9 Easy Steps to Make More Money At Work

9 Easy Steps to Make More Money At Work We can’t all be hedge fund managers and zillionaires. But there are a few very practical strategies that can help you maximize your assets. 1. Location Location LocationDon’t just flock to L.A., Chicago, Boston, or New York because they’re there (and so big and shiny). Use a resource like Zillow.com to check for metro areas with a better bang for your buck- cities like Dallas, Atlanta, and Indianapolis, where housing costs are a much lower percentage of your income. A lot of these cities are up-and-coming and great places to live.2. Be proactiveDon’t wait six months or a year for your first performance review to ask for that raise. Most companies make their budgets at the end of their fiscal year; if you can, start the conversation before that window closes.3. Give it a NumberLet your boss know what you want before you explain why you’ve earned it. And set a range; you’ll appear flexible; and you never know, you might end up with the big numb er.4. Go RogueExecutives who switch jobs can end up with an up to 15% pay bump, compared with your typical 3% raise. Make that kind of upward move at the age of 40, and you can make a 9% difference in your lifetime income.5. RebrandYou’re not the same employee you were when you were fresh out of college with your first resume. Tailor your current resume to your current goals, and drop whatever positions are no longer relevant to your career.6. DigitizeWhy look for other opportunities when the Internet can do it for you? Keep up on LinkedIn, Poachable, and Poacht, and sex up your profile with keywords pertinent to the job you want. This will attract prospective employers without your even having to go looking for them!7. Climb HigherEven if you’re late in your career, aim to make it up just one more rung on the ladder. It can make all the difference in cumulative earnings, not to mention the ego boost of conquering another level of the game.8. Go LateralNo more free run gs on your ladder? No worries. Hop to the adjoining one if opportunities are short. Just make sure not to burn any bridges- and keep your boss sweet in case you ever need a glowing reference.9. Have a Back-Up PlanYou never know when everything is going to come crashing down around you. Prepare for the worst and you’ll never get caught with your pants down. Have an idea for a small business or a freelance project? Keep it in your back pocket for emergencies and never lose a chance to earn.9 Ways to Make More Money at Work

Overview of the Archaic Age of Ancient Greek History

Overview of the Archaic Age of Ancient Greek History Shortly after the Trojan War, Greece fell into a dark age about which we know little. With the return of literacy at the beginning of the 8th century, BCE came the end of the dark age and the start of what is called the Archaic Age. In addition to the literary work of the composer of the Iliad and the Odyssey (known as Homer, whether or not he actually wrote one or both), there were stories of creation told by Hesiod. Together these two great epic poets created what became the standard religious stories known and told about the ancestors of the Hellenes (Greeks). These were the gods and goddesses of Mt. Olympus. Rise of the Polis During the Archaic Age, previously isolated communities came into increased contact with one another. Soon the communities joined to celebrate the panhellenic (all-Greek) games. At this time, the monarchy (celebrated in the Iliad) gave way to aristocracies. In Athens, Draco wrote down what had previously been oral laws, the foundations of democracy emerged, tyrants came to power, and, as some families left the small self-sufficient farms to try their lot in an urban area, the polis (city-state) began. Important developments and major figures connected with the rising polis in the Archaic era inclue: Four Tribes of AthensSolon the Law-Giver of AthensCleisthenes and the 10 TribesOlympic Games Economy While the city had marketplaces, business and trade were considered corrupting. Think: Love of money is the root of all evil. An exchange was necessary to fulfill the  needs for family, friends, or community. It was not simply for profit. The ideal was to live self-sufficiently on a farm. Standards for proper behavior for citizens made some tasks degrading. There were slaves to do the work that was beneath the dignity of a citizen. Despite resistance to money-making, by the end of the Archaic Age, coinage had begun, which helped promote trade. Greek Expansion The Archaic Age was a time of expansion. Greeks from the mainland set out to settle the Ionian coast. There they had contact with the novel ideas of native populations in Asia Minor. Certain Milesian colonists began to question the world around them, to look for a pattern in life or cosmos, thereby becoming the first philosophers. New Art Forms When the Greeks found (or invented) the 7-string lyre, they produced a new music to accompany it. We know some of the words they sang in the new ic mode from the fragments written by such poets as Sappho and Alcaeus, both from the island of Lesbos. At the beginning of the Archaic age, statues imitated the Egyptian, appearing rigid and immobile, but by the end of the period and the beginning of the Classical Age, statues looked human and almost lifelike. End of the Archaic Age Following the Archaic Age was the Classical Age. The Archaic Age ended either after the Pisistratid tyrants (Peisistratus [Pisistratus] and his sons) or the Persian Wars. The Word Archaic Archaic comes from the Greek arche beginning (as in In the beginning was the word....). Historians of the Archaic and Classical Period HerodotusPlutarchStraboPausaniasThucydidesDionorus SiculusXenophonDemosthenesAeschinesNeposJustin

Assess the strengths and weaknesses of the 'fair trade' social Essay

Assess the strengths and weaknesses of the 'fair trade' social movement as a mechanism to reduce global inequalities - Essay Example eginnings in the Netherlands with the Max Havelaar label, the concept of fair trade has now grown into an international movement that buys produce direct from farmers and cooperatives in 48 countries across Africa, Asia and Latin America. The promise of fair trade is simple: that the producer will be paid a fair price for his or her product over a guaranteed long-term period, protecting farmers in poor countries from the vagaries of a volatile world market. Fair-trade labelling schemes now operate in 19 countries. Growth has been so rapid that an international coordinating body -- the Fair-trade Labelling Organisation -- has been established to monitor and maintain standards. In the UK, the certification body is called the Fairtrade Foundation, which now gives its stamp of approval to hundreds of products, from snacks such as chocolate brownies to consumer desirables such as t-shirts and footballs. (Barrientos 2006) Growth rates in the fair-trade market would make even the most seasoned capitalist giddy -- sales were up 51 per cent in 2004, and an impressive  £140million rang through shop checkouts under the Fairtrade label in the UK. According to the Fairtrade Foundation, three million fair-trade hot drinks are brewed in the UK every day. There is even a fair-trade lifestyle magazine, New Consumer. All this despite the fact that fair-trade products -- almost by definition -- are more expensive than their conventional competitors. This premium is essentially the price Western consumers are prepared to pay to know that their purchasing decisions are ethically sound. Fair trade has become a major high-street brand, communicating certain ethical qualities about the product to the consumer in a same way that brands such as Gap and Nike sell themselves on beauty and celebrity. Not for nothing are fair-trade products often covered with pictures of smiling farmers explaining how their fair deal has become a lifeline for themselves and their families. Rather than simply

Death penalty Research Paper Example | Topics and Well Written Essays - 1250 words - 2

