Commodore George Dewey in the Spanish-American War

Commodore George Dewey in the Spanish-American War Born December 26, 1837, George Dewey was the son of Julius Yemans Dewey and Mary Perrin Dewey of Montpelier, VT. The couples third child, Dewey lost his mother at age five to tuberculosis and developed a close relationship with his father. An active boy who was educated locally, Dewey entered the Norwich Military School at age fifteen. The decision to attend Norwich was a compromise between Dewey and his father as the former wished to go to sea in the merchant service, while the latter desired his son to attend West Point. Attending Norwich for two years, Dewey developed a reputation as a practical joker. Leaving the school in 1854, Dewey, against his fathers wishes, accepted an appointment as an acting midshipman in the US Navy on September 23. Traveling south, he enrolled at the US Naval Academy in Annapolis. Annapolis Entering the academy that fall, Deweys class was among the first to progress through the standard four-year course. A difficult academic institution, only 15 of the 60 midshipmen who entered with Dewey would graduate. While at Annapolis, Dewey experienced firsthand the rising sectional tensions that were gripping the country. A known scrapper, Dewey took part in several fights with Southern students and was prevented from engaging in a pistol duel. Graduating, Dewey was appointed a midshipman on June 11, 1858, and was assigned to the steam frigate USS Wabash (40 guns). Serving on the Mediterranean station, Dewey was respected for his devoted attention to his duties and developed an affection for the region. The Civil War Begins While overseas, Dewey was given the opportunity to visit the great cities of Europe, such as Rome and Athens, before going ashore and exploring Jerusalem. Returning to the United States in December 1859, Dewey served on two short cruises before traveling to Annapolis to take his lieutenants exam in January 1861. Passing with flying colors, he was commissioned on April 19, 1861, a few days after the attack on Fort Sumter. Following the outbreak of the Civil War, Dewey was assigned to USS Mississippi (10) on May 10 for service in the Gulf of Mexico. A large paddle frigate, Mississippi had served as Commodore Matthew Perrys flagship during his historic visit to Japan in 1854. On the Mississippi Part of Flag Officer David G. Farraguts West Gulf Blockading Squadron, Mississippi participated in the attacks on Forts Jackson and St. Philip and the subsequent capture of New Orleans in April 1862. Serving as executive officer to Captain Melancton Smith, Dewey earned high praise for his coolness under fire and conned the ship as it ran past the forts, as well as forced the ironclad CSS Manassas (1) ashore. Remaining on the river, Mississippi returned to action the following March when Farragut attempted to run past the batteries at Port Hudson, LA. Moving forward on the night of March 14, Mississippi grounded in front of the Confederate batteries. Unable to break free, Smith ordered the ship abandoned and while the men lowered the boats, he and Dewey saw to it that the guns were spiked and the ship set afire to prevent capture. Escaping, Dewey was later reassigned as executive officer of USS Agawam (10) and briefly commanded the screw sloop of war USS Monongahela (7) after its captain and executive officer were lost in a fight near Donaldsonville, LA. North Atlantic Europe Brought east, Dewey saw service on the James River before being appointed executive officer of the steam frigate USS Colorado (40). Serving on the North Atlantic blockade, Dewey took part in both of Rear Admiral David D. Porters attacks on Fort Fisher (Dec. 1864 Jan. 1865). In the course of the second attack, he distinguished himself when Colorado closed with one of the forts batteries. Cited for bravery at Fort Fisher, his commander, Commodore Henry K. Thatcher, attempted to take Dewey with him as his fleet captain when he relieved Farragut at Mobile Bay. This request was denied and Dewey was promoted to lieutenant commander on March 3, 1865. With the end of the Civil War, Dewey remained on active duty and served as executive officer of USS Kearsarge (7) in European waters before receiving an assignment to the Portsmouth Navy Yard. While in this posting, he met and married Susan Boardman Goodwin in 1867. Postwar Moving through assignments on Colorado and at the Naval Academy, Dewey steadily rose through the ranks and was promoted to commander on April 13, 1872. Given command of USS Narragansett (5) that same year, he was stunned in December when his wife died after giving birth to their son, George Goodwin Dewey. Remaining with Narragansett, he spent nearly four years working with the Pacific Coast Survey. Returning to Washington, Dewey served on the Light House Board, before sailing for the Asiatic Station as captain of USS Juniata (11) in 1882. Two years later, Dewey was recalled and given command of USS Dolphin (7) which was frequently used as the presidential yacht. Promoted to captain on September 27, 1884, Dewey was given USS Pensacola (17) and sent to Europe. After eight years at sea, Dewey was brought back to Washington to serve as a bureau officer. In this role, he was promoted to commodore on February 28, 1896. Unhappy with the climate of the capital and feeling inactive, he applied for sea duty in 1897, and was given command of the US Asiatic Squadron. Hoisting his flag at Hong Kong in December 1897, Dewey immediately began preparing his ships for war as tensions with Spain increased. Ordered by Secretary of the Navy John Long and Assistant Secretary Theodore Roosevelt, Dewey concentrated his ships and retained sailors whose terms had expired. To the Philippines With the beginning of the Spanish-American War on April 25, 1898, Dewey received instructions to immediately move against the Philippines. Flying his flag from the armored cruiser USS Olympia, Dewey departed Hong Kong and began gathering intelligence regarding Admiral Patricio Montojos Spanish fleet at Manila. Steaming for Manila with seven ships on April 27, Dewey arrived off Subic Bay three days later. Not finding Montojos fleet, he pressed into Manila Bay where the Spanish were located near Cavite. Forming for battle, Dewey attacked Montojo on May 1 at the Battle of Manila Bay. Battle of Manila Bay Coming under fire from the Spanish ships, Dewey waited to close the distance, before stating You may fire when ready, Gridley, to Olympias captain at 5:35 AM. Steaming in an oval pattern, the US Asiatic Squadron fired first with their starboard guns and then their port guns as they circled around. For the next 90 minutes, Dewey attacked the Spanish, while defeating several torpedo boat attacks and a ramming attempt by Reina Cristina during the fighting. At 7:30 AM, Dewey was warned that his ships were low on ammunition. Pulling out into the bay, he soon learned that this report was an mistake. Returning to action around 11:15 AM, the American ships saw that only one Spanish vessel was offering resistance. Closing in, Deweys squadron finished the battle, reducing Montojos fleet to burning wrecks. With the destruction of the Spanish fleet, Dewey became a national hero and was immediately promoted to rear admiral. Continuing to operate in the Philippines, Dewey coordinated with Filipino insurgents led by Emilio Aguinaldo in attacking the remaining Spanish forces in the region. In July, American troops led by Major General Wesley Merritt arrived and the city of Manila was captured on August 13. For his great service, Dewey was promoted to admiral effective March 8, 1899. Later Career Dewey remained in command of the Asiatic Squadron until October 4, 1899, when was relieved and sent back to Washington. Appointed president of the General Board, he received the special honor of being promoted to the rank of Admiral of the Navy. Created by a special act of Congress, the rank was conferred on Dewey on March 24, 1903, and back-dated to March 2, 1899. Dewey is the only officer to ever hold this rank and as a special honor was permitted to remain on active duty beyond the mandatory retirement age. A consummate naval officer, Dewey flirted with running for president in 1900 as a Democrat, however several missteps and gaffs led him to withdraw and endorse William McKinley. Dewey died at Washington DC on January 16, 1917, while still serving as president of the US Navys General Board. His body was interred at Arlington National Cemetery on January 20, before being moved at his widows request to the crypt of Bethlehem Chapel at the Protestant Episcopal Cathedral (Washington, DC).

