). (Malcolm S. Knowles, 1970). Table 2: Dimensions of Andragogy vs. Pedagogy. | Self-concept| The maturing person’s self -concept moves from one of being a dependent personality toward one of being a self-directed human being. | Experience| | Readiness to learn| The maturing person’s readiness to learn becomes oriented increasingly to the developmental tasks of his social roles. Orientation to learning| The maturing person’s time perspective changes from one orknowledge to immediacy of application, and accordingly the orientation toward learning shifts from one of subject-centeredness to one of problem centeredness. | Motivation to learn| As a person matures, the motivation to learn is internal. | There are some many that are alike and different in Lindeman’s principles. The principles of Knowles are clear. There is a major difference in one of Knowles principle that he stresses it is called vocational learning. Implications for Training The implications of Knowles’ principles for training are also clear† (James C. Fish er and Ronald L. Podeschi, Oct-Dec. 1989, p. 345-353). †There are two implications that should especially be stressed† (Malcolm S. Knowles, Dec. 1979, p40-42). The trainee’s should understand remember the process of the training as a self-directed person. †The trainee’s experiential base† (D. Randy Garrison, Fall 1997, p. 18-33). The manager of the training materials should advance the material to involve the trainee as a self-directed person. They also applied the experience to the training program. An example to this is that when someone reads you something out loud that is poor approach to training -it means that the trainee can’t read for themselves. The program gives you least one or two days to read over the procedure. Then you can bring anything that you need to discuss with you during your training at your work. †Technical training is a response to some performance gap on the part of employees† (p. 18-33). 3No gap means no training is needed. When work places require unneeded training it has a negative effect on it that’s the bottom line. During, a training session let the employee test out in a training session. This way it will be cheaper, faster, and better for the employee’s to meet the training requirements. How Can We Tell If Employees Have Really Learned? The best way to discuss this question is to recognize the complex of the problem. † There are a number dimensions of dimensions of learning; there are several kinds of memory; there are multiple environmental and cultural factors; and there are methodological differences between various studies of learning across the lifecycle (Christopher Hertzog and John R. Nesselroade, 2003, p. 639-657). All of these factors are the answer to the question. †In 1950s,in a series of publications called the Taxonomy of Educational Objectives, Benjamin Bloom (1913-1999) and his colleagues distinguished three domains of learning: cognitive, affective, and psychomotor â€Å"(David R. Krathwohl and Lorin W. Anderson,2009,p. 107-110). † For instance, within the cognitive domain are the categories of knowledge, comprehension, application, analysis, synthesis, and evaluation† (Benjamin S. Bloom, 1956, p. 62-200). These groups are ordered: to understand a fact. The affective departments are the groups of receiving, and responding are the inputs. The other groups are organizing, valuing, and internalizing values. The groups are also ordered to receive an input. † The knowledge dimension has four categories: factual knowledge, conceptual knowledge, procedural knowledge, and meta-cognitive knowledge† (Hugh Munby, Nancy L. Hutcchinson, and Peter Chin, 2009, p. 1765). All of them are nouns. †The process dimension has six categories: remembering, understanding, applying, analyzing, evaluating, and creating. These are all verbs. Like Bloom’s earlier categories, these categories are ordered†(Lorin W. Anderson and David R. Krathwohl,2001). This allows the development of a taxonomy table that handles the behavioral objectives. (see Table 3) Table 3: Taxonomy table for cognitive domain (2001). Categories of knowledge Categories of Categories of Categories of process Remembering process Understanding process Applying Factual Conceptual Procedural Meta-cognitive Categories of knowledge Categories of Categories of Categories of process Analyzing process Evaluating process Creating The proper cell is identified in each of the training objectives. For example, the manger comes up to you at end of your shift to ask you to clean the machine. This way you can â€Å"identify† any visible residue on it. 4Identify refers to process