Death penalty - Research Paper Example Opponents also assert that the practice is overtly costly and racially biased while not realizing the intended outcome. Proponents think it is neither cruel nor unusual, quite the opposite, they think it fair and just. The objective of this study is to discuss the moral and legal concerns that literally are a life and death issue and is a key barometer when measuring a cultures collective conscience. The ‘eye for an eye’ faction not only accepts but insists that the death penalty be sustained and has supporting rational to back up their argument which will be covered comprehensively in this discussion. It will also take into account the opponents’ reasoning concerning why it should be eliminated along with the legal precedents concerned in an effort to achieve a comprehensive view of the capital punishment debate. Legal speaking, capital punishment is not unusual, by definition, unless one acknowledges the racial bias that exists throughout the justice system. The law cannot define whether it is cruel or not. Cruelty can be defined only by the collective social conscious of a society. The legal interpretation of the combined ‘cruel and unusual’ is open to debate, to some extent but the general usage of the word ‘cruel’ refers to vicious punishments that cause extreme pain. Most legal scholars agree that punishments that include body dismemberment or torture are unquestionably classified as cruel. The term torture was evidently open for debate during the past decade but the word means essentially the same universally; causing unwanted physical or mental anguish. The word ‘unusual’ is normally understood to mean going beyond what is an equitable application of punishment for an offense. For instance, if ten people were ticketed for a traffic violation and judge fined nine of them $150 but one was charged $1500, this punishment would be considered ‘unusual.’ Taken together in the phrase, †˜prohibiting cruel and unusual punishment’ signifies that the penalty should be apportioned equitably according to the specific offense committed. A ‘life’ prison sentence is an acceptable punishment but not if this punishment was imposed for jaywalking, that would be an obviously unacceptable sentence imposition because it is considered excessive and extreme given the nature of the offense. Excessive is a term that is also open to broad interpretation in both the legal and public realm. Some would contend, for example, that any amount of time imposed for ‘crimes’ such as the possession of drugs, prostitution and gambling should be interpreted as excessive consequently ‘unusual.’ The Supreme Court has on many occasions judged the merits of the death penalty and this action is interpreted as punishment which is cruel and unusual by the Constitution. The Court has consistently ruled the language of the Eighth Amendment does not prohibit t he death sentence as punishment. The Constitution was meant to be and is a malleable document, however. The judicial interpretation of the Eighth Amendment has evolved to some extent throughout the years. Therefore the Court could potentially reverse this standpoint at a future time as result of changing societal values. For instance, whipping convicted criminals was routine until the late Eighteenth Century. This practice is now considered to be inappropriate because society’s attitude changed to define it as a ‘cruel’ punishment. With respect to capital punishment, however, â€Å"