Defining and Implementing Interfaces in Delphi

Defining and Implementing Interfaces in Delphi In Delphi, interface has two distinct meanings. In OOP jargon, you can think of an interface as a class with no implementation. In Delphi unit definition interface section is used to declare any public sections of code that appear in a unit. This article will explain interfaces from an OOP perspective. If you are up to creating a rock-solid application in a way that your code is maintainable, reusable, and flexible the OOP nature of Delphi will help you drive the first 70% of your route. Defining interfaces and implementing them will help with the remaining 30%. Abstract Classes You can think of an interface as an abstract class with all the implementation stripped out and everything that is not public removed. An abstract class in Delphi is a class that cannot be instantiated- you cannot create an object from a class marked as abstract. Lets take a look at an example interface declaration: typeIConfigChanged interface[{0D57624C-CDDE-458B-A36C-436AE465B477}]procedure ApplyConfigChange;end; The IConfigChanged is an interface. An interface is defined much like a class, the keyword interface is used instead of class. The Guid value that follows the interface keyword is used by the compiler to uniquely identify the interface. To generate a new GUID value, just press CtrlShiftG in the Delphi IDE. Each interface you define needs a unique Guid value. An interface in OOP defines an abstraction- a template for an actual class that will implement the interface- that will implement the methods defined by the interface. An interface does not actually do anything, it only has a signature for interaction with other (implementing) classes or interfaces. The implementation of the methods (functions, procedures, and property Get/Set methods) is done in the class that implements the interface. In the interface definition, there are no scope sections (private, public, published, etc.) everything is public. An interface type can define functions, procedures (that will eventually become methods of the class that implements the interface) and properties. When an interface defines a property it must define the get/set methods - interfaces cannot define variables. As with classes, an interface can inherit from other interfaces. typeIConfigChangedMore interface(IConfigChanged)procedure ApplyMoreChanges;end; Programming Most Delphi developers when they think of interfaces they think of COM programming. However, interfaces are just an OOP feature of the language- they are not tied to COM specifically. Interfaces can be defined and implemented in a Delphi application without touching COM at all. Implementation To implement an interface you need to add the name of the interface to the class statement, as in: typeTMainForm class(TForm, IConfigChanged)publicprocedure ApplyConfigChange;end; In the above code a Delphi form named MainForm implements the IConfigChanged interface. Warning: when a class implements an interface it must implement all its methods and properties. If you fail/forget to implement a method (for example: ApplyConfigChange) a compile time error E2003 Undeclared identifier: ApplyConfigChange will occur.Warning: if you try to specify the interface without the GUID value you will receive: E2086 Type IConfigChanged is not yet completely defined. Example Consider an MDI application where several forms can be displayed to the user at one time. When the user changes the application configuration, most forms need to update their display- show/hide some buttons, update label captions, etc. You would need a simple way to notify all open forms that a change in the application configuration has happened. The ideal tool for the job was an interface. Every form that needs to be updated when the configuration changes will implement IConfigChanged. Since the configuration screen in displayed modally, when it closes the next code ensures all IConfigChanged implementing forms are notified and ApplyConfigChange is called: procedure DoConfigChange() ;varcnt : integer;icc : IConfigChanged;beginfor cnt : 0 to -1 Screen.FormCount dobeginif Supports(Screen.Forms[cnt], IConfigChanged, icc) thenicc.ApplyConfigChange;end;end; The Supports function (defined in Sysutils.pas) indicates whether a given object or interface supports a specified interface. The code iterates through the Screen.Forms collection (of the TScreen object)- all the forms currently displayed in the application. If a form Screen.Forms[cnt] supports the interface, Supports returns the interface for the last parameter parameter and returns true. Therefore, if the form implements the IConfigChanged, the icc variable can be used to call the methods of the interface as implemented by the form. Note, of course, that every form can have its own different implementation of the ApplyConfigChange procedure. Ancestors Any class you define in Delphi needs to have an ancestor. TObject is the ultimate ancestor of all objects and components. The above idea applies to interfaces also, the IInterface is the base class for all interfaces. IInterface defines 3 methods: QueryInterface, _AddRef and _Release. This means that our IConfigChanged also has those 3 methods, but we have not implemented those. This is because TForm inherits from TComponent that already implements the IInterface for you! When you want to implement an interface in a class that inherits from TObject, make sure your class inherits from TInterfacedObject instead. Since TInterfacedObject is a TObject implementing IInterface. For example: TMyClass class(TInterfacedObject, IConfigChanged)procedure ApplyConfigChange;end; In conclusion, IUnknown IInterface. IUnknown is for COM.