category remembering, specifically to this particular behavioral objective. Visible residue refers to the knowledge category factual, specifically to the sub-category specific detail. To make sure as a trainer your train your trainee right way through the objectives and adult learning theory. How Can We Tell If Employees Will Remember The Training? You know you do a good job at training other people, but how do we know they are going remember and use the training that you taught them? This leads a long talk about the measurement of memory. Dimensions of Memory Turning from all the involvement of the l earning domains and it is measurement. Turning all the groups into a learning department is a process of memory is just as difficult. † The supposition that exists a unitary memory has been abandoned decades ago in favor of the concept of the fractionation of memory (Alan D. Baddeley, 2007, p. 151-154). †Different kinds of memory involve different systems within the brain (Neuroscientists Ranganath and Robert S. Blumenfeld, August 2007, p. 208-291). Three of the systems are short term, long term, and working memory. We as an adult going have them sometime in our lifecycle. Conclusions In conclusion, the points have been discussed. There is a person responsible for all organizational training programs. They must make sure the groups they are training become most successfully in conduct training. There are so many differences among employees that can impact the effectiveness’ of training, and plus they should be taken into account to make training be as effective as possible. Reflection We are fixing to get into my point of view in adult learning theory. First I want to tell you what I have learned during while I am an adult. M y kids come in from school asking me questions that I didn’t even get to learn while I was in school. I think that’s why we as adult go back to school to get updated on the new things in education. Another thing I have learned when I got married to my wife now is I didn’t know how big of a challenge it is having an autistic child . I got on the computer research something’s on it. Then, my wife sat me down to explain how to do everything with him. The 2nd point of view I want to tell you about from my point of view is collaboration of affected group request responsibilities and requirements for each of their groups. You learn as an adult to make sure you clean and keep things clean where you won’t spread any germs. Kids don’t understand what germs are because they spread them easier than adults. That’s why you want to teach them to clean everything where they won’t spread germs to one thing to another. For example, you want teach your child to do good hand washing. That will reduce the spread of germs. You may get request to go do some type of cleaning while you are at work. This request helps us not to spread germs to everyone. For example, if you are working in a fast food place and you go to use the bathroom you have to wash your hands. This helps use not spreading germs to everyone even to the customers. While you are at home you always make sure things stays clean where you won’t spread or have germs. This helps with your kids not getting sick so much. The 3rd point of view I want to tell you about from my point of view is training needs analyzed and prioritized by risk analysis. By being in school, we all will have to have short term and long term memory. We have to use this to learn different things in life. You will use short term memory for a short period of time it can be for rest of your life. Sometimes, I go back ask myself if I really did do something I post to do for that day. What is that called? That means you has a short term memory lost for a short period of time during the day that you didn’t remember if you did it or not. When you get older you can have long term memory lost or even if you had head trauma you can also have it. The working memory has control over your behaviors that you do on a daily day. How do you control that? Nobody can control it but you. You have to control your own behaviors because nobody else can control them for you. There are some many principles in adult learning theory that you need to know. Adults have their ways learning differently and children have their ways of learning. We all have to learn the principles in life to be able to learn throughout life as we go. We as adults have our own ways of learning things. You have to find the way you like to learn. You have to ask yourself if you like learning by pictures, diagrams, voices, or even sound References (1. ) Eduard C. Lindeman, The Meaning