Critical Analysis Access for All An Assistive Technologies Training Resource Manual for Library Staff

Critical Analysis Access for All An Assistive Technologies Training Resource Manual for Library Staff Analyzing the submission Access for All: An Assistive Technologies Training Resource Manual for Library Staff, it is necessary to notice that the main idea of this work is the presentation of the program for library staff which includes the issues and technologies that can be explored for people with disabilities. The submission contains different facts about the possibility and level of access of the people with disabilities to the libraries.Advertising We will write a custom critical writing sample on Critical Analysis: â€Å"Access for All: An Assistive Technologies Training Resource Manual for Library Staff† specifically for you for only $16.05 $11/page Learn More Taking into consideration the information provided into submission, it is possible to admit a sensible measures and peculiarities of the program for staff that will be helpful for the people with disabilities. Most of the information of the present submission covers the facts about disab ility population and the technical facilities, but there are no peculiarities about what elements such program should contain. The author indicates that, according to the United States Census (2008), the population with disabilities is 54,4 million Americans and obviously all those people require the special conditions within the access to the libraries. Trained staff should pay attention of the different types of the disabilities. It the present submission, the author provides the classification of disabilities of Green and Blair (2011). Thus, print disabilities include blindness, dyslexia, color blindness and concentration problems. Mobility disabilities can include the various conditions such as repetitive stress injuries (carpal tunnel syndrome) and advances conditions (Cerebral Palsy). Speech disabilities influence the communicative capability, including stuttering and loss voice. The last type is hearing difficulties starting form hearing loss to the total deafness. The clarif ication of the particular problem should help staff to understand the specific of the measures which should be provided in order to help people while using the libraries. Therefore, this information is appropriate and helpful. The author cites the Library Services for People with Disabilities Policy, indicating that â€Å"libraries should provide training opportunities for all library employees and volunteers to sensitize them to issues affecting people with disabilities and to teach effective techniques for providing services for users with disabilities and for working with colleagues with disabilities† (American Library Association, 2001). As the Association emphasizes an importance of making the facilities accessible to the people with disabilities, they have to be ensure that libraries meet their legal, societal, professional and moral obligations. Therefore, it is highly important to train staff, providing the information needed for an adequate working of the libraries.A dvertising Looking for critical writing on public administration? Let's see if we can help you! Get your first paper with 15% OFF Learn More The author provides table set by Green and Blair (2011) with a list of technologies that should be used in every library. Thus, people with print disabilities should have an access to the Braille equipment, note taking devices, screen keyboards and magnifiers and speech synthesizers. Mobility disabilities require the use of ergonomic keyboards, ADA compliant library facilities and stacks and alternatives keyboards and mice. People with speech disabilities need special services such as STS (speech to speech services), speech recognition software and head tracking devices. In order to help people with hearing disabilities, the libraries should provide the use of TTY (teletypewriters), telephone amplification devices and closed captioning devices. The training manual should fulfill the different facilities that should be us ed in libraries and measures provided by staff in order to help the people with disabilities to get an adequate access to the information and the sources. Therefore, the analysis of the present submission shows that the author not only demonstrates a comprehension of the problem, but also provides a list of technical facilities and measures which should be used. For instance, the submission provides several websites which use the different technical instruments for the people with disabilities: Boston-IA (2010), National Library Service for the Blind and Physically Handicapped (2000) and the list of ADA requirements according to the Disability Law Center (ADA Checklist). However, although the author provides a good description of the technical facilities, the topic of the training programs for staff is not covered well. Thus, it is possible to find the statement that such programs are necessary, but there are no peculiarities about what elements such program should contain.Advertisi ng We will write a custom critical writing sample on Critical Analysis: â€Å"Access for All: An Assistive Technologies Training Resource Manual for Library Staff† specifically for you for only $16.05 $11/page Learn More For instance, it can be useful to mention that the library staff can help people with visual disabilities walking with them through the rooms in order to create a mental map (Wade, 2003). Only one example provided is the checklist program of the Library at the University of Washington (2012) which includes the developing of the list of important services needed for the people with disabilities. However, the author does not provide an analysis of this instrument. Concluding the analysis, it is possible to notice that the present submission covers topic well, however, some of the highly important parts are not explored and analyzed well. Thus, there is a list of the technical facilities that help the people with disabilities to use the libraries and mentioned that some of the libraries try to use those instruments. However, there is no explanation which elements the program for staff should include. It would be appropriate to suggest the concrete measures within the process of providing the access to the facilities and the information for the people with disabilities which the staff of the library should be acquainted with. Reference List American Library Association (2001). Library services for people with disabilities policy. Retrieved from ala.org/ascla/asclaissues/libraryservices Boston-IA (2010). Assistive Technologies. Retrieved from boston-ia.org/resources/devices.html Disability Law Center (n.d.). ADA Checklist. Retrieved from disabilitylawcenter.org/publications/ada%20checklists/ADA%20Library%20Checklist.pdfAdvertising Looking for critical writing on public administration? Let's see if we can help you! Get your first paper with 15% OFF Learn More Green, R. Blair, V. (2011). Keep it simple: A guide to assistive technologies. Santa Barbara, CA: Libraries Unlimited. National Library Service for the Blind and Physically Handicapped (2000). NLS references bibliographies: Assistive Technologies. Retrieved from loc.gov/nls/reference/bibliographies/assistive.html University of Washington (2012). Universal Access: Making Library Resources Available to People with Disabilities. Retrieved from washington.edu/doit/UA/PRESENT/libres.html U. S. Census (2008). Number of Americans with a disability reaches 54,4 million. Washington D.C. Retriever from census.gov/newsroom/releases/archives/income_wealth/cb08-185.html Wade, G. L. (2003). Serving the visually impaired user. Portal: Libraries and the Academy, 3 (2), 307-313. Retrieved from http://search.proquest.com/docview/216170422?accountid=14800

