What is meant by Identity an Example by

What is meant by Identity? How identities are formed? Identity involves a relation linking the personal and the social; a few dynamic commitment by individuals who take up identities; being alike as several individuals and diverse from others, as shown by signs and depictions. In building identities, we picture ourselves. We perform this by envisioning ourselves, thinking in signs. Who I am is dependent on how I am seen by others as well as how I see myself. Control in shaping our own identities Need essay sample on "What is meant by Identity?" topic? We will write a custom essay sample specifically for you Proceed The link between myself and others is not only indicated by the connection between how I sell myself and how other people see me, but also the connection between what I want to be and the influences, pressures and opportunities which are available. Material, social, and physical constraints prevent us form successfully presenting ourselves in some identity positions constraints which include the perceptions of others. The idea of identity encompasses a number of concepts of human society; a thought that we can have various power in building our personal identities. There are definitely, limitations which may lie in the outside world, where matter and societal issues may bound the level of society which persons may have. Lack of material possessions greatly restricts the chances we have, as we will reflect on in the status of dearth and monetary limitations. Identity in giving a link involving the personal and the social Identity is marked by similarity, which is of people like us, and by difference, of those who are not. Identity gives a connection among persons and the humanity in which they reside. Identity combines how I see myself and how others see me. Identity engages the inner and the individual, and the outside. It is a socially recognized position, recognized by other, not just by me. Identity vs. Personality Identity is different from personality in important respects. We may share personality traits with other people, but sharing an identity suggests some active engagement on our part. We choose to identify with a particular identity or group. Sometimes we have more choice than others. Identity requires some awareness on our part. Personality describes qualities individuals may have, such as being outgoing or shy, internal characteristics, but identity requires some element of choice. For example, I may go to football matches on Saturdays because I enjoy shouting loudly with a crowd of lively extroverts, but I go to watch Sheffield Wednesday because I want to identify with that particular team, to wear scarf and make a statement about who I am, and, of course, because I want to state that support one Sheffield team and not the other. We may be characterized by having personality traits, but we have to identify with that is actively taken up an identity. What does the Passport says about us? Our passports name, describe and place us. A passport describes an individual; it names one person. It also states to which group in particular which nation, that person belongs. Physical appearance is important, but changes over time. The personal identity of the named person includes their experience and life story. Continuity is important to our understanding of who we are, but changes suggest that identities are not fixed and constant: they change too. A passport picks out other key aspects of identity, which include occupation, nationality and age, all of which position us and give us a place in the society in which we live. However, it does not say anything about how we occupy these positions or about what they mean to us. How Identities are influenced by Social Factors Identities are also illustrated in marking oneself as having the same identity as one group of people and a different one from others. A situation for instance, where you meet someone for the first time and, in trying to find out who they are, you ask questions and turned out that they also came from same place as you are. In such circumstances we are trying to find out what makes up this person and also what makes them the same as you, as sharing an identity. Or consider a situation where, travelling abroad, hearing the voices of those who speak your own language, you feel both a sense of recognition and of belonging. It is impossible to have an identity as a successful career woman if one is without a job and there are no employment opportunities. Other limitations to our autonomy may reside within us, for instance in the bodies which we inhabit, as illustrated by the ageing process, by physical impairments, illness and the actual size and shape of our bodies. The way we construct our identities is strongly influenced by a set of often rather stereotypically feminine and masculine characteristics and traits that we often associate with gender categories, with women and with men. But women and men are not each made from a single mould. There are many different kinds of women and men, and different traits may apply to some more than others. Behind the apparent simplicity of two genders, there is a diversity of gender characteristics, and many different influences are at work. Identity, then, includes peoples notions of who they are, of what kind of people they are, and their relationships with others. It is therefore closely related to the groups the social categories that they see themselves as belonging to. The pattern of employment on the other hand, and the distribution of incomes are both important structures that shape our identity, as is the way we spend our incomes (our lifestyle). However, there is no simple causal link between what we have and do, and who we are. Link between these economic structures and identity is mediated by representation. Conclusion We therefore had set out some of the important concepts involved in addressing questions of identity and difference and have thus begun to provide a framework for the concept of identity. It has looked at reasons for addressing questions of identity and difference and considered the way in which questions about identity arise at this point in the circuit of cultural of the processes involved in the production of meanings through representational systems further by engaging with questions about the positioning of subjects and the constructions of identities within symbolic systems. List of References: WOODWARD, K. (2004) Questioning Identity: Gender, Class, Ethnicity, London and New York, Routledge.

Globalization Trade & Protest essays

Globalization Trade & Protest essays When discussing world trade and globalization there are two sides, there are those who support the protest against world trade and globalization and there are those who criticize the protest against world trade and globalization. Both sides have great agreements why or why not to support this movement. The fact of the matter is that globalization is here today and it is not something that we can undo. Those who oppose globalization are amongst the poorer countries of the world. They have the tendency to say that we steal all their resources and exploit their people. Is this really the case? One can take just about any situation in the world and find some instance or instances where people abuse certain privileges. It is going to be globalization that brings this world together and those who aren't involved are going to be left behind. Globalization is a way to help these poorer countries become more sophisticated and speed up technology so they to can experience the benefits and profits of globalization. The countries that aren't involved in the globalization process seems to be less educated and do not really understand the potential of this process. There is more of benefit for countries that are involved and open minded. I criticize the protest against world trade and globalization. There are groups out there who are involved in globalization that want to help these less fortunate countries. One specific group is the Group of 7. The Group of 7 is composed of seven different countries who are the wealthier countries of the world they are: U.S., Japan, Germany, Britain, France, Canada, and Italy. This organization consists of countries that help others despite the way they are treated. For being thieves of natural resources and inhibitors of unfair labor situations these countries have came up with several positions to help the less fortunate countries despite their views of global ...

