The Federalist Papers essays

The Federalist Papers essays In The Federalist Papers, James Madison, Alexander Hamilton, and John Jay argue in support of the Constitution. One of the more influential articles is Federalist 51 by Madison. In the article Madison discusses the separation of powers and the theory of checks and balances. He contends, If men were angels, no government would be necessary. If angels were to govern men, neither external nor internal controls on government would be necessary. In stating this, Madison says that men are not angels and are therefore subject to wrongdoing and poor decision making. He continues to say that because men are governed by other men there must be controls on government. Madisons assertion can be summed up; since we are a nation governed by other men, internal and external controls must exist to prevent leaders from making improper and inadequate decisions. Madisons assertion refers to the concepts of federalism, separation of powers, and checks and balances. Federalism is the division of power between a central government and regional units. The Constitution divides power between the states and a central government, but it put more power with the national government at the expense of the states. According to the Constitution, the powers given to national and state governments are derived from the people, who are the ultimate sovereigns. The two governments can regulate the people and property within their jurisdiction, but the people can also restrain both national and state governments if necessary to preserve liberty. The principle of federalism exemplifies Madisons belief that internal and external controls must exist toward the government. The ability of the people to restrain the use of power by the national and state governments represents the controls that Madison described. The principle of separation of powers also represents Madisons view on the role of government in the ...

Shakespeare Sonnet 4 - Analysis

Shakespeare Sonnet 4 - Analysis Shakespeare’s Sonnet 4: Sonnet 4: Unthrifty Loveliness, Why Dost Thou Spend is interesting because it is as concerned with the fair youth passing on his attributes to his children as the preceding three sonnets. However, to achieve this, the poet uses money lending and inheritance as a metaphor. The fair youth is accused of being frivolous; spending on himself, rather than thinking of the legacy he could be leaving his children. The fair youth’s beauty is used as currency in this poem and the speaker suggests that beauty should be passed onto his offspring as a kind of inheritance. The poet again depicts the fair youth as quite a selfish character in this poem, suggesting that nature has lent him this beauty which he should pass on – not hoard! He is warned in no uncertain terms that his beauty will die with him which has been a recurrent theme in the sonnets. The poet uses business language to clarify his purpose and his metaphorical position. For example, â€Å"Unthrifty†, â€Å"niggard†, â€Å"usurer†, â€Å"sum of sums†, â€Å"audit† and â€Å"executor†. Discover the sonnet first hand here: Sonnet 4. Sonnet 4: The Facts Sequence: Fourth in the Fair Youth Sonnets  sequenceKey Themes: Procreation, death prohibiting the continuation of beauty, money-lending and inheritance, not leaving a legacy to offspring, the fair youth’s selfish attitude in relation to his own attributes.Style:  Written in iambic pentameter  in sonnet form Sonnet 4: A Translation Wasteful, beautiful young man, why do you not pass on your beauty to the world? Nature has lent you good looks but she only lends to those who are generous, but you are a miser and abuse the amazing gift you have been given. A money lender cannot make money if he does not pass it on. If you only do business with yourself you will never reap the benefits of your riches. You are deceiving yourself. When nature takes your life what will you leave behind? Your beauty will go with you to your grave, not having been passed on to another. Sonnet 4: Analysis This obsession with the fair youth procreating is prevalent in the sonnets. The poet is also concerned with the fair youth’s legacy and is committed to convincing him that his beauty must be passed on. The metaphor of beauty as currency is also employed; perhaps the poet believes that the fair youth would relate to this analogy more easily as we are given the impression that he is quite selfish and greedy and is perhaps motivated by material gains? In many ways, this sonnet pulls together the argument set out in the previous three sonnets, and arrives at a conclusion: The Fair Youth may die childless and have no way of continuing on his line. This is at the heart of the tragedy for the poet. With his beauty, the Fair Youth could have anyone he wanted, and procreate. Through his children, he would live on, and so too would his beauty. But the poet suspects that he will not use his beauty properly and die childless. This thought leads the poet to write  Thy unused beauty must be tombed with thee. In the final line, the poet considers that perhaps it is natures intention for him to have a child. If the Fair Youth can procreate, then this leads the poet to consider his beauty enhanced because it fits into the overarching plan of nature.

Chemistry Term Paper Example | Topics and Well Written Essays - 1000 words

Chemistry - Term Paper Example Identification by mass sets this element as the third-most abundant element in the universe after elements of hydrogen and helium. Representatively by dry air volume, oxygen forms about 20.9476% (209,460 ppmv) of the atmosphere by volume at the sea level temperatures of 150C; thus, making it the third largest compound. Understanding the composition of oxygen and its molecular composition is essential in its incorporation to further chemical uses given that it is a primary atmospheric industrial gas product. For instance, given that one has 32 grams of oxygen, this will be equivalent to one mole of Oxygen gas while 16 grams of the same would be a representation of Oxygen element. This implies that the molecular mass of Oxygen is 32 grams while its atomic mass is 16 grams. By ratio compared to dry air, Oxygen forms about 23.20% of the atmospheric air by weight and has a boiling point of -182.950C. Oxygen forms about 85% of the earth’s elements such as oceans, and is a component of most minerals and rocks given that 46% of these rocks and minerals comprises of Oxygen. Subsequently, the compound forms about 60% of the human body mass. Oxygen as a chemical compound possess distinct properties such as being colorless, being tasteless and odorless. Oxygen also has the property of being poorly soluble in water. A particular gravity of 1.105 is enough to make oxygen be slightly heavier than air. When the Oxygen is cooled to its boiling point of -1830C, it turns appearance and becomes a transparent, pale blue liquid that has a slightly heavy weight than water. Oxygen as a compound can react with all elements, excluding the inert gases resulting in the formation of oxides through a varied reaction rate (oxidation). Even though oxygen in itself is non-flammable, it enhances the combustion process; thus, enabling all flammable materials to burn vigorously. The use of oxygen in industrial