Tattoo Art among the Maori Essay

Tattoo Art among the Maori Essay Tattoo Art among the Maori Essay We are studying about the Maori people who are the indigenous Polynesians. These people are found in New Zealand. They arrived in new Zealand in voyages as settlers and later became residents. They were isolated by other people and eventually decided to do this type of special art for the beauty purposes which has given them a special identity. The art as commonly known as ta moko, are permanent tattoos made on the body and the face. These tattoos are made on both sexes of the Maori people. The skin was skillfully decorated with different pictures obtained from the environment. Upon the completion of the curving process, the body was left with beautiful chisels that were appealing to the observers. The skin was left with beautiful grooves rather than the usual smooth skin that was not appealing to many people. This created uniqueness among the people. Tattoos among the Maori people were considered as sacred. They were therefore very selective on the patterns that they drew as tattoos. They used bone chisels and knives to make the grooves. The ink that they used to decorate the grooves was made from an organism that was half vegetable and half caterpillar. The ink that was used to decorate the face was darker than that of other body parts. The major reason to this color difference was that the ink used on the face was made from special species of burned wood. This made the ink darker than the one made from the organism. The major patterns that were used were known as spiral. The spiral patterns covered external body parts that include; face, legs and buttocks especially for the men. These were the areas that the patterns could be easily be seen by the observer. The buttocks were left uncovered because the tattoos appeared as clothes for the men. The women and young girls received tattoos on their lips, neck and the chin. The tattoos on the neck were occasionally depending on the type of attire being put on by the lady. Maori tattooing was used in rituals such as marking the adolescent stage of the youths. This was done to celebrate the important occurrences in the life history of the adolescents. This included marking the rite of passage from childhood to adulthood through the middle of the two stages. On the other hand, according to the culture of the Maori people, possessing a tattoo marked a status one belonged in. If one lacked this kind of tattoo, then he or she was considered to be without any worthiness or status. The process of tattooing was a painful experience. Sharp objects were used to make the grooves. This experience was not only meant for decorative purposes but also to proof status, strength and courage among the men and women of Maori. Women on the other hand were not tattooed painfully as men. The reason for this was that they needed not to proof the values mentioned earlier. Rituals attributed to music, chat and fasting were proved through tattooing. Among these rituals, fasting was more emphasized because one could swell on the face hence making him or her unable to eat or drink anything. These were some of the rituals done through tattooing. Tattoos had a lot of purposes traditionally. They symbolized status and position. The tattoos were won by blue blooded people and their heirs. This marked their status. In New Zealand among the Maori people, there were tattoos that were special for the royal family and their lineage. The tattoos also symbolized spiritual and religious devotion as already discussed. Medal to prove courage was also the major purpose of the putting tattoos. On the other hand, tattoos were used as punishments. Captives who were exiled or captured for their criminal activities were given some tattoos for their identification. This could shame them and give warning to other criminals because of the torture and discrimination they received. Practically, tattoos have the purpose of creating false impressions. This is useful for bald people because they are able to put some marks that resemble hair. Tattoos on the other hand save on the cost of putting make up and removing the makeup. The tattoos tend to be long lasting as compared to the makeup that are temporal and needs to be replaced daily. Putting a tattoo is a painful experience but is experienced only once and thereafter pain is relieved. This actually sounds practical for the people who believe in the beauty of their own kind. In the western culture, tattoos are commonly used by musicians and other professionals such as footballers especially in the English premier league games. This is for decorative purposes and also for status. Tattoos are also used in medical quaters. This is an instrument used in radiotherapy and also in some forms of breast reconstruction in women especially with those with complications of breast cancer. This shows that the tattoo aspect has been adopted by almost all cultures in the world. At writing service you can enjoy professional Art essay help on any topic. Just visit our site and order your custom paper online!

The forgotten Group Member Case Study Example | Topics and Well Written Essays - 500 words

The forgotten Group Member - Case Study Example The group should display better communication by informing all group members ahead of schedule when group meetings are going to be taking place. Christine failed to understand the dynamics of her group and thus was unable to bring them together in unity. Because of the stage that her group is currently in, Christine needed to educate her group members more by communicating with them in ways that she would be understood. Her inability to recognize this meant that the outcome of the group was inevitable. Part II. There are many primary and secondary problems that the group is currently facing. First of all, a primary problem is that there is not an effective leader in the group. Christine does not have a strong enough personality to take control and manage her team members in the right fashion. This is partly down to Christine’s inability to fully understand the needs of her group’s members. Because of this, Christine was not the best choice for the role of group leader s imply because she doesn’t have the skills required to perform the role effectively. The group never really went through the forming stage and, as such, did not progress beyond the storming stage. People like Mike should have been included in the group discussions and also involved in making decisions.

Computing technology in aircraft design Essay Example | Topics and Well Written Essays - 2750 words

Computing technology in aircraft design - Essay Example It also discuss the advantages such as reduced production cost, improved time management, advanced method of quality control system, product consistency, in time to market and improved customer satisfaction. Aircraft design is a useful field that provides itself to objective design methods and, especially, optimization skill. Nearly all major aerospace design institutes employ computer-based optimization tools, mainly at the early design phase. Usually, the overall objective task used is total life-cycle cost (LCC) of the product. In the early design stage computer-based optimization technique allow a very broad search of the design space. Later, due to the current limits of optimization tools, searching are conducted using manual or ‘computer assisted’ process and, as a result, the search becomes noticeably more expensive and time consuming (Pugh 1996). The search space is narrowed down to a small number of design concepts that are explored in greater depth. At each stage of this process, the minimization of LCC remains the overall target (Southampton e-Science Wiki, 2006). The Boeing Commercial Airplane Company (BCAC) commenced testing with computerized transmission of aircraft design data between engineering groups. It is characteristic for several engineering groups, positioned at different company plants throughout the country, to work on an aircraft drawing as it develops from initial shapes to a final, dimensioned, explained, part. Traditionally, these drawings had always been prepared manually using drafting tables and conveyed between plants via company inter-office mail. By the introduction of early computerized drawing techniques and the accessibility of quality Interactive Computer Graphic (ICG) systems BCAC management decided to replace, both the manual drafting and inter-office mailing of aircraft design drawings.