Economic Growth and Economic Development Original Essay Example for Free

Economic Growth and Economic Development Original Essay In contemporary times, certain economic registers are used frequently. Arguably two of these most used terms in economics, ‘economic growth’ and ‘economic development’ are terms that just about everyone is at least remotely familiar with, even if they have not studied economics at all. Sometimes it seems everyone knows what economic growth and economic development is. Politicians use these terms all the time, and so do teachers, managers and even preachers. Often, people’s use of these terms may not be quite accurate, but one has to admit that most of the time they are never too far from the mark. Insights into the aforementioned terms ‘economic growth’ and ‘economic development’ are given as follows†¦ Economic Growth Economic Growth is an increase in a countrys real level of national output which can be caused by an increase in the quality of resources by education etc, increase in the quantity of resources improvements in technology. Economic Growth can also be described as an increase in a countrys productive capacity, as measured by comparing gross national product (GNP) in a year with the GNP in the previous year. In other words, Economic Growth is an increase in the real level of output as measured by the annual percentage in real GDP (Gross Domestic Product). Increase in the capital stock, advances in technology, and improvement in the quality and level of literacy are considered to be the principal causes of economic growth. In recent years, the idea of sustainable development has brought in additional factors such as environmentally sound processes that must be taken into account in growing an economy. Measurement of Economic Growth Economists usually measure economic growth in terms of gross domestic product (GDP) or related indicators, such as gross national product (GNP) or gross national income (GNI) which is derived from the GDP calculation. GDP is calculated from a countrys national accounts which report annual data on incomes, expenditure and investment for each sector of the economy. Using these data it is possible to estimate the total income earned in the country in any given year (GDP) or the total income earned by a countrys citizens (GNP or GNI). GNP is derived by adjusting GDP to include repatriated income that was earned abroad, and exclude expatriated income that was earned domestically by foreigners. In countries where inflows and outflows of this sort are significant, GNP may be a more appropriate indicator of a nations income than GDP. There are three different ways of measuring GDP †¢the income approach †¢the output approach †¢the expenditure approach The income approach, as the name suggests measures peoples incomes, the output approach measures the value of the goods and services used to generate these incomes, and the expenditure approach measures the expenditure on goods and services. In theory, each of these approaches should lead to the same result, so if the output of the economy increases, incomes and expenditures should increase by the same amount. How to boost Economic Growth in a country In order for a country to experience economic growth, certain things have to be done. In my own opinion, I believe that; As more people are employed, the amount of capital increases, education levels increase, the quality of capital changes, or the technology increases, the productive capacity of the economy increases. Therefore, the economy can increase its output giving consumers more disposable income, promoting an increase in consumption spending, and providing resources for business to use for further investment and government to use to provide public goods and services. Increased labor force participation increases output. Expanded, improved education creates more productive workers. Business and government spending on research and development enhance our abilities to produce and allow each worker to become more productive, increasing incomes for all. Finally, to achieve a higher level of GDP in the future, consumers need to limit consumption spending and increase savings today, permitting businesses to invest more in capital goods. If resources are invested into building an economy now, future generations will enjoy a higher level of economic growth; our businesses will produce more goods and consumers can purchase more goods. Expansion of output at rates faster than our population growth is what gives us the opportunity to enjoy higher standards of living. Economic development Economic development is a normative concept meaning that the definition is variable however; the definition given by Michael Todaro is ‘’an increase in living standards, improvement in self-esteem needs and freedom from oppression as well as a greater choice.’’ Economic development can be defined as the advancement of a nation or society according to several economic factors. Economic development generally includes such trends as technological innovation, improvements in the standard of living and life expectancy, and increases in the amount of invested assets per capita At the core of the definition is the point that economic development is not just about dollars and cents but is about community well-being and creating communities that people want to live in. It is a constant challenge for small communities to hold onto their young people. There must be jobs and facilities that the next generation expects as a standard. Providing infrastructure on one hand and building social capital on the other will lead to community sustainability and resilience which eventually boils down to ‘’economic development’’ In a few words one can say that the scope of economic development includes the process and policies by which a nation improves the economic, political, and social well-being of its people. Measurement of Economic Development There are several criteria or principles to measure the economic development. Let us make a detailed study of these measurements for better understanding. 1. National Income: Some economists have taken increase in the real national income as the indicator of economic development because per-capita income depends upon the national income. National Income is related with the final goods and services produced in a country. According to this method the state of continuous increase in national income can be taken as economic development. This is majorly applicable to the poor and middle class countries. Short-run increase in national income cannot be taken as economic development. Likewise increase in the national income as a result of increase in price of goods and services cannot be defined as economic development. 2. Per Capita Income: Increase in per-capita income has been pointed out by some economists as a basis for measuring economic development; According to the classification given by the United Nations Organization in 1989, countries having per capita income less than 580 US dollars fall in the class of poor countries, countries having per capita income between 580 US dollars and 6,000 US dollars are in the middle class, and countries having per capita income more than 6,000 US dollars are in the class of rich countries. According to World Development Report 2009, per capita income of Nepal is 340 US dollars. Such indicator makes the comparative study of different countries easy. On the basis of per capita income the economic growth rate of any country can be found out. The increase in per capita income of any country shows the increase in economic growth rate of the country The UNO experts in their report on Measures of Economic Development of Underdeveloped Countries have also accepted this measurement of development. 3. Economic Welfare Index: Economists like Colin Clark Kindleberger, D. Bright Singh, and Hersick etc. have suggested economic welfare as the measure of economic development. The term economic welfare can be understood in two ways: (a) When there is equal distribution of national income among all the sections of the society. It raises economic welfare. (b) When the purchasing power of money goes up, even then there is an increase in the level of economic welfare. The purchasing power of money can go up when with the increase in national income there is also increase in the prices of goods. That means economic welfare can increase if price stability is ensured. Thus economic welfare can boost with equal distribution of income and price stability. Higher the level of economic welfare, higher will be the extent of economic development and vice-versa. 4. Measurement through Occupational Pattern: The distribution of working population in different occupations is also regarded as criteria for the measurement of economic development. According to Colin Clark there is deep relation between the occupational structure and economic development. He has divided the occupational structure in three sectors (a) Primary Sector: It includes agriculture, fisheries, forestry, mining etc. (b) Secondary Sector: It consists of manufacturing, trade, construction etc. (c) Tertiary Sector: It includes services, banking, transport, etc. In underdeveloped countries, majority of the working population is engaged in primary sector. On the contrary, in developed countries the majority of the working population works in tertiary sector. When a country makes economic progress, its working population begins to shift from primary sector to secondary and tertiary sectors. 5. Human Development Index (HDI): The modern economists were not satisfied with GNP, per capita or national income as the principal measures of economic progress. According to them, the issue is not only how much growth but what kind of growth and as a result, they formulated the Human Development Index (HDI). This indicator was for the first time developed by United Nations Development Program (UNDP) in the year 1990.There were a number of measures which were included in this index, However, to keep the HDI simple and manageable, the following main variables were included in it (a) Life expectancy was chosen as a measure of long life (b) Literacy as an index of knowledge and (c) Real GDP per person which represents Income for decent living. 6. Physical quality of life index (PQLI): This is non-income indicator of economic development because this uses physical quality of life as the indicator. This method of measuring economic development is based on the following three things. They are:– (a) Life expectancy (b) Infant mortality (c) Literacy. Countries having low life expectancy, low literacy rate and high infant mortality will have low index. If in any country PQLI is increasing then it indicates the increase in the physical quality of the life of people. Increase in per-capita income does not necessarily indicate the increase in the facilities like healthy food, health, situation, education, etc. Therefore PQLI method is taken to be better indicator than per-capita income method. In addition to these various indicators the following facts are also taken as the indicators of economic development. (a) Equality improvement.(b) Poverty alleviation(c) Quality of life (d) Capital formation(e) Fulfillment of basic needs.(f) Population growth rare (g) Increase in employment opportunities (h) Decrease in dependence on agriculture (i) Increase in entrepreneurship (j) Utilization of natural resources (k) Increase in export of finished goods. (l) Trade diversification (m) Extension of infrastructures DIFFERENCES BETWEEN ECONOMIC GROWTH AND ECONOMIC DEVELOPMENT In general words, economic development refers to the problems of underdeveloped countries and economic growth to those of developed countries. The raising of income levels is generally called economic growth in rich countries and in poor ones it is called economic development. But this view does not specify the underlying forces which raise the income levels in the two types of economies. The problems of underdeveloped countries are concerned with the development of unused resources, even though their uses are well known, while those of advanced countries are related to growth, most of their resources being already known and developed to a considerable extent. In fact, the terms development and growth have nothing to do with the type of economy. The distinction between the two relates to the nature and causes of change. These two terms may also be explained as the development is a discontinues and spontaneous change in the stationary state which forever alters and displaces the equilibrium state previously existing; while growth is a gradual and steady change in the long run which comes about by a gradual increase in the rate of savings and population. This view has been widely accepted and elaborated by the majority of economists. Economic Growth does not take into account the depletion of natural resources which might lead to pollution, congestion disease. Development however is concerned with sustainability which means meeting the needs of the present without compromising future needs. These environmental effects are becoming more of a problem for Governments now that the pressure has increased on them due to Global warming. According to another school of thought, economic growth means more output, while economic development employs both more output and changes in the technical and institutional arrangements by which it is produced and distributed. Growth may well involve not only more output derived from greater amounts of inputs but also greater efficiency, either, and increase in output per unit of input. Development goes beyond this two employ changes in the composition of output and in the allocation of inputs by sectors. According to some classical economists the growth is an expansion of the system in one or more dimensions without a change in its structure, and development is an innovative process leading the structural transformation of social system. Thus economic growth is related to a quantitative sustained increase in the countrys per capita output or income accompanied by expansion in its labor force, consumption, capital, and volume of trade. On the other hand, economic development is a wider term. It is related to qualitative change in economic wants, goods, incentives, and institutions. It describes the underlying determinants of growth such as technological and structural change. Development embraces both growth and decline. An economy can grow but it may not develop because poverty, unemployment and inequalities may continue to persist due to the absence of technological and structural changes. But it is difficult to imagine development without economic growth in the absence of an increase in output per capita, particularly when population is growing rapidly. Despite these apparent differences, some economists use these terms as synonyms.