The Process of Changing the Oil in Your Car Research Paper

The Process of Changing the Oil in Your Car - Research Paper Example To change the oil, you need to drain the car first of its old oil. The used oil can be drained out of the oil pan at bottom of your engine. The pan that holds the oil has a drain plug that looks like a big bolt of which you need to remove to drain the old oil. But before removing the drain plug, make sure that you have already positioned your container beneath the oil drain. The container will catch the used oil as it spills out of the pan. When it is already in place, you can now remove the drain plug and let the old oil pour into the container. When all of the old oil is already drained into your container, replace the drain plug and tighten it. After draining the pan of the used oil, you have to remove the old oil filter. Most of the time, you will have to be under your car to do this but sometimes it can be reached from the top of the engine that you will not have to crawl under your car. You can remove the old oil filter by using an oil filter wrench to turn it in the counter clockwise until it’s loosed. But before installing the new oil filter, lubricate it first with the new oil so that rubber gasket can easily be screwed when you install it. After lubricating the new oil filter, you can now fill it with the new oil of about 2/3 of its capacity. After that, you can now install it into its place. Carefully hold it upright and screw it clockwise; remember to be careful because it has oil in it so it won’t spill. Lastly, you can now fill the engine with your new oil. To do this, just remove or unscrew the oil fill cap and inject the smaller end of your funnel. At this stage, it is important to check your owne r’s manual if you are doing this the first time of how much oil your engine can hold. The amount of oil your engine can hold varies with different type of vehicles so it is important to check. When you have already checked the capacity of oil your engine can hold, put the new oil in it remembering that the amount of oil you have put into the engine will be just a little more than ? of what it can hold. Never throw you used oil on the ground, nor dispose it on a river, creek or in a garbage bin. Remember that oil is combustible and can be dangerous to any organism living in a body of water. Instead, call your local gas station or oil change station and ask if they would like to have your used oil. Most of them would take your used oil because this can be recycled for future use. This would not only decrease our dependence for foreign sources oil but also helps to preserve the environment as well. When you have done all of this process without a glitch, congratulate yourself fo r you have just saved yourself some money. Word count: 760

Native Americans Essay Example for Free

Native Americans Essay Thesis Statement: A city of diverse religion, rich history and fast-paced developing economy, Memphis Tennessee continues to gain respect from locals and tourists alike. Introduction: With nearly 700, 00 estimated population; Memphis is Tennessee’s largest city, and the 19th largest city all throughout the United States. With settlements rooted from the early 16th Century, populace number continues to multiply with an interesting collaboration of white, black and Native Americans, even Asians and other races as per demographics. Strategically located at the center of the state, Memphis continues to target commerce from both the shipping and transportation industries. Innovations in infrastructure, interesting grounds for recreation and a home to reputable educational institutions; makes Memphis inviting enough for permanent settlement. 1. History and Geography a. History- Originally inhabited by native American Indians in the 16th Century, settlement around the river had been distracted by a number of explorers, evasion of union forces and presence of epidemics like the yellow fever. Emerging from the uncomplicated Mississippian tribe is a city with vast social, cultural and economic contributions to the state. b. Geography This city bounded at the south of Tennessee has a humid, subtropical climate with four distinctive seasons. Interesting terrains around the 296. 35 square mile territory include parks all over the city and notable transportation aides like freight railroads. 2. Economy and Government a. Economy Even before Memphis has been officially founded, it was already hailed as an important location for commerce, exchanges and travel. Up to date, economy within the city continues to evolve as transportation industry booms, entertainment and film industry continues to expand and Fortune companies continue to invest. For these achievements, Memphis has been awarded by Inc. magazine in 2000 as the eighth out of fifty best major U. S areas for business. b. Government Memphis has a Mayor and council form of government which originated in 1960s. 3. People A greater number of African/Black American occupies the city though there percentages of white Americans, Asian and Latinos. A home of different beliefs, the city of Memphis welcomes differences in congregation and denomination. 4. Culture and the Arts Home to musical legend Elvis Presley, Memphis locals had also been the founders of various music genres – making it worthy enough to be tagged as â€Å"Birthplace of the Blues† and â€Å"Birthplace of Rock and Roll†. A rich collaboration of culture and the arts makes the city an interesting destination of travel and recreation. 5. Tourism and Recreation Economic advances and cultural distinctiveness plays a major role in the rise of tourism in the city. Surrounded by art galleries, parks and museums; Memphis’s interactive recreation makes it one of the state’s finest destination site. A typical city rooted from rich history, developed to progress as one of the State’s finest, Memphis, an urbanized territory in South Tennessee continues to emerge as a growing metropolitan. With residents increasing in sufficient number, economy rearing to be at par with United State’s top commerce, with welcoming variety of race, religion and belief; Memphis retains reliable statistics and reputable reasons why settlement and livelihood in this city is note-worthy. Bibliography: †¢ â€Å"Memphis, Tennessee†. Wikipedia, The Free Encyclopedia. Wikimedia Foundation, Inc. 24 August 2010. Web. 25 August 2010. http://en. wikipedia. org/wiki/Memphis,_Tennessee †¢ History of Memphis. City of Memphis, 2010. Retrieved 25 August 2010. http://www. cityofmemphis. org//framework. aspx? page=296 †¢ â€Å"Memphis, Tennessee†. City-data. com. Advameg, Inc, 2010. Web. Retrieved August 25, 2010. http://www. city-data. com/city/Memphis-Tennessee. html