The atmospheres of Sonnet 43 Essay Example for Free

The atmospheres of Sonnet 43 Essay Love’s many contradicting forms are portrayed in two dramatically different sonnets, Sonnet 43 and Sonnet 29. Though both poems are written in Petrarchan sonnet form, Elizabeth Barrett Browning and Edna St. Vincent Millay chronicle two contrasting marriages and their distinct attitudes towards love. Millay’s pessimistic Sonnet 29 depicts unrequited love as a passive force causing her disillusionment. On the other hand, Sonnet 43 attempts to quantify Browning’s endless and divine love for her spouse, Robert Browning. Through their respective poems, the writers convey outpours of emotion and how their personal experiences with love have changed both their lives. Common themes explored in the two poems consist of marriage, love and loyalty. Elements of the poems that enable this include their atmospheres, diction, tones and various poetic techniques. The atmospheres of Sonnet 43 and Sonnet 29 allude to Browning and Millay’s outlooks on their respective marriages. Sonnet 29 exposes a woman’s grief for her deteriorating marriage and her husband, who â€Å"no longer looks with love on me (the poet)†. Readers are overwhelmed by an anger-filled, threatening opening atmosphere in which the poet imposes on them to â€Å"pity me not† for the â€Å"light of day [that]†¦no longer walks the sky†. Millay’s despair is seen through the metaphor of her happiness and spirit as a diminished â€Å"light†, repressed by the turmoil of her relationship. A sense of helpless sympathy is thus evoked by the melancholic, oppressive imagery and bitterly ironic diction. In contrast to Sonnet 29, Elizabeth Barrett Browning begins with a grand portrayal of her love using numerous hyperboles, thus creating a majestic atmosphere. The poet loves her husband â€Å"to the depth and breadth and height my soul can reach†¦for the ends of Being and ideal Grace†. Enjambment is employed to represent the ceaseless flow of love in Browning’s marriage. However, the sonnet concludes with a darkly ambiguous atmosphere that contrasts greatly to its optimistic introduction. The poet confesses that she shall â€Å"but love thee (Robert Browning) better after death†. In addition to its implications of Browning’s eternal love, this reference to her marriage vows also has forbidding connotations of marriage causing her ultimate death. Consequently, it may be seen that the poet’s marriage and reliance on her husband is detrimental to her fragile character. From being bitterly resentful to miserably conscious of a love that is â€Å"no more†, Millay’s emotions are depicted by the developing atmosphere of Sonnet 29. Similarly, Sonnet 43 alludes to Browning’s inner thoughts beyond the divinity and grandeur of her marriage through the dismal change in its atmosphere. Religious diction is applied in Sonnet 43 where Browning expresses a spiritual bond that transcends her religion and beliefs. Her pious worship for her husband has replaced a love for her â€Å"lost saints†, as illustrated by the reverential tone extending through the sonnet. Furthermore, it is the poet’s marriage that compels her to persevere, guiding her when she is â€Å"feeling out of sight†. From the â€Å"ends of Being and ideal Grace† to the contradicting subtleness of â€Å"everyday’s most quiet need†, Browning’s compassion is as unwavering as it is strong. When its is revealed that she loves her husband â€Å"with the passion put to use in [her] old grief’s†, readers are given implications of the poet’s possibly troubled past, which becomes irrelevant in the face of her marriage. Moreover, Browning’s love appears to defy the acts of God, as she claims to love her husband â€Å"better after death†. This sense of an immortal love is further compounded by the repetition of â€Å"I love thee†, creating a constant flow in the sonnet and giving it an intimate, personal touch. Contrastingly, Sonnet 29 directly confronts Millay’s husband using spiteful diction to convey her deep resentment for the state of her marriage. Rather than reciting, â€Å"I love thee† like Browning in her Sonnet 43, Millay repeats, â€Å"Pity me not† for the grievances in her marriage, thus evoking sympathy from readers. In comparison to Browning’s theory of love being an eternal, resilient force, Millay describes a relationship that is susceptible to external forces that surround it. â€Å"As the year goes by†, the â€Å"beauties† of her marriage have been overcome by a â€Å"man’s desire†¦hushed so soon†. Her husband’s â€Å"waning† loyalty and fickleness is exposed by the comparison of their relationship to an â€Å"ebbing tide [that] goes out to sea† and never returns. Such negative diction alludes to the passive nature of Millay’s unrequited love as opposed to Browning’s prosperous, active affection for her husband.