Myasthenia Gravis :: essays research papers

In 1890, German medical professor Wilhelm Erb and other physicians had been observing several cases of a neuromuscular disease that they believed was affecting how nerve impulses were transmitted to muscle at the neuromuscular junction. The patient’s experienced a "grave muscular weakness" and Wilhelm named it myasthenia gravis. Through further research, the physicians discovered whether it affected the eye muscles first, or created difficulty in talking, chewing and swallowing, or in using the arms and legs it was neither hereditary nor contagious. Their discoveries lead to more detailed research. In the early 1970s when Muscular Dystrophy Association, using snake venom, observed that patients with the disease had decreased numbers of acetylcholine receptors. Thus, discovering that the disease affected acetylcholine receptors of the skeletal muscles. The Muscular Dystrophy Association also found that, in rabbits, an immune attack against the acetylcholine receptors resulted in muscle membrane damage that is similar to that seen in human myasthenia gravis. This rabbit experiment was responsible for a large portion of what scientists now know about myasthenia gravis. Myasthenia gravis causes a progressive and abnormally rapid fatigue of the voluntary muscles. It is known as an autoimmune disease, in which the body generates an immune system attack against its own skeletal muscles. This arises when lymphocytes in the blood produce antibodies that destroy muscle-cell receptors for acetylcholine molecules, preventing muscle contractions. The antibodies have been shown to decrease the usefulness of acetylcholine receptors through accelerated endocytosis and blockade of the receptor. Endocytosis is when extracellular substances are being incorporated into the cell by vesicles forming inward through budding of the plasma membrane. Researchers have been able to demonstrate the effect of antibodies on acetylcholine receptor by using radioactively labeled alpha bungaroo toxin, a snake poison, to follow the rate of degradation. Antibodies from patients with myasthenia gravis cause an increase in the rate of degradation of acetylcholine receptors. Blockade of acetylcholine receptors is another form of autoimmune attack from myasthenia gravis. Antibodies from these patients have been shown to block the acetylcholine binding sites preventing acetylcholine from binding to its receptor and opening the ion channel. The antibodies may bind near the acetylcholine binding site rather than directly on it, because the acetylcholine binding site is so small. In this case, the antibodies would prevent acetylcholine from binding at the receptor by interfering with the acetylcholine molecule as it moves towards its receptor. Symptoms for some one with myasthenia gravis include a flattened smile and droopy eyes, with slow pupillary light responses.

Education and Recess Essay

Since public schools have started recess it has been set in place to allow students time to express their energy, become active and socialize. Although within the past years, most schools have removed recess from their schedules. School administrators argue that recess wastes time, causes problems and is dangerous. But it is actually a good thing for students. In most schools, the average school day is about eight hours long. During the elementary school year especially, students are bursting with energy that causes their minds to wander. Recess is a great way to allow students to wind down and expel some of their pent-up energy. Also during this time it was usually the teacher who went outside with the class. So while the kids are taking a breather the teachers can too. A growing problem in America today is obesity. Many school cafeterias have switched to a healthier menu and schools have removed snack machines, in an attempt to improve students eating habits and weight. Meanwhile, the same school boards are removing recess from their schedules As a result, obesity rates have tripled in the past forty years. School administrators believe that recess is not needed because the students are required to take Physical Education. Although P.E. is physically active it does not give students many options. Students are graded on their performance and participation so P.E. is not much of a relax and recoup time. In school, it is important for students to develop necessary social skills. In class, students are unable to communicate because they are busy doing their work. Recess allows students to develop relationships, experience and deal with confrontations and learn about other people. These skills will be extremely important in almost every job. You may have noticed all of the big time business men or woman, and they got that job by being a good people person. That’s because when they were kids, recess was an every day thing. In conclusion, recess should be a thing student’s experience everyday. It should be something students think back on as adults and think of how it helped them. If schools go on with out recess for too much longer the obesity and people skills of the future could not be good. If I ever become  an important member of the school board you know what my vote for recess is going to be. What’s yours?