Essay --

As young adults and teens, we all face social and emotional issues. After World War I, the Germans were killing the Jews because they were blaming them for losing the war. For example, Holocaust began because the Jews were being blamed. This was the main issue that the Jews faced. Hitler then got everyone to believe that the Jews were the problem for everything. This is just one example of how issues affected people. Issues are a problem that people face daily. Issues can be divided in to social, emotional, physical. An example of a social issue could be bullying. Bullying is a social issues because it is the way a person decided to communicate to another. Depression is an example of an emotional because it has to do with how a person feels inside. An example of a physical issue would be abuse. Social and emotional issues can be seen in families, friends, and depression. When teens are faced with these issues, they cope in different ways. When young adults and teens cope with social and emotional issues in families, it is shown in many ways. First of all, families usually have social issues. An example can be when a family has bad communication and they are fighting. Fighting with family members would be a social issue as well because it is the way they communicate together. A few ways that young adults cope with social issues includes fighting with others, staying quiet, and violence. Next, families can have emotional issues too. Some emotional issues can be caused because of social issues. For example, if a family is ignoring one child, that child could feel unimportant. The was that young adult cope with emotional issues are similar to the ways they cope with social issues. Thirdly, in the book Speak by Laurie Halse Anderson, ... ...motional issues. For example, fighting with family members is a social issues that can lead to emotional issues. Secondly, friends are another big cause of social and emotional issues for young adults and teens. For instance, when friends talk behind each others back. Lastly, depression is a sadness inside a person that can cause social and emotional issues, and the ways of coping are different. For example, if someone was depressed, the may decide to cope by keeping the problem to themselves because they are scared to tell others. During the Holocaust, the Jewish had to deal with their issues. Their issue was that the German were killing Jews because they were blaming them for losing World War I. The way the Jews coped with their issue was going into hiding. They believed going into hiding would be the best way to cope because nobody would be able to find them. 

Psychology and Care Plan Essay

Questions 1 – Be able to assess the development needs of children or young people and repare a development plan. 1.1 – Explain factors that need to be taken into account when assessing development. * Progress * Improvement * Behaviours * Look at goals within care plan are they on track? * What activities they are partaking in and how well are they dealing with them. * Whether they are interested, compliant and accepting or not. 1.2 – Assess a child or young person’s development in following areas :- physical, communication, intellectual/ cognitive, social, emotional and behavioural and moral. A) Please see attached sheets of evidence (Daily session record and behaviour tick sheet) 1.3 – Explain the selection of assessment methods used. A) These methods are used to monitor mood, behaviour, what the young person has been doing during that session also the date and time of the session, so we can monitor if something is a regular occurrence on or at a certain time of day (looking for patterns). 1.4 – Develop a plan to meet the needs of a child or young person in the work setting. A) Please see attached care plan 1 – Be able to promote the development of children or young people 2.5 – Implement the development plan for a child or young person according to own Role and responsibilities, taking into account that development is holistic and interconnected. * Monitor the care plan on a daily basis to be aware of any changes and implement if necessary. * If I notice certain areas of the care plan are not working efficiently to meet the needs of the young person and could be improved upon it is my responsibility to report this back to the correct senior member of staff, so they can review and update if necessary. * When working with the young person if I notice any changes/ unusual behaviours to report to senior. 2.6 – Evaluate and revise the development plan in light of implementation. A) In reading the care plan since it was last reviewed I would advise it does need an update in regards of :- * The YP’s getting up in the morning as states that he is not good at getting up, but now is a lot better and tends to get straight up and for a shower with no issues and with little prompting. * The care plan states what the YP likes for breakfast but does not state that he also likes to make it himself. * Again stating the YP is getting better at going out and likes to go out, but doesn’t state specific preferences as he particularly likes to go to the park on the swings. * In the care plan I have noticed it doesn’t make aware that the YP finds his PECS strip useful at times instead of verbal communication and also avoids confusion with the YP * All others areas of the care plan remain unchanged at this time but will continue to review and monitor, so that any changes can be implemented asap to enable improvement and progress for the YP. 2.3- Explain the importance of a person centred and inclusive approach and give examples of how this is implemented in own work. * To meet the INDIVIDUAL needs of the Young person to ensure they are gaining all the positive effects and influences around them and developing at their individual pace. * Individual care plans of which the Young person has input * Following and adhering to the care plans * Residential meetings – asking the young people if they are happy with surroundings, if not what they would like to change. * Giving the YP’s choices of meals, activities and clothing to show individuality and personality 2.4– Observation 2.5 – Encourage children or young people to actively participate in decisions affecting their lives and the services they receive according to their age and abilities. * Residential meetings * Asking likes and dislikes * Giving choices around personal hygiene/ dietary needs * Giving choice in social activities * Choice of clothing for personal identity * Supporting in finance matters, giving them a choice what to spend their personal finances on. * Given as much choice and inclusion in decisions to meet individual needs 2 – Be able to respond to inappropriate behaviour 3.7 – Explain the features of an environment or service that promotes the development of children and young people. A) Within the service to be aware through care plans of the trigger points of YP’s that initiate the inappropriate behaviour B) To be aware through the care plan how best to respond to the individual to defuse inappropriate behaviour C) Use positive reinforcement and praise when individual responds well and behaviour improves, hopefully enabling young person to develop and recognise themselves that the inappropriate behaviour is not rewarded or acceptable, hopefully making the occurrence of inappropriate behaviour less often. 3.8 – observation 3 – Understand how working practices can impact on the development of children and young people. 4.9 – Explain how own working practice can affect children and young people’s development. * My different approaches and attitude can affect the YP’s mood, behaviour etc as if I appear abrupt or aggressive in manner it may cause the YP to become aggressive themselves or non-cooperative and act out. * If I do not follow care plan this may have an effect on the YP as I am not meeting their specific needs which may cause agitation as they may not be getting what they need. * If I follow the care plans and have a happy positive attitude towards the YP it is more likely they will be content. 4.10 – Explain how institutions, agencies and services can affect children and young people’s development. A) They can have a positive effect on development by setting guidelines and standards to follow that are suitable for the individuals needs and ensuring reviews are done regularly to keep up to date with any changes and ensuring all the services etc are working with one another with a clear exchange of information to be able to work towards a common goal for the best outcome for the individuals development. B) If the above did not happen it would have a negative effect on the individual as no one could assure them that the quality of standards and individual needs are being met and this would have a negative impact on their development as structure and communication is key. 4 – Be able to support children and young people’s positive behaviour 5.11 – observation 5.12 – Evaluate different approaches to supporting positive behaviour. A) When using different approaches such as verbally praising and positive actions to reinforce positive behaviour, this encourages positive responses and outcomes enabling them to complete set tasks and activities within their care plan. 5 – Be Able to support children and young people experiencing transitions 6.13 – Explain how to support children and young people experiencing different types of transitions. A) Being aware of the YP’s fears and concerns of the transition by communicating with them. B) Explaining the reason to the YP of why transition taking place C) By providing initial support and on-going if required D) Accompany them during transition E) Make others aware of the concerns/ support needs the YP may have F) On-going discussions with the YP to allow them to express any fears or concerns with an on-going transition.