The Chicano Movement: Struggles, Goals, and Accomplishments Essay examp

In American history, civil rights movements have played a major role for many ethnics in the United States and have shape American society to what it is today. The impact of civil rights movements is tremendous and to an extent, they accomplish the objectives that the groups of people set out to achieve. The Mexican-American Civil Rights Movement, more commonly known as the Chicano Movement or El Movimiento, was one of the many movements in the United States that set out to obtain equality for Mexican-Americans (Herrera). At first, the movement had a weak start but eventually the movement gained momentum around the 1960’s (Herrera). Mexican-Americans, also known as Chicanos, began to organize in order to eliminate the social barriers that prevented them from progressing in American society (Bloom 47). Throughout the years of the Chicano Movement, Mexican-Americans had a â€Å"desire to integrate into the mainstream culture while preserving their own identity† (Bloom 47) . The Chicano Civil Rights Movement was a progressive era when Mexican-Americans had goals that they wanted to accomplish and sought reform in order to be accepted as a part of the United States. The Chicano Movement, like many other civil rights movements, gained motivation from the everyday struggles that the people had to endure in the United States due to society. Mexican-Americans, like many other ethnicities, were viewed as an inferior group compared to white Americans. Mexican-Americans sought to make a change with the Chicano Movement and â€Å"the energy generated by the movement focused national attention on the needs of Mexican-Americans† (Bloom 65). The Mexican-American Movement had four main issues that it aimed to resolve and they ranged from â€Å"restoration of la... ...tory: Postwar United States, 1946 to 1968, Revised Edition (Volume IX). New York: Facts On File, Inc., 2010. American History Online. Facts On File, Inc. Web. 12 February 2012. Tejada-Flores, Rick. "Fight in the Fields - CESAR CHAVEZ | PBS." PBS: Public Broadcasting Service. Web. 12 February 2012. Tenes, Angel. "SYLVIA MENDEZ GETS HIGHEST U.S. AWARD & HONOR."MENDEZ V. WESTMINSTER. 25 February 2011. Web. 10 March 2012. United States and Mexico. "Treaty of Guadalupe Hidalgo." From Treaties and Other Agreements of the United States of America, 1776-1949. Compiled by Charles I. Bevans. Washington, D.C.: Government Printing Office, 1968-76. American History Online. Facts On File, Inc. Web. 10 March 2012. Woo-Sam, Anne. "Mexican Americans and the Chicano Movement." Encyclopedia of American Social Movements. Sharpe Online Reference. 2012. n. pag. Web. 12 February 2012.