of Adult Education, NY: New Republic, 1976, p. 39-40. (2. ) Malcolm S. Knowles, The Making of an Adult Educator, San Francisco: Jossey-Bass, 1989, p. 8. (3. ) Malcolm S. Knowles, The Making of an Adult Educator, San Francisco: Jossey-Bass, 1989, p. 79. (4. ) Malcolm S. Knowles, The Modern Practice of Adult Education: Andragogy versus Pedagogy, Englewood Cliffs, NJ: Prentice Hall, 1970. (5. ) Malcolm S. Knowles et al. , Andragogy in action. Applying Modern Principles of Adult Education, San Francisco: Jossey-Bass, 1984, P. 12. (6. ) James C. Fisher and Ronald L. Podeschi,†From Lindeman to Knowles: A Change in Vision, â€Å"International Journal of Lifelong Education, Vol. 8, No. 4, Oct-Dec. 1989, p. 345-353. (7. ) Malcolm Knowles, Training and Development Journal, Vol. 33, No. 12, Dec. 1979, p. 40-42. (8. ) D. Randy Garrison,†Self-Directed Learning: Toward a Comprehensive Model,† Adult Education Quartly, Vol. 48, No. 1, Fall 1997, p. 18-33. (9. ) Christopher Hertzog and John R. Nesselroade,†Assessing Psychological Change in Adulthood: An Overview of Methodological Issues, â€Å"Psychology and Aging, Vol. 8, No. 4, 2003, p. 639-657. (10. ) David R. Krathwohl and Lorin W. Anderson, â€Å"Bloom’s Taxonomy, â€Å"Psychology of Classroom Learning, Eric Anderman (ed. ), NY: Macmillian, 2009, Vol. 1, p107-110. (11. ) Benjamin S. Bloom (ed), Taxonomy of Educational Objectives. Handbook I: The Cognitive Domain, NY: David McKay, 1956, p. 62-200. (12. ) Hugh Munby, Nancy L. Hutchinson, and Peter C hin,† Workplace Learning: Metacognitive strategies for Learning in the Knowledge Economy, â€Å"International Handbook of Education for the Changing World of Work, 2009, p. 1765. (13. Lorin W. Anderson and David R. Krathwohl (eds), A Taxonomy for Learning, Teaching, and Assessing, NY: Longman, 2001. (14. ) Neuroscientist Ranganath and Robert S. Blumenfeld,†Prefrontal Cortex and Long-Term Memory Encoding; An Integrative Review of Findings from Neuropsychology and Neuroimaging,† Neuroscientist,Vol. 13 ,No. 3, 2007, p. 280-291 (15. ) Alan D. Baddeley,†Working Memory: Multiple Models, Multiple Mechanisms, â€Å"Science of Memory, Henry L . Roediger III, Yadin Dudai, and Susan M. Fitzpatrick (eds. ), NY: Oxford University Press, 2007, p. 151-154. | |

Dengue Fever Essay Example

Dengue Fever Essay In subtropical and tropical regions, the dengue virus represents a major threat to human health. The microorganisms natural hosts include mosquitoes, lower primates, and humans. Infection of the human host results in a biphasic fever with the potential to evolve into severe hemorrhagic disease. Over the past few decades, the virus genome structure, viral proteins, and viral antigens have been well characterized. Unfortunately though, the precise mechanisms by which the dengue virus causes disease remain unknown. Throughout history, major dengue fever epidemics have generally occurred at irregular intervals within the range of the mosquito vector. For instance, in 1922, one such epidemic may have affected between 1 and 2 million people in the southern United States. At present, dengue fever may cause more human morbidity and mortality than any other arthropod-borne viral disease (Henchal Putnak, 1990, pp. 376-396). The dengue viruses are currently endemic in most tropical areas of the world (Lanciotti, Lewis, Gubler, Trent, 1994, p. 65). It has been estimated that there could be as many as 100 million cases of dengue infection every year (Halstead, 1988, p. 476). The only natural hosts for dengue virus infections are mosquitoes, lower primates (e. g. , chimpanzees, rhesus monkeys, and macaques), and humans. Dengue Fever Dengue fever is a flu-like viral disease common throughout the tropical and sub-tropical regions around the world, mainly in urban and peri-urban areas. Today, it afflicts an estimated 50 million to 100 million in the tropics (Epstein, 2000). The virus has four antigenically related serotypes, which are named DEN-1, DEN-2, DEN-3, and DEN-4. We will write a custom essay sample on Dengue Fever specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on Dengue Fever specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on Dengue Fever specifically for you FOR ONLY $16.38 $13.9/page Hire Writer Each dengue serotype is a variation of the flavivrus genus. Dengue is spread by the aedes aegypti, a domestic, day-biting mosquito that prefers to bite humans. Currently, there is no vaccine available to prevent dengue. Each type of the dengue virus is re-emerging worldwide, especially in the Western Hemisphere. Research has shown that several factors are contributing to the resurgence of dengue