Spanish Verbs That Mean To Take

Spanish Verbs That Mean To Take Take is one of those English words that is all but impossible to translate to Spanish without some context. As can be seen in the list below, take has dozens of meanings - so it cant be translated with a single Spanish verb or even a handful of them. Although you always should translate to Spanish based on meaning rather than word-for-word, thats especially true with take. Meanings and Spanish Translations for To Take Here are some common uses (though certainly not all) of the verb to take in English along with possible translations to Spanish. Of course, the Spanish verbs listed arent the only ones available, and the choice you make will often depend on the context in which it is used. to take to get possession of - tomar - Tomà ³ el libro y fue a la biblioteca. (He took the book and went to the library.)to take to transport (something) and give possession to someone else - llevar - Le llevo las manzanas a Susana. (Im taking the apples to Susana.)to take to transport (a person) - llevar - Llevà ³ a Susana al aeropuerto. (She took Susana to the airport.)to take to remove, to pick - coger - Cogieron las manzanas del rbol. (They took the apples off the tree.)to take to snatch (from someone) - arrebatar -  ¿Te arrebatà ³ el sombrero? (Did he take your hat?)to take to steal - robar, quitar - A Susana le robaron mucho dinero. (They took a lot of money from Susana.)to take to accept - aceptar -  ¿Aceptan los cheques? (Do they take checks?)to take to subscribe to (a newspaper or magazine) - suscribirse, abonarse - Me suscribo al Wall Street Journal. (I take the Wall Street Journal.)to take to hold - coger - Dà ©jeme que le coja el sombrer o. Let me take your hat.)to take to travel by - coger, tomar, ir en - Tomarà © el autobà ºs. (I will take the bus.) to take to require - necesitar, requerir, llevar - Necesita mucho coraje. (It takes a lot of courage.)to take to require or wear (a certain size or type of clothing) - calzar (said of shoes), usar (said of clothing) - Calzo los de tamaà ±o 12. (I take size 12 shoes.)to take to last, to use time - durar - No durar mucho.  (It wont take long.)to take to study - estudiar - Estudio la sicologà ­a. (Im taking psychology.)to take a bath (shower) - baà ±arse (ducharse) - No me baà ±o los lunes. (I dont take baths on Mondays.)to take a break, to take a rest - tomarse un descanso - Vamos a tomarnos un descanso a las dos. (Were going to take a break at 2.)to take after to chase, to go after - perseguir - El policà ­a persiguià ³ el ladrà ³n. (The policeman took after the thief.)to take after to resemble - parecerse - Marà ­a se parece a su madre.  (Marà ­a takes after her mother.)to take apart - desmontar - Desmontà ³ el carro. (She took the car apart.)to take away, to take from, to take off to remove - quitar - Les quitaron el sombrero. (They took their hats off.) to take away, to take off to subtract - sustraer, restar - Va a sustraer dos euros de la cuenta. (He is going to take two euros off the bill.)to take back to return - devolver - No le he devuelto el coche.  (I havent taken back the car to him.)to take cover - esconderse, ocultarse - Se escondià ³ de la policà ­a. (He took cover from the police.)to take down to dismantle - desmontar - Desmontaron la valla publicitaria.  (They took the billboard down.)to take an exam or test - presentar un examen, presentarse a un examen - El otro dà ­a me presentà © a un examen.  (The other day I took a test.)to take down, to take notes - anotar, escribir, tomar apuntes - Quiero que escriba la informacià ³n.  (I want you to take down the information.)to take (someone) for - tomar por - Ud. no me tomarà ­a por un chef. (You wouldnt take me for a chef.)to take in to deceive - engaà ±ar - Me engaà ±Ãƒ © por el farsante.  (I was taken in by a liar.)to take in to und erstand - comprender - No pudo comprenderlo. (He couldnt take it in.) to take in to include - incluir, abarcar - El parque incluye dos lagos.  (The park takes in two lakes.)to take in to provide lodging for - acoger - Mi madre acoge a muchos gatos. (My mother takes in many cats.)to take off to go away - irse - Se fue como un murcià ©lago. (He took off like a bat.)to take off weight - adelgazar - Adelgaza por la actividad fà ­sica. (He is taking off weight through physical activity.)to take on to accept or assume (responsibilities) - aceptar, asumir - No puedo aceptar la responsabilidad. (I cant accept the responsibility.)to take on to employ - emplear, coger - Empleamos dos trabajadores. (We took on two workers.)to take out to remove  - sacar  - El dentista me sacà ³ una muela. (The dentist took out a molar of mine.)to take ones word for it - creer - No voy a creerte.  (Im not going to take your word for it.)to take over to assume operations - absorber, adquirir, apoderarse - El gobierno se apoderà ³ el ferrocarril.   (The government took over the railroad.) to take a picture - tomar una foto, hacer una foto - Tomà © tres fotos. (I took three pictures.)to take pity on - compadecerse de - Me compadecà © los pobres. (I took pity on the poor people.)to take prisoner - capturar, tomar priso - El policà ­a le capturà ³ el ladrà ³n. (The policeman took the thief prisoner.)to take up to begin - dedicarse a - Se dedicà ³ a nadar. (She took up swimming.)to take a walk - dar un paseo - Voy a dar un paseo. (Im going to go for a walk.) Use Caution With Coger Although coger is an entirely innocent and ordinary word in some regions, in other regions it can have an obscene meaning - take care when using this term.

Communication in Organizations Essay Example | Topics and Well Written Essays - 1250 words

Communication in Organizations - Essay Example It is an established company with a wide scope that involves extensive communication within the organization and with other stakeholders. Its administration is as a result characterised by a number of management meetings for ‘decision-making’. The company’s organizational structure consists of a board of directors at the top with seven directors, a chairperson, a general manager, and line managers. Decisions are made through deliberations in meetings and resolutions passed to line managers for implementation. Communication refers to a process in which a party sends a message to another who receives the message, comprehends it, and submit a feedback to the sender. In any organizational set up, effective communication leads to successful pursuit of objectives while poor approaches to communication undermines objectives and may lead to negative impacts. Kelly however argues that people can achieve effective communication through â€Å"vigilance, perseverance, and by using their power to change course† and laid down structures (2011, p. 199). This means that success in a communication process depend on the parties capacity as well as skills towards effective communication (Kelly, pp. 199, 200). ... Effective communication also means clarity in message content as well as accuracy in targeting the recipient. The subject of communication should not be vague and should directly target the intended recipient. Similarly, effective listening skills facilitate a successful communication process through enhancing the recipient understanding of the communicated piece of information. Attitudes, as developed by either the sender or the recipient, also affect effectiveness of a communication process (Auer and Blumberg, p. 113). Theories into communication have also been used to explain the communication process. Trait theory for instance explains that people have different characteristics that define their personality and behaviour. Such traits determine a person’s ability to demonstrate the essential elements of effective communication. A person’s characteristics will for example defines the applied level of attentiveness to the communication process as well as attitude towar ds the communication process. Negative traits therefore undermine effectiveness of a communication process (Littlejohn and Foss, 2007, p. 66- 68). Consistency theories, another communication theory, explain the essence of consistency among parties to a communication process. Such consistencies are necessary with respect to the parties’ attitudes, the parties’ behaviour as well as between behaviour and attitude. The fundamental principle is that while consistency creates a favourable environment for effective communication, its absence initiates change in attitudes that may adversely affect a communication (Littlejohn and Foss, 2007, p. 78). Similarly, the theory of identity suggests that a person’s identity affects his or her