2004 Indian Ocean earthquake & Sanaysay Essay

A tsunami is a series of water waves caused by the displacement of a large volume of a body of water, generally an ocean or a large lake. Earthquakes, volcanic eruptions and other underwater explosions(including detonations of underwater nuclear devices), landslides, glacier calvings, meteorite impacts and other disturbances above or below water all have the potential to generate a tsunami.[3] Tsunami waves do not resemble normal sea waves, because their wavelength is far longer. Rather than appearing as a breaking wave, a tsunami may instead initially resemble a rapidly rising tide, and for this reason they are often referred to as tidal waves. Tsunamis generally consist of a series of waves with periods ranging from minutes to hours, arriving in a so-called â€Å"wave train†.[4] Wave heights of tens of metres can be generated by large events. Although the impact of tsunamis is limited to coastal areas, their destructive power can be enormous and they can affect entire ocean basins; the 2004 Indian Ocean tsunami was among the deadliest natural disasters in human history with over 230,000 people killed in 14 countries bordering the Indian Ocean. The Greek historian Thucydides suggested in his late 5th century BC, History of the Peloponnesian War, that tsunamis were related to submarine earthquakes,[5][6] but the understanding of a tsunami’s nature remained slim until the 20th century and much remains unknown. Major areas of current research include trying to determine why some large earthquakes do not generate tsunamis while other smaller ones do; trying to accurately forecast the passage of tsunamis across the oceans; and also to forecast how tsunami waves would interact with specific shorelines. A tsunami is a series of ocean waves that sends surges of water, sometimes reaching heights of over 100 feet (30.5 meters), onto land. These walls of water can cause widespread destruction when they crash ashore. Tsunami are waves caused by sudden movement of the ocean due to earthquakes, landslides on the sea floor, land slumping into the ocean, large volcanic eruptions or meteorite impact in the ocean. Earthquakes Most tsunami are caused by large earthquakes on the seafloor when slabs of rock move past each other suddenly, causing the overlying water to move. The  resulting waves move away from the source of the earthquake event. Landslides Underwater landslides can cause tsunami as can terrestrial land which slumps into the ocean. View our landslide generation animation which demonstrates how a landslide induces a tsunami. Volcanic eruptions Less common are tsunami initiated by volcanic eruptions. These occur in several ways: destructive collapse of coastal, island and underwater volcanoes which result in massive landslides pyroclastic flows, which are dense mixtures of hot blocks, pumice, ash and gas, plunging down volcanic slopes into the ocean and pushing water outwards a caldera volcano collapsing after an eruption causing overlying water to drop suddenly. An earthquake is the shaking of the earth that occurs after pieces of the crust of the Earth suddenly shift. The term earthquake describes the sudden slip on a fault and includes the ground shaking and radiating seismic energy that is caused by the slip. Volcanic activity, or other geologic processes, may cause stress changes in the earth that can also result in an earthquake. Earthquakes can occur anywhere in the world although some areas of the globe are more likely to experience an earthquake than others. Earthquakes occur in all types of weather, in all climate zones, in all seasons of the year, and at any time of day making it impossible to predict with any certainty when an earthquake is likely to occur. The best seismologists (scientists who study earthquakes) can do is to look at the historical record of earthquake activity for any geographical area and use this data to calculate the probability of an earthquake occurring in the future. Earthquake prediction is still in the future. A tsunami is a series of sea waves that can be caused by earthquakes or landslides at or beneath the sea floor. The displacement of the sea floor that occurs during certain large submarine earthquakes and landslides causes displacement of large volumes of the sea water above it producing large, fast moving waves. When a coast line experiences a tsunami it can be due to an earthquake near the coast or due to a quake occurring in a distant part of the ocean. Coastal areas may experience little or no damage from an  earthquake but can be devastated by the resulting tsunami. 2010 Haiti Earthquake Haiti suffered one of the largest earthquakes in more than 200 years in 2010. The 7.0 magnitude earthquake was centered about 10 miles from Port-au-Prince and set off a swarm of tsunamis that killed three people and destroyed several homes. The waves were averaged to be about 10 feet high. 2010 Sumatra Earthquake/Tsunami he October 2010 Sumatra earthquake occurred on the same fault as the 2004 Indian Ocean earthquake. The second time wasn’t as disastrous but there was still substantial damage. This time around the earthquake was 7.7 on the Richter scale and developed a tsunami that struck the Mentawai Islands. The tsunami, which had a wave of 9 feet, destroyed many of the villages on the island. It displaced more than 20,000 people and reportedly killed 435. 2010 Chile Earthquake/Tsunami A 8.8 magnitude earthquake struck Chile on February 27, 2010 with intense shaking that lasted for about three minutes. It triggered a tsunami that destroyed several coastal towns in south-central Chile. The tsunami raced through the Pacific Ocean that 53 countries had to post warning, though there was little damage as it moved past Hawaii, Australia and Japan. The death toll was 521 victims. 2011 Tohoku Earthquake/Tsunami The 9.0-magnitude megathrust earthquake that hit the Tohoku region of Japan on March 11, 2011 was the largest earthquake to have ever hit the country. Japanese Prime Minister Naoto Kan even called it â€Å"the toughest and most difficult crisis for Japan† since the end of World War II. The tsunami that traveled along the Pacific coast of Japan’s northern islands was measured to be at least 9.8 feet high. Entire towns and cities were swept away and about 5,692 are said to be dead, with 9,522 missing and 2,409 injured. 1771 Great Yaeyama Tsunami On April 24, 1771, the Yaeyama Great Earthquake caused the formation of the 1771 Great Yaeyama Tsunami. The tsunami hit both the Ishigaki and Miyakojima Island of Japan and killed a total of 12,000 people. Agriculture was severely damaged and the population decreased about one-third of what it was. The tsunami at Ishigaki reportedly reached a height of 262 feet. 1792 Mount Unzen The 1792 eruption of Mount Unzen in western Kyushu, Japan is the most deadliest volcanic eruption ever in Japan. It caused a megatsunami that reached up to 330 feet and killed 15,030 people. 1896 Meiji-Sanriku Earthquake The 1896 Meiji-Sanriku earthquake hit Japan on a day when the country was celebrating both the return of soldiers from the Sinto Japanese War and a Shinto holiday. The 7.2 magnitude earthquake that took place was small but the tsunami that struck the coast of Sanriku 35 minutes later was much greater. Waves as high as 125 feet were measured and nearly 9,000 homes were destroyed. 22,070 were reported dead and an unusually high count of victims with fractured skulls and broken or missing limbs. Hawaii also suffered some destruction from the tsunami as waves of 30 feet were measured there. 1868 Arica Earthquake/Tsunami The estimated 8.5 to 9.0 magnitude earthquake near Arica (then part of Peru, now part of Chile) in 1868 nearly destroyed all of Arica and its surrounding cities. The tsunami it produced almost completely destroyed the port city of Pisco. It also caused some damage in Hawaii, New Zealand and Japan. About 25,674 casualties were reported. Aug. 27, 1883: Eruptions from the Krakatoa volcano fueled a tsunami that drowned 36,000 people in the Indonesian Islands of western Java and southern Sumatra. The strength of the waves pushed coral blocks as large as 600 tons onto the shore. June 15, 1896: Waves as high as 100 feet (30 meters), spawned by an earthquake, swept the east coast of Japan. Some 27,000 people died. April 1, 1946: The April Fools tsunami, triggered by an earthquake in Alaska, killed 159 people, mostly in Hawaii. July 9, 1958:Regarded as the largest recorded in modern times, the tsunami in Lituya Bay, Alaska was caused by a landslide triggered by an 8.3 magnitude earthquake. Waves reached a height of 1,720 feet (576  meters) in the bay, but because the area is relatively isolated and in a unique geologic setting the tsunami did not cause much damage elsewhere. It sank a single boat, killing two fishermen. May 22, 1960: The largest recorded earthquake, magnitude 8.6 in Chile, created a tsunami that hit the Chilean coast within 15 minutes. The surge, up to 75 feet (25 meters) high, killed an estimated 1,500 people in Chile and Hawaii. March 27, 1964: The Alaskan Good Friday earthquake, magnitude between 8.4, spawned a 201-foot (67-meter) tsunami in the Valdez Inlet. It traveled at over 400 mph, killing more than 120 people. Ten of the deaths occurred in Crescent City, in northern California, which saw waves as high as 20 feet (6.3 meters). Aug. 23, 1976: tsunami in the southwest Philippines killed 8,000 on the heels of an earthquake. July 17, 1998:A magnitude 7.1 earthquake generated a tsunami in Papua New Guinea that quickly killed 2,200. Dec. 26, 2004: A colossal earthquake with a magnitude between 9.1 and 9.3 shook Indonesia and killed an estimated 230,000 people, most due to the tsunami and the lack of aid afterward, coupled with deviating and unsanitary conditions. The quake was named the Sumatra-Andaman earthquake, and the tsunami has become known as the 2004 Indian Ocean tsunami. Those waves traveled the globe – as far as Nova Scotia and Peru. March 11, 2011: A massive 8.9-magnitude earthquake struck northern Japan, triggering tsunamis that reportedly swept up cars, buildings and other debris. The Japan Meteorological Society has forecast more major tsunamis in the area, with some expected to reach more than 30 feet (10 m) off the coast of Hokkaido, Japan’s second largest island. A tsunami was also generated off the coast of Hawaii, one that could cause damage along the coastlines of all islands in the state of Hawaii, according to the Pacific Tsunami Warning Center. Tsunami warnings are in effect across Hawaii as well.