Compare the significance, ritual use, or cultural function or purpose Essay

Compare the significance, ritual use, or cultural function or purpose - Essay Example er, the two are also different from the structure, in which ijele is huge with a diameter of 183 cm and height of 366 cm, and also it is colorful and a form of entertainment. In contrast, nkisi is rather small, scary and represents gloom as opposed to entertainment. In addition, nkisi comes in different physical appearance and is curved in the shape of a human being while ijele has only one physical structure or design. Stupa is a Buddhist monument in the form of a hemispherical structure used by Buddhist as a place of meditation. Stupa is used ritually by the Buddhist to represent the five elements of life, earth, air, water, fire and space (Mitra 102). Therefore, they are used to honor living, and also a symbol of enlightenment. Iwan is also a monument like Stupa, but it is Persian and the only remaining ancient structure of Ctesiphon located near the town of Salman Pak,  Iraq. Iwan is the largest built arch found in the modern world, and it is only one, but Stupa are built in many places, particular where Buddists dwell and differ in sizes and sometimes

Process Analysis Essay on Coming into Language Example | Topics and Well Written Essays - 750 words - 6

Process Analysis on Coming into Language - Essay Example Supporting arguments and claims in a text using evidence from a book is important whenever an author presents a text. However, in the essay, the author does not provide any evidence from the original text. Although there are assertions and claims made concerning events that happened in the life of Baca, there is no evidence in dictating that the author drew reference from the actual text read. In most cases, a book could have a number of prints, or different editions; others could have different versions. This necessitates reference to the book used while drawing the conclusions of the essay. However, this aspect does not appear in this essay. Although the audience can identify with the text, while others could have read the book, directing them to the actual cited pages is important in order to make clear of their ideas. Quoting an actual text not only gives evidence of the author’s text but also makes their arguments stronger. Although the essay uses quotes from the actual t ext as evidence of the arguments raised, the lack of pagination of these quotes makes them irrelevant. By using direct quotes from the actual text, it makes it possible for the audience to make a quick reference of that text to the actual text. Anybody reading a text and wants to draw reference to the actual text used, the direct quotes give them guidance to the actual page numbers used in the text. However, the failure of the author in this essay to include page numbers of the quoted texts makes the quotes invalid. For instance, a reader who would wish to draw reference to â€Å"their language was the magic that could liberate me from myself, transform me into another person† and â€Å"reading was a waste of time, and nothing could be gained by it† as quoted in para (2) would hardly find them due to the missing page numbers. Further, â€Å"island rising beneath† and â€Å"like the back of a whale† in para (3) have no pagination as well. Subsequently, the audience would have to read the entire book in order to find these particular quotes. The flow of ideas in a text in most cases determines the perception of the audience about the particular text. Ideas that flow in a logical and sequential manner makes it interesting for the audience to read. By chronologically presenting arguments, an author shows the conception of the idea, its maturity and later the conclusion. Additionally, an author could draw recommendations from the text (Tanselle 20). However, a text organized in a haphazard manner lacks a captivating aspect, making them hard to read. The essay does not have a proper flow of ideas and chronology of events, something that makes it difficult for the audience to follow. While the author narrates about the events that happened to Baca after his release from prisomn in para (3), he later goes back to the time of his prison the fourth paragraph. Such a presentation could confuse the audience, thus making them hate the actual tex t. The essay, though shallow in the analysis, reveals the book to be an inspiring piece (para 1). Further, it hints that the story is about a character and the actual author who learnt to read and write while in jail (para 1).  