Program facilitator Essay Example | Topics and Well Written Essays - 250 words

Program facilitator - Essay Example Among the possible opponents to the plan to reduce obesity among children are fast food shops like McDonalds and KFC among others. Obviously, fast foods that also include junk food materials are among the major causes of obesity among children. To curb or reduce the prevalence of the condition, the program has to encourage reduced consumption and proper advertisement of fast food materials (Bombak, 2014). Discouraging consumption of fast food materials among children and campaigns against deceptive television adverts about the food will work to threaten the business fast food shops. Successfulness of the program to reduce obesity will mean that children and other victims of obesity will consider reducing their rates of consumption of fast food, which will in turn compromise performance of fast food businesses. Businesses and individuals dealing in online and written video games are also potential opponents to the program to reduce obesity among children of 6-17 years old. Generally, video games have proved to usurp greatest part of time of children and sparing them limited time to engage in physical activities (Etow, 2012). Program to reduce obesity among the children of 6-17 years will include discouragement and call to reduce time spent on playing video games. If successful, dealers in video games will experience sharp decline in consumption of their products. To address opposition from dealers of video games, I would ask the producers to design games that limit playtime. For instance, instead of games that children can play the whole day, the proposed design should turn off a game after a particular period like 2,3,4 or 5 hours. This will help regulate the time that children spend playing a particular