Comparison in the Issue Between USA and South Africa Essay

This paper seeks to make a comparison on freedom of expression between the United States and South Africa. The question to be answered in contained the definition of the problem. II. Definition of the Problem (or Issue/Topic) Is the freedom of expression now in the Republic of South Africa now comparable with that of the United States? III. Nature and Extent of the Problem in the Two Countries The Republic of South has evolved into a republic not many years ago which signifies its adoption of democratic framework which basically includes the freedom of expression as part of the rights of the citizens. The US Constitution which includes the freedom of expression on the other hand has been in existence much longer in number of years as compared with RSA’s. Given the extent of the proliferation of the technology and the universal nature of human rights at this point, it is interesting to evaluate whether the rights or freedom of expression are comparable or have close similarities between the two countries. IV. Dynamics of the Problem This part would refer to the factors that could create or perpetuate the problem or those that would tend toward elimination/resolution of the problem. What could create the problem may include lack of vigilance of the citizens in protecting their rights. Democracy requires vigilance of its citizens (Shaw, S. , 2001; Africa Research Bureau, 1981) and the failure of these citizens to assert their right could result to the demise or non-enjoyment of the right. Another factor is the support of the courts to uphold the right of the citizens by the nature of the decisions made. It is also required that courts need to have independence from the political branch of the government (Lieberman, 2006; Bowman Iii, 2005). What could work towards elimination or resolution could come from the factors that c could create or perpetuate the problem. If the citizens therefore are vigilant, there is a great chance that the right would triumph in the court battles. Similarly if the courts are independent from the political branches of government and that the resulting decision are based on the spirit and letter of the rights or freedom of expression (Pasqualucci, 2006; Pannill, 2002), they by all mean, the conflict if any on these rights may be resolved in favor of their assertion and eventual enjoyment by its citizens V. Analysis on the Degree of Comparability It could be cited that RSA’s ratification of its 1996 Constitution, signaled the adoption of some of the best practices from the different part of the world including that of the US. Since US is believed to the leader in the area of human rights, it could be thought the RSA may actually have improved on what is has adopted. The IFLA/FAIFE World Report: Libraries and Intellectual Freedom (1998) indicates that South Africa still requires more time to have its freedom to be considered comparable to the US. There is thus the RSA court decision involving the freedom of expression thing and what came out was that the Supreme Court has just even overruling previous decisions in favor of the upholding better right of freedom of expression. This means that RSA’s judicial system needs more time to really attain what the US as leader in human rights has attained as to freedom of expression. The IFLA/FAIFE World Report: Libraries and Intellectual Freedom (1998) has cited a decision on defamation in favor of â€Å"City Press† where the court has recently removed the unfair burden of legal liability on media. Without this ruling, the media would continue to be inhibited in its ability in championing the right to freedom of expression. This recent ruling was therefore considered as a victory of the principles of freedom of expression as contained in RSA’ Constitution. Since it was just made recently because of the RSA’s history of more repressive regimes, it could be asserted that it may require more time before RSA could match the kind of right now enjoyed in the US. VI. Conclusion Based on recent rulings of South Africa’s Supreme Court, it could be deduced that citizens of RSA could now be having more freedom of expression. But as stated in the dynamic of the problem, there are factors that could determine the resolution of conflicts pertaining to the right and the same factors could also be influenced the decrease or demise of the rights to expression. One of this is vigilance that must be asserted by the citizens of South Africa. The present level of technology could be a great help for them to use to protect their right by their acts of vigilance. The courts too need to be independent from political branches of government and be not cowed by the experiences of past regimes in South Africa. It has taken South Africa to adopt those of the US principles on human rights including the freedom of expression. It should be enough to conclude, it could not be that fast to reach what the US has attained in many decades for RSA’s freedom expression of expression to attain high degree of comparability with the US. VII. References Africa Research Bureau (1981) Africa Research Bulletin, Africa Research, Ltd. , 1981 Bowman Iii (2005) Mr. Madison Meets a Time Machine: The Political Science of Federal Sentencing Reform; Stanford Law Review, Vol. 58 ICL (2008) The Constitution of South Africa, Act 108 of 1996, {www document} http://www. servat. unibe. ch/icl/sf__indx. html, Accessed November 11, 2008 IFLA/FAIFE World Report: Libraries and Intellectual Freedom (1998), {www document} http://www. ifla. org/faife/report/south_africa. htm, Accessed November 11, 2008 Lieberman (2006) Sorting the Revolutionary from the Terrorist: The Delicate Application of the â€Å"Political Offense† Exception in U. S. Extradition Cases; Stanford Law Review, Vol. 59 Pannill (2002) Free Speech, â€Å"The People’s Darling Privilege†: Struggles for Freedom of Expression in American History; Journal of Southern History, Vol. 68, 2002 Pasqualucci (2006) Criminal Defamation and the Evolution of the Doctrine of Freedom of Expression in International Law: Comparative Jurisprudence of the Inter-American Court of Human Rights; Vanderbilt Journal of Transnational Law, Vol. 39 Shaw, S. (2001) South Africa’s Transition to Democracy: An African Success Story : a Resource Book on the Positive Changes of the Nineties, The Author