Juveniles Tried as Adults Essay

In the United States, anyone who is charged for committing a crime before the day of their 18th birthday is considered a juvenile and depending on the severity of the case shall be tried as a juvenile. There are some cases; however, where the juvenile justice system should be harder on the juvenile, but in most cases they should not go to an adult prison. There are most certainly some cases in which the juvenile should face the adult justice system, but for petty instances, a juvenile court will suffice. I find it hard to agree that a juvenile convicted for crimes dealing with drugs, alcohol, traffic violations, etc. should be tried in an adult court to receive punishment; however, I do believe that someone who commits rape, murder, kidnapping, or any other major crimes of the sort should be taken to an adult court. â€Å"Old enough to do the crime, old enough to do the time,† is a quote I remember hearing as I was growing up, but I was not taught that it applied to small or m inor crimes, but often serious ones involving the harming of another individual. Placing juveniles in adult prisons can cause them to be put in danger, when in reality many of them can be â€Å"fixed† through the juvenile justice system. Juvenile offenders sometimes commit crimes that are equal to or of higher quality than those of adults; however, punishing them as adults in adult prisons will do no justice; they are less competent to stand trial, adult prisons can harm them mentally, physically, and emotionally, and they more often than not choose the actions they do because of someone who is of influence to them. Juvenile offenders are often less competent than adults to stand trial making it ineffective to sentence them as if they were adults. Juvenile offenders are classified as â€Å"childish, infantile, and young,† according to dictionary.com. â€Å"Some studies have examined the understanding that youths’ have on trial procedures and the overall basic knowledge of trials† (Grisso et al). During these studies they found that there was no compassion to the basic knowledge of trials and trial procedures to that of adults. One study conducted showed that 55% of the juveniles they interviewed could not accurately describe what the Miranda laws meant when read to them except the section that says, â€Å"you have the right to remain silent,† according to the National Center of Juvenile Justice. The National Center of Juvenile Justice also stated that, â€Å"juveniles from the ages of 11-15 are very incompetent and that 16-24 year  olds have similar levels of competence.† The juveniles who are younger, or in the 11-15 range, are less likely to understand the risks and consequences of the adult justice system, and therefore may not benefit from it. They also possess weaker decision-making skills. Since they lack decision-making skills, they are more likely to make poor decisions when committing crimes, but also when agreeing to sentencing or plea agreements, leading them to an unfair trial because of the unfair advantages that justice system would have over them. Adult prisons are very harmful to one’s mental, physical, and emotional capabilities especially when they are juvenile. Being placed in an adult prison can make them susceptible to sexual harassment, physical harassment, and psychological harassment from other inmates. They could also face longer, rou gher sentences than they would have if they would have stayed in the juvenile system. A study that was done on 946 juveniles found that 87% of them faced longer sentences than they would have if they had stayed in a juvenile justice system, according to Mulvey and Schubert. In 2005, 21% of all inmates that were sexually victimized by another inmate were under the age of 18, states Mulvey and Schubert. The risk of a juvenile being physically abused in an adult prison is much higher than that of an adult in the same system because juveniles are â€Å"easier† targets and less likely to create a struggle. â€Å"Doing the time for doing the crime might be seen as fair, but doing much worse time because the crime was done while an adoles ­cent seems to tip the balance beyond even-handed justice† (Mulvey et al 846). Adult prisons also have a different effect on juveniles than they do on adults when it comes to their development; since juveniles are receiving the punishment they are at a younger age it can cause problems for them in the future. According to Mulvey and Schubert, â€Å"Adolescents in the adult system may be at risk for disruptions in their personal development, identity formation, relationships, learning, growth in skills and competencies, and positive movement into adult status.† Identity formation is just one of the aspects in which their developmen t can be affected. Identity formation is when you find out who you are as a person, this is often discovered through learning from your parents, friends, peers, etc., but when you are placed in a facility like an adult prison you are surrounded by people who have all committed a crime and are bad influences to you and cause you to create your true self around that type of behavior. Juveniles in the adult systems also lose great opportunities such as their ability to learn about all aspects of life and the responsibilities and goals they should have. They are instead learning about the inside of a prison, jail, etc. Being in these facilities causes juveniles to miss out on learning the responsibility of a job, school, family, values, goals, finding qualities in someone that could be a potential spouse, making new friends who could be positive influences, and a. All of these statistics prove that adult prisons are very harmful to juveniles, especially mentally, physically, and emotionally. It is also often found that juveniles will make the choices they do based upon the choices they watched their close peers make or just the types of people they are surrounded by in general which shows that they are immature and very easily influenced. It is hard to prove that most, or all, of juveniles have a full understanding of the justice system and the courts, making it di fficult to believe that they should be tried as adults in this system. Many juveniles have the ability to change their behavior through the programs that we have specifically for them not through adult prisons. A child who comes from a broken home, or a home without both parents, a family that is part of the lower class, or from a family that is rather large in size have been found to be the majority of juveniles facing time in juvenile or adult systems. Families who are large in size and of a lower class often find that the children are more likely to grow up without any values or goals because they are often left home alone or there is at least less supervision over each individual child, therefore causing them to be hurt and sometimes wanting to inflict pain upon someone or something in hopes to make themselves feel better. â€Å"Family relationships, duties, responsibilities and privileges, and the amount of control exercised over children all play roles in forming character and influencing behavior. The attitudes and actions of parents can create an important influence in the lives of children. Families in crisis will most likely affect the behavior of juveniles. If one member of a family becomes sick, schizophrenic, or alcoholic, a child may react based on the family’s structural problems,† according to Joseph Wickliffe. Families who contain an unstable parent(s) can create a child that is more likely to be disobe dient, especially if the way the rules are portrayed is too aggressive, too passive, or just unclear. According to a study that Joseph Wickliffe talks  about, â€Å"It was discovered that 4.1 percent of fathers were found to use sound discipline practices; 26.7 percent, fair; and 69.3 percent, unsound. Sound – consistent and firm control but not so strict as to arouse fear and antagonism, fair – control which is indefinite: sometimes strict, sometimes lax, and unsound – extremely lax or extremely rigid control by the parents, which, on the one hand, gives unrestrained freedom of action and, on the other hand, restricts to the point of rebellion.† Juveniles are also prone to make decisions based off of what the people with authority want, for instance, they are more likely to confess or accept a plea agreement if their lawyer is telling them that they should do so. After learning of all of the negative consequences that come with placing a juvenile in th e adult courts and/or prisons, I have concluded that for most cases a juvenile should be processed through the juvenile system and take the punishment given there.