fever such as uncontrolled urbanization, increased international travel, substandard socio-economical conditions, and finally global warming. Global warming has shown to be a major contributor o the spread of dengue fever. On a molecular level, dengue fever is classified as a flavivirus and appears as a spherical particle, about 40 to 50 nanometers in diameter Dengue fever Dengue fever, also known as break bone fever, is an acute febrile infectious disease caused by the dengue virus. Typical symptoms include headache, a petechial rash, and muscle and joint pains; in a small proportion the dis ease progresses to life-threatening complications such as dengue hemorrhagic fever or dengue shock syndrome. Dengue is usually transmitted by the mosquito Aedes aegypti, and rarely Aedes albopictus. The virus has four different serotypes, and an infection with one usually gives lifelong immunity to it but only short-term immunity to the others. There is currently no available vaccine, but outbreaks can be prevented by reducing the habitat and number of mosquitoes, and limiting exposure to bites. Treatment of acute dengue is supportive, using either oral or intravenous rehydration for mild or moderate disease and blood transfusions for more severe cases. Rates of infection have increased dramatically over the last 50 years with approximate 50–100  million people being infected yearly. The disease has become global and is currently endemic in more than 110  countries with 2. 5  billion people living in areas where it is prevalent. Classification The World Health Organizations 2009 classification divides dengue fever into two groups: uncomplicated and severe. [1][2] This replaces the 1997 WHO classification, which was simplified as it was found to be too restrictive, but the older classification is still widely used. [2] The 1997 classification divided dengue into undifferentiated fever, dengue fever, and dengue hemorrhagic fever. 3] Dengue hemorrhagic fever was subdivided further into four grades (grade I–IV), with the two most severe being classified as dengue shock syndrome. [2] Signs and symptoms Infections from dengue virus range from asymptomatic, to a simple fever, to life threatening. [1] The incubation period (time between exposure and onset of symptoms) is 4–10 days. Most infections are very mild, and many probably experience no symptoms at all. [1][4] Most commonly symptoms include: sudden onset fever, headache (typically behind the eyes), muscle and joint pains, and a rash; the nickname break-bone fever comes from the associated muscle and joints pains. 1] If fever or other symptoms developed more than 14  days after returning from an endemic area, dengue is very unlikely. [3] The course of infection may be divided into three phases: febrile, critical, and recovery. [5] The febrile phase involves high fevers, frequently over 40  Ã‚ °C (104  Ã‚ °F) and associated with generalized pain and a headache; this usually lasts 2–7  days. [5] Flushed skin and some petechia (point-like hemorrhages in the skin) may occur at this point. [5] The critical phase follows the resolution of the high fevers and typically lasts one to two days. 5] During this phase there may be significant fluid accumulation into the thoracic cavity and abdominal cavity due to increased capillary permeability and leakage. This leads to depletion of fluid from the circulation and decreased blood supply to vital organs. [5] During this phase, organ dysfunction and severe bleeding (typically from the gastrointestinal tract) may occur. [3][5] Shock and hemorrhage occurs in less than 5% of all cases of dengue. [3] Those who have previously been infected with other serotypes of dengue (secondary infection) have an increased risk of developing severe complications. 3][6] The recovery phase occurs next if the person survives with resorption of the edematous fluids. [5] The improvement is often striking, but there may be striking itching and a slow heart rate. [3][5] It is during this stage that a fluid overload state may present with symptoms of cerebral edema such as an altered level of consciousness or seizures. [3] Prevention There are currently no approved vaccines for the dengue virus. [1] Prevention thus depends on control of and protection from the bites of the mosquito that transmits it. [7][17] The primary method of controlling Ae. aegypti is by eliminating its habitats. 