Frued’s Psychoanalytic Theory Essay Example for Free

Frued’s Psychoanalytic Theory Essay Legendary and groundbreaking psychoanalyst Sigmund Freud changed the way scholars and doctors alike thought about the nature of the brain. Freud’s insight created a new paradigm that focused future inquiries onto the functional aspects of the mind, rather than cerebral and somatic physicality. With this essay, I will begin by describing and defining the id, ego and superego while also discussing how they interact. I will conclude by examining the essential differences of the ego and superego and the implications these distinctions imply. According to Dr. Freud, the id is the part of the human mind that we are born with and it is primarily responsible for the instinctual drives of the individual (Sigmund). For Freud, the id is mainly motivated by libido, or the sexual instinct in its quest for pleasure and satisfaction. Further, the libido is divided into two parts: eros and thanatos. Eros is the drive to fulfill pleasure seeking actions and sexual desires while thanatos is an oppositional drive toward death that causes the aggression and destructive tendencies of humans (Freud’s). This is an important distinction that creates the impression and theory that the id belongs to the tension filled domain of the unconscious. It is the part of us that we can scarcely control, but can incite intense pleasure or aggressive destruction when these desires are fulfilled or denied. In opposition to the basic instinctual need to achieve pleasure or enact destruction lies the part of the brain shaped and defined by social and cultural influences. Freud defines this part of the brain as the superego. The superego in practical terms can be defined as the conscious mind that develops and manifests over time, beginning with inputs from parents and siblings, to schools, relationships and work. This part of the mind internalizes all of these inputs in its creation of consciousness while also being responsible for critiquing consciousness and counterbalancing the instinctual desires of the id in order to successfully navigate through society based on learned values and moral judgments. In between the id and the superego is the ego. The ego can be thought of as the part of the brain that mediates the tensions between the conscious and the unconscious; the id and the superego (Freud’s). In this capacity, the ego contains all objects of consciousness without the moralizing and criticism of the superego. In other words, the ego is the part of our minds that is aware of consciousness and the reality of other people’s consciousness. In this model then, the ego still wants to fulfill the id’s pleasure principle but it also realizes that in trying to accomplish this, the person may hurt other people in the process and must take this fact into consideration (Sigmund). The ego is also responsible for covering the impulses of the id through the development of what he called defense mechanisms. These are forms of repression and rationalization that lessen anxiety or cover troubling thoughts and memories. In addition to his personality theory, Freud also studied the psychosexual stages of development. His stages are organized chronologically beginning with the oral stage and moving through to the anal, phallic, latency, and genital stages. They all focus on the sexual pleasure drive on the psyche. Stage development can only be achieved through the resolution of the previous stage (Stevenson). The resolution or lack thereof, affects the psyche throughout life, especially when one becomes fixated at a particular stage. Each of these stages and the developing person’s id, ego, and superego are constantly mediating the latent pleasures of the psychosexual drive against societal norms. The Structural Theory proposed by Dr. Sigmund Freud has far reaching implications for the way we account for the actions and impulses of our minds. With this model, divided into the id, ego, and superego, we can explain how we can simultaneously harbor uninhibited desires in the unconscious pleasure and destructive tendencies developed by the id, but we can also mediate these instinctive drives through the self-conscious functions performed by the ego’s defense mechanisms, while in addition re-appropriating this tension through the role of the superego in order to live a morally responsible and hopefully well-balanced life. References Freud’s Personality Factors. (2008). http://changingminds. org/explanations/personality/freud_personality. htm Sigmund Freud (1856-1939). (2008). The Internet Encyclopedia of Psychology. Retrieved January 8, 2009 from. http://www. iep. utm. edu/f/freud. htm Stevenson, David. (1996). Freud’s Psychosexual Stages of Development. Brown University. Retrieved January 8, 2009 from http://www. victorianweb. org/science/freud/develop. html