Software development and engineering

à ¯Ã‚ ¿Ã‚ ½ There are two features which are common to most engineering definitions à ¯Ã‚ ¿Ã‚ ½ The solution of practical problems for the benefit of humankind à ¯Ã‚ ¿Ã‚ ½ The use of scientific and other formalised knowledge to design and build artefacts within economic constraints Difference between scientists and engineers: à ¯Ã‚ ¿Ã‚ ½ Scientific reasoning and research is essentially inductive, scientists try to infer general rules or laws from the results of a limited number of observations or experimental results à ¯Ã‚ ¿Ã‚ ½ The activities of engineers are quite distinct, their objective is for human benefit rather than explaining the natural world. They make use of scientific results in a deductive way (to verify designs and ideas that are feasible and safe. Development of engineering disciplines QUESTION: How does engineering come to make use of scientific and formalised knowledge? ANSWER: The discipline starts in a state of craft practice: At this stage engineering is carried out by practitioners with little or no formal training and knowledge is acquired during apprenticeship. The second stage is the development of commercial exploitation when pressures arise to make economic use of resources or to increase output. Practice becomes more organised and standard procedures are established. The third stage in development sees the emergence of professional engineering. At this stage engineering is carried out by educated professionals who use formal analysis and scientific theory to understand and verify their designs. Characteristics of engineering Engineering projects tackle clearly defined and quantified problems. Another aspect of modern engineering is the use of systematised knowledge, this knowledge gives the engineer a good understanding both of the problems that he or she is addressing and the materials available for their solution. A science-based knowledge engineer will have considerable knowledge of proven procedures and designs which they can reuse where appropriate. An important aspect of this codified knowledge is the ability to learn from failures. SOFTWARE DEVELOPMENT AS ENGINEERING? Development of compiler technology à ¯Ã‚ ¿Ã‚ ½ In the 1950s when high-level programming languages were first being designed and implemented, compiler writing was regarded as difficult. à ¯Ã‚ ¿Ã‚ ½ The development of the first compiler for FORTRAN, completed in early 1957, required about 18 person-years of effort. à ¯Ã‚ ¿Ã‚ ½ Compiler technology has progressed dramatically since, that a compiler can now be implemented in anything from 6 person-weeks to a person-year. à ¯Ã‚ ¿Ã‚ ½ Modern compilers generally produce executable code that is very efficient and it is rare for programmers to need to resort to lower-level languages. à ¯Ã‚ ¿Ã‚ ½ Compilers are usually extremely reliable being at least as free from errors as most other software on a typical computer. Large-scale development projects Large-scale projects have always been much more prone to problems or failure than smaller developments, such as compiler implementations, due to difficulties of organising and co-ordinating teams, and dealing with clients. But this is not always the case, as seen in these two examples of large and highly successful projects. Example 1: à ¯Ã‚ ¿Ã‚ ½ SABRE, an Airline Reservation System developed for American Airlines. à ¯Ã‚ ¿Ã‚ ½ The project delivered about one million lines of code and involved around 400 person-years of effort. à ¯Ã‚ ¿Ã‚ ½ This success is all the more striking because of the lack of supporting software – there were no database systems available at that time, for example. Example 2: à ¯Ã‚ ¿Ã‚ ½ NASA Space Shuttle. à ¯Ã‚ ¿Ã‚ ½ The project involved introducing rigorous control of software development, tracking all changes and errors, and constantly refining the development process to ensure that errors are eliminated at the earliest possible stage. Other branches of engineering which have resulted in major disasters: à ¯Ã‚ ¿Ã‚ ½ In 1968, Roman point (a high-rise block of flats in London) collapsed after a gas explosion in a top flat. The block was constructed using prefabricated components. à ¯Ã‚ ¿Ã‚ ½ In 1980, the Hyatt Regency Hotel in Kansas City, Missouri, a suspended walkway which connected hotel floors collapsed causing deaths of 114 people. The failure was due to a combination of design and construction flaws. QUALITY AND SOFTWARE DEVELOPMENT In modern industry and business there is enormous concern to try to produce goods and services of high quality. Definition of Quality – ‘The set of characteristics of a product or service which satisfy a customer's requirements and expectations' American Joseph Juran, one of the early advocates of quality management, defined quality as the fitness for uses. Detailed tracking of error statistics during development has been found by developers such as Microsoft, to be extremely useful even though they may adopt a more informal approach to managing software development (Cusumano and Selby 1997). Development of ideas about quality Total Quality Management (TQM): à ¯Ã‚ ¿Ã‚ ½ Clearly defining quality in terms of customers' or consumers' requirements à ¯Ã‚ ¿Ã‚ ½ Concentrating on achieving quality by improving production processes rather than by inspection of end products à ¯Ã‚ ¿Ã‚ ½ The clear specification of processes and the use of statistical analyses and other techniques to track down the sources of faults so that the process can be improved à ¯Ã‚ ¿Ã‚ ½ The involvement of everyone in quality improvement à ¯Ã‚ ¿Ã‚ ½ Constantly trying to improve quality by learning from faults and improving processes and designs. The application of quality management to software development Applicable to software development? Each development of a system is a one-off project so it is not obvious that insights derived from improving manufacturing processes are applicable. The argument of Deming and others that quality cannot be achieved by testing alone is borne out by the experience of many software developers. Quality standards – ISO 9000 In order to achieve ISO 9000 certification: à ¯Ã‚ ¿Ã‚ ½ It has standards against which to measure all aspects of its development practices à ¯Ã‚ ¿Ã‚ ½ It has procedures in place to access performance against these standards à ¯Ã‚ ¿Ã‚ ½ Both the standards and the assessment methods used are recognised in the industry ISO 9000 has been criticised on its particular criteria for introducing too much paperwork and ignoring the importance of continuous improvement. Capability Maturity Model This model is primarily concerned with the way in which projects are managed and organised, so it proposes five levels of maturity in development practices. 1. Initial Level-Not stable environment for developing software. Success heavily dependent on key project staff. 2. Repeatable Level-Managing software projects based on previous experience. Project progress is tracked and under control. 3. Defined Level-A standard process of software development is used across the organisation. Adapted and tailored appropriately for individual projects. 4. Managed Level-Measurable quality targets are set for projects and the results achieved by all projects are monitored. 5. Optimising Level-Measurements obtained from the monitoring of software development are used as a basis for refining and improving the process used. This level is one of continuous improvement. Chapter 11 – Societies for computing professionals WHAT ARE PROFESSIONAL SOCIETIES? à ¯Ã‚ ¿Ã‚ ½ Professionals, such as medicine or the law, are distinguished from other occupations by the long period of training and experience which are required in order to qualify as a practitioner. à ¯Ã‚ ¿Ã‚ ½ Regulated by professional societies à ¯Ã‚ ¿Ã‚ ½ Societies are run by the members of the profession and represent its interests à ¯Ã‚ ¿Ã‚ ½ Not under the immediate control of the government or employers Professional institutions can be made in two ways: à ¯Ã‚ ¿Ã‚ ½ By stature (by passing a law) à ¯Ã‚ ¿Ã‚ ½ Royal Charter The Engineering profession (the institution of Civil Engineers, the institution of Mechanical Engineers, the British Computer Society) have similar rights and responsibilities: à ¯Ã‚ ¿Ã‚ ½ To advance knowledge in their area à ¯Ã‚ ¿Ã‚ ½ To uphold and seek to improve standards of practice (e.g. code of conduct for members) à ¯Ã‚ ¿Ã‚ ½ To set educational and training standards in their field (e.g. running professional exams and accrediting certain degree courses) à ¯Ã‚ ¿Ã‚ ½ To advise the government on issues within their area of expertise (e.g. BCS on the Computer Misuse Act) THE HISTORY OF ENGINEERING PROFESSIONS à ¯Ã‚ ¿Ã‚ ½ When engineering was at the stage of a craft practice, there were few formal mechanisms for the training of new engineers à ¯Ã‚ ¿Ã‚ ½ Throughout most of the nineteenth century British engineers were firmly convinced of the value of practical experience as the basis of training PROFESSIONAL INSTITUTIONS FOR SOFTWARE ENGINEERS Two professional institutions which have most relevance for computer professionals are the British Computer Society (BCS) and Institution of Electrical Engineers (IEE). Engineering Council à ¯Ã‚ ¿Ã‚ ½ Created by Royal Charter in 1981 à ¯Ã‚ ¿Ã‚ ½ Contains 290000 qualified engineers, including about 200000 Chartered Engineers FEANI FEANI represents the engineering profession at a European level and is made of engineering institutions from 27 countries. It was formed in 1951. PROFESSIONAL MEMBERSHIP Members of professional societies gain the benefit of meeting other professionals in their field as well as access to other resources, such as libraries, seminars and special interest groups. Course accreditation Computer Science degree courses which cover similar materiel to that of the BCS exams are often accredited by the British Computer Society. For a degree course to give full exemption it must: à ¯Ã‚ ¿Ã‚ ½ Cover the underlying theory and mathematics appropriate to computing à ¯Ã‚ ¿Ã‚ ½ Have an emphasis on design à ¯Ã‚ ¿Ã‚ ½ Promote understanding of ideas of quality à ¯Ã‚ ¿Ã‚ ½ Cover systems development approaches à ¯Ã‚ ¿Ã‚ ½ Cover ethical, legal, social and professional issues à ¯Ã‚ ¿Ã‚ ½ Include a substantial student project which involves the implementation of an application or tool using an engineering-based approach. Registration with the Engineering Council The Engineering Council maintains a register of qualified engineers. à ¯Ã‚ ¿Ã‚ ½ EA1 – introduction to the fabrication and use of materials à ¯Ã‚ ¿Ã‚ ½ EA2 – application of engineering principlines à ¯Ã‚ ¿Ã‚ ½ EA3 – a thorough and structured introduction to industry, involving practical assignments à ¯Ã‚ ¿Ã‚ ½ EA4 – preparation for the post with responsibility EA1 and EA2 = accredited in engineering degree EA3 and EA4 = period of appropriate work Professional development BCS has developed the Industry Structure Model to classify different roles and responsibilities which computing professionals must have. It identifies some 200 professional functions ranging from programming to management. The purpose of the model is to help individuals and organisations to plan training and career development by identifying current gaps in knowledge. BCS runs two development schemes: à ¯Ã‚ ¿Ã‚ ½ Professional Development scheme – computing professionals have properly planned and verified training Continuing Professional Development – those who have achieved qualification but who need to broaden their knowledge.