Roe Vs. Wade Essay Example for Free

Roe Vs. Wade Essay Roe v. Wade is a United States Supreme Court case in the year 1973 that resulted in a landmark verdict regarding abortion. According to the Roe decision, most laws against abortion in the United States violated one of the most important fundamental constitutional right – right to privacy. The verdict overturned all state and federal laws banning or restricting abortion that were found to be incompatible or inconsistent with its holding. Roe Vs Wade case raised huge controversies. It is considered to be is one of the most controversial and politically significant cases in the history of U. S. Supreme Court. It gathered huge historical significance. The central verdict that came out of the Roe Vs Wade case made abortion permissible for any cause that a women shows, up until the point at which fetus becomes viable or potentially able to survive outside the mother’s womb. The Court’s verdict also permitted abortion after viability for those cases, where abortion becomes necessary to protect a woman’s health. The Supreme Court decision in Roe v. Wade was incorrect legally and constitutionally.   Ã‚  Ã‚  Ã‚   The Roe Vs Wade decision prompted huge debate on several issues regarding abortion on a national level. Debated issues include whether abortion should be illegal; if abortion is deemed to be illegal, then to what extent it should be illegal; who has the authority to decide whether or not abortion is illegal; what kind of methods the Supreme Court should use in constitutional settlement; and what should be the role of religious, or moral views in area of politics. Many people expressed their dissents on the verdict of Roe Vs Wade case. For example, associate justice Byron R. White gave vigorous dissenting opinion over the Court’s decision. What he suggested is that although one might agree with the court’s values and priorities, there is no constitutional justification for imposing such an order of priorities on the people and legislatures of the states.[1]   Ã‚  Ã‚  Ã‚  Ã‚   Roe Vs Wade has been criticized immensely on various grounds. One of the major criticisms is that inviolability and personhood have not been satisfactorily recognized. The argument of some of the pro- life supporter is that life begins the moment mother conceives, therefore, the fetus should be provided legal protection. Other pro-life supporter’s argument is that, when there is lack of exact knowledge of when life begins, the best thing to do is just to avoid the risk of doing harm. The decision is also criticized on the ground that the decision has no constitutional foundation. The supporters of the decision, however, challenge this criticism by arguing that the decision has a valid constitutional foundation, and the justification of it could be found in the constitution, not in the articles referenced in the decision. In spite of having been criticized so much against its decision, the Supreme Court, however, struck down numerous restraints on abortion imposed by states in a long series of cases stretching from the mid 1970s to the late of 1980’s. Legal basis of the criticism   Ã‚  Ã‚  Ã‚  Ã‚   Roe Vs Wade is more of a legal issue rather than a moral and religious one on the public ground, even if moral and religious values are strongly related to the question. Therefore, if Roe vs. Wade is to be defeated and revoked, it has to be examined on a solid juridical ground and have has to show that the decision has violated a basic legal principle, bound up in the Constitution of the United States. Therefore, a clear idea about the whole history of jurisprudence of America comes to our help in examining legal justification of the Roe Vs wade decision.   Ã‚  Ã‚  Ã‚   The abortion issue, on legal ground, is not actually a right to life issue; it is in fact a right not-to-be-killed issue. The Right not-to-be-killed is part of a larger right- the right of dominion. It is the law of dominion that is the basis of all constitutional government states. The law states that as a human being, one has dominion over his or her total person, as well as the free exercise of that dominion, a right given to him by the very Law of Nature. This law guarantees the right to dominion in any constitutional state. The purpose of all human law is to protect this right, to defend it whenever denied or ignored by any action of government or someone else. When one talks about liberty, he or she actually speak of his or her freedom to the right of dominion over his or her person, in his or her beginnings as a human being and in those stages of human growth by which he or she emerges into the human community. A human being emerges in the human community by the process of conception, i.e. conception is the starting point of one’s existence in the human community. One person has dominion over his or her person from the very first moment of his or her existence, and in the initial stages of growth, when one cannot exercise that dominion by himself or herself, it is kept in trust by his or her parents and by the law.   Ã‚  Ã‚  Ã‚   Roe vs. Wade, however, has given another human being, basically one’s mother, and rights over one’s personhood in the embryonic moment, a right that permits the termination of his or her existence. Roe vs. Wade has actually placed the right of dominion over the unborn human being in the hands of the mother, and it has been done under the claim of the right to privacy. Consequently, Roe Vs Wade decision has provided mothers with the right to destroy the life of the unborn. The right of dominion, however, belongs to a human being from the very first moment of his or her existence as mentioned earlier. The function of law and the parent is only to protect this right. That is the bottom line of the legal challenge to Roe vs. Wade. The Supreme Court gave its verdict unlawfully in granting to a woman the right of dominion over her unborn child. That dominion belongs lawfully only to the unborn child.   Ã‚  Ã‚   Embryonic Law, then, has been set up upon the Law of Dominion, the basic law of every Western system of jurisprudence and this Law states. This acts as the basis of any legal confrontation to Roe vs. Wade. It is on this ground that the debate over abortion takes place. The debate is not a Catholic or religious issue, but a human and legal one. Some viewpoints on Roe Vs Wade:   Ã‚  Ã‚  Ã‚   While some reporters and journalists may argue that abortion has not been identified as murder by the law and therefore such an opinion is entirely based on the fact that whatever court decides is to be accepted or taken for granted and that is the sole law. According to Frank Morriss, â€Å"It is the same philosophy that dominates the present U.S. Supreme Court, and contradicts the philosophy that declares that all men possess certain unalienable rights given by their Creator.†[2]   Morriss also argues as follows:   Ã‚  Ã‚   â€Å"What is democratic about the majority of a nine-person court declaring the killing of the unborn not to be murder, or in fact not to be illegal in any way at all? Those in authority being answerable to nothing but their own intellects and will is not democratic; it is a dictatorship of the arbitrary. Mere opinion, whether that of a legislature, or the majority of a court bench, or in fact of the populace as a whole cannot determine right or wrong, truth or nontruth, justice or injustice.†[3]   Ã‚  Ã‚  Ã‚   Some views, as upheld by Stevens Clifford says that the verdict was one sided –â€Å"The abortion issue is a national dispute, a dispute between those who oppose abortion and the members of the NARAL, the National Organization of Women and Planned Parenthood. At this point in adjudicating the dispute, only one side of the issue has really been heard, the views of those who support abortion. The only history of the question that has been examined, or even aired, is the history of the abortion laws, with an erroneous conclusion drawn from those laws.†   Ã‚  Ã‚   The annual March for Life rally in January 2008 took place stood against the least restrictive abortion laws of the Supreme Court. According to the President of the rally, Nellie Gray, referred to the judgment as the genocide pre-born and said, â€Å"We have a genocide because, after 35 years, it’s estimated that 48 million pre-born children have been killed†¦ So we’re coming together at the nation’s capital once more to petition Congress to enact legislation to stop the genocide here.[4] However the establishment media does not talk much about these marches.   Ã‚  Ã‚   After the verdict on the Roe v Wade case, the federal court has not decided in favor of pro-life friendly decisions and such decisions have been ‘virtually nonexistent’. John A. Boehner, representative of Ohio and the minority leader of Republican House commented, â€Å"I applaud the court for its ruling today. My hope is that it sets the stage for further progress in the fight to ensure our nations laws respect the sanctity of unborn human life.[5] Analysis of Catholics’ standpoint:   Ã‚  Ã‚   From the very moment of its initiation, it was subject to many controversies. This controversy or debate led to the evolution of two groups, namely, pro choice and pro life. The pro-choice movement extended huge support to abortion and regards that it is morally permissible. On the other hand, the pro-life movement denies the access to abortion and regards it as morally wrong. Over the time both the movement gathered their supporters and often move to the court to attain legal approval. Following these two movements even the world seems to be divided into two groups. For instance, in Canada, abortion is permissible while in Nicaragua it is strictly illegal. Some of the nations even took a midway like USA where abortion is legal but it is constrained by certain restrictions as well as certain circumstances. Though the debate on abortion encompasses issues on political consensus, infiltration of privacy, religious and ethical issues. However the ethical debate on the permissibility of abortion has been most important with most number of opposite thinkers.   Ã‚  Ã‚   According to Natural Law, five primary precepts and corresponding secondary precepts may be drawn. Abortion is not supported by two of the primary postulates Continuation of human species through reproduction (implies no abortion, contraception or homosexuality) and self preservation and preservation of the innocent (implies no abortion).[6] On the basis of Kant’s deontological moral theory it may be claimed that a person should act according to his or her duty irrespective of the consequences. In this case, we may therefore say that it is the mother’s duty to give birth to the child irrespective of what consequences she might have to endure. Thus, sticking to her duty the mother should not deviate from childbirth and hence should avoid abortion.[7] This would certainly support he Catholics’ standpoint and their activities and involvement are appreciable in dealing with the case of abortion. Their activities have brought about mass awareness and at least those who are true to their religion and roots shall certainly be averse to abortion and also assist the Catholics in their sincere efforts. Although some of the Greek philosophers like Plato and Aristotle commended abortion, the Pythagoreans criticized it and the clause of the Hippocratic Oath would help support it. The Oath states: â€Å"I will give no deadly medicine to anyone if asked, nor suggest any such counsel; and in like manner I will not give to a woman a pessary to produce abortion† and â€Å"I will neither give a deadly drug to anybody if asked for it, nor will I make a suggestion to this effect. Similarly, I will not give to a woman an abortive remedy.†[8]   Ã‚  Ã‚   The court argued on the basis of the term ‘person’ used in the 14th constitutional amendment. This may be stated as follows: â€Å"All this, together with our observation, supra, that throughout the major portion of the 19th century prevailing legal abortion practices were far freer than they are today, persuades us that the word â€Å"person,† as used in the Fourteenth Amendment, does not include the unborn.†[9]   Ã‚  Ã‚   Interestingly, if we agree with Warren’s definition of personhood then we have to disqualify two kinds of born human beings as ‘person’, namely, reversibly comatose patients and human infants. Both of them, like fetus are bereft of any of the characteristics mentioned by Warren. Warren moves further to justify her claim when she justifies even infanticide as morally acceptable under certain circumstances such as severe physical disability or in order to save the lives of a group of other infants.[10] At this point it is clear that Warren is suffering from severe complexities coming out of her thoughts. First of all, if the patients in coma especially those who are reversible, may come back to normal life as it has been seen in several medical case histories. Then, justifying his death will be the other name of killing. Miracle does happen and it is not that rare to ignore. In America, a patient in coma responded after more than 30 years. If he had denied the right to life at the very moment when he underwent the coma, then it would be denying life a chance to prove itself that it is stronger than death. Similarly, with the enormous advancement of medical science, even most severe of the physical disabilities can be cured or a supportive system can be provided so that the concerned infant, even with his disabilities, can perform most of the normal works. In a very recent issue in India, a two-year-old girl child who was attached with a parasitic twin underwent a twenty-seven hour operation to be freed from her additional outgrowths and after the operation, she is alive and seems to be behaving normally. Following Warren, if she would have been provided with a â€Å"justified medical death sentence† even with the consent of her parents, it could not be termed anything less than killing. Conclusion   Ã‚  Ã‚  Ã‚   Abortion can never be morally acceptable and it may be termed as the other name of killing. However, under certain circumstances abortion is a necessity. Therefore we may say that the decision of the Supreme Court is both legally and constitutionally incorrect. Often, after conceiving due to several complexities, the condition of the mother’s health deteriorates to that extent that moving forward with that pregnancy may only result in the death of the pregnant woman. In such a case an abortion could save the life of that woman. In case of forced pregnancy that may be out of rape, the woman must be given the liberty to choose abortion as she has been forced to carry that baby. In conclusion, we may say that a fetus is a seed of life, yet to flourish and see the lights of the sun. It has not come at its own will and the people involved knew at some point that it might happen. We cannot offer life and so we do not have the right to take it away. Moral or ethical justification of abortion seems to be a ‘Reverie of Poor Susan’ that can never be accepted under any justification. The catholic protests and the rallies have succeeded to some extent in awakening the consciousness of the media and the mass.    References 1.  Ã‚  Ã‚  Ã‚  Ã‚   â€Å"Abortion and Ethical Theory† (2008), retrieved on May 29, 2008, from: http://www.tutor2u.net/newsmanager/templates/?a=775z=62 Clifford, S. (2008) â€Å"ROE v. WADE: the Catholic Dilemma†, retrieved on May 29, 2008 from: http://www.priestsforlife.org/government/stevens4.htm Clifford, S. (2008) â€Å"The Rights Of The Unborn†, retrieved on March 24, 2008 from: http://www.priestsforlife.org/government/therightsoftheunborn.htm#basis Mass, W. (2007), â€Å"Supreme Court Upholds Partial-Birth Abortion Ban†, retrieved on May 29, 2008 from: http://thenewamerican.com/node/3526 Morriss, F.(2008) â€Å"Court Rulings Cannot Negate the Law of God†, retrieved on May 29, 2008 from: http://www.catholicculture.org/library/view.cfm?recnum=3122 Newman, A.(2008) â€Å"March for Life in D.C. Gets little Media Coverage†, The New American, retrieved on May 29, 2008 from: http://thenewamerican.com/node/6955   Ã¢â‚¬Å"Supplemental Notes on Kant†, (1999), retrieved on March 25, 2008 from: http://www.mtholyoke.edu/courses/ebarnes/205/205-sup-kant.htm Sungenis, R.A. (1993) â€Å"Abortion: The Reasons We Should be Against It: A Critique of the 1973 Supreme Court Decision, Catholic Apologetics International†, retrieved on March 25, 2008 from: http://www.catholicintl.com/epologetics/articles/pastoral/1973.htm â€Å"U.S. Supreme Court: Doe V. Bolton, 410 U.S. 179† (1973), Find Law, retrieved on March 24, 2008 from: http://caselaw.lp.findlaw.com/scripts/getcase.pl?court=USvol=410invol=179 Warren, M.A. (1973), â€Å"On the Moral and Legal Status of Abortion†. Thomas A. Mappes, David DeGrazia Biomedical Ethics, McGraw-Hill [1] â€Å"U.S. Supreme Court: Doe V. Bolton, 410 U.S. 179 (1973)†, Find Law, http://caselaw.lp.findlaw.com/scripts/getcase.pl?court=USvol=410invol=179 (March 24, 2008) [2] Morriss, Frank. â€Å"Court Rulings Cannot Negate the Law of God†, 2008, http://www.catholicculture.org/library/view.cfm?recnum=3122 (March 24, 2008) [3] Morriss, Frank. â€Å"Court Rulings Cannot Negate the Law of God†, 2008, http://www.catholicculture.org/library/view.cfm?recnum=3122 (March 24, 2008) [4] Newman, Alex. â€Å"March for Life in D.C. Gets little Media Coverage†, The New American, 2008, http://thenewamerican.com/node/6955 (March 24, 2008) [5] Mass, Warren, â€Å"Supreme Court Upholds Partial-Birth Abortion Ban†, retrieved on March 24, 2008 from: http://thenewamerican.com/node/3526 [6] â€Å"Abortion and Ethical Theory†, http://www.tutor2u.net/newsmanager/templates/?a=775z=62 (March 24, 2008) [7] Supplemental Notes on Kant, 1999, http://www.mtholyoke.edu/courses/ebarnes/205/205-sup-kant.htm (March 24, 2008) [8] Sungenis, Robert A. Abortion: The Reasons We Should be Against It: A Critique of the 1973 Supreme Court Decision, Catholic Apologetics International, 1993, http://www.catholicintl.com/epologetics/articles/pastoral/1973.htm (March 25, 2008) [9] Sungenis, Robert A. Abortion: The Reasons We Should be Against It: A Critique of the 1973 Supreme Court Decision, Catholic Apologetics International, 1993, http://www.catholicintl.com/epologetics/articles/pastoral/1973.htm (March 25, 2008) [10] Warren, Mary Ann, â€Å"On the Moral and Legal Status of Abortion†. Thomas A. Mappes, David DeGrazia Biomedical Ethics, McGraw-Hill, 1973.