Emergency Operations Plan Essays

Emergency Operations Plan Essays Emergency Operations Plan Essay Emergency Operations Plan Essay Emergency Operations Plan Roland Brown University of Phoenix Critical Incident Management CJA/560 Ian Moffett November 22, 2010 Emergency Operations Plan Emergency planning has changed very much since the 9/11 attacks. Law enforcement agencies focus more on prevention, preparedness, response, recovery, and mitigation. With planning and efforts made by law enforcement agencies, the law enforcement community can provide a comprehensive emergency management and security program (EMHSD/MSP, 2009). The first phase in producing an effective emergency program is prevention. This phase of emergency planning prevents emergencies from occurring. The importance of proactive patrolling is crucial in the prevention of some criminal activity that could lead to an emergency (EMHSD/MSP, 2009). The second phase in producing an effective emergency plan includes the preparedness of law enforcement agencies. Preparedness includes developing, researching, and testing of risk assessments, emergency personnel, notification systems, resources and supplies, and information dissemination. Preparedness will also help coordinate and develop plans to save lives. The third phase in emergency planning is response; this phase provides the assistance during an emergency to prevent further injuries, property damage, and help to accelerate recovery. The response phase also includes the implementation of emergency operational plans, the issuance of public warnings, field operations, and development of incident action plans, and the command, and control of the incident (EMHSD/MSP, 2009). Next, recovery is the fourth phase in emergency planning; this phase is responsible for the recovery and restoring of all systems. Recovery in short-term operations focuses on the return of all vital life support systems including roads, power, water and sewer, and food services to minimum operations. Part of the recovery process also include relocation, counseling, financial aid, and housing. The final phase is the mitigation phase; this long-term phase is designed to prevent the probability of a disaster. The mitigation phase includes activity that will reduce the effects of disasters that include planning, educating the public, enforcing codes, and the use of land management. Planning for an emergency can help ease the cost of a disaster (EMHSD/MSP, 2009). The city of Detroit is a major urban city in this country with approximately 850,000 residents; the city is no stranger to major incidents. In 2004, at the International Freedom Fireworks, a lone gunman fired shots into a large crowd resulted in nine people hurt. The pandemonium this event caused was astronomical, not only was it difficult to attend to the victims, the search for the shooter and setting up a perimeter was difficult. The city of Detroit emergency plan as illustrated by the Detroit Police Department was designed and calculated to handle most emergencies in the event of a major incident. City of Detroit Emergency Plan Emergency incident response was designed to provide general guidelines for responding to a broad range of emergency situation. Examples of these emergency situations may include a barricaded gunman or woman, civil disorder, bomb threats, hazardous material, disasters made naturally or man-made or other incidents of occurrence where a rapid and organized response is needed for an emergency situation. The city of Detroit Police Department shall institute the Incident Command System when responding to an emergency situation. Whenever the Detroit Police Department is the lead agency in responding to an emergency, the responding officer shall assume the tactical control of the emergency as the incident commander. However, in those instances which the Detroit Police Department is not the lead agency such as a hazardous material response or three alarm fires, then the first officers arriving on the scene will provide the initial command until the lead agency arrives (DPD, 2010). Thereafter, a supervisor of the lead agency will then take over the command of the emergency situation. The first officers arriving on the scene will remain and continue to provide law enforcement duties and assist at the direction of the incident commander. In the emergency response procedures the fundamental priorities for officers include Preservation of life Scene stabilization Suspect apprehension Property preservation Evidence collection Environmental protection (DPD, 2010). The City of Detroit emergency plan provides comprehensive instruction for every person involved in responding to the emergency. The first arriving officers on the scene shall perform in sequential order several important procedures: Make an initial assessment of the situation Advise dispatch the nature and scope of the emergency Identify equipment needed and proper personnel Advise on safe avenue to approach scene Notify officer in-charge of district desk (DPD, 2010). The incident commander when arriving on the scene shall first notify dispatch that he or she is taking command of the situation. Second, the incident commander will establish a field command post and staging area in a safe location. The incident commander will also find a way to contain and isolate the situation by setting up a perimeter around the situation. The incident commander is also responsible for providing other key functions including: Delegating authority for other essential operations Site isolation Perimeter security Strike forces Media relations In emergency situations which the Special Response Team is activated the commanding officer of the unit will then assume control of the situation from the incident commander, and all communications will flow through him or her. The SRT commander will not make any decisions without prior consent from the assistant chief or the Chief of Police. In the event the ac or chief is not available, the SRT commander will make any final decisions (DPD, 2010). After careful review of the City of Detroit Emergency Plans several improvements to the plan need revising. In using the SWOT analysis (Strength, Weakness, Opportunities and Threats), the city of Detroit Emergency Plan is evaluated in the below synopsis. |Strength |Weakness |Initial Officer observation |In most cases an officer’s observation may not gather all the information needed to make an | | |assessment. | |Proper notification to dispatch |Most agencies use the same frequency channel, in the event of an emergency jamming up the | | |channel will lock out other units from responding to other emergencies. | |Identifying other personnel |When officers first arrive on the scene, if the officer does not make the proper assessment | |needed on scene |he or she will slow down the efforts of containing the situation. |Proper approach to the scene |None | |Notification of desk personnel |Oftentimes officers arriving first on the scene may not have all the correct information to | | |provide to the desk or in some cases time to inform the desk supervisor if immediate care is | | |needed. |Delegation of authority |Unfortunately, the Detroit Police Department uses a mobilization system that notifies | | |executives when such an emergency occurs and when executives arrive on the scene right after | | |each other the command structure is lost. |Site isolation |None | |Perimeter security | During an emergency situation security personnel cannot always secure the scene if casualties| | |and the wounded need attending to during the initial contact. | |Strike forces |None | |Media relations |The incident commander may allow too much information out to the media that may cause | | |citizens to worry. |Opportunity |Threats | |Preserving life |Conditions at the scene could pose a problem for the victim and the first responders. | |Controlling the scene |The scene conditions could fall apart and pose a threat to first responders at the scene. | |Apprehending suspects at the |If the suspect remains at the scene, it is possible he or she may use other citizens in a | |scene |hostage situation. |Preserving property |While at the scene minimizing the destruction to property would help avoid hazardous | | |conditions once the emergency situation is under control. | |Collection of evidence |Based on the emergency the collection of evidence may cause a hazard if the collection is | | |made immediately when conditions are unstable. |Environmental protection |During hazardous waste emergencies the contamination of the scene will cause irreparable harm| | |to the community. | The emergency plan identifies certain issues a law enforcement agency can achieve in a reasonable amount of time. In addition, law enforcement agencies should avoid overly simplistic goals. However, the goal of the agency should challenge the officers within the boundaries and capabilities of those working toward the goal. The creation of a goal-oriented agency can lead to new enthusiasm among the officers and the mission he or she serves (NetMBA, n. d. ). References Detroit Police Department, (2010). Detroit Police Manual. Series 300 Support Services. Retrieved on November 22, 2010, from the DPD network system. EMHSD/MSP, (2009). Local Emergency Planning Workbook. Retrieved on November 22, 2010, from the website: http://michigan. gov/msp/0,1607,7-123-1593_3507-14743,00. html NetMBA, (n. d. ). SWOT Analysis. Retrieved on November 23, 2010, from the website: netmba. com/strategy/swot/