The major themes in Our Day Out Essays

The major themes in Our Day Out Essays The major themes in Our Day Out Essay The major themes in Our Day Out Essay Essay Topic: Literature Our Day Out is set in inner city Liverpool in the mid 1970s. The fictional school is located in a neighbour with a high crime rate, drug use, prostitution, high unemployment, poverty and domestic abuse. The kids in the schools remedial class are all portrayed as economically unstable, poor and deprived children with different stories which reinforce the key ideas of the play. In 1981 there was rioting in Toxteth, a deprived district of Liverpool of which high unemployment rates were blamed for. The setting of the play acts as a prelude to the riots. Willy Russell adds elements of subtle humour which make the play funny and sad at the same time Early on in the play we are introduced to Carol Chandler who is evidently one of the poorest children in the class when she is revealed to be wearing a school uniform which doubles as a street outfit and a Sunday best, eating half a sandwich and clutching a carrier bag Here Russell is introducing us to one of the focal characters with a description which suggests that Carols family cant afford to buy here a school bag, have to share food and cant afford many clothes. This portrayal of Carol is important as it shows the signs of social deprivation and establishes her economic status. She describes Conwy as somewhere far away, I forget (in response to Les the lollipop mans question as to where the trips destination is). This also tells us she hasnt been far from home before since if shed been to Conwy before shed would know it is only about an hour away from Liverpool. We feel a little sorry for Carol and feel guilty about her having to live like that while our homes are often full of materialistic goods and appliances that we take for granted. When up on the cliff she refuses to return to the trip and wants to stay in Wales. We immediately get a sense of her naivety though it is a quality rather than a weakness and she clearly doesnt mean any harm at all. Carol has another quality of being appreciative of lifes simple things i. e. nature,since she cant posses materialistic products for a small price, this is a quality we all hope to have . She reveals to Mrs Kay-whom she looks to for mentoring, friendship and sometimes motherly love, which she cant get at home that she wants to live in one of them nice places with trees and that and underneath Mrs Kays encouraging facade, she knows Carol is stuck in the poverty cycle and wants to get out. Them nice places also shows Carols lack of education. This is tragic but Carols implicit disorganisation and forgetfulness accounts for the plays humour-I find this technique a very clever and powerful way of entertaining the audience and conveying the reality of these deprived childrens lifestyles. The play also focuses on Andrews, one of Carols peers in the progress class who has a similar lifestyle. Firstly, we learn that he smokes. He tells Reilly (an older ex-progress class student) to Gis a ciggy, in return for opening the window. Willy Russell continues with the theme of social deprivation by exposing Andrews mother as a prostitute when Digga refers to all them fellas she picks up This also tells us that Andrews mother not only has to practise promiscuity but has to risk her life on the streets of inner city Liverpool and we start to worry about Andrews mother putting her life at risk which makes us feel sorry. The aforementioned quote also shows bad education and not being able to speak properly. When Briggs tells Andrews off for smoking, he is told that Andrews mother doesnt take any notice but me dad, he belts me Ironically, Andrews is beaten because he wont give his father a cigarette. Andrews has a nasty life and we take pity and feel empathic but the aforementioned irony accounts for the plays humour, as does Briggs lack of understanding when he assumes Andrews father returns home because he is in the forces, when really, all he wants is the money. This portrayal of Andrews establishes the area of where the school is situated a deprived area and includes individual cases of families struggling to survive. Russell also uses Reilly, an ex-progress class student as a mouthpiece for his ideas and to convey aspects of social deprivation. We learn that Reillys dad works at the docks and hates it. Unrealistically, Briggs tells Reilly to tell his father to stop and take a look around. He may see things different then, an unrealistic expectation. Here we get a view of the docks through two different perspectives. To Briggs, an affluent middle class teacher the docks are historic and something to be proud of. To Reilly and his dad however, they are their means of employment which they have spent their lives trying to get away from. We also learn that Reilly has been motherless for ten years when Digga tells Briggs he cant swear on his mum sir shes been dead for ten years Reilly is in love with Susan, a young teacher in her early twenties who wouldnt go out with Reilly in a million years. Whether Reilly is being serious isnt revealed, but it is possible that Reilly is fishing for Susans money, in other words a goldigger. This possibility shows that Reilly doesnt have enough money of his own, so Russell is making us aware of social deprivation, a theme of the play. Reilly clearly has no respect for people above him in the school hierarchy, which shows lack of education, one of the plays theme. Later on in the play Susan turns the tables on Reilly and makes sudden advances and Russell manipulates the audience into believing she is being serious. She later tells him to stick to his own league and so forms a bond with 15-year-old Linda Croxley, a far more appropriate girlfriend for Reilly. We feel sorry for Reilly but being a motherless child has toughened him up and taught him to survive but his crush on Susan has a lot of comic element so contributes to the plays humour. Mr Briggs and Mrs Kay are focused upon heavily during the play who both have very different views on which teaching method is better for the remedial class. In a conversation with Colin, a young, less experienced teacher Briggs says well you have to risk being disliked if youre to do any good for these children and refers to Mrs Kays teaching method as woolly-headed liberalism. From this we can easily draw a conclusion that Mr Briggs doesnt think about the consequences of ruthlessness and all he is concerned about is positive results. Briggs obviously thinks because the kids missed out on a lot of education earlier in life they need some sort of intensive education technique if things are to be put right. He clearly sees respect from the kids as a nice extra when really it is essential. Also, when Mrs Kay changes the itinerary of the trip and takes the class to the zoo, Mr Briggs