Gay Marriage Should Be Legal Essay -- Same-Sex Marriage Essays

As many minority groups in the United States have fought for their civil rights in past decades, it is the gay community that now finds itself striving for equal opportunities in our culturally diverse nation. Although they have already come a long way in the path of acceptance, most recently the gay community has had to confront extremist conservative groups who claim that allowing same-sex couples to join in a civilly recognized union violates the act of a traditional, sacred marriage. Gay and lesbian individuals feel that, like any other group, they should not be denied rights that are typically bestowed upon heterosexual couples who are recognized by the federal government. Certainly, there are states that have drafted and created protections for same-sex couples under civil unions and domestic partnership laws, however, the formation of such ordinances creates a separate and unequal status for some of America's citizens. As the precedent set by Brown V. The Board of Education exhibited in 1955, which pleaded a case for racial equality, the same theory of creating a separate but equal environment for groups of any nature has been proven to be unconstitutional. On June 26, 2015, the US Supreme Court ruled that the US Constitution guarantees the right for same-sex couples to marry. Most Americans opposing the Supreme Court ruling allowing same-sex marriages belong to conservative, religious, or Republican groups. These opponents of homosexual equality fear that the allowance of same-sex marriages will lessen the validity of heterosexual marriages and make a mockery of the tradition that brings two loving souls together. Many argue that marriage is a sacred union between a man and a woman established for ... ...ago; those laws were overturned in 1967 and are now seen as absurd and discriminatory. Obviously, legalizing gay marriage in the United States will simplify the lives of same-sex couples and provide them with marriage benefits ranging from countless legal protections to rights allowing them to adopt, raise and share custody of children. Yes, civil unions and domestic partnership laws are leading the gay community in a positive direction as these laws are beneficiary to gay and lesbian couples. However, these protections are simply not representative of the American ideal that all men are created equal. DOMA restricts the recognition of gay and lesbian marriages or unions on a state-to-state level. If as citizens we truly are equal, then why aren't heterosexual marriages only recognized by the states that issue their marriage certificates?