Biography of Curtis LeMay, U.S. Air Force General

Biography of Curtis LeMay, U.S. Air Force General Curtis LeMay (November 15, 1906NOctober 1, 1990) was a U.S. Air Force general who became famous for leading a bombing campaign in the Pacific during World War II. After the war, he served as the leader of the Strategic Air Command, the U.S. military division responsible for most of the countrys nuclear weapons. LeMay later ran as George Wallaces running mate in the 1968 presidential election. Fast Facts: Curtis LeMay Known For: LeMay was an important U.S. Army Air Corps leader during World War II and led the Strategic Air Command during the early years of the Cold War.Born: November 15, 1906 in Columbus, OhioParents: Erving and Arizona LeMayDied: October 1, 1990 at March Air Force Base, CaliforniaEducation: Ohio State University (B.S. in Civil Engineering)Awards and Honors: U.S. Distinguished Service Cross, French Legion of Honour, British Distinguished Flying CrossSpouse: Helen Estelle Maitland (m. 1934–1992)Children: Patricia Jane LeMay Lodge Early Life Curtis Emerson LeMay was born on November 15, 1906, in Colombus, Ohio, to Erving and Arizona LeMay. Raised in his hometown, LeMay later attended Ohio State University, where he studied civil engineering and was a member of the National Society of Pershing Rifles. In 1928, after graduating, he joined the U.S. Army Air Corps as a flying cadet and was sent to Kelly Field, Texas, for flight training. The following year, LeMay received his commission as a second lieutenant in the Army Reserve. He was commissioned as a second lieutenant in the regular army in 1930. Military Career First assigned to the 27th Pursuit Squadron at Selfridge Field, Michigan, LeMay spent the next seven years in fighter assignments until he was transferred to bombers in 1937. While serving with the 2nd Bomb Group, LeMay participated in the first mass flight of B-17s to South America, which won the group the Mackay Trophy for outstanding aerial achievement. He also worked to pioneer air routes to Africa and Europe. A relentless trainer, LeMay subjected his aircrews to constant drills, believing this was the best way to save lives in the air. His approach earned him the nickname Iron Ass. World War II Following the outbreak of World War II, LeMay, then a lieutenant colonel, set about training the 305th Bombardment Group and led them as they deployed to England in October 1942 as part of the Eighth Air Force. While leading the 305th in battle, LeMay helped develop key defensive formations such as the combat box, which was used by B-17s during missions over occupied Europe. Given command of the 4th Bombardment Wing, he was promoted to brigadier general in September 1943 and oversaw the units transformation into the 3rd Bomb Division. Known for his bravery in combat, LeMay personally led several missions including the Regensburg section of the August 17, 1943 Schweinfurt-Regensburg raid. LeMay led 146 B-17s from England to their target in Germany and then onto bases in Africa. As the bombers were operating beyond the range of escorts, the formation suffered heavy casualties, with 24 aircraft lost. Due to his success in Europe, LeMay was transferred to the China-Burma-India theater in August 1944 to command the new XX Bomber Command. Based in China, the XX Bomber Command oversaw B-29 raids on Japan. After the capture of the Marianas Islands, LeMay was transferred to the XXI Bomber Command in January 1945. Operating from bases on Guam, Tinian, and Saipan, LeMays B-29s routinely struck targets in Japanese cities. After assessing the results of his early raids from China and the Marianas, LeMay found that high-altitude bombing was proving ineffective over Japan, largely due to poor weather. As Japanese air defenses precluded low- and medium-altitude daylight bombing, LeMay ordered his bombers to strike at night using incendiary bombs. Following tactics pioneered by the British over Germany, LeMays bombers began firebombing Japanese cities. As the predominant building material in Japan was wood, the incendiary weapons proved very effective, frequently creating firestorms that reduced entire neighborhoods. The raids struck 64 cities between March and August 1945 and killed around 