How to Earn a Six Figure Salary in Your Lifetime

How to Earn a Six Figure Salary in Your Lifetime If you want to earn a six figure salary, you have two main options: A) play the lottery and hope for five numbers out of six on your ticket to hit, or B) start building your career toward that goal. The odds are millions-to-one against option A, so really your best bet is option B. Now that leaves just one question: how? A high-paying career that you enjoy is, when you get right down to it, just about everyone’s goal. And making a six figure salary  or $100,000+, seems like an attainable goal. It’s not a million dollars, so it seems like a modest ask from the universe. Yet it also offers a kind of financial stability that is appealing. So it’s the ideal for many of us who aren’t creating the next hot startup or able to hit 35 home runs per year.Your first step in reaching that goal is doing a self-survey of yourself and your career so far.How close am I to that goal right now? This can affect the timeline and scope of your goal. If you want to make $200K but are currently only making $40K, that’s a huge jump. Depending on your field, it might be possible, but you might have to adjust how long it will take you to get there.Is it even attainable in my field? For example, if you’re a lawyer, then sure, this is attainable. If you are a mid-level manager at a nonprofit, it might not be. It’s important to make your goals reachable, and if you’re working happily in a field that tends to top out at $80K, you’re not doing yourself any favors by working toward a financial goal that may not be likely or even possible.What career level do I need to achieve to make that paycheck? Is it only executives that make that kind of money in my field, or are there other jobs/roles that can do it? What does the promotion path look like in order to reach that goal?What do I need to do next? Are there specific skills, or a certain education or experience I would need to move me closer to that goal? Am I in a position to g et another degree, complete a training program, or learn the next-level skills that would be required?Do I need to go elsewhere, or does my current job offer that kind of path? If you see this salary as a possibility at your current company, ask yourself if you’re willing to commit to that. If that kind of growth just doesn’t seem possible where you are, or you’re not happy or content there, start scouting for other opportunities.Path One: The Steady BuilderLet’s call this the old-fashioned example of the kid who starts in the mailroom, and ends up as the CEO. It’s a model that, quite frankly, is much more challenging these days- the average person switches jobs at least 10 times throughout their career, according to the U.S. Bureau of Labor Statistics, so the idea of putting down roots and growing from professional youngling to high-earning executive in one place is rather quaint.But it’s not impossible. If you’ve been accumulating e xperience at one company or in a particular field, it’s not unreasonable to expect to make a six figure salary at some point in your career, assuming you have a good amount of forward motion. However, unless you are constantly promoted with a significant salary jump at each point, this is a process that can take a long time.Path Two: The JumperLet’s call this one surfing for opportunities. In this scenario, you create that forward momentum by actively seeking out new jobs, ideally raising your salary each time. Some studies have suggested that employees that stay at a company for more than two years have relatively stagnant salaries, potentially earning about 50% less than people who switch companies more often.If you move to a new position at a new company, experts suggest that you look for a salary bump of up to 25%, particularly if the new position is a step up for you. This is a path that is more in line with today’s job-hopping trend, but it means you have to be savvy about what your next steps are, and how they fit into your long-term plan and goals.What is a Realistic Timeline?Your timetable for making a six figure salary is going to vary according to your industry, your skills and experience, and what your goals are.Entrepreneur Peter Voogd suggests that this financial goal is achievable on a short-term schedule, discussing his philosophy of getting clear on your goals, connecting to influencers, and going after that aggressive salary goal with confidence.This method is heavy on entrepreneurship-style philosophies (more on that in a bit), but doesn’t account for the fact that everyone’s career is different. Again, factors like your industry and your resume can make a significant difference. If your field is one where middle and upper management can approach that six-figure salary, then you might just need a few more years (or a couple of steps up in the org chart) to get there. If you work in a field where only execut ives are making six figures, then it can take significantly more time and positioning to get to that point.This is where you should be doing comprehensive salary and trajectory research on your field. What are others at your level making? What salary are people two levels ahead of you making? Sites like Payscale and Salary.com can really help you get an accurate picture of what you can expect in your industry, at your education level, etc. Knowing who makes what can help you figure out how long it might take you to hit your goal.Are There Any Shortcuts?Short answer on shortcuts: nope. Whether it takes you one year or ten, you’ve got to put in the work necessary to build your career to the point where you’re earning those six figures. If you’re at the beginning of your career, you have the advantage of starting early. It’s like saving for retirement- the earlier you start, the better off you’ll be. If you’re mid-career and are looking to jump start your path to six figures, there’s more pressure to get there fast, but you’ll still need to go through the tasks of positioning yourself for advancement, and seeking out the opportunities that can move you forward.What Can I Do?While we know there’s no magic solution that will pump up your salary exactly where you want it, this means it’s on you to start working diligently toward that goal. There are a number of ways you can attack this, all of which work together in moving you forward.Increase Your NetworkYour network is an invaluable resource for any career advancement. You never know when someone in your professional network will have an opportunity for you. They can also offer valuable expertise in your field, help you build necessary skills, and act as a sounding board as you set your goals. Listen to experts, and avoid mistakes that could slow you down and impede your goals.Also, part of it is a mental game: if you believe that you are who you associate with, adding successful and insightful people to your network can help you cement that image of yourself as a successful professional in turn.Become a Master NegotiatorIf you can advocate confidently for yourself , you stand a much better chance of increasing your salary with every promotion or job change.Seek and Build the Most Valuable SkillsHere’s where you need to be a bit daring, because this could involve a significant commitment on your part. Right now, some of the most valuable skills are technical ones, like coding. If you’re unfamiliar, try taking a course. If you have very basic skills, take them to the next level.There are also more universal skills that can really help you move up in your field. For example, project management is a well-compensated skill that is invaluable across most industries, because it means you can manage tasks and people to achieve concrete goals.Think Like an EntrepreneurThis doesn’t necessarily mean starting your own business from scratch, but rather taking control of your career path. You may not be your own boss at every step, but you can still move through with confidence and assertive decision making when it comes to your job.In this vein, Peter Voogd recommends building your internal â€Å"confidence account,† which gives you the self-drive to navigate around obstacles in your career without letting them stop your progress toward your goals- in this case, your salary goal.Whether you’re close to making a six figure salary already and just need a final lift, or aren’t quite as far along, and are looking for ways to boost your career significantly to meet that goal, the most important element is coming up with a realistic plan and sticking to it. Good luck!