7] This may be done by emptying containers of water or by adding insecticides or biological control agents to these areas. [7] Reducing open collections of water through environmental modification is the preferred method of control, given the concerns of negative health effect from insecticides and greater logistical difficulties with control agents. [7] People may prevent mosquito bites by wearing clothing that fully covers the skin and/or the application of insect repellent (DEET being the most effective). [8] There are ongoing programs working on a dengue vaccine to cover all four serotypes. 17] One of the concerns is, that a vaccine may increase the risk of severe disease through antibody-dependent enhancement. [18] The ideal vaccine is safe, effective after one or two injections, covers all serotypes, does not contribute to ADE, is easily transported and stored, and is both affordable and cost-effective. [18] A number of vaccines are currently undergoing testing. [13][18][19] It is hoped that the first products will be commercially available as early as 2015. Warning signs[2] Abdominal pain Ongoing vomiting Liver enlargement Mucosal bleeding High hematocrit with low platelets Lethargic Flood In Pakistan 2010 Flood In Pakistan The devastating flood in Pakistan had destroyed more than half of the economy of the country. The country which was already facing several other crises including terrorism,poverty,corruption,illiteracy    has now hit by another challenge in the form of flood. At this crucial time ,the world has pledge to help Pakistan in any form . U. N. Secretary-General Ban Ki-moon arrived in Pakistan on Sunday August 16 2010    to boost relief efforts as concerns grew about the 20 million people made homeless in one of the worst disasters to hit the country. Authorities said more flood surges were coursing down the River Indus and other waterways in southern Sindh province and were expected to peak later Sunday, causing fresh deluges. The river, which in better times irrigates the crops of millions of farmers, is 15 miles (25 kilometers) wide at some points— 25 times wider than during normal monsoon seasons. The United Nations said the rate of diarrheal disease continued to increase among survivors. Cholera, which can spread rapidly after floods and other disasters, had also been detected in the northwest, where the floods first hit more than two weeks ago. About 1,500 people have died in the disaster and more than 7. 9 million acres (3. 2 million hectares) of cotton, sugar cane and wheat crops destroyed. The International Monetary Fund has warned of dire economic consequences in a country already reliant on foreign aid to keep its economy afloat and one key to the U. S. -led war against al-Qaida and the Taliban. People are hesitating to give fund to Government    because of the corruption allegations against government as it was also seen at the time of Earth Quake disaster five years back.

Estimating a Trees Age Without Cutting the Tree

Estimating a Trees Age Without Cutting the Tree Foresters determine tree ages by counting the growth rings of a severed tree stump or by taking a core sample using an increment borer. Still, it is not always appropriate to use these invasive methods to age a tree. There is a noninvasive way to estimate tree age in common trees where they are grown in a forest environment. Growth Depends on Species Trees have different growth rates, depending on their species. A red maple  with a 10-inch diameter and competing with other forest-grown trees can easily be 45 years old while a neighboring red oak with the same diameter would only be approximately 40 years old. Trees, by species, are genetically coded to grow at about the same rate under similar conditions. A formula was previously developed and used by the International Society of Arboriculture (ISA)  to predict and determine a forestland  trees age. Running the calculations and comparing them to a species growth factor is regionally and species-specific, so these should be considered very rough calculations and can vary by region and site index. The ISA says that tree growth rates are affected tremendously by conditions such as water availability, climate, soil conditions, root stress, competition for light, and overall plant vigor. Further, the  growth rates of species within genera can vary significantly. So, only use this data as a very rough estimate of a trees age. Estimating a Tree's Age by Species Begin by determining the tree species and taking a diameter measurement (or convert circumference to a diameter measurement) using a tape measure at diameter breast height or 4.5 feet above stump level. If you are using circumference, you will need to make a calculation to determine the tree diameter: Diameter Circumference divided by 3.14 (pi). Then calculate the age of a tree by multiplying the