330,000 people. Although they were brutal, LeMays tactics were endorsed by Presidents Roosevelt and Truman as a method for destroying the war industry and preventing the need to invade Japan. Berlin Airlift After the war, LeMay served in administrative positions before being assigned to command U.S. Air Forces in Europe in October 1947. The following June, LeMay organized air operations for the Berlin Airlift after the Soviets blocked all ground access to the city. With the airlift up and running, LeMay was brought back to the U.S. to head up the Strategic Air Command (SAC). Upon taking command, LeMay found SAC in poor condition and consisting of only a few undermanned B-29 groups. LeMay set about transforming SAC into the USAFs premier offensive weapon. Strategic Air Command Over the next nine years, LeMay oversaw the acquisition of a fleet of all-jet bombers and the creation of a new command and control system that allowed for an unprecedented level of readiness. When he was promoted to full general in 1951, LeMay became the youngest to attain the rank since Ulysses S. Grant. As the United States principal means of delivering nuclear weapons, SAC built numerous new airfields and developed an elaborate system of midair refueling to enable their aircraft to strike at the Soviet Union. While leading SAC, LeMay began the process of adding intercontinental ballistic missiles to SACs inventory and incorporating them as a vital element of the nations nuclear arsenal. Chief of Staff for the US Air Force After leaving SAC in 1957, LeMay was appointed Vice Chief of Staff for the U.S. Air Force. Four years later, he was promoted to chief of staff. In this role, LeMay made policy his belief that strategic air campaigns should take precedence over tactical strikes and ground support. As a result, the Air Force began procuring aircraft suited for this type of approach. During his tenure, LeMay repeatedly clashed with his superiors, including Secretary of Defense Robert McNamara, Secretary of the Air Force Eugene Zuckert, and Chairman of the Joint Chiefs General Maxwell Taylor. In the early 1960s, LeMay successfully defended the Air Forces budgets and began to utilize satellite technology. Sometimes a controversial figure, LeMay was seen as a warmonger during the 1962 Cuban Missile Crisis when he loudly argued with President John F. Kennedy and Secretary McNamara regarding air strikes against Soviet positions on the island. LeMay opposed Kennedys naval blockade and favored invading Cuba even after the Soviets withdrew. In the years after Kennedys death, LeMay began to voice his displeasure with President Lyndon Johnsons policies in Vietnam. In the early days of the Vietnam War, LeMay had called for a widespread strategic bombing campaign directed against North Vietnams industrial plants and infrastructure. Unwilling to expand the conflict, Johnson limited American air strikes to interdictive and tactical missions, for which U.S. aircraft were poorly suited. In February 1965, after dealing with intense criticism, Johnson and McNamara forced LeMay into retirement. Later Life After moving to California, LeMay was approached to challenge incumbent Senator Thomas Kuchel in the 1968 Republican primary. He declined and elected instead to run for the vice presidency under George Wallace on the American Independent Party ticket. Though he had originally supported Richard Nixon, LeMay had become concerned that Nixon would accept nuclear parity with the Soviets and would take a conciliatory approach to Vietnam. LeMays association with Wallace was controversial, as the latter was known for his strong support of segregation. After the two were defeated at the polls, LeMay retired from public life and declined further calls to run for office. Death LeMay died on October 1, 1990, after a long retirement. He was buried at the U.S. Air Force Academy at Colorado Springs, Colorado. Legacy LeMay is best remembered as a military hero who played a major role in the modernization of the U.S. Air Force. For his service and achievements he was awarded numerous medals by the U.S. and other governments, including those of Britain, France, Belgium, and Sweden. LeMay was also inducted into the International Air Space Hall of Fame.