The Physical Science of a Gun

Lirio Garcia Physical Science E. Martin December 13, 2012 Project: What the physics are of shooting a gun Shooting a gun is mostly the science of motion in the scientific world. One thing that most shooters are aware of is what bullet they want to use and where they want to shot at but most do not know how the gun and bullet work together or even separate. Also, there is no set balance of energy for every gun since the efficiency is mostly based on its structure of caliber and barrel length. While doing my research I have gain knowledge on not only how the gun works but the physics of it as well.I will be discussing what I learned as well as the physics and the physics of the bullet as well when shot up in air. Some topics that I did not know that dealt with shooting a gun are friction, force, conservation of momentum (which helps characterize an object's resistance to change in motion), velocity, kinetic energy, transfer of energy, gravity, heat engines, kinematics (analyzes the pos itions and motions of objects as a function of time), sound, and projectile motion which all work together to make the bullet hit the right target. Also, I was not aware that gun recoil has two parts.Which are primary recoil from the escaping bullet and secondary recoil from the escaping gas behind the bullet. According to Samuel Hokin, the first recoil conserves momentum of the gun-bullet system while the second recoil is larger and comes after when the bullet leaves the gun one is using. Momentum’s equation is p (momentum) equals m (mass) times v (velocity). An example of an equation for momentum ( ) is if the bullet has a mass of 25 and the speed of 60 out of the gun then the equation would be p=25 x 60. Once multiplied, the momentum of this would be 1500.When one pulls the trigger, it makes a force which moves the sear (the piece that holds the hammer which contains potential energy) and lets the hammer fire and is accelerated by gravity which is 9. 8 meters per second sq uared and by the puncture of the primer of the bullet that starts to propellant inside. After this the propellant creates an expanding gas which allows its pressure to get the cartridge’s casing bigger which then is force to push the projectile bullet out of the cartridge casting and through the barrel which then gets out of the gun.Shooting any type of gun uses Newton’s Third Law which says that every force has an equal and opposite reaction on different objects since forces always exists in pairs. This force can be found from the equation Force = mass x acceleration. For example if the shooter is shooting a . 50 caliber they should be careful because since the recoil force of that gun is way to big then it can dislocate or seriously injure their shoulder. If one does decided to use this gun then it should be used with a muzzle brake so it could reduce the force of the recoil.This helps by changing the bullet’s projectile motion but the conservation of the mome ntum will always be the same. When doing calculations for this with a mass of 20 mg and an acceleration of 100 m/s 2 Works Cited Binder, Madeline. â€Å"How Physics Affects Rifle Shooting. † Articlesbase. com. Articlesbase. com, n. d. Web. 13 Dec. 2012. ;http://www. articlesbase. com/education-articles/how-physics-affects-rifle-shooting-1623110. html;. Hokin, Samuel. â€Å"The Physics of Everyday Stuff – Gun Recoil. † The Physics of Everyday Stuff – Gun Recoil.N. p. , n. d. Web. 13 Dec. 2012. ;http://www. bsharp. org/physics/recoil;. â€Å"Physics: Kinematics in One Dimension. † Physics: Kinematics in One Dimension. N. p. , n. d. Web. 13 Dec. 2012. ;http://www. cliffsnotes. com/study_guide/Kinematics-in-One-Dimension. topicArticleId-10453,articleId-10415. html;. â€Å"Physics of Rifle Recoil :: Physics Recoil Gun Guns. † Physics of Rifle Recoil :: Physics Recoil Gun Guns. N. p. , n. d. Web. 13 Dec. 2012. ;http://www. 123helpme. com/physics-o f-rifle-recoil-view. asp? id=153487;. The Physical Science of a Gun Lirio Garcia Physical Science E. Martin December 13, 2012 Project: What the physics are of shooting a gun Shooting a gun is mostly the science of motion in the scientific world. One thing that most shooters are aware of is what bullet they want to use and where they want to shot at but most do not know how the gun and bullet work together or even separate. Also, there is no set balance of energy for every gun since the efficiency is mostly based on its structure of caliber and barrel length. While doing my research I have gain knowledge on not only how the gun works but the physics of it as well.I will be discussing what I learned as well as the physics and the physics of the bullet as well when shot up in air. Some topics that I did not know that dealt with shooting a gun are friction, force, conservation of momentum (which helps characterize an object's resistance to change in motion), velocity, kinetic energy, transfer of energy, gravity, heat engines, kinematics (analyzes the pos itions and motions of objects as a function of time), sound, and projectile motion which all work together to make the bullet hit the right target. Also, I was not aware that gun recoil has two parts.Which are primary recoil from the escaping bullet and secondary recoil from the escaping gas behind the bullet. According to Samuel Hokin, the first recoil conserves momentum of the gun-bullet system while the second recoil is larger and comes after when the bullet leaves the gun one is using. Momentum’s equation is p (momentum) equals m (mass) times v (velocity). An example of an equation for momentum ( ) is if the bullet has a mass of 25 and the speed of 60 out of the gun then the equation would be p=25 x 60. Once multiplied, the momentum of this would be 1500.When one pulls the trigger, it makes a force which moves the sear (the piece that holds the hammer which contains potential energy) and lets the hammer fire and is accelerated by gravity which is 9. 8 meters per second sq uared and by the puncture of the primer of the bullet that starts to propellant inside. After this the propellant creates an expanding gas which allows its pressure to get the cartridge’s casing bigger which then is force to push the projectile bullet out of the cartridge casting and through the barrel which then gets out of the gun.Shooting any type of gun uses Newton’s Third Law which says that every force has an equal and opposite reaction on different objects since forces always exists in pairs. This force can be found from the equation Force = mass x acceleration. For example if the shooter is shooting a . 50 caliber they should be careful because since the recoil force of that gun is way to big then it can dislocate or seriously injure their shoulder. If one does decided to use this gun then it should be used with a muzzle brake so it could reduce the force of the recoil.This helps by changing the bullet’s projectile motion but the conservation of the mome ntum will always be the same. When doing calculations for this with a mass of 20 mg and an acceleration of 100 m/s 2 Works Cited Binder, Madeline. â€Å"How Physics Affects Rifle Shooting. † Articlesbase. com. Articlesbase. com, n. d. Web. 13 Dec. 2012. ;http://www. articlesbase. com/education-articles/how-physics-affects-rifle-shooting-1623110. html;. Hokin, Samuel. â€Å"The Physics of Everyday Stuff – Gun Recoil. † The Physics of Everyday Stuff – Gun Recoil.N. p. , n. d. Web. 13 Dec. 2012. ;http://www. bsharp. org/physics/recoil;. â€Å"Physics: Kinematics in One Dimension. † Physics: Kinematics in One Dimension. N. p. , n. d. Web. 13 Dec. 2012. ;http://www. cliffsnotes. com/study_guide/Kinematics-in-One-Dimension. topicArticleId-10453,articleId-10415. html;. â€Å"Physics of Rifle Recoil :: Physics Recoil Gun Guns. † Physics of Rifle Recoil :: Physics Recoil Gun Guns. N. p. , n. d. Web. 13 Dec. 2012. ;http://www. 123helpme. com/physics-o f-rifle-recoil-view. asp? id=153487;.