Windows NT and Linux :: essays research papers

Windows NT and Linux: An inside look and comparison! One of the many challenges of a corporation, small business or educational institution is how to network the people within and outside the organization. Linux and Windows NT are two network operating systems that suit this purpose well, each having its respective advantages and disadvantages. One organization (Nichols College), began utilizing each operating system for two very different purposes. I will explain the function of the two operating systems and how well they each performed for Nichols. Windows NT  Advantages and Disadvantages  Business with Windows NT Linux  Advantages and Disadvantages  Linux in the Business World  Conclusion: Windows NT or Linux? Windows NT: Its Pluses and Minuses Windows NT (New Technology) is an operating system made and offered by Microsoft. Microsoft first released Windows NT in 1993. The basis of Windows NT is an operating system that controls basic computing functions, such as manipulating files. It is a "multipurpose server operating system that delivers a fully integrated file/print and server environment." Windows NT offers one of the highest levels of compatibility with other operating systems and hardware. It was created to be the most integrated, extensive, and easy operating system and it comes in two ways:  For desktop PC's  For server computers (supporting computer networks). Windows NT has both positives and negatives. Some of the advantages include: Integration Performance Reliability Security Manageability Internet Access. Windows NT Server allows all applications to be utilized from the Windows NT Directory Service or NTDS. This has a network logon to all servers and services that it provides and its advantage: Only one user database is needed for the whole system. Windows NT also allows integration with other hardware and operating systems; and files and applications from other servers such as Unix and NetWare. This gives users the ability to install Windows NT knowing that it can fit with their current network. The performance for Windows NT: It runs applications faster, especially 32-bit applications. It is also faster than Windows 95 on 32 MB machines or more. Window NT provides graphical user interfaces (GUI). Definition of GUI - designs used as symbols that make a function visible to the user quicker than having to look for it. As far as reliability, Microsoft has a clustering middleware, named "Wolfpack" that provides fault-tolerant clustering on mainstream PC server hardware. ****Windows NT also provides memory protection and preemptive multitasking, a journalized recoverable file system, and RAID striping with parity.

Pleasures of Eating Essay

In â€Å"The Pleasures of Eating† Wendell Berry wants the reader to recognize that eating is a cultural act. He believes we are eaters not consumers and that we should have more knowledge about the food we eat. Berry wants the reader to questions where the food is coming from, what condition is it produced in and what chemicals may it contains. He has found that the food industries blind us to what we are consuming and the effect it has on us. At last Berry believes that we must eat responsibly to live free. Berry first begins with eating as an agricultural act. We think of food as an agricultural product rather than think of ourselves participating in the agriculture. Berry sees us believing we are just consumers, as we buy what we want within our limits and what â€Å"they,† the industrial food companies, want us to buy. With this we ignore the most certain critical questions, â€Å"how fresh is it? How pure or clean is it? How pure or clean is it? How free of dangerous chemicals? How far was it transported? And what did transportation add to the cost? † (Berry 231). Berry recognizes that we are naive to believe that the food we buy is produced on an agriculture farm when we have no knowledge of what kind of far or where it is located. We only know of one process, when it appears on the grocery shelf. Industrial food companies blind us with product commercialization. â€Å"This sort of consumption may be said to be on of the chief goals of industrial production† (Berry 231). Industrial food companies have persuaded us to prefer the consumption of food that is already prepared. They have eliminated the agricultural work giving you the connivence of growing, delivering and cooking it all you for. If industrial food companies could find a way to gain profit from pre-chewing your food and feeding it to you they would do it. â€Å"When food in the minds of eaters, is no longer associated with farming and with the land, then the eaters are suffering a kind of cultural amnesia that is misleading and dangerous. † What Berry means by this is we give up knowing the history of our food and hand over all control and freedom. Like any politics it involves our freedom. By giving someone else the control we, â€Å"neglect to understand that we cannot be free unless our food is free† (Berry 232). Our food wars a much make up as actors (Berry 232). Berry expresses that the food industry wants little to do with our health but more to do with volume and price of their product. As scales increase, diversity declines when this happens so does health. From there the dependence on drugs and chemicals becomes necessary. Food advertising leads up to believe that what we eat is good, tasty, healthy and guaranteed to give us a long life (Berry 233). Industrialism is a trap. Berry believes how to escape this trap is to recognize the food problem as a whole and how eating is inescapable. In order to participate in the agricultural act you must; participate in food productions, prepare your own food, learn your foods origin, cut the middle man when you buy, learn about industrial food companies, good farming and gardening and learn from observation and experience. Berry takes pleasure in eating meat from non-suffering non-farm raised animals. As well as, fruits and vegetables that lived a plentiful life. He believes eating should be an extensive pleasure and the more we participate in agriculture and gain knowledge the more we live, â€Å"free from mystery, from creatures we did not make and powers we can not comprehend† (233). Although Berry made very good points on the importance of a healthy lifestyle he uses excessive amounts of emphasis on knowing what you are eating all the time. I believe if you set limits on the amount of industrialized food you consume, you will still be able to live a healthy and fulfilling life. â€Å"The consumer, that is to say, must be kept from discovering that, in the food industry-as in any other industry-the overriding concerns are not quality and health, but volume and price† (Berry 233) This direct quote was very strong and caught my attention. This made me realize that industrial food companies can be compared to any kind of business as their chief objective is increasing profit. There are, however, certain ways to get around the conventional food industry. It is possible to avoid the trap because after all â€Å"the trap is the ideal of industrialism† (Berry 233). Even though I agree with this certain point, I feel as if there might be a more effective approach that Berry could have taken when describing this so called â€Å"trap. † The way that Berry expresses his views makes it seem as if food industries are out to get you. The description of their goal to make consumers fall into a trap is on the extreme side. Wendell Berry seems to be very into the details of farming and how our meals are processed, but as someone who has been given a very fortunate life style, it is hard for me to relate. When I read I find myself to be having contradictory thoughts as this whole time I have disagreed with most things Berry said; with that being said, the main point of his article is that people take for granted their meals and have no idea the process farmers go through to make our lives the happy ones we live. So yes, Wendell Berry is right in saying people, like myself, should know more about the process and food we absorb each and every day. He does a great job of bringing in his arguments with the tone of his article and repetition of ideas. When he makes a point, he wants to â€Å"hammer it home. † Therefore, I have to applause him for his writing as he is a convincing writer with a strong knowledge base. His position on the food industry and the roles that consumers need to play in order to eat pleasurably is grand but some of his views were too extreme to persuade me.