trees diameter by its growth factor as determined by species (see list below). Here is the formula:  Diameter X Growth Factor Approximate Tree Age. Lets use a red maple to calculate age. A red maples growth factor has been determined to be 4.5 and you have determined that its diameter is 10 inches: 10 inch diameter X 4.5 growth factor 45 years. Remember that the growth factors  provided are more accurate when taken from  forest grown trees with competition. Growth Factors by Tree Species Red Maple Species - 4.5 Growth Factor X diameterSilver Maple Species - 3.0 Growth Factor X diameterSugar Maple Species - 5.0 Growth Factor X diameterRiver Birch Species - 3.5 Growth Factor X diameterWhite Birch Species - 5.0 Growth Factor X diameterShagbark Hickory Species - 7.5 Growth Factor X diameterGreen Ash Species - 4.0 Growth Factor X diameterBlack Walnut Species - 4.5 Growth Factor X diameterBlack Cherry Species - 5.0 Growth Factor X diameterRed Oak Species - 4.0 Growth Factor X diameterWhite Oak Species - 5.0 Growth Factor X diameterPin Oak Species - 3.0 Growth Factor X diameterBasswood Species - 3.0 Growth Factor X diameterAmerican Elm Species - 4.0 Growth Factor X diameterIronwood Species - 7.0 Growth Factor X diameterCottonwood Species - 2.0 Growth Factor X diameterRedbud Species - 7.0 Growth FactorDogwood Species - 7.0 Growth Factor X diameterAspen Species - 2.0 Growth Factor X diameter Considerations for Aging Street and Landscape Trees Because trees in a landscape or park are often pampered, protected, and sometimes older than forest-grown trees, it is more of an art to aging these trees without significant error. There are foresters and arborists with enough tree core and stump evaluations under their belts who can age a tree with a degree of accuracy. Its important to keep in mind that it is still impossible to do anything but estimate a tree age under these conditions. For younger street and landscape trees, pick a genus or species from above and reduce the Growth Rate Factor by half. For old to ancient trees, significantly increase the Growth Rate Factor.

Manuscript Draft and Proposal Coursework Example | Topics and Well Written Essays - 3750 words

Manuscript Draft and Proposal - Coursework Example Performance Appraisal: A Workplace Dilemma All across the country supervisors have been evaluating their employees on a regular basis. These evaluations often become ground or justification for granting a raise, promotion, retention, or even termination. In the case of termination, or denial of promotion, objectivity becomes of paramount importance. Performance appraisals or evaluations are crucial element of the maintenance function of human resources management. Through it, the employee should receive one’s due share of benefits in terms of remuneration, rewards and sanctions, psychological motivation, wholesome and safe working environment, among others. Performance appraisals are supposed to encourage continuance and stability, not only of the workers, but also of managerial personnel from the frontline to top management. The paper aims to examine and evaluate various practices and policies on performance appraisal systems and procedures as revealed by diverse authors whose researches have been published in peer reviewed academic journals. Likewise, the discourse hereby aims to proffer relevant issues that emerge on performance appraisal as a relevant organizational concern affecting both managers and employees. Diverse peer reviewed academic journals in the area of public personnel management and administration were evaluated in terms of determining parallel issues on the dilemma faced by both supervisors and employees when subjected to the process of performance evaluation. The preparation for the paper required significant reviews, analysis and evaluation of diverse secondary information on performance appraisals in public organizations. The results of reviewing academic journals on the subject are proposed to be presented in the following structure: a presentation of the major dilemma on performance evaluation as seen from two points of views: that of the employees being evaluated, and from the perspective of the managers or supervisors doing the ratings. Concurrently, there were studies that indicate a significant impact of receiving low ratings on employees in terms of future career plans and paths that employees choose to take and the effects on alternative decisions that face the emp loyees: the decision to leave; to seek reform; to stick with the organization; to drop out, or wait for better opportunities. Other relevant concerns such as the benefits of