Report- Dimensions of Diversity Essay

Dimension of Diversity Race and/or gender are not the definition of diversity. Diversity is all of us and how we are so different. To better understand diversity it can be broken down into four different dimensions and classifications. These points will help you begin to pick apart the complex topic of diversity. Dimensions 1. Dimension may be hidden/ visible a. Race, gender and possible age or wealth index may be a visible dimension that / would classify people into one group. b. Intelligent, non-religious, and vegetarian are term that would identify a person to one group that would be hidden, until of course the person shared the information. b.i. Example- Sarah is a Caucasian, female in 40’s that is athletically built, truthful and caring. The first 4 descriptive words are physical traits that people can see. The last two characteristics are something that are not seen, but after time spent with Sarah it would be known. 2. Dimensions of diversity are found within groups as well as individuals a. Each person is different, so even when there is a group of like people there are going to be difference within the group. a.i. Example- In a small diversity class of students there are 20 or so students that are all working towards passing the class taught by Madison. All thought the group of people all are working towards the same goal; they are all very different in their approach to passing the class. They are all students, but they are graduating at different times, they have different working styles, communication styles and are different ages. 3. Dimensions of diversity are in a constant state of flux a. Individuals are constantly changing as well as the environment around them a.i. Example- When Danielle B. is at school she sees herself and acts as a student, but when she is at home or with family she sees herself and acts like a mother. 4. Dimensions of diversity are not always clear cut or easily defined a. Diversity is not the same to everyone a.i. Some people believe that diversity is simple race and/ or gender. Diversity is multidimensional and has various classifications from different scholars. Breaking down diversity helps us to become more aware of differences among individuals. Classifications of diversity 1. Personal Characteristic (hidden/visible) a. Appearance, health, educational background, family/marital status, faith, religion and recreation 2. Location Characteristics a. Housing, neighborhood, city, state, country 3. Work Characteristics a. Income, seniority, department, company, work status, field of work, paid/ unpaid employee, location 4. Population Characteristics a. Ability, age, sexual orientation, gender, ethnic orgin How you perceive the listed characteristics also can classify a person because it makes them different from the next person. Diversity is an extremely complex and broad topic that many people just ignore. Gaining an understanding, and indulging in others that are different than you will build awareness in your knowledge box. Diversity Skills Now that there is a better way of wrapping our minds around diversity; skills can be addressed. Diversity skills are really just people skills. They are techniques that we use to better understand and work with people who are different than us. The key phrase to understand is â€Å"different than us†. Communication Communication is one of the most important skills that encompass the way people process and share information. It requires: 1. Active Listening a. Really understanding and hearing what the person is saying and finding interest in their topic. 2. Various ways/ styles to communicate effectively with people a. Aggressive, passive aggressive, and passive b. Communicate differently among groups c. Body language d. Add some humor or light to the context d.3.a.a. â€Å"results suggest that relational factors, such as one’s humor, may be important to the enactment of organizational citizenship behaviors among subordinates† 3. Tools of communications a. Emails, phones, text, visual aids, letters, blogs, social media network sites, virtual network sites People are all different. Take the time to listen to them and understand what they are trying to convey and then respond in a way that they will understand. Body language, electronic tools, and spoken language are all modes of communication that can be used to communicate more effectively. An amazing leader knows that communication is a skill that is built upon and continually developing. Conflict Management Conflict is defined as â€Å"one party perceives it’s interest are being opposed or set back by another party† (Kreitner and Kinicki). Conflict can be classified as functional or dysfunctional. 1. Functional a. More of a positive conflict that applies to â€Å"constructive or cooperative† conflict. (Kreitner and Kinicki) 2. Dysfunctional a. â€Å"Threaten the organizational interest† (Kreitner and Kinicki) â€Å"Dealing effectively with conflict requires fundamental skills in interpersonal relationships.†(Diversity Counciouceness, 169) According to an executive assistant that has had years of experience in social management dealing with conflict. She and her colleague believe there are nine skills that help manage conflict (Hagman and Stroope). 1. problem solving a. being able to work through a problem 2. asking for help a. If you don’t know how to do something, ask for help so that a bigger problem is prevented. 3. engaging people to talk and work together a. Get everyone input and work together 4. communicating with sources of opposition in order to reach a compromise a. Talk to the person that does not agree, and compromise. 5. practicing avoidance techniques a. Spotting signals of frustration and letting the person calm down before you try to diffuse the situation 6. letting chance decide the outcome in moments of disagreement a. Let time solve the issue 7. accepting responsibility a. Take responsibility of your actions in the issue 8. apologizing when appropriate a. Remember to say you’re sorry when appropriate 9. using humor to alleviate awkward situations. a. Never hurts to add light to a dark situation Although many people will try to avoid conflict, it still does occur because people are different. Conflict is not always necessarily negative either. It can be functional or dysfunctional. Conflict will be a constant challenge in the workplace and there are steps to take to resolve the issue. A strong leader will not let conflict destroy the ultimate goal, but will find ways to turn the conflict into a positive outcome. Empathy â€Å"Empathy is the capacity to recognize or understand another’s state of mind or emotion. It is often characterized as the ability to â€Å"put oneself into another’s shoes†, or to in some way experience the outlook or emotions of another being within oneself† There are so many fascinating explanations of empathy on the internet. What it really comes down to is putting â€Å"yourself in another their shoes† and viewing the world in the way that they would. Six habits according to, Dr. Roman Krznaric, that some empathetic people have are: 1. Curiosity about different people a. â€Å"Curiosity expands our empathy when we talk to people outside our usual social circle, encountering lives and worldviews very different from our own.† 2. Challenging prejudices and seeing the commonalities a. We all of prejudices but if we could see beyond the them, there would be some common interest or characteristics that we shared with the other person. 3. Try another person’s life a. Experiment in different lifestyles, social groups, ethnic groups, activities, etcetera. 4. Listen hard and open up a. Falls under diversity skill of communication 5. Inspire mass action and social change a. Begin with our youngest population and educate and influence them to be empathetic 6. Develop an ambitious imagination a. Don’t just empathize with those that you believe are suffering. Empathize with all whose thoughts are different. These habits will help one to attain strong diversity skills and interpersonal skills for life. A stand-out leader will want to develop their sense of empathy to better understand desires of their team members. Self-Evaluation Self-evaluation is being able to look back at how you handled a situation and assess and improve yourself. Steps to self-evaluation are: 1. Think about the situation you were just in or the task that you just completed 2. Ask yourself questions a. How did I handle it? b. How were my emotions? c. Was I comfortable? d. What could I do better? e. How did I handle the conflict? 3. Assess yourself and compare the improvement or lack of improvement 4. Know your short-comings and strengths and build on them 5. Learn from mistake and always improve yourself Self-evaluation is self awareness of one’s self. A mindful leader will know their strengths and weakness and be eager to improve. Leadership â€Å"Leadership refers to the ability to influence group members and enable them to work together and achieve their goals† (Diversity Consciousness, 170) There are some traits that make a great leader. The most important are in no specific order: Honesty Communication Positive Attitude Creativity Intuition, gut feeling Ability to Inspire Ability to delegate the job to the right person Ability to make a group a team Creativity Confident Leadership can involve many other traits or qualities but what it really comes down to is inspiring individuals. There are many different styles or approaches of leaderships that can be use to motivate people. A great leader will have strong people skills and exude confidence. Bibliography Hagemann, Bonnie, Stroope, Saundra. â€Å"CONFLICT MANAGMENT.† T+D 66, no. 7 (July 2012): 58. MasterFILE Premier, EBSCOhost (accessed July 20, 2013). Kreitner, Rober and Kinicki Angelo. Organizational Behavior 10th Edition. McGraw Hill, 2012. Textbook. Krznaric, Roman. â€Å"Six Habits of Highly Empathic People.† 27 November 2012. Greater Good the Science of a Meaningful Life. 20 July 2013. Martin, Diane M. and Craig O Rich and Barbra Mae Gayle. â€Å"Humor Works: Communication Styles and Humor Functions in Manager/Subordinate Relationships.† Southern Commnicationm Journal 69 (n.d.): 206-222. Reference.com. 20 July 2013.