Scheduled Installments comparison Essay Example | Topics and Well Written Essays - 1750 words

Scheduled Installments comparison - Essay Example Because of that, it is essential to look beyond the visible features and focus on the functionality of the two solutions to determine the best choice of a solution for improving the business. In the functional evaluation of micro to medium market Scheduled Installment solutions, the Accounting Library placed Scheduled Installment in low position in majority of the functional aspects but Microsoft Dynamics GP occupied almost the top position. The variation in functional ability gives a direct outcome on the productivity of the users.  A systematic analysis done in 2007 on the contribution of the Scheduled Installment solutions on the productivity of users revealed that users of Microsoft Dynamics GP had an average score 18% above users of Scheduled Installment solutions. Microsoft Dynamics has got three core strengths that enables maintain the top functional efficiency above Scheduled Installment. Dynamics GP operates together with Microsoft Office applications just in the same way as SQL products do. It also works in the same way as the Microsoft Office products.  It is therefore very easy for Microsoft Dynamic GP users to integrate them with Office applications such Access, excel, Power Point, Outlook and Word.  In addition, users who already are conversant with Microsoft Office applications need little or no training at all to use Microsoft Dynamics GP because they have similar interfaces.  On the other hand, Scheduled Installment is still in the process of working with Microsoft to construct their integration with Office applications. As Scheduled Installment gives an ordinary system user interface with real time accessibility to all of properties, Microsoft Dynamics GP gives each user a customized and personal interface, which is task oriented and with pre-defined, customized roles and information look. The role-oriented home pages provide each user with the necessary information

Poster Design Essay Example | Topics and Well Written Essays - 1000 words

Poster Design - Essay Example The internal format of the poster is a simple two-row and four-column symmetrical grid format. We observe the following: The font used, Comic Sans, is legible and not as conservative as Times or as bold as Helvetica or Gill. Comic Sans seemed to be more attractive to children when the poster was tested in a classroom situation. Memory retention studies tell us that readers are 78% more likely to recall information printed in colour as opposed to black and white (L Eiseman 2000). As can be seen from Illustration 2 the change of language for use in Irish schools does not detract from visual impact of the poster. The illustrations in the poster (checked for accuracy by Health Board Dental staff), support the text and add to the cheerful and friendly feel of the poster. Created as an A3, 300DPI, Litho print, this poster could be enlarged up to A2 with the DPI reduced on a large-scale digital printer. The image used for the poster, strengthens the advertised promotion. While not of the best quality, breaking it up to create a more interesting visual effect made it attract potential readers to the poster. This poster was also created for Litho printing. However, digital printers could also produce it. Nevertheless, be aware that not all digital printers can hold the flood of green contained in the poster. Test printed on an Epson 9000 with clean heads, the printout was acceptable at A1 size. Illustration-4 is an A1, ... The illustrations in the poster (checked for accuracy by Health Board Dental staff), support the text and add to the cheerful and friendly feel of the poster. Created as an A3, 300DPI, Litho print, this poster could be enlarged up to A2 with the DPI reduced on a large-scale digital printer. Moving on to Illustration-3, this is an A3, CMYK, portrait, promotional poster with a simple left aligned symmetry. The salient points of this poster are: The dominant colour - green helps to create a feeling of "freshness and renewal" (L Eiseman 2000). The use of some yellow creating an analogous colour combination with the over print of an ambulance photograph does not detract from the visual impact of the poster. Indeed the yellow Gill Sans text draws the readers eye towards the relevant information which is presented "clearly, simply and efficiently" (P Wildbur, M Burke 1998). The image used for the poster, strengthens the advertised promotion. While not of the best quality, breaking it up to create a more interesting visual effect made it attract potential readers to the poster. This poster was also created for Litho printing. However, digital printers could also produce it. Nevertheless, be aware that not all digital printers can hold the flood of green contained in the poster. Test printed on an Epson 9000 with clean heads, the printout was acceptable at A1 size. Illustration-4 is an A1, large-scale digital promotional and informational poster created for people who are recovering from a stroke. Here is a three-row two-column asymmetrical design. The highlights are: The poster creates a strong visual impact through the depiction of a cross roads (as represented by the text running across and up and down the poster). The use of white reinforces the message of