Romeo and Juliet speaking and listening

Shakespeare's way of writing stunned many people for decades and still to this day; we haven't fully grasped how powerful and how significant his writing style is. Many directors have pounced upon Shakespeare's plays to convert his excellence into a visual perspective that abuses all techniques conjured by the great man himself. The hall is full of people in their costumes, sipping their drinks intently and socializing; the mood is suddenly broken by a loud voice, ‘silence! ‘ people immediately bring their talking to a halt and look up in respect. Capulet, Juliet and other members of the house are perched atop a balcony looking down on the guests below to show superiority while also standing in a pyramid formation with Capulet at the front as I want show a hierarchy of power within the Capulet's. When Capulet continues to speak I want the camera to flick from the crowd to his bellowing mouth to capture the force he applies to his voice, Capulet should stand very up-right with his head held high and clasped hand's behind his back to portray his very formal and disciplined nature. Half way through, Capulet's welcome speech is interrupted by the music starting to play followed by the dancing of the crowd due to the encouragement of the music, at this point the camera should flick to a birds-eye-view of the guests then to a long shot of the hall to capture the excitement. Capulet's anger builds as he try's to restore order without succession, meanwhile Juliet and other members bury their faces in their hands at the whole ordeal, finally Capulet gives up and storms back to join the crowd along with the camera closely following behind his shoulders, his little tantrum triggers a ripple of laughter throughout the contented guests, the other Capulet's soon follow suit. After a few cut scenes of the guest's dancing; the camera flicks to Romeo wading his way through the crowd like a lost puppy, anxiously moving and depicting how he is an outsider to these people but is stopped in his tracks as he first lays eyes upon Juliet through a thin, porous, red curtain. The red symbolically representing passion and love and with it being in-between them; shows that it's making connection between them. His shoulders relax, his eyes blink incessantly and his anxiety goes away as he just stands there and watches while slow and romantic music plays throughout the hall, the camera then goes into an over the shoulder shot of Juliet on the other side of the red curtain showing her fiddling with a ring, then to look up and see Romeo slowly walking towards her, for a brief moment she blushes and let's out a long shaky breath. She then turns and walks away showing that she isn't that easy; Romeo then follows her like a dog on heat, Juliet weaves in and out of people and puts obstacles in-between her and Romeo to tease and test him to weigh if he is worthy or not, meanwhile the camera follows and focuses on them from a long shot as they move and talk. Finally she stops teasing him and he asks her for a dance, she flutters her eye lashes and reluctantly accepts as she takes his hand and they both slowly dance under dim glow of the hall. After a few short shots of the two of them dancing the camera changes to a shot that is filled by dark eyes and brow; the guests including Romeo can be seen in the reflection of his eyes, after a few second's the eyebrows slowly turn into a deep frown shortly followed by a deep and enraged voice as he spits out words to Capulet; asking for consent to stir up trouble with Romeo. The camera zooms out quickly to show the whole of Tybalt in a very stylish and slick tuxedo along with finely polished shoes, the corner of the hall where he is situated is darker in contrast to its merry surroundings; this is to immediately imply that this man is the evil one as that's the symbolic notion of darkness. Then I want the camera to focus on a candle up-close, with Tybalt and Capulet blurred out in the background, the flame should flicker when Tybalt speaks violently to show that he is almost connecting with evil and his anger is being expressed through the flame; further showing his wickedness. Capulet is gleefully clapping to the music and telling Tybalt in a firm voice, to restrain himself and leave the Montague alone, to not ruin this great day, Tybalt storms off back upstairs leaving behind strong grunt of frustration to the incapability of creating a fight with the enemy Montague, as he leaves, I want the camera to go back to the candle and as the shadow that is Tybalt slowly leaves; the flickering flame also slowly subsides to a still. After Romeo and Juliet's dance, they sit down on a nearby red sofa, Yet again red symbolising a deep connection of passion. They talk to each other romantically with the camera circling them slowly; Romeo then takes Juliet's hand and speaks in a very smooth and gentle voice. Juliet then leans closer to his face and they both kiss while harmonious music plays throughout the hall, as they kiss, the camera blurs out all the other people around them so only Romeo and Juliet are clearly presented in the shot and how they are so indulged and oblivious to the world around them.