response tells us he doesnt want to deviate from the schedule and keep the kids bored, something in Briggs opinion would do the kids a bit of good. Colin later calls Mr Briggs a burke, and from this we can deduce that Mr Briggs is no more popular with his colleagues as he is with the students. On the other hand, Mrs Kay has a far more relaxed approach to educating the kids and a motherly, matriarchal attitude to the children-the two qualities awarding her street-cred with the kids. Mr Briggs sees this as a bad thing (he also thinks she has a motherly air) and he thinks if the antics in her department are anything to go by she always reminded me of a mother hen rather than a teacher. From this quote we can conclude that Mrs Kay is less popular with her colleagues, though the opinions of the other staff on her philosophical view of education are undisclosed. During a chat with Carol on the coach, Mrs Kay puts her arm around Carol and the stage directions at this point describe this as looking like a mother and daughter. Later on in the play she reveals explicitly that she is on the childrens side though this doesnt come as a surprise to the audience. This relationship is important since Carol has to look to her teacher for mentoring and motherly love which she cant get at home. This creates a possibility that Carols family maybe bad parents, socially deprived and not respectable. This reinforces the theme of social deprivation. All of these points establish Mr Briggs and Mrs Kays personalities and define the opposing forces. Willy Russell uses this opposition to manipulate the audience into wondering what will happen to the children with two completely different teachers taking control of them for the day, providing some of the plays humour. It also reveals societys opposing viewpoints about education. Throughout the play, stage directions are used to conjure up more explicit visions of what is going on. They are very important because if you are reading the play the more visual humour is hard to convey with words alone. At the start of the play, in the morning the kids are streaming in one direction. They [the kids] are shoving, rushing, ambling, leering and jeering. Here the strong use of verbs adds to the clarity of the description and leering and jeering suggests that there could be bullying going on. This shows lack of education- the kids obviously dont know what is right and wrong and have a poor sense of ethics (also evident in stealing the animals and taking them on to the coach). Stage directions can also express the humour that cant be conveyed with words alone. Just before leaving the zoo the animal keeper runs up to the coach polo-necked and wellied. Russell could have easily omitted that description but running in wellies is almost impossible. The image of someone running in something hard to run in e. g. stilettos, wellies, ski boots etc. is often used as a scene of slapstick humour- as opposed to the more dry, subtle humour used earlier on in the play. Also, animals appear from every conceivable hiding place and the coach is a menagerie. This stage direction pictures animals swarming around a small area(the coach), scuttling from side to side, jumping out of luggage lockers and generally causing chaos. This scene accounts for the plays humour but in my opinion, it is hard to fully appreciate without a graphical representation. The visual medium of TV allows Willy Russell to use the device of visual metaphor. While the class are in the zoo they are compared to a captive bear in an implicit way and are trapped in different ways. The bear is literally trapped in the pit for visitors and tourists to see and it cant do much, if anything to get out. The children, on the other hand are trapped in a more metaphorical way and stuck at their level in the social hierarchy and in the poverty cycle. From Briggs line dont forget it was born in captivity so it wont know any other life, we get the impression Briggs feels the children should stay working class rather than climb the pecking order to a middle or upper class rank and mixing with the more affluent Liverpudlians, while keeping their coarse and vulgar demeanours. From this we can tell Briggs is politically right-wing and if real, would have been one of the many Britons who decided it was time for James Callaghan to call it a day it 1979. Mrs Kay thinks the children deserve better but is unsure as to which route in life is best for the kids. Russell uses this technique again at the castle when comparing Mr Briggs old-fashioned teaching methods to the archaic, medieval castle-despite the fact he is younger than Mrs Kay, though you wouldnt think so. At the castle there is also a showdown between Mrs Kay and Mr Briggs, and the castle provides the perfect backdrop for it. Mrs Kays idea of visiting the modern zoo goes well with her modern philosophical view of education. However, Mrs Kays expectations of the kids are a bit too low and arent likely to bring out the full potentials of the kids. Conversely, Briggs are too high and are less realistic than Mrs Kays. Although neither teachers expectations are perfect (expectations of a teacher who gives the kids push and support simultaneously would be), Mrs Kays are more appropriate on the whole, and despite being too soft on the kids, Mrs Kay seems to know it is better to under-expect rather than to over-expect like Mr Briggs does because his views of education are far from appropriate and are no better for the kids than Mrs Kays. Willy Russell moves the play to a more dramatic climax which creates suspense-a literary device previously unused in the play. Carols naivety is reinforced by her explicit desire to remain in Wales. At this point Briggs doesnt change in personality but is now powerless and has no way of controlling Carols erratic and suicidal behaviour though knowing Briggs he is probably more concerned about being struck off and a legal inquiry than Carols state of mind and only told her she had hope to avoid the two aforementioned crises. When Briggs changes his ways Russell manipulates the audience into thinking Briggs is changing permanently and he will help the kids catch up and excel in life. However our expectations are dashed when the class returns to the city. When Reilly describes the city as horrible when you come back to it, Russell tells the audience that the children must be used to their neighbourhood after 13-15 years of entrapment in the inner city. Linda is unsure what Reilly is talking about which shows that she was taken in by the trip. Russells message to the audience is that living in the inner city of Liverpool can toughen one up and as a result, enables the kids to survive almost anything. The ending is disappointing yet realistic and Briggs making a fool of himself through singing a ridiculous song in a cowboy hat adds a humorous side to this sombre scene.