British - American Relations in the 1840s essays

British - American Relations in the 1840's essays Assess British-American relations during the 1840s The 1840s were a period of American expansion and diplomacy. Throughout these years, tensions grew in Anglo-American relations. By this time, The United States had extended its power and territories in the world, and the British Empire had problems in government. Throughout the 1840s, the two countries disputed over many things, new problems as well as old disagreements. However, the resolution of these disagreements is the great achievement of this period. The issues included the resolution of commercial relations between the United States and Britain, the settlement of the Maine boundary dispute, the Webster-Ashburton Treaty of 1842, and the agreement concerning the Oregon territory. By the 1840s, commerce between America and Great Britain had improved from prior decades. But, some disputes still ensued between merchants of the two nations. One major argument was that of the Creole Affair. In the early 1840s, the British were interested in fighting the slave trade. They were against the importation of African slaves into the Americas. In 1841, on the American ship Creole, 135 enslaved Africans overpowered the crew, murdering one man, while sailing from Virginia to New Orleans. Led by Madison Washington, the slaves sailed the vessel to Nassau, Bahamas, where the British declared most of them free. Americans argued that the property of U.S. slave owners should be protected in foreign ports. Slave owners were outraged at the British who responded by arguing that once the ship was outside of U.S. territorial waters; the African Americans were entitled to their liberty. The House of Representatives then also stated that any attempt to re-enslave them would be unconstitutional. Another turning point in U.S. relations with Great Britain came with the signing on August 9, 1842, of the Webster-Ashburton Treaty, which settled several matter...

Kickstart Your Team’s Project Workflows With 9 Features In CoSchedule

Kickstart Your Team’s Project Workflows With 9 Features In In a perfect world†¦ You and your team move from idea → publish seamlessly. But reality looks more like Managing dozens of spreadsheets. Filled with passwords, usernames, content plans, to-dos, and reports. Daily status meetings to keep everyone in the loopon the newest versions, attachments, etc And picking up the pieces whenmessages get missed, docs become irrelevant, and content goes LIVE before final approval. 😠± Let’s fix this ^^, shall we? Kickstart your team’s project workflows with 9 nifty collaboration features from !   So, you can: Keep everyone on the same page with clear directives. Never wonder â€Å"who’s doing what† or â€Å"where you are† in a project. With , the entire workflow is in one place comments, tasks, content everything! Create the perfect template for your project workflow. Move projects forward with task specific templates. Recycle task templates for future projects and iterates on them as you continue to improve the process! Get approval FASTER! Eliminate the need for constant email reminders, in-person pleading, and messenger notifications! With ’s task approvals (built directly into your team’s workflow) the right folks get notified at the right time when a task is ready for review. Keeping your team’s project on track, transparent, and movin’ forward. Collaborate with the right people at the right time. @Mention specific team members and add contributors on marketing projects. Giving your team the power to collaborate and communicate more effectively without involving (or bugging) others. Never miss (another) crucial detail! Quit worrying that you’ll miss something that needs your attention. The FOMO ends now. Set up your notification settings to stay connected to your projects. And never miss important feedback, an urgent to-do or pending question again. PLUS  get a *sneak peek* into one wicked smart  feature coming in the next few months. Are you ready to get your team more organized than ever? Now’s the time.

Frankford Avenue Bridge (Pennsylvania) Essay Example | Topics and Well Written Essays - 3750 words

Frankford Avenue Bridge (Pennsylvania) - Essay Example Frankford Avenue Bridge was constructed in Poquessing Creek of Bristol Pike-Frankford Avenue, Route 13 between Cornwells Heights of Bucks County in the state of Pennsylvania and Philadelphia city in Philadelphia County (Beckman 200). The bridge was constructed in 1904 by JohnMcMenamy, Webster and Henry H as chief and assistant engineer respectively. The Bridge is current owned by Transportation Department of Pennsylvania. The bridge provides an early example of concrete bridges that were supported by steel with closed-spandrel arch that was single spanned. The exterior parts of the bridge resemble stonework with scored spandrel walls that demarcate voussoirs surrounding the arch ring. The parapet of the bridge is decorated by urn-shaped balusters that was common in the early 20th century Introduction There was a rapid evolution of bridge engineering in America during 19th century. During this period, patents were mostly given to contractors who had new designs with new construction m odes. By the year 1900, wooden timber was no longer used to construct bridges across rivers and streams. Wood was replaced by iron and steel as the latter constructed strong massive bridges that supported heavy locomotives. Wood was also sidelined because it could easily burn and be washed away when the river overflows. Steel bridges became more common in the late 19th century and they gave birth to a new era of designing and constructing bridges. Many Americans did not accept this new bridge design because of their industrial outlook. Steel bridges had no or minimal ornamentation and were vulnerable to rust. By late 19th century, France invented concrete, a new material that was accepted by many American engineers because of its comprehensive strength. In addition, concrete could be combined with steel to make bridges that were strong and fireproof (Beckman 215). By the year 1900, there were a small number of concrete-steel constructions of bridges in Midwestern US. Many eastern pa rts of the country had not explored the new technology but useful bridge making ideas and technology, begun in eastern US in late 19th century (Condit 39). In 1904, Philadelphia city and Bucks county begun the construction of a barrel arch bridge (7T-0") using steel and concrete. It had ornamented balustrade that was urn-shaped with a facade that resembled masonry. The bridge signified an important moment in bridge engineering history (Bromley 17). The construction of Frankford Avenue Bridge begun in 1895 and continued up to 1910.Steel-concrete bridges at this time were characterized by spandrel arches that were closed that later declined after 1910. Spandrel arches were meant to ensure that performs the intended function while at the same time reducing the amount of concrete used (Condit 42). Concrete and Steel Frankford Avenue Bridge was the first bridge in southeast US that utilized concrete and steel and was constructed along Pine Road over Penny pack Greek in Philadelphia (1983 -94).It was a two-span bridge with arches of 25’-5†. It also had a wire mesh which acted as a binding element. Bridge’s exterior resembled masonry. The most popular concrete reinforcing system in USA in the year 1904 was the system patented by Joseph Melan. It was used in construction concrete arch bridge in America. It included curved soffit steel I-beams which later developed other variations that included