How to Learn the Russian Alphabet

How to Learn the Russian Alphabet The Russian alphabet is based on Cyrillic and Glagolitic scripts, which were developed from Byzantine Greek in order to facilitate the spread of Christianity during the 9th and 10th centuries. Some letters in the modern Russian alphabet look familiar to English speakers - Е, Ð £, К, Ð  - while other letters do not resemble any characters in the English alphabet. Russian Alphabet Sounds The Russian alphabet is relatively easy to learn thanks to its principle of one letter per sound. This principle means that most phonemes (sounds that convey meaning) are represented by their own letters. The spelling of Russian words typically reflects all of the sounds that are part of that word. (This will get more complicated when we move onto allophones- variations of possible pronunciations.) Get to know the Russian alphabet by studying all three columns below. The first column provides the Russian letter, the second column provides an approximate pronunciation (using English characters), and the third column gives an idea of what the letter sounds like, using an example from an English word. Russian Letter Pronunciation Closest English Sound , a Ah or aah Far, lamb , B Boy , V Vest , Gh Guest , D Door E, e Yeh Yes , Yoh York , Zh pleasure, beige , Z Zoo , E Meet , Y Toy , K Kilo , L Love , M Mop , N No , O Morning , P Pony , R (rolled) , S Song , T Train , Ooh Boo , F Fun , H Loch , Ts Ditzy , Ch Cherish , Sch Shhh , Sh (softer than ) Shoe , hard sign (non-vocalized) n/a , Uhee no equivalent sound , soft sign (non-vocalized) n/a , Aeh Aerobics , Yu You , Ya Yard Once you have learned the Russian alphabet, you should be able to read most Russian words, even if you don’t know their meaning. Stressed and Unstressed Vowels The next step is to learn how Russian words are stressed, which simply means which vowel in the word is emphasized.  Russian letters behave differently under stress and are pronounced more distinctly  according to their alphabet sound. Unstressed vowels are reduced or merged. This difference is not reflected in the spelling of Russian words, which can be confusing to beginner learners. While there are several rules governing the way unstressed letters are pronounced, the easiest way to learn is to expand your vocabulary as much as possible, naturally acquiring a sense of stressed vowels along the way.