Dachauâ€The First Nazi Concentration Camp

Dachau- The First Nazi Concentration Camp Auschwitz might be the most famous camp in the Nazi system of terror, but it was not the first. The first concentration camp was Dachau, established on March 20, 1933, in the southern German town of the same name (10 miles northwest of Munich.) Although Dachau was initially established to hold political prisoners of the Third Reich, only a minority of whom were Jews, Dachau soon grew to hold a large and diverse population of people targeted by the Nazis. Under the oversight of Nazi Theodor Eicke, Dachau became a model concentration camp, a place where SS guards and other camp officials went to train. Building the Camp The first buildings in the Dachau concentration camp complex consisted of the remnants of an old World War I munitions factory that was in the northeastern portion of the town. These buildings, with a capacity of about 5,000 prisoners, served as the main camp structures until 1937, when prisoners were forced to expand the camp and demolish the original buildings. The â€Å"new† camp, completed in mid-1938, was composed of 32 barracks and was designed to hold 6,000 prisoners. The camp population, however, was usually grossly over that number. Electrified fences were installed and seven watchtowers were placed around the camp. At the entrance of Dachau was placed a gate topped with the infamous phrase, Arbeit Macht Frei (Work Sets You Free.†) Since this was a concentration camp and not a death camp, there were no gas chambers installed at Dachau until 1942, when one was built but not used. First Prisoners The first prisoners arrived in Dachau on March 22, 1933, two days after the acting Munich Chief of Police and Reichsfà ¼hrer SS Heinrich Himmler announced the camp’s creation. Many of the initial prisoners were Social Democrats and German Communists, the latter group having been blamed for the February 27 fire at the German parliament building, the Reichstag. In many instances, their imprisonment was a result of the emergency decree that Adolf Hitler proposed and President Paul Von Hindenberg approved on February 28, 1933. The Decree for the Protection of the People and the State (commonly called the Reichstag Fire Decree) suspended the civil rights of German civilians and prohibited the press from publishing anti-government materials. Violators of the Reichstag Fire Decree were frequently imprisoned in Dachau in the months and years after it was put into effect. By the end of the first year, there had been 4,800 registered prisoners in Dachau. In addition to the Social Democrats and Communists, the camp also held trade unionists and others who had objected to the Nazis rise to power. Although long-term imprisonment and resulting death were common, many of the early prisoners (prior to 1938) were released after serving their sentences and were declared rehabilitated. Camp Leadership The first commandant of Dachau was SS official Hilmar Wckerle. He was replaced in June 1933 after being charged with murder in the death of a prisoner. Although Wckerle’s eventual conviction was overturned by Hitler, who declared concentration camps out of the realm of the law, Himmler wanted to bring in new leadership for the camp. Dachau’s second commandant, Theodor Eicke, was quick to establish a set of regulations for daily operations in Dachau that would soon become the model for other concentration camps. Prisoners in the camp were held to a daily routine and any perceived deviation resulted in harsh beatings and sometimes death. Discussion of political views was strictly prohibited and violation of this policy resulted in execution. Those who attempted to escape were put to death as well. Eicke’s work in creating these regulations, as well as his influence on the physical structure of the camp, led to a promotion in 1934 to SS-Gruppenfà ¼hrer and Chief Inspector of the Concentration Camp System. He would go on to oversee the development of the vast concentration camp system in Germany and modeled other camps on his work at Dachau. Eicke was replaced as commandant by Alexander Reiner. Command of Dachau changed hands nine more times before the camp was liberated. Training SS Guards As Eicke established and implemented a thorough system of regulations to run Dachau, Nazi superiors began to label Dachau as the â€Å"model concentration camp.† Officials soon sent SS men to train under Eicke. A variety of SS officers trained with Eicke, most notably the future commandant of the Auschwitz camp system, Rudolf Hà ¶ss. Dachau also served as a training ground for other camp staff. Night of the Long Knives On June 30, 1934, Hitler decided it was time to rid the Nazi Party of those who were threatening his rise to power. In an event that became known as the Night of the Long Knives, Hitler used the growing SS to take out key members of the SA (known as the â€Å"Storm Troopers†) and others he viewed as being problematic to his growing influence. Several hundred men were imprisoned or killed, with the latter being the more common fate. With the SA officially eliminated as a threat, the SS began to grow exponentially. Eicke benefited greatly from this, as the SS was now officially in charge of the entire concentration camp system. Nuremberg Race Laws In September 1935, the Nuremberg Race Laws were approved by officials at the annual Nazi Party Rally. As a result, a slight increase in the number of Jewish prisoners at Dachau occurred when â€Å"offenders† were sentenced to internment in concentration camps for violating these laws. Over time, the Nuremberg Race Laws were also applied to Roma Sinti (gypsy groups) and led to their internment in concentration camps, including Dachau. Kristallnacht During the night of November 9-10, 1938, the Nazis sanctioned an organized pogrom against the Jewish populations in Germany and annexed Austria. Jewish homes, businesses, and synagogues were vandalized and burned. Over 30,000 Jewish men were arrested and approximately 10,000 of those men were then interned in Dachau. This event, called Kristallnacht (Night of Broken Glass), marked the turning point of increased Jewish incarceration in Dachau. Forced Labor In the early years of Dachau, most of the prisoners were forced to perform labor related to the expansion of the camp and the surrounding area. Small industrial tasks were also assigned to make products used in the region. But after World War II broke out, much of the labor effort was transitioned to create products to further the German war effort. By mid-1944, sub-camps began to spring up around Dachau in order to increase war production. In total, over 30 sub-camps, which worked more than 30,000 prisoners, were created as satellites of the Dachau main camp. Medical Experiments Throughout the Holocaust, several concentration and death camps performed forced medical experiments on their prisoners. Dachau was no exception. The medical experiments conducted at Dachau were ostensibly aimed at improving military survival rates and bettering medical technology for German civilians. These experiments were usually exceptionally painful and unneeded. For example, Nazi Dr. Sigmund Rascher subjected some prisoners to high altitude experiments using pressure chambers, while he forced others to undergo freezing experiments so that their reactions to hypothermia could be observed.  Still, other prisoners were forced to drink saltwater to determine its drinkability. Many of these prisoners died from the experiments. Nazi Dr. Claus Schilling hoped to create a vaccine for malaria and injected over a thousand prisoners with the disease. Other prisoners at Dachau were experimented on with tuberculosis. Death Marches and Liberation Dachau remained in operation for 12 years- nearly the entire length of the Third Reich. In addition to its early prisoners, the camp expanded to hold Jews, Roma and Sinti, homosexuals, Jehovah’s Witnesses, and prisoners of war (including several Americans.) Three days prior to liberation, 7,000 prisoners, mostly Jews, were forced to leave Dachau on a forced death march that resulted in the death of many of the prisoners. On April 29, 1945, Dachau was liberated by the United States 7th Army Infantry Unit. At the time of liberation, there were approximately 27,400 prisoners who remained alive in the main camp. In total, over 188,000 prisoners had passed through Dachau and its sub-camps. An estimated 50,000 of those prisoners died while imprisoned in Dachau.

Should smok ban in campus Essay Example | Topics and Well Written Essays - 1000 words

Should smok ban in campus - Essay Example On the other hand opponents argue that smoking is bad not only for the individual himself but can harm the whole society. It is for this very reason that a smoking ban in campus has been implemented in many colleges and states. This essay would further revolve around the ban of smoking in campus and would provide my personal opinion regarding it. It is seen that the colleges which are implementing the ban advocate it because of its influence on the healthy environment in the campus. The authorities put forward that smoking creates an unhealthy environment which can affect individuals in a bad way and hence the bans are implemented to promote an environment in which people do not undergo suffocation. Smoking is an act which poses severe health consequences to the human being. One of five deaths in the United States are considered to be because of smoking (American Cancer Society 2004). The health authorities believe that smoking is causing addiction all over the world and it should be stopped somehow. Campus ban is supported by individuals who believe that smoking in a public place can have a bad influence on the overall environment. Research has been carried out to find out the effect of smoking on the health of individuals who do not smoke. Proponents of the ban put forward that smoking in campus can pose the risk of passive smoking to others and in many cases this has also lead to asthmatic attacks (National Health Survey 1994). They bring forward laws which provide every human life in this world with the right that they should not be exposed to carcinogens which would affect their health and if this ban on smoking does not take place then these individuals would be exposed to the carcinogens of cigarette (U.S Department of Health and Human Services). They also bring forward other harms which may be caused by cigarette smoke to the society. The cigarette butts that are left behind by the smoker can be a cause of fire at many places and by imposing ban on smok ing the government can ensure that these incidents are avoided (Daily Courier 2004). On the other hand the opponents of a ban on smoking in the campus have other views regarding smoking. In 2009 students of the University of Kentucky launched a campaign against the ban of smoking in the campus by smoking cigarettes openly. The ban has been met with great resistance by the students as they believe that they have a right to smoke if they wish to do that (Cruz 2009). The students believe that by banning smoking in the campus the authorities are intervening in the personal life of the students. According to them measures to curb smoking in the campus is just costing money and this money can be used elsewhere for a better purpose. These students believe that other important aspects of the university should be rather maintained instead of wasting the money on a smoking ban. One of the smokers Janelle Johnson from Sioux Falls was stated as saying "You could do so much more with that money. Like pave the parking lots because the parking lots suck" (Murray 2005). The students believe that they are not posing any threat to anyone when smoking in the campus as the campus does not have children which may be found in outdoor places such as restaurants. At one instance it is also found that the non smokers do not support a complete ban on the in campus smoking. One of the non smokers from St Paul was stated as say