Paste) - Delphi Code

Clipboard Basics (Cut / Copy / Paste) - Delphi Code The Windows Clipboard represents the container for any text or graphics that are cut, copied or pasted from or to an application. This article will show you how to use the TClipboard object to implement cut-copy-paste features in your Delphi application. Clipboard in General As you probably know, the Clipboard can hold only one piece of the same kind of data for cut, copy and paste at one time. If we send new information in the same format to the Clipboard, we wipe out what was there before, but the contents of the Clipboard stays with the Clipboard even after we paste those contents into another program. TClipboard In order to use the Windows Clipboard in our applications, we must add the ClipBrd unit to the uses clause of the project, except when we restrict cutting, copying and pasting to the components already possessing built-in support for Clipboard methods. Those components are TEdit, TMemo, TOLEContainer, TDDEServerItem, TDBEdit, TDBImage and TDBMemo. The ClipBrd unit automatically represents a TClipboard object called Clipboard. Well use the CutToClipboard, CopyToClipboard, PasteFromClipboard, Clear and HasFormat methods to deal with Clipboard operations and text/graphic manipulation. Send and Retrieve Text In order to send some text to the Clipboard the AsText property of the Clipboard object is used. If we want, for example, to send the string information contained in the variable SomeStringData to the Clipboard (wiping out whatever text was there), well use the following code: uses ClipBrd; ... Clipboard.AsText : SomeStringData_Variable; To retrieve the text information from the Clipboard well use uses ClipBrd; ... SomeStringData_Variable : Clipboard.AsText; Note: if we only want to copy the text from, lets say, Edit component to the Clipboard, we do not have to include the ClipBrd unit to the uses clause. The CopyToClipboard method of TEdit copies the selected text in the edit control to the Clipboard in the CF_TEXT format. procedure TForm1.Button2Click(Sender: TObject) ; begin   Ã‚   //the following line will select   Ã‚   //ALL the text in the edit control   Ã‚   {Edit1.SelectAll;}   Ã‚   Edit1.CopyToClipboard; end; Clipboard Images To retrieve graphical images from the Clipboard, Delphi must know what type of image is stored there. Similarly, to transfer images to the clipboard, the application must tell the Clipboard what type of graphics it is sending. Some of the possible values of the Format parameter follow; there are many more Clipboard formats provided by Windows. CF_TEXT - Text with each line ending with a CR-LF combination.CF_BITMAP - A Windows bitmap graphic.CF_METAFILEPICT - A Windows metafile graphic.CF_PICTURE - An object of type TPicture.CF_OBJECT - Any persistent object. The HasFormat method returns True if the image in the Clipboard has the right format: if Clipboard.HasFormat(CF_METAFILEPICT) then ShowMessage(Clipboard has metafile) ; Use the Assign method to send (assign) an image to the Clipboard. For example, the following code copies the bitmap from a bitmap object named MyBitmap to the Clipboard: Clipboard.Assign(MyBitmap) ; In general, MyBitmap is an object of type TGraphics, TBitmap, TMetafile or TPicture. To retrieve an image from the Clipboard we have to: verify the format of the current contents of the clipboard and use the Assign method of the target object: {place one button and one image control on form1} {Prior to executing this code press Alt-PrintScreen key combination} uses clipbrd; ... procedure TForm1.Button1Click(Sender: TObject) ; begin if Clipboard.HasFormat(CF_BITMAP) then Image1.Picture.Bitmap.Assign(Clipboard) ; end; More Clipboard Control Clipboard stores information in multiple formats so we can transfer data between applications using different formats. When reading information from the clipboard with Delphis TClipboard class, we are limited to standard clipboard formats: text, pictures, and metafiles. Suppose youre working between two different Delphi applications; how would you define custom clipboard format in order to send and receive data between those two programs? For the purpose of exploration, lets say you are trying to code a Paste menu item. You want it to be disabled when there is no text in the clipboard (as an instance). Since the entire process with the clipboard takes place behind the scenes, there is no method of TClipboard class that will inform you when some change in the content of the clipboard has taken place. The idea is to hook in the clipboard notification system, so youre able to access and respond to events when the clipboard changes. To enjoy more flexibility and functionality, dealing with clipboard change notifications and custom clipboard formats listening to the Clipboard is necessary.

Happiness Inherited or Gained (Nature vs Nurture) Essay

Happiness Inherited or Gained (Nature vs Nurture) - Essay Example There are hundreds and hundreds of things involved in the whole make up of the happiness. Your birth, your health, your parents, your achievements, your relationships etc. And as if all these things were not enough, now it is clear that your genes are also involved in the level of your happiness. responsible for your happiness [1] . The studies conducted on twins and animals show that genes matter a lot when it comes to happiness. However, at the same time these studies have also revealed that it is not just the genes but also the environment that is instrumental in shaping the personality of a human being [2] . This is a good news as it makes us hopeful that we do have a chance of being happy no matter what genes we are carrying. But it is not that easy. To achieve happiness, first of all, we have to understand what happiness is. Only after understanding what happiness actually means will we be able to be happy. Can happiness be taken out of the clutches of scientific studies and taken to a different dimension altogether? Isn’t happiness something beyond the understanding of science? And if not, then can we be courageous enough to be independent of the scientific studies and make our own way towards happiness, no matter what scientists say about our genes? Can we, in short, go beyond nature and nurture and be happy? The answer is ‘Yes’. The only need is to go beyond the strength of the genes and free ourselves of the environmental influence and take a courageous step to embrace the happiness. It is just a matter of decision, that’s it. To understand happiness, we have to understand the different aspects involved in it. We can divide