AV and Semilunar Heart Valves

AV and Semilunar Heart Valves What Are Heart Valves? Valves are flap-like structures that allow blood to flow in one direction. Heart valves are vital to the proper circulation of blood in the body. The heart has two kinds of valves, atrioventricular and semilunar valves. These valves open and close during the cardiac cycle to direct the flow of blood through the heart chambers and out to the rest of the body. Heart valves are formed from elastic connective tissue which provides the flexibility needed to open and close properly. Malfunctioning heart valves inhibit the hearts ability to pump blood and life giving oxygen and nutrients to the cells of the body. Atrioventricular (AV) Valves The atrioventricular valves are thin structures that are composed of endocardium and connective tissue. They are located between the atria and the ventricles. Tricuspid Valve: This heart valve is located between the right atrium and the right ventricle. When closed, it allows oxygen-depleted blood returning to the heart from the venae cavae to fill the right atrium. It also prevents the back flow of blood as it is pumped from the right atrium to the right ventricle. When open, it allows blood from the right atrium to flow into the right ventricle.Mitral Valve:Â  This heart valve is located between the left atrium and left ventricle. When closed, it allows the left atrium to fill with oxygen-rich blood returning to the heart from the pulmonary veins. It opens to allow blood from the left atrium to fill the left ventricle. Semilunar Valves The semilunar valves are flaps of endocardium and connective tissue reinforced by fibers which prevent the valves from turning inside out. They are shaped like a half moon, hence the name semilunar (semi-, -lunar). The semilunar valves are located between the aorta and the left ventricle, and between the pulmonary artery and the right ventricle. Pulmonary Valve: This heart valve is located between the right ventricle and pulmonary artery. When closed, it prevents the back flow of blood as it is pumped from the right ventricle to the pulmonary artery. When open, it allows oxygen-depleted blood to be pumped from the right ventricle to the pulmonary artery. This blood goes onto the lungs where it picks up oxygen.Aortic Valve: This heart valve is located between the left ventricle and aorta. When closed, it allows blood from the left atrium to fill the left ventricle and prevents the back flow of blood that is pumped from the left ventricle to the aorta. When open, oxygen-rich blood can flow to the aorta and onto the rest of the body. During the cardiac cycle, blood circulates from the right atrium to the right ventricle, from the right ventricle to the pulmonary artery, from the pulmonary artery to the lungs, from the lungs to the pulmonary veins, from the pulmonary veins to the left atrium, from the left atrium to the left ventricle, and from the left ventricle to the aorta and on to the rest of the body. In this cycle, blood passes through the tricuspid valve first, then the pulmonary valve, mitral valve, and finally the aortic valve. During the diastole phase of the cardiac cycle, the atrioventricular valves are open and semilunar valves closed. During the systole phase, the atrioventricular valves close and the semilunar valves open. Heart Sounds The audible sounds that can be heard from the heart are made by the closing of the heart valves. These sounds are referred to as the lub-dupp sounds. The lub sound is made by the contraction of the ventricles and the closing of the atrioventricular valves. The dupp sound is made by the semilunar valves closing. Heart Valve Disease When heart valves become damaged or diseased, they dont function properly. If valves dont open and close properly, blood flow becomes disrupted and body cells dont get the nutrient supply they need. The two most common types of valve dysfunction are valve regurgitation and valve stenosis. These conditions put stress on the heart causing it to have to work much harder to circulate blood. Valve regurgitation occurs when valves dont close correctly allowing blood to flow backward into the heart. In valve stenosis, valve openings become narrow due to enlarged or thickened valve flaps. This narrowing restricts blood flow. A number of complications may result from heart valve disease including blood clots, heart failure, and stroke. Damaged valves can sometimes be repaired or replaced with surgery. Artificial Heart Valves Should heart valves become damaged beyond repair, a valve replacement procedure can be performed. Artificial valves constructed from metal, or biological valves derived from human or animal donors can be used as suitable replacements for damaged valves. Mechanical valves are advantageous because they are durable and dont wear out. However, the transplant recipient is required to take blood thinners for life to prevent blood clot formation due to the tendency of blood to clot on artificial material. Biological valves can be derived from cow, pig, horse, and human valves. Transplant recipients are not required to take blood thinners, but biological valves can wear down over time.

Quality1a Essay Example | Topics and Well Written Essays - 1000 words

Quality1a - Essay Example W. Edwards Deming is an authority of the quality management movement. He came up with the cycle of improvement known as the ‘Plan, Do, Study, Act (PDSA). Edwards created this cycle to assist organizations to plan protocols through which they can develop quality services in health care. Through PDSA, healthcare organizations will first identify areas that require improvements, and then form plans to better develop these areas. In the ‘do’ phase, the plans are then tested; after which they analyze and interpret performance statistics in the ‘study’ phase. If the changes being enacted lead to improvement, they will then be implemented in the ‘act’ stage. There are other additional foundational frameworks that are addressed in the implementation of QI in different sectors. Each of them function as quantitative parameters for evaluating progress in health related matters such as the decrease in maternal deaths in childbirth, immunization rates, and the number of physicians that are available to serve given numbers of patients.  According to Leischow & Milstein (2006) FOCUS PDCA, API, ISO 9000, Baldrige Criteria, Lean, and Six Sigma, are additional frameworks that are employed in the improvement of healthcare quality. Why do various health care stakeholders define the quality of care differently? Quality is defined in different ways by various healthcare stakeholders. This is due to the fact that health care quality deals with intricate aspects of care from several perspectives. Quality can be measured through the character of the results that are gotten after implementing new outcomes or may be determined through process, in how health care is delivered to patients. Essentially, the definition of quality relies on the person that is describing the quality. Healthcare providers, such as nurses, will have a different definition from healthcare researchers, for instance. On the other hand, government officials working in t he healthcare sector will define quality in a different way from patients who receive the end product of treatment. What are the roles of various clinicians and patients in QI? Stakeholders in the healthcare sector who stand to benefit in different ways from the implementation of quality improvement include medical practitioners, patients, contractors, government official who work in the healthcare sector, and various healthcare organizations. These stakeholders have significant roles in contributing towards the implementation of quality improvement (Lee, 2007). For patients, quality improvement is important because it affects their chances of getting the best treatment.  Medical care providers, on the other hand, care for quality improvement because their tasks and responsibilities will be simplified if processes of improvement are implemented in their facilities. For instance, the implementation of quality processes will allow them to be able to easily monitor the spread of dise ases in the public. The payers like Medicaid and Medicare, on the other hand, make it possible for the medical provider to develop quality by means of incentives that support quality improvement. Healthcare organizations  can contribute towards the development of performance measures and standards that update the processes involved in quality improvemen